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Linda Abarbanell (Harvard University) Session 10Linguistic flexibility in frame of reference use among adult Tseltal (Mayan) speakersTseltal is known for its absence of left-right (egocentric) coordinates for describing spatial relations. Instead, speakers use the uphilldownhill(geocentric) slope of their terrain. Tseltal has left-right body-part terms; however, these are not extended to regions of spaceoutside the body. In a series of language-elicitation tasks, I examine whether Tseltal-speakers can extend their available left-rightterms for use in spatial reference. While spontaneous left-right extensions were rare, Tseltal-speakers were quite capable ofcomprehending and producing left-right spatial descriptions. Moreover, the conversational structure of the tasks suggests that thehabits of a language community are open to interlocutor influence.Sayaka Abe (University at Buffalo-SUNY) Session 10‘True & ‘pseudo-‘ subjectification of the Japanese completion marker -shimauI approach subjectification diachronically. First, I distinguish two types of subjectification: (1) speaker-internal subjectification,which is driven by the speaker's presence in the sentence, and (2) speaker-external subjectification, which is driven by the speaker'sabsence from the sentence. Based on observations of semantic change of the Japanese marker, -shimau (grammaticalized from shimau'put away, finish'), I show the asymmetry between the two types of subjectification and argue that (1) is associated with limited andidiosyncratic development, i.e., ‘pseudo-‘ subjectification, while (2) leads to relatively stable and regular development in asemasiological change, i.e., ‘true’ subjectification.Lois Ann Abraham (American River C) Session 68Hemingway's thingamajig"Hills Like White Elephants" by Ernest Hemingway uses a name for only one of the characters in the short story. I investigate thepossible meanings of the name Jig and connect these meanings to various themes of the work. I show my interpretation of naming inthis short story to be consistent with Hemingway's philosophy and practice of writing.Marta Abrusan (Massachusetts Institute of Technology) Session 17Even & free choice any in HungarianI present an analysis of Hungarian free choice indefinites. Hungarian FCIs are composed of a special type of focus particle, akár‘even’ which itself has a free-choice-like distribution, and of a wh-indefinite. I argue that akár ‘even’ is composed of even plus anexhaustive operator (Exh). As the additive presupposition of even and the lexical import of Exh are contradictory, this combinationresults in ungrammaticality, unless a suitable operator intervenes. In the second part of the paper, I show that the core distribution offree choice indefinites in Hungarian simply follows from the meaning of the incorporated akear.Michael Adams (Indiana U) Session 75Assimilation of French-Canadian names into New England speech: Notes from a Vermont cemeteryHeadstones in St. Mary's Cemetery, Middlebury, VT, preserve some 450 surnames. Many are English, Scots, or Scotch-Irish inorigin, some are exotic, but at least 110 of them are Canadian French in origin. These numbers are rough; some of the names areplausibly related to some others, contemporaneous variants or successive forms of the same name. Everything French became Englishwithin the second and third generations after settlement. I outline phonological patterns of accommodation, Canadian French intoAmerican English, as well as telling exceptions that together reflect the community's very American history.Dany Adone (University of Cologne) Session 82Christiane Bongartz (University of Cologne)‘Sally go shopping’: Grammaticalization in second language acquisition & creole formationIn creole studies and second language acquisition research there is a current debate about grammaticalization. In creole genesis itrefers to the change from lexical items to syntax. In second language acquisition grammaticalisation is involved in the transition fromearly learner varieties to sophisticated varieties. We argue that structural similarities between creole languages and second languagelearners' varieties are easily accounted for by the process of grammaticalization. Unlike creole speakers, learner varieties reflectindividual psychological states. Data from immersion classrooms show that these individual states overlap substantially. This overlapconstitutes evidence that learner grammars and creoles are psycholinguistically similar.97