000			06279nam a22005058i 4500
999			_c3133 _d3133
001			023243335
003			UkOxU
005			20230724165009.0
008			221006s2022 enk b 001|0|eng|d
015			_aGBC2J5991 _2bnb
016	7		_a020791273 _2Uk
040			_cCambridge university press
100	1		_aMontrul, Silvina
110			_aUniversity of Illinois, Urbana-Champaign
245	1	0	_aNative Speakers, Interrupted : _bDifferential Object Marking and Language Change in Heritage Languages / _cSilvina Montrul.
264		1	_aCambridge, UK : _bCambridge University Press, _c2022.
300			_a280 p. ; _bill. ; _c23 cm.
505			_tPreface
505			_tIntroduction
505			_t1 - On Heritage Speakers as Native Speakers -- _a1.1 Who Is a Native Speaker? -- 1.2 Variability in Monolingually Raised Native Speakers -- 1.3 Bilingual and Multilingual Native Speakers -- 1.4 Multilingual Native Speakers and Language Change -- 1.5 Summary
505			_t2 - Structural Changes in Heritage Language Grammars -- _a2.1 The Structure of Heritage Language Grammars -- 2.2 Sources of Variability in Heritage Language Grammars -- 2.3 Intergenerational Transmission -- 2.4 Summary
505			_t3 - Differential Object Marking -- _a3.1 The Phenomenon -- 3.2 Syntactic Analysis -- 3.3 A Note on Dative Subjects -- 3.4 Summary
505			_t4 - Language Change and the Acquisition of Differential Object Marking -- _a4.1 Language Acquisition and Language Change -- 4.2 Differential Object Marking in Monolingual Acquisition -- 4.3 Differential Object Marking in Second Language Acquisition -- 4.4 Differential Object Marking in Early Bilingualism and Heritage Languages -- 4.5 Summary
505			_t 5 - The Vulnerability of Differential Object Marking in Three Heritage Languages -- _a5.1 Research Questions and Hypotheses -- 5.2 Methodology -- 5.3 Procedure -- 5.4 Data Processing and Analyses -- 5.5 Summary
505			_t6 - Differential Object Marking in Spanish as a Heritage Language -- _a6.1 The Spanish-Speaking Population in the United States -- 6.2 Participants -- 6.3 Resultats of the Linguistic Tasks -- 6.3 Summary
505			_t7 - Differential Object Marking in Hindi as a Heritage Language -- _a7.1 The Hindi/Urdu-Speaking Population in the United States -- 7.2 Participants -- 7.3 Results of the LInguistic Tasks -- 7.4 Summary
505			_t8 - Differential Object Marking and Clitic Doubling in Romanian as a Heritage Language -- _a8.1 The Romanian-Speaking Population in the United States -- 8.2 Participants -- 8.3 Results of the Linguistic Tasks -- 8.4 Summary
505			_t9 - Comparing the Three Heritage Languages -- _a9.1 The Heritage Speakers -- 9.2 The First-Generation Immigrants -- 9.3 Language Change in US Spanish? -- 9.4 Linguistic Factors -- 9.5 Situational Factors -- 9.6 Language Structure, Social Structure, and Language Change -- 9.7 Summary
505			_t10 - Intergenerational Transmission -- _a10.1 Input and Structural Changes -- 10.2 Timing of Acquisition and of Attrition -- 10.3 How Heritage Speakers May Change Their Language -- 10.4 Directionality of Linguistic Influence -- 10.5 Summary
505			_tImplications _aLinguistic Theory -- Language Change -- Education and Language Policies
520			_a"A heritage language is the term given to a language spoken at home by bilingual children of immigrant parents. Written by a leading figure in the field, this pioneering, in-depth study brings together three heritage languages – Hindi, Spanish and Romanian - spoken in the United States. It demonstrates how heritage speakers drive morphosyntactic change when certain environmental characteristics are met, and considers the relationship between social and cognitive factors and timing in language acquisition, bilingualism, and language change. It also discusses the implications of the findings for the language education of heritage speakers in the USA and considers how the heritage language can be maintained in the English-speaking school system. Advancing our understanding of heritage language development and change, this book is essential reading for students and researchers of linguistics and multilingualism, immigration, education studies and language policy, as well as educators and policy makers."
520			_a« Une langue patrimoniale est le terme donné à une langue parlée à la maison par des enfants bilingues de parents immigrants. Rédigée par une figure de proue dans ce domaine, cette étude pionnière et approfondie réunit trois langues patrimoniales – l’hindi, l’espagnol et le roumain – parlées aux États-Unis. Il démontre comment les locuteurs du patrimoine entraînent un changement morphosyntaxique lorsque certaines caractéristiques environnementales sont respectées et tient compte de la relation entre les facteurs sociaux et cognitifs et le moment de l’acquisition du langage, du bilinguisme et du changement linguistique. Il examine également les implications des résultats pour l’enseignement de la langue des locuteurs du patrimoine aux États-Unis et examine comment la langue du patrimoine peut être maintenue dans le système scolaire anglophone. Faisant progresser notre compréhension du développement et du changement du langage patrimonial, ce livre est une lecture essentielle pour les étudiants et les chercheurs en linguistique et multilinguisme, en immigration, en éducation et en politique linguistique, ainsi que pour les éducateurs et les décideurs. »
650		0	_aBilingualism _zUnited States.
650		0	_aHeritage language speakers _zUnited States.
650		0	_aLinguistic change _zUnited States.
650		0	_aSpanish language _xDirect object.
650		0	_aSpanish language _xMorphosyntax.
650		0	_aHindustani language _xDirect object.
650		0	_aHindustani language _xMorphosyntax.
650		0	_aRomanian language _xDirect object.
650		0	_aRomanian language _xMorphosyntax.
856			_uhttps://www.cambridge.org/core/books/native-speakers-interrupted/EFD382EB1C4F08355C7CB20034A1EE67#fndtn-information _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1qgui7k/alma991045776481005161 _zCheck the UO Library catalog.
942			_2z _cBK