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Contributing to NABE News - Guidelines for Writers 2 ; Letter from the President 4 ; Conceptualizing a Schoolwide Bilingual Literacy Model: Closing the Achievement Gap through Systematic Formative Assessment - Doris Luft Baker 6 ; Asian and Pacific Islanders Asian American English Language Learners’ Identity Formation and Dynamic Transformation - Deoksoon Kim 10 ; Indigenous Bilingual Education Mother Tongue Education - Jon Reyhner, Northern Arizona University 12 ; Improving the Literacy Skills of Children and Young Adults - Leo Gómez 12
Contributing to NABE News - Guidelines for Writers 2 ; Letter from the President 4 ; Memories of Title VII - Dr. Josefina Villamil Tinajero 5 ; Asian and Pacific Islanders Developing a Chinese Dual Language Program in Elementary Schools: Be Responsive to Language Characteristics - Dr. Ping Liu 13 ; The State of ELLs Education NABE 2009 Conference Proceedings 16 ; Indigenous Bilingual Education BIE Leading Indian Students to Failure 20 ; Fact Sheet on Supreme Court’s Decision In HORNE V. FLORES - David Hinojosa 21 ; Reflections on a White House Visit - By Francisco Guajardo 22
The special issue of The Linguistic Review on "The Role of Linguistics in Cognitive Science" presents a variety of viewpoints that complement or contrast with the perspective offered in Foundations of Language (Jackendoff 2002a). The present article is a response to the special issue. It discusses what it would mean to integrate linguistics into cognitive science, then shows how the parallel architecture proposed in Foundations seeks to accomplish this goal by altering certain fundamental assumptions of generative grammar. It defends this approach against criticisms both from mainstream generative grammar and from a variety of broader attacks on the generative enterprise, and it reflects on the nature of Universal Grammar. It then shows how the parallel architecture applies directly to processing and defends this construal against various critiques. Finally, it contrasts views in the special issue with that of Foundations with respect to what is unique about language among cognitive capacities, and it conjectures about the course of the evolution of the language faculty.
This dissertation investigated the development of the complementiser that from the demonstrative pronoun in the Germanic languages; each chapter dealt with a different aspect. In the introduction, the terms ‘reanalysis’ and ‘analogy’ and their relevance for grammaticalisation were explained, and the issues of the chapters were presented. The second chapter introduced some information about the Germanic language family and the languages which were relevant for this investigation, namely Gothic, Old English, Old Icelandic, Old Saxon and Old High German. Previous assumptions about the diachrony of that were presented and discussed. One of these proposals which mainly draws on evidence from West Germanic involves the idea that the source construction contained two independent main clauses with a demonstrative pronoun (that) at the end of the first clause (cf. e.g. Paul 1962, § 248). In contrast to this, the Gothic evidence showed that the source construction of the reanalysis of ϸatei was not a proper paratactic construction (at least in Gothic) but already a complex construction which contained a complementiser (ei) in the appositional subordinate clause (cf. also e.g. Longobardi 1994 for the diachrony of ϸatei). This contradiction raised the question whether the analysis of the Gothic that-complementiser also applies to the diachrony of that in West Germanic. This issue was taken up in the third chapter which presented an overview of subordination and complementisers in Northwest Germanic. The aim was to show that the Northwest Germanic languages also show a subordinating particle, which functions like the Gothic ei, namely ϸe (OE), er/es (OI), the (OHG, OS). As a result, the subordinating particle could be observed in relative and adverbial clauses in all Northwest Germanic languages. In complement clauses, which are most crucial for the argumentation, the subordinating particle is found in Old English and Old Icelandic but not in Old Saxon. In Old High German, there are only combinations of the with a following pronoun, theih and theiz, in ‘Otfrids Evangelienbuch’ (see Wunder 1965). Consequently, the presence of a subordinating particle is confirmed in North and West Germanic. The fact that the patterns of subordination are quite similar in all Germanic languages suggested a unitary analysis of the development of that in Germanic was appropriate. In chapter four, the similarities and differences between the Germanic languages with respect to the development of that were explained. It was argued that the preconditions of the reanalysis were the same, whereas the consequences of the reanalysis are realised differently in each language. The most important