An Architecture of the Lexicon: New Perspectives

Most approaches to inflectional morphology propose a synchronic account for the establishment of defaultness in the plural inflection. The current research aims at exploring the representation of the default system in JA at a diachronic level. The grammar of JA displays two default plural forms: the sound feminine plural marked with the suffix –aat (e.g.mataar/matar-aat 'an airport/airports') where a suffixation rule predicts the occurrence of the default plural. The second default plural is the iambic broken plural marked with an internal vowel change (short–long vowel) (kursi/karaasi 'a seat /seats'). Our diachronic analysis would take into account the default shift that occurred in the grammar of JA in two different periods: the Turkish period and the British period. The findings reveal the importance of the diachronic factors in determining the status of ‘defaultness’ in terms of the ability of the lexicon to accept two default inflections. So, JA consists a hierarchy that contains two defaults: the iambic broken plural and the sound feminine plural. This mechanism of accepting two defaults gives insights into applying this multiple default format crosslinguistically in which a grammar of a language can host a multiple default system. Key words: Defaultness; Jordanian Arabic; Diachronic Default; Sound Feminine; Plural; Iambic Broken Plura

DEFAULTNESS PATTERNS: A DIACHRONIC ACCOUNT

Most approaches to inflectional morphology propose a synchronic account for the establishment of defaultness in the plural inflection. The current research aims at exploring the representation of the default system in JA at a diachronic level. The grammar of JA displays two default plural forms: the sound feminine plural marked with the suffix -aat (e.g. mataar/matar-aat ‘an airport/airports’) where a suffixation rule predicts the occurrence of the default plural. The second default plural is the iambic broken plural marked with an internal vowel change (short – long vowel) (kursi/karaasi ‘a seat/seats’). Our diachronic analysis would take into account the default shift that occurred in the grammar of JA in two different periods: the Turkish period and the British period. The findings reveal the importance of the diachronic factors in determining the status of ‘defaultness’ in terms of the ability of the lexicon to accept two default inflections. So, JA consists a hierarchy that contains two defaults: the iambic broken plural and the sound feminine plural. This mechanism of accepting two defaults gives insights into applying this multiple default format crosslinguistically in which a grammar of a language can host a multiple default system

THE LEFT PERIPHERY IN MODERN STANDARD ARABIC (MSA): AL-ISHTIGHAL CONSTRUCTION

This paper is trying to investigate the interaetion between case checking and the thematie roles of the DP in al-Ishtighal (verbal occupation) construction in Modern Standard Arabic (MSA). Standard Arabic belongs to the group of VSO languages which also allow SVO as an alternative order in finite clauses. Yet, Arabic possesses a rich case morphology that is able to mark the thematic roles of the DPs in the clause. This research provides evidence that there are differences between left-dislocation and the verbal occupation construction (Ishtighal) despite of their structural similarity. These differences show that verbal occupation construction in MSA has the tendency to behave as topicalization where the fronted DP possesses the focus characteristics. Further, it has been shown that the multi-foci tendency is valid in such constructions like verbal occupation

Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership

This study explored the development of teacher leadership in collaborative online spaces, also called virtual communities of practice (vCoP). Employing a phenomenological research design with semi-structured interviews as the primary data collection method, participants were drawn from a single vCoP. The findings underscored the pivotal role of vCoPs in nurturing teacher leadership skills, facilitated by the dynamic interplay of teacher agency and distributed leadership. Teacher agency empowers educators to proactively take control of their learning journey within vCoPs, enabling them to explore areas of personal interest and expertise, including knowledge sharing and project initiation. Simultaneously, distributed leadership empowers teachers to assume leadership roles within the vCoP, irrespective of their formal positions or seniority, involving activities such as guiding discussions and organizing professional development. This harmonious collaboration between teacher agency and distributed leadership fosters a collaborative and inclusive environment within vCoPs, where teacher leadership thrive