Language Patterns in Spanish and Beyond

Juan J. Colomina-Almiñana is Instructor of Linguistics and Spanish in the Department of Foreign Languages and Literatures at Louisiana State University, USA.Sandro Sessarego is Associate Professor in the Department of Spanish and Portuguese at the University of Texas at Austin, USA.

Winner of the silver medal for Best Reference Book, the silver medal for Best eBook, and the Honorable Mention in the Best Academic Themed Book, College Level - Spanish at the 2023 International Latino Book Awards.

• Table of ContentsIntroduction Part I – Syntactic patternsChapter 1. Argument and adjunct coordination in Spanishby Michael Wilson and Rong YinChapter 2. The interaction of parasitic gaps and adjunct control in Spanishby Katie VanDyneChapter 3. "¿Qué traes güey?": An analysis of Spanish clausal possessionby Christian RuvalcabaChapter 4. Invariable qué-questions (IQQs) in Spanish by Javier Fernández Sánchez and Alfredo García PardoChapter 5. Verbless DP interrogative constructions and enclisis in Galicianby Brian M. Gravely, Jr. and Timothy M. GuptonChapter 6. Leísmo: One le or two? by Adolfo Ausín and Francisco J. Fernández-RubieraPart II - Pragmatic patternsChapter 7. What’s courteous about leísmo?by Adolfo AusínChapter 8. Verbless exclamatives in Spanish beyond the syntax-semantics interface: a pragmatic accountby Melvin González RiveraChapter 9. The meaning of y tó: conventional implicatures in Puerto Rican Spanishby Nieves RiveraChapter 10. Exploring extended focus and meaning in Chilean Spanish intonational plateau contoursby Brandon M.A. Rogers, Rajiv Rao and Matthew BurnerChapter 11. The intonation of yes-no questions in Basque Spanishby Carolina González and Lara RegleroPart III - Acquisition patternsChapter 12. How preschoolers acquire the null-overt contrast in Mexican Spanish: evidence from productionby Hannah Forsythe, Dan Greeson and Cristina SchmittChapter 13. Acquisition of null subjects by heritage children and child L2 learnersby Michele GoldinChapter 14. Demonstratives in Spanish: children’s developing conceptualization of interactive spaceby Naomi L. Shin and Jill P. MorfordChapter 15. The production of ser and estar in Catalan/Spanish bilingual childrenby Alejandro Cuza and Pedro Guijarro-FuentesChapter 16. Frequency and semantic prototypicality in L2 Spanish learners’ dative constructionsby David AbugaberIndex