This book elaborates a theory of ellipsis that sheds new light on a well-known phenomenon, bringing it under the aegis of general and universal principles. Lobeck argues that ellipted categories in IP (VP Ellipsis), DP (N' Ellipsis), and CP (Sluicing) are empty, non-referential pronominals, subject to the same licensing and identification conditions as referential pro. She proposes that both types of empty pronominals must be licensed under head-government to satisfy the Empty Category Principle, and identified through strong agreement. In the case of ellipsis, agreement-type features make the empty category visible to interpretive processes of reconstruction. These licensing and identification conditions derive the result that ellipses are complements of functional categories DET, COMP, and INFL, but not of lexical categories. The analysis is supported by contrastive evidence from ellipsis in French and German, in which licensing and identification interact with Verb Raising, feature checking, and a parameter defining "strong" agreement.

Why Study Linguistics is designed to help anyone with an interest in studying language understand what linguistics is, and what linguists do. Exploring how the scientific study of language differs from other ways of investigating this uniquely human behavior, Why Study Linguistics: explores the various topics that students of linguistics study, including sound systems of language, the structure of words and sentences and their meanings, and the wider social context of language change and language variation; explains what you might do with a degree in linguistics and the kinds of jobs and careers that studying linguistics prepares you for; is supported by a list of links to additional resources available online. This book is the first of its kind and will be essential reading for anyone considering a course of study in this fascinating subject, as well as teachers, advisors, student mentors, and anyone who wants to know more about the scientific study of language.

Language in the Schools: Integrating Linguistic Knowledge Into K-12 Teaching addresses two important questions: *What aspects of linguistic knowledge are most useful for teachers to know? *What kinds of activities and projects are most effective in introducing those aspects of linguistic knowledge to K-12 students? The volume focuses on how basic linguistic knowledge can inform teachers' approaches to language issues in the multicultural, linguistically diverse classroom. The text also includes examples of practical applications of language awareness to pedagogy, assessment, and curriculum construction, which support the current goals of language arts, bilingual, and ESL education. Language in the Schools: Integrating Linguistic Knowledge Into K-12 Teaching contributes to the resources on linguistics and education by taking prospective teachers beyond basic linguistics to ways in which linguistics can productively inform their teaching and raise their students' awareness of language. It is intended as a text for students in teacher education programs who have a basic knowledge of linguistics.

Why Study Linguistics is designed to help anyone with an interest in studying language understand what linguistics is, and what linguists do. Exploring how the scientific study of language differs from other ways of investigating this uniquely human behavior, Why Study Linguistics: explores the various topics that students of linguistics study, including sound systems of language, the structure of words and sentences and their meanings, and the wider social context of language change and language variation; explains what you might do with a degree in linguistics and the kinds of jobs and careers that studying linguistics prepares you for; is supported by a list of links to additional resources available online. This book is the first of its kind and will be essential reading for anyone considering a course of study in this fascinating subject, as well as teachers, advisors, student mentors, and anyone who wants to know more about the scientific study of language.

"Language in the Schools: Integrating Linguistic Knowledge Into K-12 Teaching" addresses two important questions:
*What aspects of linguistic knowledge are most useful for teachers to know?
*What kinds of activities and projects are most effective in introducing those aspects of linguistic knowledge to K-12 students?
The volume focuses on how basic linguistic knowledge can inform teachers' approaches to language issues in the multicultural, linguistically diverse classroom. The text also includes examples of practical applications of language awareness to pedagogy, assessment, and curriculum construction, which support the current goals of language arts, bilingual, and ESL education.
"Language in the Schools: Integrating Linguistic Knowledge Into K-12 Teaching" contributes to the resources on linguistics and education by taking prospective teachers beyond basic linguistics to ways in which linguistics can productively inform their teaching and raise their students' awareness of language. It is intended as a text for students in teacher education programs who have a basic knowledge of linguistics.

Linguistics is a subject that has remained largely confined to the academy, rather than being integrated into school curricula. This is unfortunate but not surprising, as although some teacher education programs include courses on linguistics, it is not comprehensively integrated into teacher education, so it is largely absent from the curriculum. This volume brings together a team of leaders in the field of linguistics and education, to provide an overview of the current state of research and practice. It demonstrates changes which can be made to teaching, such as revising teacher's preparation, developing and implementing practical applications of linguistics in both primary and secondary classrooms, partnering linguists with classroom teachers, and working to improve state and national education standards. The contributors emphasize the importance of collaboration between professional linguists and educators in order to meet a common goal: to raise awareness of the workings of language.

Linguistics is a subject that has remained largely confined to the academy, rather than being integrated into school curricula. This is unfortunate but not surprising, as although some teacher education programs include courses on linguistics, it is not comprehensively integrated into teacher education, so it is largely absent from the curriculum. This volume brings together a team of leaders in the field of linguistics and education, to provide an overview of the current state of research and practice. It demonstrates changes which can be made to teaching, such as revising teacher's preparation, developing and implementing practical applications of linguistics in both primary and secondary classrooms, partnering linguists with classroom teachers, and working to improve state and national education standards. The contributors emphasize the importance of collaboration between professional linguists and educators in order to meet a common goal: to raise awareness of the workings of language.

LINGUISTICS FOR EVERYONE: AN INTRODUCTION, Second Edition, connects the study of linguistics to the language you use every day. The text is very user-friendly: casual writing style, logical presentation of material, balance of theoretical and practical, entertaining information, and lots of ideas and activities to put what you learn to use right away. The first chapter gives you the basics such as how to define language, new ways to look at grammar, your innate knowledge about language. Later chapters address core linguistics areas in depth (phonetics and phonology, morphology, syntax, and semantics). Many innovative and varied activities help you review and practice the content and apply the knowledge immediately. Special features throughout the book demystify common curiosities about how language works.