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Topicalization: The IO/DO Asymmetry in Icelandic* Elena Callegari and Anton Karl Ingason University of Iceland Abstract In this paper, we investigate differences in the frequency of direct-object versus indirect-object topicalization (i.e. fronting with no accompanying pronom- inal resumption) in Icelandic using the Icelandic Parsed Historical Corpus. We find that the overall incidence of DO topic

https://projekt.ht.lu.se/fileadmin/user_upload/sol/ovrigt/projekt_grimm/working_papers/June_2021/Callegari-Ingason.pdf - 2025-12-22

Vidarsson Working Papers in Scandinavian Syntax 99 (2017), 30–53 Grimm’s “floating” datives: Applicatives and NP/DP configurationality in Icelandic from a diachronic perspective Heimir van der Feest Viðarsson University of Iceland ‘Free’ dative benefactives, elements that do not clearly belong to the obligatory argument structure of the verb, have long been considered elusive by linguists, referre

https://projekt.ht.lu.se/fileadmin/user_upload/sol/ovrigt/projekt_grimm/working_papers/Vidarsson.pdf - 2025-12-22

PowerPoint Presentation Dialogue management and stance coordination in conversation The case of agreement and disagreement CARITA PARADIS, LUND UNIVERSITY Università degli Studi di Firenze, 20 April, 2023 This talk has two parts Interactive alignment across speaker turns that involve agreement and disagreement. But, before that London–Lund Corpus 2. Everyday face-to-face conversation Photo: Cotton

https://projekt.ht.lu.se/fileadmin/user_upload/sol/ovrigt/projekt_llc2/Florence2023_slides.pdf - 2025-12-22

english_only_1704_web.pdf English classrooms in Sweden are by their very nature multilingual spaces as students speak at least one other language. Using these prior languages means engaging students’ prior knowledge while also achieving inclusion, both considered fundamental to education (cf. Cummins 2017; Skolverket 2013). Even though syllabi for English stress the importance of in- volving stude

https://projekt.ht.lu.se/fileadmin/user_upload/sol/ovrigt/projekt_multilingual_spaces/English_Only...__Lingua_4-17_.pdf - 2025-12-22

56 Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund Introduction and Aims While language-diverse English classrooms are under-researched in Sweden (Källkvist et al., 2017), teachers are gaining firsthand experience through teaching language-diverse student groups, thus gaini

https://projekt.ht.lu.se/fileadmin/user_upload/sol/ovrigt/projekt_multilingual_spaces/Sundqvist_et_al_2021_Mapping_teacher_beliefs_and_practices_w_appendices.pdf - 2025-12-22

Microsoft Word - RWAAI_Depositor_form_2018.docx RWAAI Depositor’s Agreement Depositor Information and Agreement This document describes (a) the accession of a corpus, (b) the rights of the Archivist with respect to the material deposited and (c) the terms according to which access rights can be given to others by the Archivist. Given the unique nature of each accession, the terms may be individual

https://projekt.ht.lu.se/fileadmin/user_upload/sol/ovrigt/projekt_rwaii/RWAAI_Depositor_form_2018.pdf - 2025-12-22

RWAAI_Registration_Form_2023v2 1 RWAAI User Registration and Conditions of Access Access to materials held by RWAAI is granted on acceptance of the RWAAI Conditions of Access, and adherence to the usage specifications therein. Please read the Conditions of Access (p. 3) to determine whether you accept the required terms. Note that it is part of the Access agreement that the archive receives a copy

https://projekt.ht.lu.se/fileadmin/user_upload/sol/ovrigt/projekt_rwaii/RWAAI_Registration_Form_2023v2.pdf - 2025-12-22

No Slide Title Is child L2 French like 2L1 or like adult L2? Suzanne Schlyter & Jonas Granfeldt Lund University IASCLXI, Edinburgh, 28th July to 1st August Questions If there is a qualitative difference between (2)L1 and adL2 acquisition, at what age is the cut-off point? (5, 4, 3 … years?) To what extent do early successive bilinguals differ from 2L1 children and adult and older child L2 learners

https://projekt.ht.lu.se/fileadmin/user_upload/sol/ovrigt/projekt_sprakutv_franska/Edinburgh_08_Schlyter.ppt - 2025-12-22

No Slide Title Presentation at the colloquium: Workshop on Grammatical development in honor of Jürgen M. Meisel March 12-14 2009 University of Hamburg Early and late child L2 learners after a year in a French school. Suzanne Schlyter In collaboration with Jonas Granfeldt, Malin Ågren & Anita Thomas Jürgen Meisel on cL2 acquisition Communication Paris january 2006: Age of onset in successive acquis

https://projekt.ht.lu.se/fileadmin/user_upload/sol/ovrigt/projekt_sprakutv_franska/coll_Meisel_09.ppt - 2025-12-22

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