Pedagogical Linguistics in Romance

Authors

  • Ingo Feldhausen

Abstract

Linguists tend to underestimate their educational and societal role, but linguistics matters. Therefore, this article is a plea for linguists to act accordingly and to fulfill their important role boldly and creatively. By dealing with pedagogical aspects of Romance linguistics, an area which I call Romance Pedagogical Linguistics (RPL), I highlight the crucial role of linguistics in various pedagogical contexts of Romance languages and how all involved parties benefit from a strong, confident, and open-minded linguistic component. I assume a wide definition of RPL, thus including not only foreign and heritage language learning and teaching, but also teaching of linguistics in higher education. I demonstrate how Romance Pedagogical Linguistics could look in practice with five examples. In order to illustrate how language pedagogy can benefit from linguistics and what the task of linguistics is in this regard, I discuss subjunctives as well as intonation in Spanish and French foreign language acquisition, and I refer to work on Spanish as a heritage language. Subsequently, I will exemplify two concrete implementations of RPL in higher education by using the method of research-led learning in advanced courses of linguistics dealing with intonation as well as by presenting the Hourglass-Portfolio-Method.

Keywords

Pedagogical Linguistics, formal linguistics, language pedagogy, higher education, Romance languages, heritage languages

References

Ainciburu, María Cecilia. 2011. Vía rápida A1/A2/B1+. Stuttgart: Klett.

Bachler, Maria. 2010. Neue Überlegungen zur Modus-Problematik im Spanischen im Hinblick auf die Bestimmung des Grundwerts des subjuntivo. Ph.D. thesis, Universität Wien.

Bayram, Fatih, Prada, Josh, Pascual y Cabo, Diego & Rothmann, Jason. 2016. Why should formal linguistic approaches to heritage language acquisition be linked to heritage language pedagogies? In: Trifonas, Peter & Aravossitas, Themistoklis (eds.), Handbook of research and practice in heritage language education, 1-19. Berlin: Springer. https://doi.org/10.1007/978-3-319-38893-9_48-1

Bem, Daryl. 2003. Writing the Empirical Journal Article. In: Darley, John M., Zanna, Mark P. & Roediger III, Henry L. (eds.), The Compleat Academic: A Career Guide, 2nd Edition, 185-219. Washington, DC: American Psychological Association.

Bjorndahl, Christina & Gibson, Mark. 2022. The CARE approach to incorporating undergraduate research in the phonetics/phonology classroom. Language 98(1): e1-e25. DOI: 10.1353/lan.2021.0091.

Bonfieni, Michela, Branigan, Hooly, Pickering, Martin & Sorace, Antonella. 2020. Cognitive control in bilinguals: Effects of language experience and individual variability. Bilingualism: Language and Cognition 23: 219–230. https://doi.org/10.1017/S1366728918001086

Bosque, Ignacio. (ed.). 1990. Indicativo y subjuntivo. Madrid: Taurus Universitaria.

Bosque, Ignacio. 2012. Mood: Indicative vs. Subjunctive. In: Hualde, José Ignacio & Olarrea, Antxon & O’Rourke, Erin. (eds.), The handbook of Hispanic linguistics, 373-394. Oxford: Blackwell. DOI: 10.1002/9781118228098

Bräuer, Gerd. 2014. Das Portfolio als Reflexionsmedium für Lehrende und Studierende. Opladen: Verlag Barbara Budrich UTB.

Brehm, Annika, Lausecker, Alina & Feldhausen, Ingo. 2014. The Intonation of Imperatives in Mexican Spanish. Proceedings of the 10th International Seminar on Speech Production (ISSP), 53-56. Köln (Germany).

Bremerich-Vos, Albert & Dämmer, Jutta. 2013. Professionelles Wissen im Studienverlauf: Lehramt Deutsch. In: Sigrid Blömeke et al. (eds.), Professionelle Kompetenzen im Studienverlauf. Weitere Ergebnisse zur Deutsch-, Englisch-, und Mathematiklehrerausbildung aus TEDS-LT, 47–76. Münster: Waxmann.

Bruhn de Garavito, Joyce. 2013. What research can tell us about teaching: the case of pronouns and clitics. In: Whong, Melinda, Gil, Kook-Hee & Marsden, Heather (eds.), Universal grammar and the second language classroom, 17-34. Dordrecht: Springer. https://doi.org/10.1007/978-94-007-6362-3_2

Bürgel, Christoph. 2011. Ojalá viva el subjuntivo! – Grammatik und didaktische Transformation des subjuntivo für den Spanischunterricht. Hispanorama 131: 67-76.

Bürgel, Christoph & Siepmann, Dirk. 2013. Sprachwissenschaft – Fremdsprachen-didaktik: Neue Impulse. Baltmannsweiler: Schneider.