precondition was that the appositional source construction (explained in more detail below) was generally available in Germanic. Since the demonstrative pronoun at the end of the matrix clause and the subordinating particle of the subordinate clause were adjacent, phonological combination might have been crucial for the subsequent reanalysis to take place. After reanalysis, however, different changes can be observed in the different languages. For instance, it appears that during the Old English period the final syllable of the form ϸætte was deleted (see chapter 4 for references), whereas the final –ei is still present in the Gothic ϸatei, and completely absent in Old High German and Old Saxon. The source structure of the reanalysis was discussed in detail in a separate subsection. The appositional source construction, which was already assumed for the reanalysis of Gothic ϸatei, was compared with analyses of clitic left dislocation which propose that two constituents with the same theta-role derive from a Big DP (see e.g. Grewendorf 2009, Belletti 2005). Based on the Big DP analysis of Grewendorf (2009), it was claimed that the appositional clause, introduced by the subordinating particle, is generated in the Spec of a DP, and adjoined to this DP on the surface. It was argued that this whole complement DP-node occurred in an extraposed position in OV-languages so that the verb, when it stays in-situ, does not appear between the demonstrative pronoun and the subordinating particle. The structure in (1) illustrates the syntactic source structure which is assumed to apply to the development of the complementiser that in Germanic. ...
The focus of this paper is the perspectivization of thematic roles generally and the recipient role specifically. Whereas perspective is defined here as the representation of something for someone from a given position (Sandig 1996: 37), perspectivization refers to the verbalization of a situation in the speech generation process (Storrer 1996: 233). In a prototypical act of giving, for example, the focus of perception (the attention of the external observer) may be on the person who gives (agent), the transferred object (patient) or the person who receives the transferred object (recipient). The languages of the world provide differing linguistic means to perspectivize such an act of giving, or better: to perspectivize the participants of such an action. In this article, the linguistic means of three selected continental West Germanic languages –German, Dutch and Luxembourgish– will be taken into consideration, with an emphasis on the perspectivization of the recipient role.
The Acadian population of the Atlantic provinces is located in a number of geographically separate areas. Existing phonological descriptions of specific varieties have shown the existence of a great deal of diversity, but also much common ground. Little comparative work has been conducted to assess the extent to which the various regional varieties share the characteristics described for individual communities. New data are here brought to bear on these issues, drawn from the material collected in the course of a research project which has as its general objective the systematic charting of the linguistic differences and similarities among the Acadian communities of Nova Scotia. Features common to all these communities and to previously described varieties are distinguished from those which show interdialectal differences, and the nature of these differences is analyzed.
This monograph describes the overall language situation in Luxembourg, a highly multilingual country in Western Europe, from a language policy and planning perspective. The first part discusses the social and historical contexts, including major societal changes and uncertainties about the future, which are bound up with Europeanisation and the accelerated processes of globalisation. It also deconstructs the notions of Luxembourgish as a 'minority language' and French as the 'language of prestige', and describes a two-pronged language ideology that allows for either monolingual identification with Luxembourgish or trilingual identification with the languages recognised by the language law of 1984 (Luxembourgish / German / French). The second part discusses the trilingual school-system, a system in which large numbers of romanophone students are forced to go through a German-language literacy programme. The third part provides an overview of language spread in the areas of the media and literary writing. The fourth part examines language purism and tensions concerning the standardisation of Luxembourgish, as well as the debates about language requirements for citizenship. The discussion shows how language policy scholarship needs to be approached from a multidimensional perspective, that is, by taking into account dynamics on the global, regional and local levels in addition to those at the state level.