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This paper aims to observe the language of university students writing a summary in the writing laboratory. The object of the observation (in the formative perspective of interlingua) is the ability to use a structured and hierarchical language (“propositional”) rendering the textual macrostructure previously analyzed in the laboratory.

This paper explores the exploration of the history of teaching L2 Italian to adults in the Italian public school. The contribution examines courses of Italian as L2 organised by the "Centri Territoriali Permanenti per l’educazione degli adulti" (CTPs) and later by the "Centri Provinciali per l’Istruzione degli Adulti" (CPIAs). Focusing on the “Percorsi di alfabetizzazione e apprendimento della lingua italiana”, we discuss the main stages through which they have evolved and consolidated. The paper also considers some critical aspects and tries to understand their causes. Finally, the paper documents some of the impacts that the limits of the legislation may have on teaching.

The paper compares the corrections carried out by 45 teachers on the same narrative text written by a fifth grade (10 years old) primary school student. The correction activity was conducted while attending several training courses on the topic of correction. The analysis takes into account communicative aspects (correction methods, use of final feedback, use of a shared marking code and attenuative formulas) and textual and linguistic aspects (management of content omissions, paragraphing, coherence of verb tenses; acceptability of nominal phrases, hypothetical period with double imperfect, affective pronominal use). The comparison of the different ways of “responding to the text” makes it possible to identify some suggestions for teaching.

The paper analyses the evolution of female representation in primary school text-books between 1970 and 2020, focusing on gender stereotypes and unmarked terms. After a review of institutional initiatives and studies on the subject, the sample and the quantitative methodology are described. The findings highlight a negative trend: after a temporary improvement during the experience of 1998’s POLITE, women and girls return to be marginally represented in textbooks.

The paper presents activities specifically conceived to stimulate high school students in the first two years to read, summarize and comprehend argumentative texts. Specifically this article describes exercises on contrastive summaries which, synthesizing a text, express an “assent-or-dissent” position with regards to the thesis expressed in the source text. These exercises have proved to be effective for students to reflect on vocabulary and some grammatical and textual structures.

In the wake of the new school reforms and with the conviction that learning about Italian philology at school can lead to the development of trasversal competences, this contribution aims to present the experience of the PCTO “La mano dell’autore dal cartaceo al digitale. Dai Promessi Sposi all’Infinito”, project created with the aim of educate students about textuality by means of the analysis of Alessandro Manzoni’s and Giacomo Leopardi’s work. In this paper we describe the methodologies applied during the PCTO, seen as a useful opportunity to access the works of the two great writers and to provide the students with digital skills applied to Italian literature. Thanks to these experiences, the students were stimulated to reflect on their own writing practices, also by comparing themselves with the working methods of contemporary writers, offered by the "A carte scoperte" project.

The paper proposes a collection of studies and teaching proposals selected by the author, with the intention to put forward ideas for consideration, indications and operational suggestions for teachers who are grappling with the teaching of Italian spelling.

This paper focuses on the importance of training teachers about writing. The teaching-learning process of the discipline – long considered an innate quality – is strongly influenced by the motivation of teachers and their preparation in organizing and conducting meaningful learning contexts. Active and workshop-based training enables teachers to become familiar with writing so they can present it effectively to their students of all ages. Two academic workshop experiences are presented as examples of training.

This paper explores the presence of some linguistic traits considered as characteristic of contemporary Italian in the linguistic production of speakers, by using a survey with informants, and in school grammars, by comparing of textbooks with different approaches. The data from the two analyses are then compared to measure the distance between the social norm and the explicit norm. Results show some oscillation in the evaluation on these traits by the speakers and a persistent gap between implicit norm and explicit norm.

This paper examines traditional written composition, as commonly taught in Italian upper Secondary Schools, and copares them with the Writing Process as described by the well-known journalist and professor of English Donald M. Murray in his article published in 1972 and considered the Manifesto of Writing workshop, a pedagogical model also recently adopted in numerous Italian classes.

Studies of psycholinguistics, neuroscience and pedagogy show that the thinking and learning processes of children from 3 to 6 years of age are characterized by globality. Starting from this awareness, the contribution shows how preschool workshop activ-ities can certainly be carried out separately (especially to delve deeper into the con-tents of each workshop), but it is also possible to integrate them as part of an “inte-grating background” design, and an excellent “integrating background” is given by fairy tales, fables and stories.

