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Abstract

This brief contribution constitutes a critical reference to David Pesetsky’s Russian case morphology and the syntactic categories (2013), a new monograph proposing an entirely new program of research into the grammar of case. After an introduction of the new theory the paper focuses on two areas for a more critical analysis: the derivation of the Genitive of Quantification and overt evidence for case overwriting in Russian (and Polish). In the former case the procedure of undermerge is put under scrutiny and in the latter a crucial morphological formative is argued to be of a derivational rather than inflectional nature.

Abstract

Claims for the value of literature in EFL teaching and learning traditionally centre around three models: the cultural, language, and the personal growth model (Carter & Long, 1991). In the context of EFL teacher education, the core question is: can literature also contribute to the professional development of EFL trainee teachers and, if so, how? Based on the assumption that school-related English-language literature can be used for professional case-based work this paper reports a context-specific interdisciplinary model of literature in education which synthesizes case theory (Steiner, 2004) and the theory of dialogic aesthetic reading (Delanoy, 2002), thus providing an educational setting for both literary experience and professional learning in EFL teacher education.

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personal pronoun morphology and change in the Germanic languages from the first records to the present day . Berlin: Walter de Gruyter. Inokuma, Sakumi. 2013. Distribution of phi-features within DPs and the activity condition. English Linguistics 30(1). 292–312. DOI: 10.9793/elsj.30.1_292 Jónsson, Jóhannes Gísli. 2003. Not so quirky: On subject case in Icelandic. In Ellen Brandner & Heike Zinsmeister (eds.), New perspectives in case theory , 127–164. Stanford: CSLI Publications. Josefsson, Gunlög. 2013. Gender in Scandinavian: On the gender systems in Mainland

content are undertaken during academic classes. In their case, theory does not pair with practice. This will encourage academic teachers to reflect on whether it is only the knowledge that counts (and passing exams), or developing opinions and attitudes as well. Maybe, also (perhaps primarily?) it is important to simply be a role-model and indicate other examples of people worth following. References Adawiah, R & Esa, N 2012, ‘Teachers Knowledge of Education for Sustainable Development’, 1th International Annual Symposium on Sustainability Science and Management

sentence (Arce, Fariña, & Novo, 2004; Fariña, Arce, & Novo, 2003; Novo & Seijo, 2010). The decision-making phase should ideally be based—through an exhaustive formal analysis—on the evaluation of legal factors (such as weight, admissibility and suitability of the presented means of proof) and proven factual propositions, without the presence of preconceived ideas to arrive to the verdict (Rúa & González, 2018). However, given the adversarial and contentious context of criminal justice in Chile, in which each party usually presents opposed case theories supported