Theoretical Linguistics in the Pre-University Classroom
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Theoretical Linguistics in the Pre-University Classroom illuminates the untapped potential of theoretical linguistics in remaking encounters with the workings of language in pre-university classrooms. The collection showcases the latest research and best practice emerging from the Euro-American movement of Linguistics in Schools.

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Produktbeschreibung
Theoretical Linguistics in the Pre-University Classroom illuminates the untapped potential of theoretical linguistics in remaking encounters with the workings of language in pre-university classrooms. The collection showcases the latest research and best practice emerging from the Euro-American movement of Linguistics in Schools.
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Autorenporträt
Alice Corr is Associate Professor in the Department of Modern Languages, University of Birmingham, where she specializes in the comparative morphosyntax, dialectology, and history of the Romance languages. A Fellow of the UK Higher Education Academy and former secondary school teacher, she has a longstanding interest in broadening the horizons of what it means to study and teach languages and linguistics, and is currently Co-Lead for Spanish on the multi-institutional Linguistics in MFL project (2017-). Her collaborative work in this area has led to several invited talks; training sessions and consultancy for teachers and other languages professionals; media coverage and scholarly publications. She is author of The Grammar of the Utterance: How to do things with Ibero-Romance (OUP, 2022). Anna Pineda is a post-doctoral researcher and teacher in the Department of Catalan Philology and General Linguistics at the University of Barcelona. Her area of expertise is the syntactic variation of Romance languages. She has held post-doctoral positions at the University of Cologne in Germany (Humboldt Fellowship for Experienced Researchers), the Sorbonne in Paris, Universitat Pompeu Fabra in Barcelona, the Centre National de la Recherche Scientifique in France, and the Autonomous University of Barcelona. She is deeply committed to transferring academic knowledge to secondary schoolteachers: she has taken part in several initiatives (organisation of conferences, teaching of specialised courses, delivery of invited talks, publication of dissemination papers, collaborations with publishing houses of instructional materials) aiming to reflect on and improve the praxis of teaching grammar in high school, basing these on scientific advances in the field of linguistics.