Bürgel, Christoph & Siepmann, Dirk. 2014. Sprachwissenschaft und Fremdsprachen-unterricht: Spracherwerb und Sprachkompetenzen im Fokus. Baltmannsweiler: Schneider.

Bürgel, Christoph & Siepmann, Dirk. 2016. Sprachwissenschaft und Fremdsprachen-didaktik: Zum Verhältnis von sprachlichen Mitteln und Kompetenz-entwicklung. Baltmannsweiler: Schneider.

Busch, Hans-Jörg. 2009. La enseñanza del subjuntivo en EE.UU. El subjuntivo en cláusulas nominales. Revista de Lingüística Teórica y Aplicada 47(1): 145-166. http://dx.doi.org/10.4067/S0718-48832009000100008

Busch, Hans-Jörg. 2014. The Subjunctive, a Marker of Subordinance? A Comparison between German and Spanish. Borealis 3(1): 103-123. https://doi.org/10.7557/1.3.1.2809

Chun, Dorothy & Levis, John. 2020. Prosody in L2 teaching: Methodologies and effectiveness. In: Gussenhoven, Carlos & Chen, Aoju (eds.), The Oxford Handbook of Language Prosody, 619-630. Oxford: Oxford University Press.

Collentine, Joseph. 2010. The Acquisition and Teaching of the Spanish Subjunctive: An Update on Current Findings. Hispania 93(1): 39-51. https://www.jstor.org/stable/25703392

Collentine, Joseph. 2014. Subjunctive in second language Spanish. In: Geeslin, Kimberly L. (ed.), The handbook of Spanish second language acquisition, 270-288. Oxford: Blackwell.

Costa, Albert, Hernández, Mireia & Sebastián-Gallés, Núria. 2008. Bilingualism aids conflict resolution: evidence from the ANT task. Cognition 106(1): 59–86. https://doi.org/10.1016/j.cognition.2006.12.013

Davies, Alan & Elder, Catherine. 2004. The handbook of applied linguistics. Malden: Blackwell. DOI: 10.1002/9780470757000

De Jonge, Bob. 2001. Spanish Subjunctive Mood: One Form, More than One Meaning? In: Bok-Bennema, Reineke et al. (eds.), Adverbial Modification, 79-92. Amsterdam: Brill & Rodopi. https://doi.org/10.1163/9789004488663_007

Ellis, Nick. 2008. Implicit and Explicit Knowledge about Language. In: Hornberger, Nancy (ed.), Encyclopedia of Language and Education, 1878-1890. Boston: Springer. https://doi.org/10.1007/978-0-387-30424-3_143

Ellis, Rod. 2008. Explicit Knowledge and Second Language Learning and Pedagogy. In: Hornberger, Nancy (ed.), Encyclopedia of Language and Education, 1901-1911. Boston: Springer. https://doi.org/10.1007/978-0-387-30424-3_145

Ellis, Rod & Roever, Carsten. 2021. The measurement of implicit and explicit knowledge. The Language Learning Journal 49(2): 160-175. DOI: 10.1080/09571736.2018.1504229

Fábregas, Antonio. 2014. A guide to subjunctive and modals in Spanish: questions and analyses. Borealis 3(2): 1-94. https://doi.org/10.7557/1.3.2.3064

Fairclough, Marta Ana & Beaudrie, Sara (eds.). 2016. Innovative Strategies for Heritage Language Teaching: A Practical Guide for the Classroom. Washington, DC: Georgetown University Press.

Feldhausen, Ingo. 2020. Research-led teaching of state-of-the-art laboratory phonology: Intonation atlases. Talk at LabPhon, Workshop “Pedagogical Approaches to Laboratory Phonology“, Vancouver, July 9, 2020.

Video: https://www.dropbox.com/s/znu587ya1l4zmw6/Ingo%20Feldhausen%20-%20Feldhausen_Talk_PedagogApprLabPhon_09072020.mp4?dl=0

Slides: https://www.dropbox.com/s/vqam9gcwn7kw2kc/Ingo%20Feldhausen%20-%20Feldhausen_Talk_PedagogApprLabPhon_09072020.pdf?dl=0

Feldhausen, Ingo. 2021. Sprachatlanten in Forschung und Lehre – Zum Gewinn interaktiver Intonationsatlanten für Sprachwissenschaft und fremdsprachlichen (Spanisch- und Französisch-)Unterricht. [engl. Language atlases in research and teaching – how linguistics and foreign language teaching (Spanish and French) can benefit from using interactive atlases of intonation]. Zeitschrift für Romanische Sprachen und ihre Didaktik / Journal for Romance Languages and their Didactic 15(1): 87-124.

