Bilingual Grammar

An extended argument that bilingual speakers have an integrated linguistic competence, rather than two separate grammatical systems.

This comparative analysis of the inter-lingual differences between English and Spanish allows instructors to comprehend and analyze the linguistic behaviors of their students and thereby help them achieve bilingualism. Intended for advanced upper-division and graduate students intending to teach Spanish-to-English speakers, English-to- Spanish speakers, and translators of both languages. Plastic comb binding. Annotation copyrighted by Book News, Inc., Portland, OR.

This third edition of this text presents the major grammatical contrasts between English and Spanish in a simple and direct manner that is ideal for teachers of either language. This book addresses difficult grammatical topics for the English speaker, such as the question of aspect (preterit/imperfect) and the Spanish rorindicative/subjunctive; the English modal auxiliary system; and other challenging topics for the Spanish speaker. This reworked and expanded edition presents a complete inventory of all the major inter-lingual contrasts, emphasizing those contrasts that pose difficulties for teachers and students alike. The text features numerous exercises and, new with this edition, an extensive glossary of grammatical terms. Answer key available for download from the "features" tab on the publisher's website: https://rowman.com/ISBN/9780761863755/Bilingual-Grammar-of-English-Spanish-Syntax-With-Exercises-and-a-Glossary-of-Grammatical-Terms-3rd-Edition

Part III: Codeswitching and the LF Interface -- 9 The Semantic Interpretation and Syntactic Distribution of Determiner Phrases in Spanish-English Codeswitching -- 10 Codeswitching and the Syntax-Semantics Interface -- Part IV: Codeswitching and Language Processing -- 11 A Minimalist Parsing Model for Codeswitching -- 12 Language Dominance and Codeswitching Asymmetries -- Contributors -- Index

This book aims at helping learners of English (particularly those whose first language is Chinese) to improve their understanding of, and their competence in, English grammar. It directly addresses the needs of Chinese learners and takes full account of their first language in helping them understand how English works by systematically requiring them to think about grammar, and to come up with their own hypotheses about how it works on the basis of the given data. The book is designed for students' learning on their own as well as in a classroom. Each chapter is accompanied by a separate 'students' notes', which the students can consult after working through all the data and exercises in each chapter, to check their own answers and to read further explanations on the grammatical points in question. This book therefore appeals to the growing number of students learning through self-access, as well as promotes independent learning among those enrolled in educational institutions. Key features: - Directly addresses the needs of Chinese learners of English - Concise, user-friendly grammar presentations followed by examples of correct use - Innovative exercises offering learners in-depth practice of key grammar points - Detailed students' notes section and a full answer key for easy reference - Suitable for use in class, or for self-study

This volume investigates the nature of grammatical representations in speakers who master multiple languages. Since the early days of modern formal approaches to grammar, most work has been based on the language of monolingual humans. Less work has been conducted based on data from speakers who possess more than one language. Although important insights have been gained from a monolingual focus, there is every reason to believe that bi- and multilingual data can inform linguistic theory. A lot of ongoing work demonstrates that this is indeed the case, and the current volume contributes to this growing literature. Thus, the research topic addresses a number of questions relating to grammatical structures in multilingual speakers as well as the methodological issues that arise in the context of studying such speakers. A better understanding of the grammatical sides of multilingualism is crucial for understanding the human language capacity and in turn for offering better advice to the public concerning issues of language choice for multilingual children and adults, education, and language deficits in multilingual individuals.

The contributions in this volume are based on an analysis of data from bilingual children acquiring French and German simultaneously. The longitudinal studies started at approximately age one year and six months and continued till age six. The papers focus on the development of specific grammatical phenomena; explanations are given within the framework of the Principle and Parameter approach. The study is primarily concerned with the acquisition of so-called 'functional categories' and the consequences of their acquisition for the development of grammar. Specific points dealt with in these papers include: gender, number and case and their internal structure (DP vs NP); inflection and its consequences for agreement marking; and word order phenomena (subject-raising constructions (incl. passives), word order in subordinate clauses). The basic hypothesis underlying this study is that early child grammars consist only of lexical categories and that functional categories are implemented later in the child's grammar. How this happens exactly is the central issue explored in this book.