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Language Contact Around the Globe

Proceedings of the LCTG3 Conference

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Edited By Amei Koll-Stobbe and Sebastian Knospe

The fifth volume in the series Language Competence and Language Awareness in Europe unites a collection of peer-reviewed papers delivered at the Third Conference on Language Contact in Times of Globalization (LCTG3) at the University of Greifswald in 2011. The papers are arranged in five thematic sections: Part I studies lexical and grammatical borrowing and pseudo-loans. Part II looks at code-switching and language intertwining in different contexts, while Part III is concerned with the power, political backup and use of different languages in multilingual settings. This is followed by Part IV which comprises three articles on the Linguistic Landscapes of different urban areas. Finally, Part V focuses on language choices in literature and institutional settings.
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Donald Winford (Ohio State University): Toward an integrated model of contact-induced change

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Toward an integrated model of contact-induced change

Donald Winford

Abstract

In this paper, I argue that van Coetsem’s (1988, 2000) framework offers the most comprehensive and unified model of contact-induced change, because it focuses on the cognitive processes involved in such change, and allows for links to be made between structural, sociolinguistic, and psycholinguistic approaches to language contact. His framework distinguishes between two transfer types, borrowing and imposition, which differ in terms of the dominance relationships between the languages in contact. This conception of borrowing and imposition is compatible with psycholinguistic models of language production and yields more promising insights into the processes and products of contact-induced change than other frameworks that have been proposed, such as Thomason & Kaufman’s (1988) socio-cultural framework, or Johanson’s (2002) code-copying framework. In short, van Coetsem’s framework offers a start toward an integrated model of language contact, which draws on linguistic and psycholinguistic approaches (without neglecting sociolinguistic approaches, which are not discussed here).

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