Feldhausen, Ingo & Lausecker, Alina. 2018. Diatopic Variation in Prosody: Left- and Right-Dislocations in Spanish. In: Belz, Malte, Fuchs, Susanne, Jannedy, Stefanie, Mooshammer, Christine, Rasskazova, Oxana & Zygis, Marzena (eds.). Proceedings of Phonetics and Phonology in the German-Speaking Countries (P&P 13), Berlin (Germany), September 2017.

Feldhausen, Ingo & Biedebach, Kim. 2020. Der subjuntivo im fremdsprachlichen Spanischunterricht: Zum Zusammenspiel von linguistischer Erkenntnis und didaktischer Umsetzung. [engl. The subjuntivo in foreign language teaching (Spanish): on the interplay of linguistic knowledge and didactic implementation]. Zeitschrift für Romanische Sprachen und ihre Didaktik / Journal for Romance Languages and their Didactic 14(1): 105-138.

Feldhausen, Ingo & García Sánchez, Izarbe. Accepted/2023. La enseñanza de la estructura informativa en el español como lengua de herencia: realizando información nueva. In: García García, Marta (ed.).

Fernández Ammann, Eva Maria, Kropp, Amina & Müller-Lancé, Johannes (eds.). 2015. Herkunftsbedingte Mehrsprachigkeit im Unterricht der romanischen Sprachen. Berlin: Frank & Timme.

Ferre-Pérez, Francisca, Ramos Méndez, Carmen & Salaberri Ramiro, María. 2022. Analysis of the fostering and constraining factors for learners’ participation in the Spanish Heritage Education Program ALCE in Germany. International Journal of Bilingual Education and Bilingualism 1-15. https://doi.org/10.1080/13670050.2022.2049688

Flores, Cristina, Kupisch, Tanja & Rinke, Esther. 2017. Linguistic Foundations of Heritage Language Development from the Perspective of Romance Languages in Germany. In: Trifonas, Peter & Aravossitas, Themistoklis (eds.). Handbook of Research and Practice in Heritage Language Education, 1-18. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-38893-9_12-1

Frota, Sónia & Prieto, Pilar (eds.). 2015. Intonation in Romance. Oxford: OUP.

Gabriel, Christoph, Grünke, Jonas & Thiele, Sylvia (eds.). 2019. Romanische Sprachen in ihrer Vielfalt: Brückenschläge zwischen linguistischer Theoriebildung und Fremdsprachenunterricht. Stuttgart: ibidem.

Gallego, Muriel & Alonso-Marks, Emilia. 2014. Subjunctive use variation among monolingual native speakers of Spanish: A cross-dialect analysis. Spanish in Context 11(3): 357 – 380. https://doi.org/10.1075/sic.11.3.03gal

García García, Marta (ed.). In preparation/2023. El español como lengua de herencia: retos educativos y perspectivas internacionales. Berlin: Peter Lang.

García García, Marta, Prinz, Manfred & Reimann, Daniel (eds.). 2020. Mehrsprachigkeit im Unterricht der romanischen Sprachen: Neue Konzepte und Studien zu Schulsprachen und Herkunftssprachen in der Migrationsgesellschaft. Tübingen: Narr.

García Sánchez, Izarbe (2015). Orden de palabras alemán en el español de bilingües simultáneos en estructuras nombre+adjetivo. In: Fernández Ammann, Eva Maria, Kropp, Amina & Müller-Lancé, Johannes (eds.), Herkunftsbedingte Mehrsprachigkeit im Unterricht der romanischen Sprachen, 43-68. Berlin: Frank & Timme.

García Sánchez, Izarbe & Feldhausen, Ingo. 2016. Sprachdidaktische Materialien zur Förderung der Herkunftssprache: Bilingual deutsch-spanische Kinder in Deutschland [engl. Improving the heritage language by means of language pedagogical materials: German-Spanish bilingual children in Germany]. Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research 11(1): 119-129. https://doi.org/10.3224/diskurs.v11i1.22253

Gudmestad, Aarnes. 2006. L2 Variation and the Spanish Subjunctive: Linguistic Features Predicting Mood Selection. In: Klee, Carol A. & Face, Timothy L. edd. Selected Proceedings of the 7th Conference on the Acquisition of Spanish and Portuguese as First and Second Languages, 170-184. Somerville: Cascadilla.

