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Kvensk grammatikk is a comprehensive presentation of the structure of the Kven language, a Baltic-Finnic minority language in Norway. The grammar has been reviewed and approved by Kvensk språkting, the decision-making body for the school norm of Kven. The book was first published in Kven, and Kvensk grammatikk is a somewhat revised version, translated into Norwegian. The book describes the sound system and orthography in Kven. It contains a detailed syntactic-semantic analysis of adposition usage and of the conjunction and subjunction system in the language, and describes the adverb types found in Kven based on their semantic function. The pronouns system as well is thoroughly described in the grammar. The syntax part is based on an ontological-semantic analysis of the verbs. The basic idea is that the verbs of the same ontological-semantic category have the same valency structure; that is, the actual semantic relationships are reflected in the sentence structure. The result is a description of frequent sentence types in the language, what kind of complements they take, and what case the complements have. The morphology part takes care of nominal and verbal inflection, and all of the inflectional categories are described in detail. Their usage is illustrated with example sentences. All linguistic phenomena treated in this grammar are richly illustrated with examples. For some linguistic phenomena, two or three different dialectal variants may occur. The grammar takes into account this dialectic variation in Kven.

Language

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German language. --- Language Institutes.

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Competence in the instructional language seems to be crucial to a successful educational biography. While most children do not lack oral competencies in German, many struggle with the (conceptually) written academic language register ('Bildungssprache') that is the most important medium of learning and performance assessment in school (Feilke, 2012; Gogolin et al., 2013; Morek & Heller, 2012; Heppt & Stanat, 2020; Volodina et al., 2020; Volodina & Weinert, 2020). The mastery of this register is im-portant for learning in all subjects. Even very early science teaching in primary school depends on language competencies. Thus, it is necessary to integrate language and science teaching (vgl. z. B. Rank & Wildemann, 2015). Its focus on interesting facts, observations and experiments qualifies science teaching to play an important role in language learning, because "learning about language is most meaningful when it occurs in the context of actual language use" (Gibbons, 2002, S. 12). Ideas and concepts for the integration of language and science teaching exist (e. g. Gibbons, 2002). However, studies investigating their efficacy are missing. This work tries to contribute in closing this research gap. First, it presents a teaching unit for science teaching in fourth grade that integrates language teaching. Its scientific topic is the process of dissolving substances in water. Based on science teaching methods, the teaching unit integrates language and science teaching by merging Gibbons' scaffolding concept (Gibbons, 2002), focus-on-form techniques from second language learning approaches (e. g. Ellis, 2016) and conceptual change ideas (e.g. Möller, 2015). Second, I conducted a quasi-experimental intervention study with pretest-posttest design, control group and randomised assignment at class level in order to investigate the efficacy of this teaching unit. N = 107 fourth grade students participated in this study, coming from six classrooms within three schools located in Baden-Württemberg, Germany. In this intervention study I taught the unit myself in order to control its implementation and to enhance the comparability of the instruction in the three intervention classrooms. The results of this study show that the intervention had effects on the students regarding their educational language. In the teaching unit, they learnt among other things that conditionals are an appropriate structure to formulate if-clauses in a generalising matter within scientific descriptions of experiments. They also learnt to build and use the German Verb-first-conditional, a conceptually written, academic linguistic structure that is considered to cause difficulties in reading comprehension. They further learnt to (re-)phrase descriptions of experiments in an impersonal, academic way, using the German indefinite pronoun man or passive voice. A test on the scientific topic that was only conducted in the posttest indicates learning achievements in scientific knowledge concerning the process of dissolving substances in water. Thus, the study shows that it is possible to efficaciously integrate language and science teaching in primary schools based on the ideas of scaffolding and focus-on-form techniques.

Language transfer (Language learning)

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Welsh language. --- Welsh language

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Kharia, spoken in central-eastern India, is a member of the southern branch of the Munda family, which forms the western branch of the Austro-Asiatic phylum, stretching from central India to Vietnam. The present study provides the most extensive description of Kharia to date and covers all major areas of the grammar. Of particular interest in the variety of Kharia described here, is that there is no evidence for assuming the existence of parts-of-speech, such as noun, adjective and verbesserte Rather functions such as reference, modification and predication are expressed by one of two syntactic structures, referred to here as 'syntagmas'. The volume will be of equal interest to general linguists from the fields of typology, linguistic theory, areal linguistics, Munda linguistics as well as South Asianists in general.

Kharia language --- Haria language --- Khadia language --- Khariya language --- Kharvi language --- Khatria language --- Kheria language --- Munda languages