A comprehensive look at the syntactic properties of Portuguese, focusing on differences between European and Brazilian Portuguese such as their pronominal and agreement systems, null subjects, null complements and word order. It is essential reading for researchers and students of Portuguese language, Romance linguistics and theoretical syntax.

The Syntax of Vietnamese Tense, Aspect, and Negation investigates familiar grammatical phenomena including Tense, Aspect, and Negation in a theoretically under-studied language, Vietnamese.

For the first time, this book provides a usage-based model to for describing the grammar of languages, by applying Systemic Functional Linguistics (SFL) comparatively to English, Spanish and Chinese. Advancing SFL theory, it is essential reading for researchers and students of grammar within usage-based frameworks.

The second volume of this definitive text expands upon Christian M.I.M. Matthiessen’s work on Systemic Functional Linguistics spanning forty years, offering a fundamental understanding of his theories.

First published in 1970, this title describes the development of an exploratory language enrichment programme devised by the authors and carried out by teachers in a group of primary schools in a working-class area of London. Inspired by Bernstein’s theory of different language codes and their relation to educational underachievement.

Talking the Talk provides a comprehensive introduction to the psychology of language, written for the reader with no background in the field or any prior knowledge of psychology. It is essential reading for all undergraduate students and those new to the topic, as well as the interested lay reader.

Through an ethnographic study that took place in highly diverse primary school classrooms in London and the East of England, this book engages with teachers’ perspectives and children's descriptions of their plurilingual experiences, as it explores what constitutes, hinders and potentially facilitates teachers’ agency in multilingual pedagogies.

Through an ethnographic study that took place in highly diverse primary school classrooms in London and the East of England, this book engages with teachers’ perspectives and children's descriptions of their plurilingual experiences, as it explores what constitutes, hinders and potentially facilitates teachers’ agency in multilingual pedagogies.