Gudmestad, Aarnes. 2012. Acquiring a variable structure – an interlanguage analysis of second-language mood use in Spanish. Language Learning 62(2): 373-402. https://doi.org/10.1111/j.1467-9922.2012.00696.x

Gudmestad, Aarnes. 2013. Tense-Aspect Distinctions within the Subjunctive Mood in the Spanish of Native Speakers and Second-Language Learners. Studies in Hispanic and Lusophone Linguistics 6(1): 4-35. https://doi.org/10.1515/shll-2013-1139

Gsell, Otto & Wandruszka, Ulrich. 1986. Der romanische Konjunktiv. Tübingen: Niemeyer. https://doi.org/10.1515/9783111372891

Häcker, Thomas. 2006a. Vielfalt der Portfoliobegriffe. Annäherungen an ein schwer fassbares Konzept. In: Brunner, Ilse; Häcker, Thomas, Winter, Felix (eds.). Das Handbuch Portfolioarbeit. Konzepte, Anregungen, Erfahrungen aus Schule und Lehrerbildung, 33-39. Seelze-Velber: Kallmeyer.

Häcker, Thomas. 2006b. Portfolio: Ein Entwicklungsinstrument für selbstbestimmtes Lernen. Hohengehren: Schneider Verlag.

Han, Youngju & Ellis, Rod. 1998. Implicit knowledge, explicit knowledge and general language proficiency. Language Teaching Research 2(1): 1-23. https://doi.org/10.1177/136216889800200102

Heiszenberger, Elisabeth & Trouvain, Jürgen. 2021. "Entendre, voir, comprendre" – Aussprache hören, sehen und begreifen. Der fremdsprachliche Unterricht Französisch 170: 16-22.

Hessisches Kultusministerium. (ed.). 2011a. Lehrplan Spanisch. Gymnasialer Bildungsgang, Jahrgangsstufen 7 bis 13. Wiesbaden.

Hessisches Kultusministerium (ed.). 2011b. Bildungsstandards und Inhaltsfelder – das neue Kerncurriculum Hessen. Sekundarstufe I – Gymnasium. Moderne Fremdsprachen. Wiesbaden.

Hessisches Kultusministerium (ed.). 2016. Kerncurriculum gymnasiale Oberstufe. Spanisch. Wiesbaden.

Hiramatsu, Kazuko & Temkin Martinez, Michal. 2021. Publishing in the Teaching Linguistics section of Language. Language 97(2): 406-408. DOI: 10.1353/lan.2021.0023.

Howard, Martin. 2008. Morpho-Syntactic Development in the Expression of Modality: The Subjunctive in French L2 Acquisition. Canadian Journal of Applied Linguistics 11(3): 171-192.

Huber, Erich, Mallo, Almudena & Brade, Julia. 2014. Grammatikvermittlung in DaF-Lehrwerken am Beispiel der Konnektoren. In: Dengscherz, Sabine & Businger, Martin & Taraskina, Jaroslava (eds.), Grammatikunterricht zwischen Linguistik und Didaktik, 217-236. Tübingen: Narr.

Huber, Ludwig. 2009. Warum Forschendes Lernen nötig und möglich ist. In: Huber, Ludwig et al. (eds.), Forschendes Lernen im Studium. Aktuelle Konzepte und Erfahrungen, 9-35. Bielefeld: UVW.

Hudson, Richard. 2004. Why education needs linguistics (and vice versa). Journal of Linguistics 40(1): 105–130. DOI: 10.1017/S0022226703002342

Hudson, Richard. 2020. Towards a pedagogical linguistics. Pedagogical Linguistics 1: 8–33. https://doi.org/10.1075/pl.19011.hud

Hult, Francis. 2008. The history and development of educational linguistics. In: Spolsky, Bernard & Francis Hult (eds.), Handbook of educational linguistics, 10-24. Oxford: Blackwell. https://doi.org/10.1002/9780470694138.ch2

Hummel, Martin. 2001. Der Grundwert des spanischen Subjunktivs. Tübingen: Narr.

Huttenlauch, Clara, Egger, Sophie, Wochner, Daniela & Feldhausen, Ingo. 2016. The intonation of echo wh-questions in Ecuadorian Spanish. In: Barnes, Jonathan, Brugos, Alejna, Shattuck-Hufnagel, Stefanie & Veilleux, Nanette (eds.). Proceedings of Speech Prosody 8, 385-389. Boston (USA).

Isabelli, Casilde. 2007. Development of the Spanish Subjunctive by Advanced Learners: Study Abroad followed by At-Home Instruction. Foreign Language Annals 40(2): 330-341. https://doi.org/10.1111/j.1944-9720.2007.tb03205.x

Kabatek, Johannes & Pusch, Claus. 2008. Spanische Sprachwissenschaft: Eine Einführung. Tübingen: Narr

Kagan, Olga, Carreira, Maria & Chik, Claire (eds.). 2017. The Routledge Handbook of Heritage Language Education. London: Routledge.

Kaushanskaya, Margarita & Marian, Viorica. 2009. The bilingual advantage in novel word learning. Psychonomic Bulletin and Review 16(4): 705-710. https://doi.org/10.3758/PBR.16.4.705

Krashen, Stephen D. 1982. Principles and Practice in Second Language Acquisition. Pergamon, Oxford.