The paper summarizes the salient points of the debate that involved experts and students during the meetings organized by the "Polo Linceo" of Calabria. The meetings, which started with the talks of illustrious linguists and experts of valency grammar, aimed not only to analyse the theories and teaching methods linked to valency grammar, but also – as can be seen from the title of the contribution, which takes up that of the Course – to investigate the actual applicability of the model to different school levels and different teaching contexts, highlighting its strengths and some problematic aspects.

This paper aims to offer practical suggestions for planning and management of lessons of L2/LS Italian aimed at non-native learners. After a first part in which attention is paid to the choice of significant materials, the paper focuses on the importance of songs in teaching Italian to foreigners. The song, thanks to its expressive and communicative power, makes the process of acquiring a language more evocative and emphasizes the role of the teacher through the teaching of authentic texts. Finally, an UdA is presented, which focuses on some songs from the “Sanremo Festival”, designed to take into account the concrete communicative needs of non-native-speaker learners.

This paper reports on a didactic project that involved classes of grade 6 (first year) and 8 (third year) students of a lower secondary school. The project proposed the collaborative writing of a book-game with the aim of developing their writing, word processing and communication skills. The product and the method chosen have in particular made it possible to focus the students' attention on the phases of writing.

In this article, we intend to present a qualitative and descriptive analysis on how the Quadro de Referência para o Ensino Português no Estrangeiro (QuaREPE) deals with the issues of diversity and interculturality. It is important to point out that, in recent decades, there has been a lot of discussion about the importance of developing intercultural competence in foreign language learners. However, in educational practices and teaching materials, the implementation of these precepts is still not a reality. Thus, questions arise on how QuaREPE deals with the cultural issue and to what extent it is intercultural indeed. Therefore, we aim to analyze whether QuaREPE, in fact, establishes an intercultural dialogue between learners, recognizing the cultural diversities. Thereunto, we tabulate all the task commands from the second part of QuaREPE, “Tasks, Activities, Exercises and Resources for Assessment”, analyzing with more details three proposals of activities. Our theoretical approach is constituted by authors such as Kramsch (1998); Byram, Gribkova e Starkey (2002); Bennett (2013); and Agar (1994), among others. As a preliminary result, we point out that the QuaREPE (guiding document) adopts a Eurocentric perspective, promoting only the Portuguese culture. Thus, it is a document that presents unsuccessful practices regarding the effective development of intercultural awareness.

Este artigo apresenta uma análise diacrônica da trajetória de aun si no espanhol, segundo os pressupostos teóricos de gramaticalização assentados nas bases da Gramática Discursivo-Funcional (Hengeveld 2017 y Hengeveld y Mackenzie 2008). Na tradição gramatical espanhola, aun si é considerada uma locução conjuntiva concessivo-condicional, por atuar em orações tanto concessivas quanto condicionais. A análise de ocorrências dos períodos antigo, médio e moderno do espanhol mostram que, em sincronias mais pretéritas, a conjunção condicional si é escopada por aun, enquanto no período moderno ocorre fixação de aun e de si, conforme atestam os critérios de mobilidade e de modificação aplicados à locução (Keizer 2007 y Giomi 2020). Apesar dessa tendência geral, o cline de gramaticalidade de aun si não comprova totalmente a hipótese inicial de que sua trajetória parte do valor condicional (nos períodos mais pretéritos) e, no processo de gramaticalização, segue em direção ao valor concessivo, uma vez que se constata uma estabilidade sintática, semântica e discursiva de aun si desde o século XIII até o XXI, o que explica a coexistência, no espanhol moderno, de dois tipos de aun si, o condicional e o concessivo-condicional.

Presentación del dossier Humor, lingüística y discurso. Un estado de la cuestión.

Este artículo de revisión sistemática examinó cincuenta estudios sobre prácticas de escritura en docentes y estudiantes del contexto rural en ámbito de formación bilingüe. Se identificaron enfoques pedagógicos, como el enfoque basado en géneros, el enfoque de proceso y los Nuevos Estudios de Literacidad, para la enseñanza de la escritura. Se encontró que las prácticas de escritura bajo el modelo Escuela Nueva son predominantemente tradicionales y monolingües. Se concluyó la necesidad de fortalecer la investigación sobre la escritura en el contexto rural colombiano, enfatizando el rol de la familia, docentes y directivos en el currículo escolar. Además, la importancia de la implementación de secuencias didácticas efectivas y la urgencia de incorporar la tecnología en las prácticas de escritura.

