Open publication> The Languages and Linguistics of Europe: A Comprehensive Guide is part of the multi-volume reference work on the languages and linguistics of the continents of the world. The book supplies profiles of the language families of Europe, including the sign languages. It also discusses the areal typology, paying attention to the Standard Average European, Balkan, Baltic and Mediterranean convergence areas. Separate chapters deal with the old and new minority languages and with non-standard varieties. A major focus is language politics and policies, including discussions of the special status of English, the relation between language and the church, language and the school, and standardization. The history of European linguistics is another focus as is the history of multilingual European 'empires' and their dissolution. The volume is especially geared towards a graduate and advanced undergraduate readership. It has been designed such that it can be used, as a whole or in parts, as a textbook, the first of its kind, for graduate programmes with a focus on the linguistic (and linguistics) landscape of Europe.

Most treatments of speech deal with descriptions of sounds and how they are made. This book goes further: the idea is to develop a framework for a fully explanatory theory of speech production integrating with speech perception. Emphasis is placed on the difference between static models (primarily descriptive) and dynamic models that attempt to show how the basic linguistics and phonetics are related in an actual human speaker/listener.

Ever since Darwin, the world has been struggling with the mystery of human diversity. As the historian Peter Bowler has written, an evolutionary interpretation of the history of life on the earth must inevitably extend itself to include the origins of the human race. But this has proved to be a difficult and controversial task. Understanding human origins means accounting not only for the obvious differences between people and cultures around the world, but also for the unity of "Homo sapiens" as a single biological species. As Stephen Jay Gould has said, flexibility is the hallmark of human evolution. Because so much of who we are is learned rather than genetically predetermined, a satisfactory understanding of human evolution--to use old parlance--must account both for the human body and the human soul.

At any single moment of time, it is always possible to find instances where people seem to live in their own world, speak in their own distinctive ways, and have their own exclusive cultural traits and practices. Over the course of time, however, it is not so easy to find places where these dimensions of our diversity stay together. The essays in this collection show why we must stop thinking that race, language, and culture go together, and why we should be wary of the commonsense beliefs that human races exist and that people who speak different languages come from fundamentally different biological lineages.

Trade schools, universities, and programs for international students have begun to experiment with Content and Language Integrated Learning (CLIL) as a viable pedagogy for instruction, as the pedagogy of CLIL increasingly gains recognition as a practical form of language and content education in Europe and beyond, and its application in instructional settings becomes more diverse. Corresponding with CLIL's growth, this book focuses on foreign language use during peer interactions in a new CLIL setting. It particularly concentrates on how to conduct research when the focus is on learner interactions. The theoretical background, research methods, and research instruments are explained in a brief and understandable manner. This book is intended for those interested in CLIL and peer interactions and includes a framework and ideas for investigating new CLIL contexts in a practical manner allowing undergraduate and graduate students to conduct their own research in these settings.

The contributors to this volume reference a shared, longitudinal corpus of spontaneous conversation elicited in natural settings from speakers with moderate to late moderate Alzheimer's Disease, utilizing other collections as appropriate, to analyze conversation, discourse and written text by and about Alzheimer's speech. Cross-disciplinary contributions from the USA, Canada, New Zealand and Germany, representing linguistics, gerontology, geriatric nursing, computer science, and communications disorders report on empirically-based investigations of social and pragmatic language competencies and strategies retained by AD patients which could ground communication enhancements or interventions.

This new edition of the Luath Scots Language Learner featuring updated information is suitable as an introductory course or for those interested in reacquainting themselves with the language of childhood and grandparents. There are dictionaries and grammar books but this is the first-ever language course. The book assumes no prior knowledge on the reader's part. Starting from the most basic vocabulary and constructions, the reader is guided step-by-step through Scots vocabulary and the subtleties of grammar and idiom that distinguish Scots from English. An accompanying audio recording conveys the authentic pronunciation, especially important to readers from outside Scotland.

This book explores the relationship between conversation analysis and applied linguistics, demonstrating how the analysis of institutional talk can contribute to professional practice. With a foreword by Paul Drew, the core of the collection brings together researchers from a wide range of applied areas, dealing with topics such as language impairment and speech therapy, medical general practice, retailing, cross-cultural training, radio journalism, higher education and language teaching and learning.

The notion of empire is associated with economic and political mechanisms of dominance. For the last decades, however, there has been a lively debate concerning the question whether this concept can be transferred to the field of linguistics, specifically to research on situations of language spread on the one hand and concomitant marginalization of minority languages on the other. The authors who contributed to this volume concur as to the applicability of the notion of empire to language-related issues. They address the processes, potential merits and drawbacks of language spread as well as the marginalization of minority languages, language endangerment and revitalization, contact-induced language change, the emergence of mixed languages, and identity issues. An emphasis is on the dominance of non-Western languages such as Arabic, Chinese, and, particularly, Russian. The studies demonstrate that the emergence, spread and decline of language empires is a promising area of research, particularly from a comparative perspective.