Krifka, Manfred, Błaszczak, Joanna, Leßmöllmann, Annette, Meinunger, André, Stiebels, Barbara, Tracy, Rosemarie & Truckenbrodt, Hubert (eds.). 2014. Das mehrsprachige Klassenzimmer. Berlin / Heidelberg: Springer. https://doi.org/10.1007/978-3-642-34315-5

Kupisch, Tanja. 2020. Italian as a heritage language in Germany: Acquisition outcomes and the role of cross-linguistic influence. In: Bidese, Ermenegildo, Casalicchio, Jan & Moroni, Manuela (eds.), La linguistica vista dalle Alpi: teoria, lessicografia e multilinguismo, 265-294. Berlin: Peter Lang.

Kupisch, Tanja, Barton, Dagmar, Hailer, Katja, Klaschik, Ewgenia, Stangen, Ilse, Lein, Tatjana, & van de Weijer, Joost. 2014. Foreign accent in adult simultaneous bilinguals. Heritage Language Journal 11(2): 123-150. https://doi.org/10.46538/hlj.11.2.2A

Laca, Brenda. 2010. Mood in Spanish. In: Rothstein, Björn & Thieroff, Rolf (eds.). Mood in the languages of Europe, 198-220. Amsterdam: John Benjamins. https://doi.org/10.1075/slcs.120.11lac

Lausecker, Alina, Brehm, Annika & Feldhausen, Ingo. 2014. Intonational Aspects of Imperatives in Mexican Spanish. In: Campbell, Nick, Gibbon, Dafydd & Hirst, Daniel (eds.), Proceedings of Speech Prosody 7, 683-687. Dublin (Ireland).

Lleó, Conxita; Saceda Ulloa, Marta & García Sánchez, Izarbe. 2013. Promoting the weak language of German-Spanish bilingual children living in Germany. In: Bührig, Kristin & Meyer, Bernd (eds.). Transferring Linguistic Know-How into Institutional Practice: perspectivas y resultados - Perspektiven und Ergebnisse - perspectives and results, 95-116. Amsterdam: John Benjamins. https://doi.org/10.1075/hsm.15.06lle

Leonetti, Manuel & Escandell-Vidal, M. Victoria. 2021. La estructura informativa: Preguntas frecuentes. In: Leonetti, Manuel & Escandell-Vidal, M. Victoria (eds.), La estructura informativa, 15-181. Madrid: Visor Libros.

Lewis, E. Glyn. 1974. Linguistics and Second Language Pedagogy: A Theoretical Study. Berlin, Boston: De Gruyter Mouton (ebook 2019). https://doi.org/10.1515/9783110816464

Marian, Viorica & Shook, Anthony. 2012. The cognitive benefits of being bilingual. Cerebrum 2012(13). Epub 2012 Oct 31. PMID: 23447799; PMCID: PMC3583091.

Marqueta Gracia, Bárbara, López Cortés, Natalia & Ariño Bizarro, Andrea. 2022. Avances de la Lingüística y su aplicación didáctica. Madrid: Ediciones Akal.

Martín Butragueño, Pedro. 2014. Más sobre la llamada entonación imperativa. Datos del español de México. Quaderns de filología. Estudis lingüístics 19: 173-196.

Martinell Gifre, Emma. 1985. El subjuntivo. Madrid: Editiorial Coloquio.

Missaglia, Federica. 2007. Prosodic training for adult Italian learners of German: The Contrastive Method. In: Trouvain, Jürgen & Gut, Ulrike. edd. Non-Native Prosody: Phonetic Description and Teaching Practice, 237-252. Berlin: de Gruyter. https://doi.org/10.1515/9783110198751.2.237

Moser, Hugo (ed.). 1975. Sprachwissenschaft und Sprachdidaktik. Düsseldorf: Schwann.

Müller, Anja & Geyer, Sabrina. 2020. Gut vorbereitet auf den Grammatikunterricht in der Schule? Eine empirische Untersuchung zum schulgrammatischen Wissen angehender Deutschlehrkräfte. In: Kilian, Jörg & Masanek, Nicole (eds.), Professionalisierung im Lehramtsstudium: Überzeugungen, Wissen, Aushandlungsprozesse, 121-151. Frankfurt a. M.: Lang.

Müller, Natascha & Hulk, Aafke. 2001. Crosslinguistic influence in bilingual language acquisition: Italian and French as recipient languages. Bilingualism: Language and Cognition 4(1): 1-21. DOI: 10.1017/S1366728901000116

Paulson, Leon, Paulson, Pearl & Meyer, Carol. 1991. What Makes a Portfolio a Portfolio? Eight thoughtful guidelines will help educators encourage self-directed learning. Educational Leadership 48(5): 60-63.

