Tanja Kupisch – författare

This handbook offers a detailed account of grammatical gender and classifiers, two closely related linguistic phenomena that are used to subcategorize the nominal system in many languages of the world. The contributors draw on data from a variety of typologically diverse languages and approach the topic from a range of different perspectives. In the first part, chapters summarize current theoretical research in the field, as well as suggesting new ways to analyse the relevant lexico-syntactic features. Part II turns instead to the substantial body of research on the acquisition of gender and classifier systems in different language families, while chapters in Part III explore the representation and processing of these systems, including coverage of code-switching and language processing in aphasia. Both these parts feature examples and data not only from Indo-European languages but also from under-represented and endangered languages. The final part of the volume presents a broad typological overview of gender and classifier systems across the world, with examples from Europe, North and South America, Africa, and Asia. The Oxford Handbook of Gender and Classifiers will be a valuable resource for researchers and scholars in morphosyntax, typology, psycholinguistics, and cognitive neuroscience of language.

Exploring the canonical topics in second language acquisition, this book introduces different theoretical perspectives and explores the types of research carried out in the field. Individual chapters have been written so that they can stand alone, giving instructors and students total control over the pace and order of study, and the book is written in an accessible conversational style, inviting engagement with this dynamic topic. Second Language Acquisition: - Surveys key studies in the acquisition of morphology, syntax and phonology - Features a whole chapter dedicated to bilingualism, tying together two closely-linked fields - Examines the role and implications of pedagogy in language teaching contexts - Employs end-of-chapter questions, concept practice and suggestions for further reading to encourage deeper engagement with topic

In the sociopolitics of language, sometimes yesterday’s solution is tomorrow’s problem.  This volume examines the evolving nature of language acquisition planning through a collection of papers that consider how decisions about language learning and teaching are mediated by a confluence of psychological, ideological, and historical forces.  The first two parts of the volume feature empirical studies of formal and informal education across the lifespan and around the globe.  Case studies map the agents, resources, and attitudes needed for creating moments and spaces for language learning that may, at times, collide with wider beliefs and policies that privilege some languages over others.  The third part of the volume is devoted to conceptual contributions that take up theoretical issues related to epistemological and conceptual challenges for language acquisition planning.  These contributions reflect on the full spectrum of social and cognitive factors that intersect with the planning of language teaching and learning including ethnic and racial power relations, historically situated political systems, language ideologies, community language socialization, relationships among stakeholders in communities and schools, interpersonal interaction, and intrapersonal development.  In all, the volume demonstrates the multifaceted and socially situated nature of language acquisition planning.

This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students’ and teachers’ beliefs about what ‘grammar’ actually is.

This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students’ and teachers’ beliefs about what ‘grammar’ actually is.