This collection is the fifth volume of selected papers to emerge from Columbia School (CS) linguistics conferences. A radically functionalist approach, CS shares with Cognitive linguistics the view that grammar is composed of form-meaning correspondences. CS views language as a symbolic tool whose structure is shaped both by its communicative function and by the characteristics of its users. The volume includes papers on methodological issues and innovative analyses on English, Spanish, and Mandarin that illustrate the value of the strict application of clearly spelled out theoretical principles to the execution of linguistic analysis. Four of the volume’s eleven papers are written in Spanish, and all papers have abstracts in both English and Spanish. An introduction highlights the theoretical and analytical premises of CS, and their differences from and similarities with cognitive-functional approaches. The collection will be of interest to researchers and laymen who aim to understand the role of language in human communication.

This book is a sequel to Geoffrey Sampson’s well-received textbook Schools of Linguistics. Linguistics changed around the millennium; the advent of cheap air travel and the internet meant that geographical distance ceased to be a barrier to scholarly interaction, so new developments are no longer grouped into separate “schools” located in different places. Consequently, the best way to show how linguistics is flowering in our time is through a sampler displaying individual examples of recent advances. Sampson offers such a sampler, describing two dozen of the most interesting innovations in the subject to have emerged in the present century. And he includes a few looks back at how the approaches described in Schools of Linguistics panned out in the closing years of the old century, before they evolved into—or made way for—today’s more realistic and more diverse linguistics.

No detailed description available for "Syntactic Structures".

This volume explores and compares linguistic practices among young people in linguistically and culturally diverse urban spaces.

Highlighting the most important topics, issues, questions and debates, these two volumes offer full coverage of major subthemes and subfields within the discipline of anthropology.

Drawing on the collective expertise of language scholars and educators in a variety of subdisciplines, the Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II, provides a comprehensive treatment of teaching and research in Arabic as a second and foreign language worldwide. Keeping a balance among theory, research and practice, the content is organized around 12 themes: Trends and Recent Issues in Teaching and Learning Arabic Social, Political and Educational Contexts of Arabic Language Teaching and Learning Identifying Core Issues in Practice Language Variation, Communicative Competence and Using Frames in Arabic Language Teaching and Learning Arabic Programs: Goals, Design and Curriculum Teaching and Learning Approaches: Content-Based Instruction and Curriculum Arabic Teaching and Learning: Classroom Language Materials and Language Corpora Assessment, Testing and Evaluation Methodology of Teaching Arabic: Skills and Components Teacher Education and Professional Development Technology-Mediated Teaching and Learning Future Directions The field faces new challenges since the publication of Volume I, including increasing and diverse demands, motives and needs for learning Arabic across various contexts of use; a need for accountability and academic research given the growing recognition of the complexity and diverse contexts of teaching Arabic; and an increasing shortage of and need for quality of instruction. Volume II addresses these challenges. It is designed to generate a dialogue—continued from Volume I—among professionals in the field leading to improved practice, and to facilitate interactions, not only among individuals but also among educational institutions within a single country and across different countries.