Theoretical and experimental approaches to Romance linguistics : selected papers from the 34th Linguistic Symposium on Romance Languages (LSRL), Salt Lake City, March 2004 / / edited by Randall S. Gess, Edward Rudin

• Record Nr.: UNINA9910956450403321
• Pubbl/distr/stampa: Philadelphia, PA, : John Benjamins, 2005
• ISBN: 9786612156342; 9781282156340; 1282156349; 9789027294050; 9027294054
• Edizione: [1st ed.]
• Descrizione fisica: viii, 367 p
• Collana: Amsterdam studies in the theory and history of linguistic science. Series IV, Current issues in linguistic theory, , 0304-0763 ; ; v. 272
• Altri autori (Persone): GessRandall Scott <1963->; RubinEdward J
• Disciplina: 440
• Soggetti: Romance languages
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: THEORETICAL AND EXPERIMENTAL APPROACHES TO ROMANCE LINGUISTICS -- Editorial page -- Title page -- LCC data -- CONTENTS -- PREFACE -- DETERMINER SHARING AND CYCLICITY INWH-MOVEMENT! -- 1. Introduction -- 2. Gapping and Determiner Sharing -- 3. Determiner Sharing in Questions -- 4. Cyclicity in Wh-movement -- 5. Conclusion -- REFERENCES -- THE ACQUISITION OF OBJECT CLITIC CONSTRUCTIONS IN ROMANIAN -- 1. Introduction -- 2. A Description of the Object Clitic Constructions -- 3. Language Acquisition Background -- 4. Explaining Cross-linguistic Variation in Clitic Acquisition Patterns -- 5. Present Study -- 6. Conclusions -- REFERENCES -- SYSTEMIC MARKEDNESS AND PHONETIC DETAIL IN PHONOLOGY -- 1. Introduction -- 2. Rhotic neutralization and external sandhi deletion in Cantabrian Spanish -- 3. Dispersion Theory and the Spanish rhotic contrast -- 4. Spanish clusters and Cantabrian external sandhi -- 5. Gestures, segments, and systemic markedness in the ; phonology -- 6. Conclusion -- REFERENCES -- QUANTIFYING RHYTHMIC DIFFERENCES BETWEEN SPANISH, ENGLISH, AND HISPANIC ENGLISH -- 1. Introduction -- 2. Theoretical Background -- 3. PVI Methodology -- 4. Results -- 5. Conclusions -- REFERENCES -- PHONETICALLY-DRIVEN EPENTHESIS ASYMMETRIES IN FRENCH AND SPANISH OBSTRUENT-LIQUID CLUSTERS -- 1. Introduction -- 2. Obstruent-liquid clusters in French and Spanish -- 3. The dissimilation hypothesis -- 4. Current study -- 5. Results -- 6. Analysis and discussion -- 7. Conclusions -- APPENDIX -- REFERENCES -- AGREE, THE EPP-F AND FURTHER-RAISING IN SPANISH -- 1. Conceptual problems for Agree as in Chomsky 2000 -- 2. Proposal: a different timing for Agree and "second-Merge" -- 3. Further-raising in Spanish -- 4. Allowing for Further-raising -- 5. Conclusion -- REFERENCES -- DIMINUTIVES IN BRAZILIAN PORTUGUESE AND OUTPUT-OUTPUT CORRESPONDENCE -- 1. Introduction.; 2. BP diminutives and plurals -- 3. Are -inho/a and -zinho/a suffixes? -- 4. Output-Output correspondence and diminutives in BP -- 5. Expanding the analysis -- 6. Conclusion -- REFERENCES -- CHILDREN'S PRODUCTION AND COMPREHENSION OF SPANISH GRAMMATICAL ASPECT -- 1. Introduction -- 2. Background on Aspectual Meaning -- 3. Acquisition Background -- 4. Experimental Design -- 5. Conclusion -- REFERENCES -- MORPHEME REALIZATION AND MORPHOLOGICAL COALESCENCE -- 1. Introduction -- 2. Data -- 3. MP correspondence -- 4. Morphological coalescence in definite masculine and neuters in Romanian -- 5. Conclusion -- REFERENCES -- COMPLEX NUCLEI IN ARTICULATORY PHONOLOGY -- 1. Introduction -- 2. The phonological status of Romanian diphthongs ea - oa -- 3. An acoustic study on alternating/non-alternating [e] in Romanian -- 4. Articulatory Phonology and Romanian ea vs. ja -- 5. Conclusion -- APPENDIX -- REFERENCES -- PHONETIC CUES TO SPECIAL CASES OF LIAISON -- 1. Introduction -- 2. Formal representations of Liaison consonants -- 3. A special case: Liaison sans enchaînement -- 4. Looking for a prosodic domain -- 5. Discussion -- 6. Conclusion -- REFERENCES -- LICIT AND ILLICIT NULL OBJECTS IN L1 FRENCH -- 1. Introduction -- 2. A grammar of null objects in adult speech -- 3. The L1 acquisition perspective -- 4. Discussion -- 5. Conclusion -- REFERENCES -- SLUICING WITH COPULA -- 1. Introduction -- 2. Spanish SwCop derives from a cleft -- 3. The Left Periphery of SwCop in Spanish -- 4. Spanish SwCop shows true Sluicing (TP-deletion) -- 5. Conclusion -- REFERENCES -- BARE NOMINALS IN PAPIAMENTU AND BRAZILIAN PORTUGUESE -- 1. Introduction -- 2. The basic patterns and the problems for previous bare nominal analyses -- 3. The exo-skeletal approach (Borer 2004) -- 4. Bare singulars -- 5. Bare plurals -- 6. Conclusion -- REFERENCES.; RADDOPPIAMENTO SINTATTICO (RS) AND WORD-MEDIAL GEMINATION IN ITALIAN -- 1. Introduction -- 2. Raddoppiamento sintattico (RS) and word-medial gemination -- 3. Background -- 4. Aims -- 5. Methods -- 6. Discussion -- REFERENCES -- ROMANIAN N-WORDS AND THE FINITE/NON-FINITE DISTINCTION -- 1. Introduction -- 2. The distribution of Romanian n-words -- 3. Deriving the behavior of Romanian n-words -- 4. Conclusion -- REFERENCES -- PERSEVERATIVE PHONETIC EFFECTS IN BILINGUAL CODE-SWITCHING -- 1. Introduction -- 2. The present study -- 3. Results and discussion -- REFERENCES -- THE PREPOSITION'S PREPOSITION IN ITALIAN -- 1. Introduction -- 2. Adverbial and Grammatical Prepositions -- 3. Presence vs. absence of a -- 4. Spatial (un)boundedness -- 5. Conclusion -- REFERENCES -- THE YO-YO EFFECT -- 1. Introduction -- 2. Structural priming -- 3. Data -- 4. Methodology -- 5. Results -- 5. Conclusions -- APPENDIX -- REFERENCES -- TONAL LEVELS IN PUEBLA MEXICO SPANISH ; DECLARATIVES AND ABSOLUTE INTERROGATIVES -- 1. Introduction -- 2. Procedure -- 3. Findings -- 4. Discussion -- 5. Conclusion -- APPENDIX -- REFERENCES -- INDEX OF TERMS &amp -- CONCEPTS -- The series Current Issues in Linguistic Theory.
• Sommario/riassunto: The 20 papers in this volume are a selection from those presented at the 34th LSRL, held in Salt Lake City, in 2004. The papers deal with a wide range of theoretical issues in Romance Linguistics and include several from the conference parasession, which focused on experimental approaches to problems in Romance Linguistics. The book will be of interest to anyone interested in current issues in theoretical Romance Linguistics.