Pešková, Andrea. 2020. L2 Spanish and Italian intonation: Accounting for the different patterns displayed by L1 Czech and German learners. Habilitation thesis, Universität Osnabrück (Germany).

Peyer, Ann & Portmann, Paul (eds.). 1996. Norm, Moral und Didaktik – Die Linguistik und ihre Schmuddelkinder. Eine Aufforderung zur Diskussion. Tübingen: Niemeyer. https://doi.org/10.1515/9783110928051

Petray, Marnie. 2004. Changing linguistic pedagogy: A case study of five introductory linguistics textbooks. Unpublished Ph.D. thesis, Purdue University. https://docs.lib.purdue.edu/dissertations/AAI3154714/

Pollock, Jean-Yves. 1989. Verb movement, universal grammar, and the structure of IP. Linguistic Inquiry 20(3): 365–424.

Polinsky, Maria. 2018. Heritage Languages and Their Speakers. Cambridge: CUP.

Potowski, Kim. 2002. Experiences of Spanish heritage speakers in university foreign language courses and implications for teacher training. ADFL Bulletin 33(3): 35–42. DOI: 10.1632/adfl.33.3.35.

Potowski, Kim (ed.). 2018. The Routledge Handbook of Spanish as a Heritage Language. London: Routledge.

Potowski, Kim & Lynch, Andrew. 2014. Perspectivas sobre la enseñanza del español a los hablantes de herencia en los Estados Unidos. Journal of Spanish Language Teaching 1(2): 154-170. DOI: 10.1080/23247797.2014.970360

Prieto, Pilar. 2001. L’entonació dialectal del català: el cas de les frases interrogatives absolutes. In: Bover i Font, August et al. (eds.), Actes del novè col·loqui d’estudis catalans a Nord-Amèrica, 347-377. Barcelona: Publ. de l’Abadia de Montserrat.

Prieto, Pilar & Cabré, Teresa (eds.). 2007-2012. Atles interactiu de l'entonació del català. http://prosodia.upf.edu/atlesentonacio/

Prieto, Pilar & Roseano, Paolo (eds.). 2009-2013. Atlas interactivo de la entonación del español. http://prosodia.upf.edu/atlasentonacion/

Prieto, Pilar & Roseano, Paolo (eds.). 2010. Transcription of Intonation of the Spanish Language. Lincom: München.

Prieto, Pilar, Borràs-Comes, Joan & Roseano, Paolo. (eds.). 2010-2014. Interactive Atlas of Romance Intonation. http://prosodia.upf.edu/iari/

Quer, Josep. 2020. The subjunctive. In: Gutzmann, Daniel, Matthewson, Lisa, Meier, Cécile, Rullmann, Hotze & Zimmermann, Thomas E. (eds.), The Wiley Blackwell companion to semantics, 1–28. New York, NY: Wiley. https://doi.org/10.1002/9781118788516.sem131

Radatz, Hans-Ingo. 2016. Von der Zusammenarbeit zwischen Linguistik und Fachdidaktik: Plädoyer für eine phänomenologische Linguistik mit didaktischem Aha‑Effekt. In: Robles i Sabater, Ferran, Reimann, Daniel & Sánchez Prieto, Raúl (eds.), Sprachdidaktik Spanisch‑Deutsch. Forschungen an der Schnittstelle von Linguistik und Fremdsprachendidaktik, 7-22. Tübingen Narr.

Reich, Hans. 2014. Über die Zukunft des Herkunftssprachlichen Unterrichts. https://www.uni-due.de/imperia/md/content/prodaz/reich_hsu_prodaz.pdf, (17.07.2022).

Rinke, Esther & Flores, Cristina. 2021. Portuguese as Heritage Language in Germany. Languages 6(1): 10. https://doi.org/10.3390/languages6010010.

Rinke, Esther, Flores, Cristina & Santos, Ana Lúcia. 2019. Heritage languages at school: Implications of linguistic research on bilingualism for heritage language teaching. In: Gabriel, Christoph, Grünke, Jonas & Thiele, Sylvia (eds.), 211-232.

Rizzi, Luigi. 1997. The fine structure of the left periphery. In Liliane Haegeman. (ed.), Elements of Grammar, 281-337. Dordrecht: Springer. DOI: 10.1007/978-94-011-5420-8_7

Robles-Puente, Sergio. 2017. Read! – On the intonational properties of short imperatives in Spanish. Probus 29(1): 163-197. https://doi.org/10.1515/probus-2015-0008

Robles-Puente. Sergio. 2019. Sociopragmatic factors and melodic patterns: Spanish vocatives and imperatives compared. Studies in Hispanic and Lusophone Linguistics 12(1): 179-204. https://doi.org/10.1515/shll-2019-2005

Rothman, Jason. 2009. Understanding the nature and outcomes of early bilingualism. International Journal of Bilingualism 13(2): 155-163. https://doi.org/10.1177/1367006909339814

Rothman, Jason & Slabakova, Roumyana. 2018. The generative approach to SLA and its place in modern second language studies. Studies in Second Language Acquisition 40(2): 417–442. DOI: 10.1017/S0272263117000134

Rothstein, Björn. 2010. Sprachintegrativer Grammatikunterricht. Tübingen: Stauffenburg.

