The book analyzes the complex relationship between languages in the bilingual mind with a focus on motion event typology and the acquisition of Spanish as a second language (L2). The author starts out by examining L1 patterns which are transferred to less complex L2 systems. The data discussed was elicited by German learners of Spanish. A similar transfer is observed when L1 is typologically and genetically close, as in the case of French and Italian learners of Spanish. Furthermore, the author clarifies the relevance of intra-typological differences within the same linguistic family, including important differences in the lexicalization patterns of Italian with respect to French and Spanish. The findings contribute to our understanding of the field of motion event typology and thinking-for-speaking. The book demonstrates that conceptual transfer is present in different aspects of the motion lexicalization domain. Interestingly, there are some challenging aspects both for speakers whose first language is typologically different and for those whose language is typologically close. The book offers suggestions on how these challenges in the restructuring of meaning in L2 can be addressed in language teaching. Specifically, pedagogical translation and mediation present promising pathways to the strengthening of semantic competences in the L2.

Definiteness has been a central topic in theoretical semantics since its modern foundation. However, despite its significance, there has been surprisingly scarce research on its cross-linguistic expression. With the purpose of contributing to filling this gap, the present volume gathers thirteen studies exploiting insights from formal semantics and syntax, typological and language specific studies, and, crucially, semantic fieldwork and cross-linguistic semantics, in order to address the expression and interpretation of definiteness in a diverse group of languages, most of them understudied. The papers presented in this volume aim to establish a dialogue between theory and data in order to answer the following questions: What formal strategies do natural languages employ to encode definiteness? What are the possible meanings associated to this notion across languages? Are there different types of definite reference? Which other functions (besides marking definite reference) are associated with definite descriptions? Each of the papers contained in this volume addresses at least one of these questions and, in doing so, they aim to enrich our understanding of definiteness.

This book examines the linkage between literacy and linguistic diversity, embedding them in their social and cultural contexts. It illustrates that a more complete understanding of literacy among diverse populations and in multicultural societies requires attention to issues of literacy per se as well as to improving an educational process that has relevance beyond members of majority cultures and linguistic groups. The focus of the book is on the social and cultural contexts in which literacy develops and is enacted, with an emphasis on the North American situation. Educators and researchers are discovering that cognitive approaches, while very valuable, are insufficient by themselves to answer important questions about literacy in heterogeneous societies. By considering the implications of family, school, culture, society, and nation for literary processes, the book answers the following questions. In a multi-ethnic context, what does it mean to be literate? What are the processes involved in becoming and being literate in a second language? In what ways is literacy in a second language similar and in what ways is it different from mother-tongue literacy? What factors must be understood to better describe and facilitate literacy acquisition among members of ethnic and linguistic minorities? What are some current approaches that are being used to accomplish this? These are vital questions for researchers and educators in a world that has a large number of immigrants, a variety of multi-ethnic and multi-lingual societies, and an increasing degree of multinational activity. Beyond addressing applied concerns, attending to these questions can provide new insights into basic aspects of literacy.

This volume seeks to answers such questions as: how is conscious experience translated into discourse? How are foregrounding and backgrounding accomplished? What is the function of features like lexical choice and referential choice? And many more.

The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.

A masterpiece of linguistics scholarship, at once erudite and entertaining, confronts the thorny question of how—and whether—culture shapes language and language, culture Linguistics has long shied away from claiming any link between a language and the culture of its speakers: too much simplistic (even bigoted) chatter about the romance of Italian and the goose-stepping orderliness of German has made serious thinkers wary of the entire subject. But now, acclaimed linguist Guy Deutscher has dared to reopen the issue. Can culture influence language—and vice versa? Can different languages lead their speakers to different thoughts? Could our experience of the world depend on whether our language has a word for "blue"? Challenging the consensus that the fundaments of language are hard-wired in our genes and thus universal, Deutscher argues that the answer to all these questions is—yes. In thrilling fashion, he takes us from Homer to Darwin, from Yale to the Amazon, from how to name the rainbow to why Russian water—a "she"—becomes a "he" once you dip a tea bag into her, demonstrating that language does in fact reflect culture in ways that are anything but trivial. Audacious, delightful, and field-changing, Through the Language Glass is a classic of intellectual discovery.

This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language. As a consequence of rapid globalization, such learners are a large and growing segment of the school population worldwide, and an increasing number of schools are challenged by learners from a wide variety of languages, and with distinct prior literacy experiences. To succeed academically these learners must develop second-language literacy skills, yet little is known about the ways in which they learn to read in their first languages, and even less about how the specific nature and level of their first-language literacy affects second-language reading development. This volume provides detailed descriptions of five typologically diverse languages and their writing systems, and offers comparisons of learning-to-read experiences in these languages. Specifically, it addresses the requisite competencies in learning to read in each of the languages, how language and writing system properties affect the way children learn to read, and the extent and ways in which literacy learning experience in one language can play a role in subsequent reading development in another. Both common and distinct aspects of literacy learning experiences across languages are identified, thus establishing a basis for determining which skills are available for transfer in second-language reading development. Learning to Read Across Languages is intended for researchers and advanced students in the areas of second-language learning, psycholinguistics, literacy, bilingualism, and cross-linguistic issues in language processing.

The claim that crosslinguistic disparities foster differences in nonlinguistic thought, often referred to as 'linguistic relativity', has for some time been the subject of intense debate. For much of that time the debate was not informed by much experimental work. Recently, however, there has been an explosion of research on linguistic relativity, carried out by numerous scholars interested in the interaction between language and nonlinguistic cognition. This book surveys the rapidly accruing research on this topic, much of it carried out in the last decade. Structured so as to be accessible to students and scholars in linguistics, psychology, and anthropology, it first introduces crucial concepts in the study of language and cognition. It then explores the relevant experimentally oriented research, focusing independently on the evidence for relativistic effects in spatial orientation, temporal perception, number recognition, color discrimination, object/substance categorization, gender construal, as well as other facets of cognition. This is the only book to extensively survey the recent work on linguistic relativity, and should serve as a critical resource for those concerned with the topic.

This is the second of a three-volume comprehensive reference work on “Gender across Languages”, which provides systematic descriptions of various categories of gender (grammatical, lexical, referential, social) in 30 languages of diverse genetic, typological and socio-cultural backgrounds. Among the issues discussed for each language are the following: What are the structural properties of the language that have an impact on the relations between language and gender? What are the consequences for areas such as agreement, pronominalisation and word-formation? How is specification of and abstraction from (referential) gender achieved in a language? Is empirical evidence available for the assumption that masculine/male expressions are interpreted as generics? Can tendencies of variation and change be observed, and have alternatives been proposed for a more equal linguistic treatment of women and men? This volume (and the previous two volumes) will provide the much-needed basis for explicitly comparative analyses of gender across languages. All chapters are original contributions and follow a common general outline developed by the editors. The book contains rich bibliographical and indexical material.Languages of Volume 2: Chinese, Dutch, Finnish, Hindi, Icelandic, Italian, Norwegian, Spanish, Vietnamese, Welsh.