Browsing by Author "Department of World Languages And Cultures, School of Liberal Arts"

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    Introduction to the special issue: On the transgressive nature of translanguaging pedagogies
    (E-JournALL, 2018) Prada, Josh; Nikula, Tarja; Department of World Languages And Cultures, School of Liberal Arts
    As translanguaging gains traction in language education, its political and ideological implications are becoming central considerations to researchers and practitioners. In this introductory article to the special issue, “Translingual and Multilingual Pedagogies” for the EuroAmerican Journal of Applied Linguistics and Languages, we provide a conceptual point of departure on the notion of translanguaging by revisiting Li Wei’s (2011) threefold description of its prefix trans- (i.e., transcending, transformative, transdisciplinary), which we expand by adding a new definitional element, transgressive, to reflect our understanding of translanguaging as politically charged and disruptive by virtue. We then move on to provide an overview of the articles and book reviews included in this special issue.
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    The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education
    (E-JournALL, 2018-12-30) Prada, Josh; Turnbull, Blake; Department of World Languages And Cultures, School of Liberal Arts
    EN The multilingual turn refers to a recent series of shifts in the core philosophical underpinnings in traditional foreign and second language classroom practice. These changes promote the normalization of processes and practices characteristic of bi/multilingual speakers. This, in turn, has stimulated new ways of teaching and learning in the classroom. The goal of this article is twofold: first to chart the central developments that have led to the emergence of the multilingual turn thus far, and second to provide an account of how classroom translanguaging is fundamental to present and future developments. We present the conceptual framework undergirding the multilingual turn, before providing an overview of traditional tenets of foreign and second language education. We then examine translanguaging and its implications for language education, and end with a presentation of strategies that may facilitate the implementation of the multilingual turn in the additional language classroom.
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    Spanish null complement anaphora at the grammar-discourse interface
    (Universitat de Valencia, 2018-12-24) Zulaica-Hernandez, Iker; Department of World Languages And Cultures, School of Liberal Arts
    The study of null complement anaphora (NCA) is important for the grammar-discourse interface as it seems to incarnate some of the core processes commonly found in other discourse phenomena, namely: reference, anaphora, ellipsis, inference, salience, or accommodation. Although NCA has been studied extensively, the debate whether it is an elliptical or an anaphoric process is still ongoing. This paper contributes to the view of NCA as a deep anaphor by providing evidence from Spanish discourse. I argue that NCA is an anaphor that selects the most prominent antecedent in well-defined discourse hierarchical structures. My analysis is mainly based on the comparison among Spanish neuter pronouns and NCA, and on the observed similar behavior shown by NCA and pronouns under discourse embedding conditions. Previous accounts on NCA are reviewed (Depiante 2000, 2001; Williamson 2012), and a tentative analysis of VP ellipsis based on discourse relations (Hardt & Romero 2004) is applied to Spanish NCA.