The HittiteEtymological Dictionary is a comprehensive compendium of the vocabulary of Hittite, one of the great languages of the Ancient Near East, and of paramount importance for comparative Indo-European studies. Since the start of publication, as evidenced by frequency of reference and quotation, this work has become an important tool for study and research in Hittite, Ancient Anatolian, and Indo-European linguistics.

Introduction, W.A. Robson PART ONE 1. The scope of the services and the responsible authorities in Greater London PART TWO 2. Services for the Old 3. Services for the physically handicapped 4. Services for the mentally handicapped 5. Services for the socially handicapped 6. Housing and the Welfare Services PART THREE 7. The reorganization of the services in the new london boroughs

Ivan N. Petrov's The Development of the Bulgarian Literary Language: From Incunabula to First Grammars, Late Fifteenth-Early Seventeenth Century examines the history of the first printed Cyrillic books and their role in the development of the Bulgarian literary language. In the literary culture of the Southern Slavs, especially the Bulgarians, the period that began at the end of the fifteenth century and covered the sixteenth and seventeenth centuries is often seen as a foreshadowing of the pre-national era of modern times. In particular, the centuries-old manuscript tradition was gradually replaced by the Cyrillic printed book, which-after the incunabula of Krakow and Montenegro-was published in such centers as Targoviste, Prague, Venice, Serbian monasteries, Vilnius, Moscow, Zabludow, Lviv, Ostroh, and many others. Petrov shows how the study of old Slavic prints is closely linked to the processes that determined the emergence of modern literary languages in the Slavia Orthodoxa area, including the influence of the liturgical Church Slavonic language shared by the Orthodox Slavs, which was increasingly standardized and codified at that time. The perspective of a language historian brings new light to the complex and multidimensional issues of this important transitional period of Slavic history and culture.

This book provides a wide-ranging review of urban problems and constitutes a major contribution to the mounting public debate that these problems are attracting. Many of the problems - of social and economic decay - are not new; indeed they are perennial problems of urban societies. As the complexities and interdependencies of modern life have increased, so has the resolve to combat the environmental and social ills to which these give rise. The particular focus of this volume is on the 'framework' of urban problems - the changing demographic, social and economic structure, the shortage of land and the transport needs of a highly complex industrial society. A mass of facts and figures are neatly and succinctly marshalled to provide a clear picture of the problems. Stress is laid on the essentially political nature of these problems and the alternative solutions. In essence, urban problems are problems of social injustice, of disadvantage and of lack of power. This book was first published in 1973.

Drawing on ethnographic research inside and outside the classroom, Janet Maybin investigates how 10-12 year-old children use talk and literacy to construct knowledge about their social worlds and about themselves, as they negotiate the transition from childhood into adolescence. Through the analysis of examples of talk, she shows how children use collaborative verbal strategies, stories of personal experience and the reworked voices of others to investigate the moral order and forge their own identities.

The aim of this book is two-fold: to offer a retrospective view on the past thirty years of research on aspectuality and temporality as well as to develop new perspectives on the future development of the field. Articles contain overviews of the development of the field and/or present the state of the art of current research, suggesting new and upcoming lines of research. An important theme throughout the book is typological variation, and the relevance of empirical data for theory formation.

Together the articles in the book take a wide crosslinguistic scope including aspectual analyses of English, and two varieties of English: African American English and Colloquial Singapore English, Italian, French, Bulgarian, Czech, Mandarin Chinese, West-Greenlandic, Wakashan languages, and Nakh-Daghestanian languages.

Audience: Scholars and students of aspectuality in semantics and at the syntax-semantics interface.

This is the fully revised and expanded second edition of English - One Tongue, Many Voices, a book by three internationally distinguished English language scholars who tell the fascinating, improbable saga of English in time and space. Chapters trace the history of the language from its obscure beginnings over 1500 years ago as a collection of dialects spoken by marauding, illiterate tribes. They show how the geographical spread of the language in its increasing diversity has made English into an international language of unprecedented range and variety. The authors examine the present state of English as a global language and the problems, pressures and uncertainties of its future, online and offline. They argue that, in spite of the amazing variety and plurality of English, it remains a single language.

Whenever a new language is learned, a new culture is also learned. Swiderski provides instructive examples of language learning situations by describing multilingual events using more than twenty of the world's languages. All aspects of language learning from the physical environment of the classroom to the perceptions of events and emotions that languages express are considered. Australian aboriginal languages and Native American languages are analyzed to illustrate the world of differences of which English, Chinese, and Russian are also a part. The politics of language teaching and the effect of language policy in the classroom are brought out in concrete examples. This study will be of interest to language teachers and the general international community as well.

