The ten contributions in this volume focus on a range of linearization challenges, all of which aim to shed new light on the central, still largely mysterious question of how the abundant evidence that linguistic structures are hierarchically organised can plausibly be reconciled with the fact that actually realised linguistic strings are typically sequentially ordered. Some of the contributions present particularly challenging data, those on the mixed spoken and signed output of bimodal Italian children, Quechua nominal morphology, Kannada reduplication and Taqbaylit of Chemini “floating prepositions” all being cases in point. Others have a typological focus, highlighting and attempting to explain striking patterns like the Final-over-Final Constraint or considering the predictions of particular theoretical approacesh (the movement theory of Control, multidominance, Distributed Morphology) in relation to structures that we do and don’t expect to be “possible linguistic structures”. Broader architectural questions also receive attention from various perspectives. This volume will be of interest to advanced students and researchers with interests in the externalisation of ling

The Routledge Handbook of Chinese Applied Linguistics is written for those wanting to acquire comprehensive knowledge of China, the diaspora and the Sino-sphere communities through Chinese language. It examines how Chinese language is used in different contexts, and how the use of Chinese language affects culture, society, expression of self and persuasion of others; as well as how neurophysiological aspects of language disorder affect how we function and how the advance of technology changes the way the Chinese language is used and perceived. The Handbook concentrates on the cultural, societal and communicative characteristics of the Chinese language environment. Focusing on language use in action, in context and in vivo, this book intends to lay empirical grounds for collaboration and synergy among different fields.

This edited volume brings together diverse issues and evidence in two related multidisciplinary domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes.

Although a number of edited collections deal with either the languages of the world or the languages of particular regions or genetic families, only a few cover sign languages or even include a substantial amount of information on them. This handbook provides information on some 38 sign languages, including basic facts about each of the languages, structural aspects, history and culture of the Deaf communities, and history of research. This information will be of interest not just to general audiences, including those who are deaf, but also to linguists and students of linguistics. By providing information on sign languages in a manner accessible to a less specialist audience, this volume fills an important gap in the literature.

This volume has arisen from a three-part, five-year study on language contact among multilingual sign language users, which has three strands: cross-signing, sign-switching, and sign-speaking. These phenomena are only sparsely documented so far, and thus the volume is highly innovative and presents data and analyses not previously available.

Education for deaf learners has gone through significant changes over the past three decades. The needs of many have changed considerably. But deaf learners are not hearing learners who cannot hear. This volume adopts a broad, international perspective, capturing the complexities and commonalities in the developmental mosaic of deaf learners.

Children are extremely gifted in acquiring their native languages, but languages nevertheless change over time. Why does this paradox exist? In this study of creole languages, Enoch Oladé Aboh addresses this question, arguing that language acquisition requires contact between different linguistic sub-systems that feed into the hybrid grammars that learners develop. There is no qualitative difference between a child learning their language in a multilingual environment and a child raised in a monolingual environment. In both situations, children learn to master multiple linguistic sub-systems that are in contact and may be combined to produce new variants. These new variants are part of the inputs for subsequent learners. Contributing to the debate on language acquisition and change, Aboh shows that language learning is always imperfect: learners' motivation is not to replicate the target language faithfully but to develop a system close enough to the target that guarantees successful communication and group membership.

The Routledge Handbook of Theoretical and Experimental Sign Language Research bridges the divide between theoretical and experimental approaches to provide an up-to-date survey of key topics in sign language research. With 29 chapters written by leading and emerging scholars from around the world, this Handbook covers the following key areas: On the theoretical side, all crucial aspects of sign language grammar studied within formal frameworks such as Generative Grammar; On the experimental side, theoretical accounts are supplemented by experimental evidence gained in psycho- and neurolinguistic studies; On the descriptive side, the main phenomena addressed in the reviewed scholarship are summarized in a way that is accessible to readers without previous knowledge of sign languages. Each chapter features an introduction, an overview of existing research, and a critical assessment of hypotheses and findings. The Routledge Handbook of Theoretical and Experimental Sign Language Research is key reading for all advanced students and researchers working at the intersection of sign language research, linguistics, psycholinguistics, and neurolinguistics.

This book deals with the theory and applications of the Reformulation- Linearization/Convexification Technique (RL T) for solving nonconvex optimization problems. A unified treatment of discrete and continuous nonconvex programming problems is presented using this approach. In essence, the bridge between these two types of nonconvexities is made via a polynomial representation of discrete constraints. For example, the binariness on a 0-1 variable x . can be equivalently J expressed as the polynomial constraint x . (1-x . ) = 0. The motivation for this book is J J the role of tight linear/convex programming representations or relaxations in solving such discrete and continuous nonconvex programming problems. The principal thrust is to commence with a model that affords a useful representation and structure, and then to further strengthen this representation through automatic reformulation and constraint generation techniques. As mentioned above, the focal point of this book is the development and application of RL T for use as an automatic reformulation procedure, and also, to generate strong valid inequalities. The RLT operates in two phases. In the Reformulation Phase, certain types of additional implied polynomial constraints, that include the aforementioned constraints in the case of binary variables, are appended to the problem. The resulting problem is subsequently linearized, except that certain convex constraints are sometimes retained in XV particular special cases, in the Linearization/Convexijication Phase. This is done via the definition of suitable new variables to replace each distinct variable-product term. The higher dimensional representation yields a linear (or convex) programming relaxation.

Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. Contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.