Some French prepositions can appear without an overt complement. The discussion about the status of such zero complements (starting with Zribi-Hertz's (1984a, 1984b) seminal work) is still ongoing. More recently, Authier (2016) argued that French prepositions are heterogeneous in this respect: The zero complement of only some prepositions is a null pronoun (e.g., avec 'with', but not pour 'for'). I aim to take this discussion one step further and scrutinize whether the zero complement of one and the same preposition can have different statuses. To this end I compare zero complements in two contexts: reduced sentences with a contrastive focus on the preposition vs. prepositions in full sentences without contrastive focus on the preposition. Based on data from acceptability judgment experiments, I will show that the zero complements in these two contexts underly different restrictions with respect to animacy and crosslinguistic distribution (comparing French and Spanish). This suggests two types of zero complements in the case of prepositions like avec: null pronouns in non-contrastive contexts, and background deletion in contrastive contexts. Additionally, the data provides novel insights about strong pronouns vs. zero complements in French and Spanish PPs, highlighting different animacy restrictions on zero complements and strong pronouns in the two languages.

Este ensayo estudia dos obras de César Vallejo y, de forma complementaria, una posible correspondencia con el marqués de Sade. En Trilce (1922), se estudia la crisis del lenguaje a través de la construcción verbal, lo escatológico y la dialéctica creación-destrucción a partir de la experiencia carcelaria. La ruptura verbal “libera” de la cárcel al poeta preso. En España, aparta de mí este cáliz (1939), se estudia la transformación del “cadáver” en un proyecto para la vida desde un discurso triple que combina lo poético, lo político y lo religioso a favor del movimiento revolucionario republicano español. La comparación entre el intelectual popular creyente del siglo veinte y el pornógrafo aristócrata revolucionario del decimoséptimo muestra dos poetas del lado oscuro de la modernidad.

En este trabajo, estudiamos el proceso de morfologización que permitió la formación de un prefijo a partir de un adverbio, coincidentes ambos en la forma no. En la metodología, consideramos la teoría de gramaticalización para analizar un corpus de 794 palabras con no- recopiladas a partir de diferentes fuentes que datan desde el siglo XIII al XXI. Los resultados muestran las diferentes etapas del proceso de cambio en el que el adverbio amplió su distribución contextual, lo cual le permitió aparecer frente a sustantivos. En este contexto, el adverbio adquiere características propias de un prefijo de negación con matices de significado específicas según el tipo de base sustantiva a la que se adjunta: negación total para sustantivos deverbales (no inclusión) o negación parcial en el caso de sustantivos concretos (no libro).

Previous literature on the typology of gerund clauses in Portuguese has overlooked a peculiar type of clauses which are always introduced by como (‘as’) and display an array of characteristics that set them apart from all other gerund clauses (and from other, somehow similar, constructions in different languages). In this paper, we provide an in-depth syntactic and semantic characterisation of these como-gerund clauses and the contexts in which they arise, highlighting their similarities and differences regarding other constructions, namely resultative and depictive secondary predicates. We put forward a proposal to deal with their syntactic configurations and the restrictions they exhibit. We also propose that como is obligatory in these clauses because it marks a type-shift operation, which gives como gerund clauses a predicative interpretation, usually found in the nominal domain.

For the first time, systematic research of auxiliary selection in Italian is proposed using corpus analysis and natural language processing (NLP). By combining these methods, we seek to find the most significant factors that influence the choice of auxiliary in intransitive verbs with double auxiliation. These verbs have often been studied in the literature (e.g., peripheral verbs [Sorace 2000]), but they have never been addressed in a comprehensive way (Giancarli 2015). The findings emphasize the most significant factors influencing the choice of ‘be’ or ‘have’ based on semantic, syntactic, and morphological aspects. On the basis of corpus analysis and statistical tools (CHAID and Random Forest) evidence, we propose the internal cause and the human trait as the possible factors useful in untangling the knot of auxiliary selection within Italian verbs with double auxiliation. This article also presents a reflection on semi-auxiliary verbs, a particular group of Italian verbs that operate as semi-auxiliary by being followed by an infinitive. For this group of verbs, we propose that auxiliary selection depends not only on the semantics of the verb or of the subject, but mainly on the auxiliary selection of the infinitive.

