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Abstract This paper presents a semantic analysis for Spanish ya , translated roughly into English as already. Ya has been treated in the literature in a diversity of ways: mostly as an adverb of time, but also as an aspectual marker, as a presuppositional adverb, as a focus marker, as a modal adverb, as an epistemic operator and as a conceptual anchor (Bosque, 1980; Löbner, 1989, 1999; Girón Alconchel, 1991; Garrido, 1993; García Fernández, 1999; Fernández and De Miguel, 1999; Pavón Lucero, 1999 ; Delbecque and Maldonado, 2009). We propose that the semantic content of this lexical item is better explained in procedural terms. We suggest that ya encodes in its semantics two semantic procedures: an instruction to incorporate in the interpretation an assumption about the transition from a previous state of affairs ([+DYNAMICITY]), and an instruction to incorporate in the context of interpretation a mutually manifest assumption about the previous continuity ([+DURATIVITY]) of that state of affairs. We will show how this semantic content operates along different cognitive domains to produce the wide variety of uses and pragmatic effects displayed by ya. Our results show the advantages of considering that semantic features such as dynamicity and durativity can be encoded in linguistic items either conceptually or procedurally. [ABSTRACT FROM AUTHOR]

Abstract: In this paper we offer a panoramic overview of the development of Andean Spanish and Andean Linguistics, from a theoretical point of view of language contact and universal grammar. We discuss how the notion of Andean Spanish came into existence, the issues under debate, and the consequences of different theoretical positions. We also introduce the contents of the papers included in this special issue, and highlight their key points, framing them in the context of the research on universal grammar. The following five areas are covered: (1) the convergence of Quechua and Aymara, (2) the impact of bilingualism on intonation, (3) the sharing of suffixes in contact situations, (4) the modification of the present perfect tense in Spanish in contact with Quechua, and (5) the properties of the Quechua case system from the point of view of contact varieties. Finally, we provide some remarks on bilingual education, and some suggestions for further directions for future research. [Copyright &y& Elsevier]

This paper examines three sources of knowledge in the acquisition of English articles by second language (L2) learners: L1-transfer, L2-input and Universal Grammar (UG). The paper examines patterns of English article (mis)use among L2-English learners whose L1 either has articles (Spanish) or lacks articles (Russian). It is shown that L1-Spanish learners of English transfer the semantics of Spanish articles onto English, and thus correctly categorize English articles on the basis of definiteness. In contrast, L1-Russian learners of English exhibit fluctuation between the concepts of definiteness and specificity, consistent with earlier findings by . It is shown that the L2-learners’ performance cannot be a result of domain-general statistical learning: despite a large hypothesis space for what English articles might mean, learners of English entertain only those hypotheses that involve semantic universals. It is argued that while L1-Spanish speakers rely on transfer, L1-Russian speakers, in the absence of transfer, have direct access to semantic universals, and fluctuate between them. The learners’ difficulty in choosing the appropriate semantic universal for English (definiteness) is argued to stem from problems generalizing from input triggers. Thus, all three factors – L1-transfer, access to semantic universals through UG, and input triggers – are shown to be relevant for the acquisition of English articles. [Copyright &y& Elsevier]