Rothstein, Björn & Thieroff, Rolf (eds.). 2010. Mood in the languages of Europe. Amsterdam: John Benjamins. https://doi.org/10.1075/slcs.120

Saceda Ulloa, Marta, García Sánchez, Izarbe & Lleó, Conxita. 2012a. Interferencias del alemán en el español de los niños bilingües. Materiales para la pronunciación y el orden de palabras. Ministerio de Educación, Cultura y Deporte. Consejería de Educación en Alemania. https://sede.educacion.gob.es/publiventa/detalle.action?cod=15637

Saceda Ulloa, Marta, Lleó, Conxita & García Sánchez, Izarbe. 2012b. Corpora of spoken Spanish by simultaneous and successive German-Spanish bilingual and Spanish monolingual children. In: Schmidt, Thomas & Wörner, Kai (eds.), Multilingual Corpora and Multilingual Corpus Analysis, 97-106. Amsterdam: John Benjamins. https://doi.org/10.1075/hsm.14.07sac

Saito, Yukie & Saito, Kazuya. 2017. Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners. Language Teaching Research 21(5): 589-608. https://doi.org/10.1177/1362168816643111

Schäfer, Roland & Sayatz, Ulrike. 2017. Wie viel Grammatik braucht das Germanistikstudium? Zeitschrift für germanistische Linguistik 42: 221–255. https://doi.org/10.1515/zgl-2017-0012

Schifko, Peter. 1967. Subjonctif und Subjuntivo. Zum Gebrauch des Konjunktivs im Französischen und Spanischen. Wien: Braumüller.

Schlicht, Juliana. 2013. Forschendes Lernen im Studium: Ein Ansatz zur Verknüpfung von Forschungs-, Lehr- und Lernprozessen. In: Faßhauer, Uwe, Fürstenau, Bärbel & Wuttke, Eveline (eds.), Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2013, 165-176. Opladen: Barbara Budrich.

Schneider, Ralf & Wildt, Johannes. 2009. Forschendes Lernen und Kompetenzentwicklung. In: Huber, Ludwig, Hellmer, Julia & Schneider, Friederike (eds), Forschendes Lernen im Studium. Aktuelle Konzepte und Erfahrungen, 53-69. Bielefeld: UVW.

Seelbach, Dieter. 1983. Linguistik und französischer Grammatikunterricht. Eine Einführung für Lehrende und Studierende. Tübingen: Narr.

Sennewald, Nadja. 2021. Schreiben, Reflektieren, Kommunizieren. Studie zur subjektiven Wahrnehmung von Schreibprozessen bei Studierenden. Bielefeld: wbv. DOI: 10.3278/6004771w

Sheehan, Michelle, Corr, Alice & Kasstan, Jonathan. 2019. A place for linguistics in Key Stage 5 Modern Foreign Languages. Languages, Society & Policy. DOI: 10.17863/CAM.40156

Sheehan, Michelle, Corr, Alice, Havinga, Anna, Kasstan, Jonathan & Schifano, Norma. 2021. Rethinking the UK Languages Curriculum: Arguments for the Inclusion of Linguistics. Modern Languages Open (1), p.14. http://doi.org/10.3828/mlo.v0i0.368

Shokrkon Anahita & Nicoladis, Elena. 2021. Absence of a bilingual cognitive flexibility advantage: A replication study in preschoolers. PLoS ONE 16(8): e0255157. https://doi.org/10.1371/journal.pone.0255157

Silva, Carolina Gomes da, Carnaval, Manuella & Moraes, João Antônio de. 2020. Atos de fala diretivos em português e em espanhol: uma análise acústica comparativa. Entrepalavras 10(1): 326-345. http://dx.doi.org/10.22168/2237-6321-11751

Smorenburg, Laura, Rodd, Joe & Chen, Aoju. 2015. The effect of explicit training on the prosodic production of L2 sarcasm by Dutch learners of English. In: Proceedings of the 18th International Congress of Phonetic Sciences. Glasgow, UK: U Glasgow.

