Although some translingual advocates call for collaboration amongst composition studies, translingual, and second language writing theorists, current misinterpretations of translingual theory represent the field of second language writing in a negative light, making an alliance amongst the scholars of these fields unlikely. Translingualism is…

Recent educational standards have refocused the goals of foreign language (FL) instruction on "the purpose of communication" (ACTFL, 2012, p. 1) across the three modes of communication (interpersonal, interpretive, and presentational). To this end, this article considers a linguistically based genre theory as a means of enhancing…

Current theories of binding cannot provide a uniform account for many facts associated with the distribution of anaphors, such as long-distance binding effects and the subject-orientation of monomorphemic anaphors. Further, traditional binding theory is incompatible with minimalist assumptions. In this dissertation I propose an analysis of…

The present paper examines negotiation of meaning and language-related episodes in Chinese-German eTandem interaction, focusing on Chinese as target language. Against the background of the interactionist approach to language learning and drawing upon Swain and Lapkin's (1998, Interaction and second language learning: Two adolescent French…

At the dawn of a national curriculum for English in Australia, grammar has appeared without any serious interrogation of the terms of its re-entry and against ambiguous evidence about its value for teaching writing. What kinds of knowledge about language do teachers need in rhetorically productive teaching? This article investigates the potential…

Questions the validity of two assumptions behind the search for the "best" pedagogical (English as a second language) grammar: (1) that there is one ideal pedagogical grammar; and (2) that the success of a pedagogical grammar depends primarily on the linguistic theoretical assumptions incorporated in it. (Author/CB)

Special issue devoted to research and the teaching of French in the elementary school. (VM)

Special issue devoted to the topic of standard spoken usage. (VM)

The linguist does not usually describe grammatical structures of stylized sentences because there are none well-formed on the surface. He could use rules for organizational and relational features of the grammar which affect the last lines of generation to produce deviant but acceptable linguistic forms, thereby increasing the predictive power of…

Attempts a preliminary typological study of sub-languages constituting one national language. Three types of sub-languages are distinguished: natural language, language of science, and informational language. They are compared to the three levels of language analysis, speech, norm and system. (RM)

Challenges the descriptive linguist to tackle the problem of Educated Spoken Arabic and its regional varieties, in particular in regard to aspect and the participle. (AM)

For the linguist interested in typology and language universals, this paper suggests the usefulness of a taxonomy of copula and copula-like constructions in the world's languages and the elaboration of hypotheses of synchronic variation and diachronic change in this part of language. For the linguist interested in child language development, the…

This book combines a traditional history-of-the-language approach with modern linguistic analysis to discuss the history of English from Old English through Middle English, Early Modern English, Authoritarian English, Mature Modern English, to American English. The book begins with a discussion of the present status and structure of English. Each…

Noting that no clear and adequate basis for a theory of translation exists at this time, this article examines problems common to three fundamental elements of translation. Illustrative examples, taken from Slavic languages, relate to discussion of grammatical, semantic-lexical, and stylistic aspects of translation. Various contributions of…

There are several things that English teachers at all educational levels need to know about linguistics. They must know, for example, that the terms "grammar,""dialect," and "register" have special meanings for the linguist. In addition, they must know the following: (1) regardless of language, a normal child will…