This paper investigates the properties of GO and TAKE used as functional verbs to express the beginning of an action or a state (inchoativity) or a sense of surprise, wonder, astonishment, or regret (mirativity) as found in a group of multiple verb constructions, in a macro-comparative perspective. Multiple Agreement Constructions (V1+mi/mu/da/če+V2[+finite]) and Pseudo-Coordination (V1+‘and’+V2[+finite]) are considered in Italo-Romance (Italian and Sicilian) and Balkan Slavic (Bulgarian), together with the Italo-Romance Infinitival Construction (V1+a+V2[-finite]), drawing from novel fieldwork data and online corpus data. GO and TAKE generally proved to be highly productive as both inchoative and mirative markers in all the languages considered. In particular, an analysis of cases in which these two functional verbs convey (to different degrees) both functions at once is provided, relying on the cognitive basis underlying the process of their grammaticalisation.

Una de las ocupaciones relevantes de la educación es el desarrollo del pensamiento crítico del estudiantado. Por tanto, es necesario implementar estrategias y recursos que persigan este fin. Este artículo presenta la reflexión sobre la implementación de la lectura de textos literarios y la posterior escritura de un micro ensayo como estrategia para fomentar el pensamiento crítico en los estudiantes universitarios. El estudio utiliza una metodología mixta que incluye la cuantificación de la coocurrencia de partículas discursivas propias de la argumentación y, a la vez, la calificación de los ensayos mediante una rúbrica que incluye los criterios propios del pensamiento crítico. La implementación muestra que los estudiantes que analizan un texto literario guiados por preguntas de nivel crítico para producir un texto muestran mayor grado de criticidad debido a las preguntas inferenciales. Como conclusión, este estudio sugiere la vinculación de la lectura y la escritura como estrategia, siempre y cuando el proceso sea enriquecido por una consigna que incluya preguntas que guíen al estudiantado a asumir posturas para defender sus puntos de vista.

Adjectival superlatives in Spanish are expressed by a definite determiner and the com-parative morpheme m ́as ‘more/-er’ modifying the adjective. While gender and numberconcord between the determiner, adjective and noun is generally obligatory, there is asubset of cases where it seems to be disrupted: the determiner surfaces as the so-calledneuter lo, the adjective spells out masculine and there is no overt noun. I argue that thisnon-canonical pattern is the result of a failed Agree dependency between probes on D anda noun underspecified for φ. Failure to value the probe triggers the emergence of defaultsat the point of Vocabulary Insertion: lo and masculine morphology on the adjective. Theanalysis that lo as genderless and numberless receives support from coordination patterns.

The occurrence of the Subjunctive mood in sentences describing facts is commonly seen as problematic, given the relation between Subjunctive and non-veridicality. One line that is explored in the literature to account for the Subjunctive in complement clauses of factive verbs is to link the occurrence of this mood in such contexts to gradability of the main clause’s predicate. However, such an account faces empirical problems, and is not extendable to other contexts where the Subjunctive occurs even if the sentence describes a fact of reality. This paper proposes an account for the occurrence of Subjunctive in different kinds of factive contexts, showing that in all such cases the reason for this mood to occur follows from the general condition that leads to the use of Subjunctive, though for different reasons. Gradability of the main predicate is, in fact, one of the factors that leads to the consideration of non-p worlds, and the Subjunctive, but not the only one. For other predicates, other semantic features lead to counterfactual reasoning. Concessive clauses are another factive context where Subjunctive occurs and allow a better understanding of what triggers the Subjunctive mood and what this formal sign indicates.

Italian essere (be) and venire (come) periphrastic passives differ in their aspectual properties, both lexical and grammatical. Squartini’s (1999) analysis of venire passives accounts for their incompatibility with perfect aspect. In the present study, I develop an account of passive venire in which it is analyzed as a light verb, rather than a lexical verb. This difference, together with certain assumptions about the syntax of lexical aspect are leveraged to account for passive venire’s incompatibility with perfect aspect, propredicative lo, and with stative verbs. In this way, the empirical ground covered by the previous analysis is substantially expanded.