Sorace, Antonella. 2011. Pinning down the concept of “interface” in bilingualism. Linguistic Approaches to Bilingualism 1(1): 1-33. https://doi.org/10.1075/lab.1.1.01sor

Skopeteas, Stavros, Féry, Caroline & Asatiani, Rusudan. 2018. Prosodic separation of postverbal material in Georgian: A corpus study on syntax-phonology interface. In: Adamou, Evangelia, Haude, Katharina & Vanhove, Martine (eds.), Information Structure in lesser-described languages. Studies in prosody and syntax, 17-50. Amsterdam: John Benjamins. https://doi.org/10.1075/slcs.199.02sko

Stahnke, Johanna, Arnaus Gil, Laia & Müller, Natascha. 2021. French as a Heritage Language in Germany. Languages 6(3): 122. https://doi.org/10.3390/languages6030122

Temelli, Yasmin & Visser, Judith (eds.). 2020. Forschen(d) Lernen. Perspectivas interdisciplinarias hacia México, Bochum: Westdeutscher Universitätsverlag.

Terán, Virginia & Ortega-Llebaria, Marta 2017. A Description of Tucumán Spanish Intonation in Argentina. Open Linguistics 3(1): 456-490. https://doi.org/10.1515/opli-2017-0023

Terrell, Tracey, Baycroft, Bernard & Perrone, Charles. 1987. The subjunctive in Spanish interlanguage: Accuracy and comprehensibility. In: VanPatten, Bill & Dvorak, Trisha R. & Lee, James F. (eds.), Foreign language learning: A research perspective, 23-48. Cambridge: Cambridge University Press.

Torreira, Francisco & Grice, Martine. 2018. Melodic constructions in Spanish: Metrical structure determines the association properties of intonational tones. Journal of the International Phonetic Association 48(1): 9-32. DOI: 10.1017/S0025100317000603

Trifonas, Peter & Aravossitas, Themistoklis (eds.). 2016. Handbook of research and practice in heritage language education. Berlin: Springer.

Trotzke, Andreas. 2020. Pädagogische Linguistik — jetzt! Linguistische Berichte 261: 3-24. eISSN 2366-0775

Trotzke, Andreas & Kupisch, Tanja (eds.). 2020. Formal Linguistics and Language Education: New Empirical Perspectives. Dordrecht: Springer. https://doi.org/10.1007/978-3-030-39257-4

Trotzke, Andreas & Rankin, Tom. 2020a. Editorial: Introduction to Pedagogical Linguistics. Pedagogical Linguistics 1(1): 1-7. DOI: 10.1075/pl.19015.tro

Trotzke, Andreas & Rankin, Tom. 2020b. Pedagogical Linguistics. https://doi.org/10.1075/pl

Trouvain, Jürgen & Braun, Bettina. 2020. Sentence prosody in a second language. In: Gussenhoven, Carlos & Chen, Aoju (eds.), The Oxford Handbook of Language Prosody, 605-618. Oxford: Oxford University Press.

Van Maastricht, Lieke. 2021. L2 Prosody teaching & learning: challenges & methods. Invited Talk at Trends in Pedagogical Transmission of Prosody (TiPToP), October 2021. DOI: 10.13140/RG.2.2.21354.85440

Vanrell, Maria del Mar, Feldhausen, Ingo & Astruc, Lluisa. 2018. The Discourse Completion Task: status quo and outlook. In: Feldhausen, Ingo, Vanrell, Maria del Mar & Fliessbach, Jan (eds.). Methods in prosody:A Romance language perspective. Berlin: Language Science Press, 191-228. DOI: 10.5281/zenodo.1441345

Wandruszka, Ulrich. 2000. Über die Bedeutung des romanischen Konjunktivs und die Geburt des Nebensatzes. Zeitschrift für romanische Philologie 116(1): 57-71. https://doi.org/10.1515/zrph.2000.116.1.56

Whong, Melinda, Gil, Kook-Hee & Marsden, Heather (eds.). 2013. Universal grammar and the second language classroom. Dordrecht: Springer. https://doi.org/10.1007/978-94-007-6362-3

Widdowson, Henry. 2000. Object language and the language subject: On the mediating role of applied linguistics. Annual Review of Applied Linguistics 20: 21–33. https://doi.org/10.1017/S0267190500200020

Widdowson, Henry. 2002. Language teaching: defining the subject. In: H. R. Trappes-Lomax & G. Ferguson (Eds.), Language in language teacher education, 68–81. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.4.05wid

Widdowson, Henry. 2020. On the Subject of English: The Linguistics of Language Use and Learning, Berlin, Boston: De Gruyter Mouton, 2020. https://doi.org/10.1515/9783110619669

Wolleb, Anna, Sorace, Antonella & Westergaard, Marit. 2018. Exploring the role of cognitive control in syntactic processing. Linguistic Approaches to Bilingualism 8(5): 606-636. https://doi.org/10.1075/lab.17002.wol

Published

2022-10-25

Downloads

Download data is not yet available.