The Extent of the Literal develops a strikingly new approach to metaphor and polysemy in their relation to the conceptual structure. In a straightforward narrative style, the author argues for a reconsideration of standard assumptions concerning the notion of literal meaning and its relation to conceptual structure. She draws on neurophysiological and psychological experimental data in support of a view in which polysemy belongs to the level of words but not to the level of concepts, and thus challenges some seminal work on metaphor and polysemy within cognitive linguistics, lexical semantics and analytical philosophy.

TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks, as well as studies that provide new insights by approaching language from an interdisciplinary perspective. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing.

The Skills of Document Use: From Text Comprehension to Web-Based Learning examines functional literacy from a psychological standpoint. It offers a comprehensive discussion of the cognitive skills involved in reading, comprehending, and making use of complex documents. Understanding such skills is important at times when printed and online information systems are being used more and more extensively for work, education, and personal development. It is also very important to understand how the Internet transforms the way we search, read, and comprehend documents. The core purpose of the book is to inform research scientists, students, and instructional designers about recent advances in the psychology of document comprehension. Whereas reading research has mostly focused on basic cognitive processes involved in simple comprehension tasks, this book extends the psychology of reading to more complex, real-life comprehension activities. The book draws a link between research areas usually separated: language psychology, on the one hand, and Web design, on the other hand. The work also attempts to bridge a gap between research in cognitive psychology and practical issues in the design and use of information systems. It invites the reader to a guided journey from theoretical models of text comprehension to concrete issues in the design and use of instructional technology. The book will be of interest to students specializing in psychology, language, communication, and publishing. It will also be useful to all those who are involved in the training of literacy skills, or in the design of information systems accessible to a wide audience.

The role of orthography in reading and writing is not a new topic of inquiry. For example, in 1970 Venezky made a seminal contribution with The Structure of English Orthography in which he showed how both sequential redundancy (probable and permissible letter sequences) and rules of letter-sound correspondence contribute to orthographic structure. In 1972 Kavanagh and Mattingly edited Language by Eye and by Ear which contained important linguistic studies of the orthographic system. In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological In 1981 Taylor described the evolution of properties. orthographies in writing systems-from the earliest logographies for pictorial representation of ideas to syllabaries for phonetic representation of sounds to alphabets for phonemic representation of sounds. In 1985 Frith proposed a stage model for the role of orthographic knowledge in development of word recognition: Initially in the logographic stage a few words can be recognized on the basis of partial spelling information; in the alphabetic stage words are recognized on the basis of grapheme-phoneme correspondence; in the orthographic stage spelling units are recognized automatically without phonological mediation. In 1990 Adams applied connectionism to an analysis of the orthographic processing of skilled readers: letter patterns emerge from the association units linking individual letters.

The book is concerned with the interaction of syntax, information structure and prosody in the history of English, demonstrating this with a case study of object topicalization. The approach is data-oriented, using material from syntactically parsed digital corpora of Old, Middle and Early Modern English, which serve as a solid foundation for conclusions. The use of object topicalization underwent a sharp decline from Old English until today. In the present volume, a basic prosodic well-formedness condition, the Clash Avoidance Requirement, is identified as the main factor for this change. With the loss of V2-syntax, object topicalization led more easily to cases in which two focalized phrases, the topicalized object and the subject, are adjacent. The two focal accents on these phrases would produce a clash, thus violating the Clash Avoidance Requirement. In order to circumvent this, the use of topicalization in critical cases is avoided. The Clash Avoidance Requirement is highly relevant also today, as experimental data on English and German show. Further, the Clash Avoidance Requirement helps to explain the well-known syntactic structure of the left periphery in Old English. An analysis positing two subject positions is defended in the study. The variation of these subject positions is shown to depend not on pronominal vs. lexical status of the subject but on information structural properties.

Linguistic theory has recently experienced a shift in its conceptual approach from the formulation of descriptively adequate accounts of languages to the definition of principles and parameters claimed to reflect the initial structure of the language faculty, often termed Universal Grammar (UG). Linguistic experience is said to have the effect of guiding the child/linguist in fixing the unspecified parameters of U G to determine the grammar of his/her language. The study of anaphora has been of central concern as it addresses directly the innateness vs. experience issue. On the one hand, it is a part of all natural languages that is largely under determined by the data, and must therefore be included in the characterization of the initial state of the language faculty. On the other hand, although the principles that govern anaphora do not exhibit extreme variations across languages, a child/linguist must solve language specific issues for his/her language based on linguistic experience. This book examines a set of linguistic structures from both a theoretical and an experimental perspective. The purpose is to xv PREFACE xvi determine the roles of innateness and of experience in the devel opment of a child's theory of anaphora for his/her language."