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The terminology that we use to refer to English learners has shifted over the past two decades, from limited English proficient to English language learner to what is now the preferred term in California and, increasingly, other states: English learner. Yet, what has not changed is how this category continues to limit our thinking about bilingual/multilingual students. English learner is a label that conceals more than it reveals. It emphasizes what these students supposedly do not know instead of highlighting what they do know. As a category, “English learner” constrains our ability to perceive the many strengths that bilingual/multilingual students bring to the classroom—strengths on which we might build to support their language and literacy learning. The author describes how this label distorts our view of bilingual/multilingual students and proposes an alternative perspective that highlights the richness of these students’ linguistic repertoires.

This paper first provides an overview of the various senses in which the terms ‘marked’ and ‘unmarked’ have been used in 20th-century linguistics. Twelve different senses, related only by family resemblances, are distinguished, grouped into four larger classes: markedness as complexity, as difficulty, as abnormality, and as a multidimensional correlation. In the second part of the paper, it is argued that the term ‘markedness’ is superfluous, because some of the concepts that it denotes are not helpful, and others are better expressed by more straightforward, less ambiguous terms. In a great many cases, frequency asymmetries can be shown to lead to a direct explanation of observed structural asymmetries, and in other cases additional concrete, substantive factors such as phonetic difficulty and pragmatic inferences can replace reference to an abstract notion of ‘markedness’.

In this article, I address the issue of head movement in current linguistic theory. I propose a new view of the nature of heads and head movement that reveals that head movement is totally compliant with the standardly suggested properties of grammar. To do so, I suggest that head movement is not a single syntactic operation, but a combination of two operations: a syntactic one (movement) and a morphological one (m-merger). I then provide independent motivation for m-merger, arguing that it can be attested in environments where no head movement took place.

This department explores how teachers can sustain students’ multilingual literacies and reimagine literacy learning across multiple contexts in conversation with researchers, practitioners, and communities.

Transformers are emerging as the new workhorse of NLP, showing great success across tasks. Unlike LSTMs, transformers process input sequences entirely through self-attention. Previous work has suggested that the computational capabilities of self-attention to process hierarchical structures are limited. In this work, we mathematically investigate the computational power of self-attention to model formal languages. Across both soft and hard attention, we show strong theoretical limitations of the computational abilities of self-attention, finding that it cannot model periodic finite-state languages, nor hierarchical structure, unless the number of layers or heads increases with input length. These limitations seem surprising given the practical success of self-attention and the prominent role assigned to hierarchical structure in linguistics, suggesting that natural language can be approximated well with models that are too weak for the formal languages typically assumed in theoretical linguistics.

In “The Devil's Dictionary”, Bierce (1911) defined language as “The music with which we charm the serpents guarding another's treasure.” This satirical definition reflects a core truth – humans communicate using language to accomplish social goals. In this Keynote, we urge cognitive scientists and neuroscientists to more fully embrace sociolinguistic and sociocultural experiences as part of their theoretical and empirical purview. To this end, we review theoretical antecedents of such approaches, and offer a new framework – the Systems Framework of Bilingualism – that we hope will be useful in this regard. We conclude with new questions to nudge our discipline towards a more nuanced, inclusive, and socially-informed scientific understanding of multilingual experience. We hope to engage a wide array of researchers united under the broad umbrella of multilingualism (e.g., researchers in neurocognition, sociolinguistics, and applied scientists).

This article locates Norton's foundational work on identity and investment within the social turn of applied linguistics. It discusses its historical impetus and theoretical anchors, and it illustrates how these ideas have been taken up in recent scholarship. In response to the demands of the new world order, spurred by technology and characterized by mobility, it proposes a comprehensive model of investment, which occurs at the intersection of identity, ideology, and capital. The model recognizes that the spaces in which language acquisition and socialization take place have become increasingly deterritorialized and unbounded, and the systemic patterns of control more invisible. This calls for new questions, analyses, and theories of identity. The model addresses the needs of learners who navigate their way through online and offline contexts and perform identities that have become more fluid and complex. As such, it proposes a more comprehensive and critical examination of the relationship between identity, investment, and language learning. Drawing on two case studies of a female language learner in rural Uganda and a male language learner in urban Canada, the model illustrates how structure and agency, operating across time and space, can accord or refuse learners the power to speak.

The Romanian pronominal system has a heterogeneous architecture, given the role of the component segments to focus on a certain property of the referents, that of being entities involved in the act of communication (personal pronouns), or several properties (non-personal pronouns). Unlike other parts of speech, pronouns do not have their own reference, but function as deictic or anaphoric. As deictics, pronouns take their reference from the communication situation. The deictic field includes a determined and very small number of components: speaker, speaker, object of communication.

The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these advances: (1) Reading difficulties have a number of causes, not all of which fall under decoding and/or listening comprehension as posited in the simple view; (2) rather than influencing reading solely independently, as conceived in the simple view, decoding and listening comprehension (or in terms more commonly used in reference to the simple view today, word recognition and language comprehension) overlap in important ways; and (3) there are many contributors to reading not named in the simple view, such as active, self-regulatory processes, that play a substantial role in reading. We point to research showing that instruction aligned with these advances can improve students’ reading. We present a theory, which we call the active view of reading, that is an expansion of the simple view and can be used to convey these important advances to current and future educators. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.

The field of English studies has always been extremely important in Czechoslovakia, and by extension in the Czech Republic, both pedagogically and scientifically. This was due, among other things, to its important overlap with general linguistics and Czech studies. The rare anniversary of the life of Prof. PhDr. Libuše Dušková, DrSc. (born 27 January 1930 in Česká Třebová) comes at a time when it is important to remember these facts. The birthday girl is a leading representative of this field with an internationally highly valued tradition and quality.