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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'American Association for Applied Linguistics Colloquia, 2010'
Author: JasoneCenoz
Email: click here to access email
Institution: 'University of the Basque Country'
Author: DurkGorter
Email: click here to access email
Homepage: 'http://multilingualeducation.eu/en/participantes/durk-gorter/'
Institution: 'University of the Basque Country'
Linguistic Field: 'Applied Linguistics'
Abstract: 'Presented at the AAAL Annual Conference, Atlanta, Georgia, USA; 6 March, 2010. This colloquium discussed a multilingual approach to language learning, language teaching and language assessment in school settings. This approach implies looking at language acquisition and use from a holistic perspective, taking into account not only the target language but all the languages known by the learner; such a perspective brings together the traditions of Second Language Acquisition (SLA) and bi/multilingualism because it looks at the whole linguistic repertoire of learners when acquiring and using languages. This perspective does not regard the boundaries between languages as clear-cut; nevertheless, those boundaries are themselves used as a resource in communication. In contrast to traditional teaching approaches, code-mixing, code-switching and translanguaging are considered common practices in the behavior of multilingual learners. The multilingual approach also represents a reaction against the 'monolingual bias', which leads to the judging of multilingual speakers' competencies by native speaker norms. It also goes beyond common practices not only in foreign language classrooms but also in bilingual and multilingual schools.

CUP at LINGUIST

This article appears in Language Teaching Vol. 44, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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