Overview
- Offers a linguistic perspective on language education and language teacher training
- Promotes the integration of formal and functional views on language teaching
- Highlights empirically-based approaches to learning first and second languages, linked to classroom settings
- Assists collaboration between formal linguists and educationalists
Part of the book series: Educational Linguistics (EDUL, volume 43)
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Table of contents (11 chapters)
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Front Matter
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Conceptual Foundations
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Front Matter
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Native Language Settings
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Front Matter
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Second/Third Language Settings
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Front Matter
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Keywords
About this book
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. The contributions to this volume cover a wide range of empirical linguistic domains and concern aspects of morphosyntax, including word order, inflectional morphology, article systems, pronouns, compounding patterns, as well as orthography and students’ general beliefs about grammar.
Reviews
“There are very few volumes which include work for language education by researchers in formal linguistics. This volume does just that, looking at grammar both in terms of the teaching of grammar in general, and with treatment of specific areas of grammar. As such it is a welcome contribution to our understanding of language education, and the role of grammar in language teaching.” (Melinda Whong, The Hong Kong University of Science and Technology, Hong Kong)
Editors and Affiliations
About the editors
Andreas Trotzke is Außerplanmäßiger Professor in the Department of Linguistics, University of Konstanz and Research Fellow at the Autonomous University of Barcelona. Trotzke is General Editor of the journal Pedagogical Linguistics. He got his PhD from the University of Freiburg in 2010 and has been a lecturer at the University of Potsdam and a postdoctoral fellow/visiting professor at MIT (2015), UC San Diego (2015), Stanford University (2016-2017), and UPF Barcelona (2018). He has recently been awarded the prestigious International Chair 2017 Empirical Foundations of Linguistics at Université Sorbonne Paris Cité/CNRS. His areas of expertise include the syntax-pragmatics interface, psycholinguistics, and language education.
Tanja Kupisch is Full Professor at the Department of Linguistics, University of Konstanz and Professor II at UiT The Arctic University of Norway. She got her PhD from the University of Hamburg in 2006, specializing in bilingual first language acquisition. She has worked as a researcher and teacher at the universities of Calgary, McGill, Hamburg, Lund, Konstanz, and Tromsø, specializing in first, second, and third language acquisition, heritage bilingualism, bilectal acquisition, and language attrition, including child and adult learners. Her work focuses on phenomena such as nominal syntax and foreign accent, including the languages French, Italian, English, German, Turkish, and Russian.
Bibliographic Information
Book Title: Formal Linguistics and Language Education
Book Subtitle: New Empirical Perspectives
Editors: Andreas Trotzke, Tanja Kupisch
Series Title: Educational Linguistics
DOI: https://doi.org/10.1007/978-3-030-39257-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-39256-7Published: 11 June 2020
Softcover ISBN: 978-3-030-39259-8Published: 11 June 2021
eBook ISBN: 978-3-030-39257-4Published: 10 June 2020
Series ISSN: 1572-0292
Series E-ISSN: 2215-1656
Edition Number: 1
Number of Pages: VIII, 221
Number of Illustrations: 58 b/w illustrations
Topics: Language Education, Teaching and Teacher Education, Language Education