Access to academics for all students : critical approaches to inclusive curriculum, instruction, and policy / / edited by Paula Kluth, Diana M. Straut, Douglas P. Biklen

• Record Nr.: UNINA9910954053603321
• Pubbl/distr/stampa: Mahwah, N.J., : L. Erlbaum Associates, 2003
• ISBN: 1-135-63673-7; 1-135-63674-5; 1-283-24131-5; 9786613241313; 1-4106-0762-3
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (219 p.)
• Altri autori (Persone): KluthPaula; StrautDiana M; BiklenDouglas
• Disciplina: 371.9/046
• Soggetti: Inclusive education; Educational equalization
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and indexes.
• Nota di contenuto: Access to academics for all students / Paula Kluth, Douglas P. Biklen, and Diana M. Straut -- Toward standards for diverse learners : ; examining assumptions / Paula Kluth and Diana M. Straut -- Academic access and the family / Tracy Knight -- Seeing all students as literate / Kelly Chandler-Olcott -- Equity for all learners of mathematics : is access enough? / Susana M. Davidenko and Patricia P. Tinto -- Accessing power through intentional social studies instruction : every day for every student / Diana M. Straut and Kevin Colleary -- Auto mechanics in the physics lab : science education for all / John W. Tillotson and Paula Kluth -- Providing access to arts education : an illustration through music / Katia Madsen -- In the pool, on the stage, and at the concert : access to academics beyond the classroom walls / Mara Sapon-Shevin and Paula Kluth -- Academics, access, and action / Douglas P. Biklen, Diana M. Straut, and Paula Kluth.
• Sommario/riassunto: The authors of this book join a growing number of voices calling for teachers in diverse, inclusive schools to move beyond facilitating social participation in classroom activities and consider ways to intellectually engage ALL learners. They draw on emerging work linking critical theory with disability issues; work being done in curriculum studies around issues of social justice teaching, authentic instruction, service learning, and critical pedagogy; and the movement in the field of special education away from a deficit-driven model of education to an orientation that values students' streng