In this paper, we account for different patterns found in complement clauses of se constructions in Romanian and Spanish. In Romanian, a se construction cannot host an infinitival complement, an apparently controlled clause, whereas in Spanish a se construction can. However, when an additional se is added to the complement clause (a “double se construction”), the Romanian structure becomes grammatical, while the Spanish equivalent becomes ungrammatical. The Romanian patterns have been previously argued in Giurgea & Cotfas (2021) to be cases of control, with a failed agreement relation forcing the obligatory presence of se in the complement. We propose an alternative based on two major differences found in Romanian and Spanish. First, in se constructions, Spec, Voice is saturated by the external argument in Spanish, but it is unsaturated in Romanian. We argue that this prevents the external argument in Romanian from acting as a controller. Second, Romanian infinitival clauses appear to share properties with finite clauses, in contrast to Spanish. We argue that the grammatical Romanian double se construction is not an instance of control and suggest that it is the finite nature of the infinitival complement that allows for a double se construction.

Esta investigación cualitativa con diseño de estudio de caso exploró la percepción de docentes de inglés y rectores de instituciones educativas (IE) oficiales sobre el Programa Integral de Bilingüismo: Quindío Bilingüe y Competitivo 2018-2019 (PIB-QUINDIO). Los datos se obtuvieron mediante cuestionarios sociodemográficos y entrevistas semiestructuradas. Las entrevistas se centraron en tres categorías principales: (1) Formación docente, (2) Creación de ambientes bilingües y biculturales, y (3) Fortalecimiento de procesos de evaluación, seguimiento, monitoreo y control. La muestra incluyó 13 docentes licenciados en idiomas (DLI), 17 licenciados en otras áreas (DOA) y cuatro rectores. El análisis reveló que tanto docentes como rectores respaldaron el PIB-QUINDIO, aunque identificaron áreas de mejora en formación docente y ambientes bilingües. Se concluyó que docentes y rectores apuestan por la implementación de programas estratégicos de fomento del bilingüismo, según el contexto y necesidades socioeducativas.

This paper proposes that Old French coda /s/ deletion (11th-13th centuries) forms part of a broader diachronic progression of ever-stricter requirements on the sonority contour of /sC/ clusters in syllable contact, reframing part of a well-known moraic analysis (Gess 1998a, 1999, and later work) of Old French coda loss phenomena. Given the multistage rollout of coda /s/ deletion as a function of the sonority of the following onset, an approach hinging on syllable contact constraints not only offers a more detailed and precise formalization of the diachrony of word-medial /sC/ in Old French, but also draws systemic connections with cognate processes affecting /sC/ clusters in early French such as prothesis and earlier Proto-French stop epenthesis. The Optimality-Theoretic analysis presented here formalizes these phenomenological links and the constraints on syllable-contact sonority using the Split Margin Approach to the Syllable (Baertsch 2002, Baertsch & Davis 2003). Rather than sonority-graded mora-licensing constraints causing Old French coda /s/ deletion, the present account argues that their ranking above Faith is instead the acquisitional outcome of the near-total absence of coda /s/ across the lexicon, as a culminative result of the progressive tightening of syllable contact requirements.

This paper discusses the preliminary results of an exploratory study based on acceptability judgments about Pseudo-Coordination (PseCo) as found in the province of Catania (Sicily). PseCo is a monoclausal verbal periphrasis where an inflected verb (V1), usually of motion, is followed by another inflected verb (V2) with an optional connecting element between them (cf. Giusti, Di Caro and Ross 2022). In western Sicilian varieties, the V1 GO can occur as an invariable form (i.e., va-, vo-, uo-, o- as in Oppigghju u pani ‘I go and fetch the bread’) prefixed to the V2. An online anonymous questionnaire was administered to 295 participants (180 female, 115 male; Age M: 20,95 years, Age SD: 2,73 years) to assess whether (i) PseCo with V1 GO in the present indicative is productive among younger speakers; (ii) different forms of invariable V1 GO can cooccur in one and the same variety. The results show that PseCo in the province of Catania is still vital among younger generation of speakers and that invariable V1 GO generally occurs in at least two different forms but with no particular semantic specialization.

L1 Spanish speakers learning English struggle to produce the English voiced interdental fricative [ð]. This is surprising as [ð] occurs naturally in Spanish as an intervocalic allophone of /d/. To investigate Spanish speakers’ production of [ð] in English, I conducted a study with ten L1 Costa Rican Spanish/L2 English speakers. The results show that English voiced interdental fricatives were produced with target pronunciation 43.4% (214/494) of the time and were substituted in the remaining 56.6% (280/494). It was determined that target-sound substitution patterns depend on the phonological contexts in which the target sound occurs (word-initial vs. intervocalic), and the type of speaking task (reading vs. spontaneous). I interpret these results as partially due to phonological transfer: L1 allophonic information affects L2 speech production. The results also show that the realization of the segments is affected by the different experimental tasks: speakers have more target-like production in tasks where there is an opportunity for more careful pronunciation (reading task) than in more spontaneous ones. Finally, I argue that the unexpected appearance of the alveolar tap [ɾ] is due to an interaction between the English /d/ tapping allophone rule and the status of [d] and [ð] in the learner’s interlanguage.

In Romanian, the definite article cannot be overtly realized if the maximal nominal projection contains only the lexical N and occurs in the complement position of (most) accusative-taking prepositions. Arguing that a definite D is present in the underlying syntactic representation, I describe article drop as a PF-phenomenon. I follow Dobrovie-Sorin’s (2007) idea that article drop is conditioned by a complex head formation operation that assigns a X0-status to DPs of the form [D+def N0], but I show that her proposal of extending complex head formation to P is contradicted by the behavior of article drop in coordination. Therefore, I propose a different explanation for the limitation of article drop to the complement of P: based on the fact that article drop also occurs with prepositional case markers (which are K heads rather than Ps), I propose that article drop only occurs when D lacks Case. Underlying this analysis is a novel theory of case marking in Romanian: I propose that inflectional marking involves null Ks that trigger spreading of a Case feature to their complement (following Norris 2014, 2018), whereas prepositional marking involves an overt K and no feature spreading. Prepositions that trigger article drop are assimilated to K heads in that they take a DP, rather than a KP, complement, playing K’s role of closing-off the nominal extended projection.

La Gramática de la Lengua Castellana según ahora se habla de Vicente Salvá, debido a la creación de un verdadero corpus sincrónico ante litteram, representa una revolución en el análisis lingüístico-gramatical del español, como queda patente en sus estudios sobre el adverbio: la parte de la oración, que tradicionalmente ha supuesto más problemas definitorios y clasificatorios para los gramáticos de distintas épocas. Basándose en un estudio empírico del uso de la lengua, Salvá presenta una serie de problemáticas en lo que concierne a la sistematización del adverbio y los límites con las demás categorías que resultan muy avanzadas para su época y, en algunos casos, todavía actuales. En el presente trabajo analizaremos cómo el uso de dicho corpus resulta central para las innovaciones que propone el valenciano, considerando su obra en relación con las gramáticas anteriores y en el contexto histórico y cultural de la época.

Tras finalizar el estudio del empleo de sustantivos deverbales de acción con sufijación patrimonial por parte del autor de la primera versión castellana del De proprietatibus rerum que se conserva en el manuscrito Additional 30037 de la British Library, el presente trabajo pretende profundizar en el conocimiento del uso de sustantivos derivados mediante sufijación en esta traducción de la obra de Bartolomé Ánglico mediante el examen de un nuevo tipo de formaciones: los nombres de cualidad con final en los diferentes alomorfos de dad, dumbre y ez/ eza recogidos en el libro XII. También prestaremos atención a la concurrencia que pudiera establecerse entre los esquemas rivales y observaremos si las tendencias descritas en cuanto al uso de los sustantivos deverbales de acción son aplicables nuevamente en el caso de los sustantivos de cualidad derivados desde bases adjetivas o si, por el contrario, el traductor adopta una postura diferente respecto a estos.

La secuencia lo más se emplea con valor elativo en algunas variedades del español americano: Este bandoneón es lo más. La ausencia de un adjetivo/adverbio o de una coda comparativa/superlativa invita a explorar la hipótesis del reanálisis. A tal fin, buscamos en el Corpus Diacrónico y Diatópico del Español de América (CORDIAM) los tipos de construcciones en las que aparece lo más para intentar identificar un patrón de adyacencia lineal que pueda haber contribuido con la formación de una estructura en la que más parece materializar no solo un grado máximo, sino también una propiedad interpretada positivamente. Enmarcamos nuestra explicación en un modelo de inserción tardía de exponentes fonológicos que nos permite entender el reanálisis como un cambio en la cantidad de proyecciones que materializa un ítem léxico.