This article surveys the theory of the public enforcement of law -the use of public agents (inspectors, tax auditors, police, prosecutors) to detect and to sanction violators of legal rules. We first present the basic elements of the theory, focusing on the probability of imposition of sanctions, the magnitude and form of sanctions, and the rule of liability. We then examine a variety of extensions of the central theory, concerning accidental harms, costs of imposing fines, errors, general enforcement, marginal deterrence, the principal-agent relationship, settlements, selfreporting, repeat offenders, imperfect knowledge about the probability and magnitude of fines, and incapacitation.

Native speaker competence is typically the result of normal first language acquisition in a predominantly monolingual environment, with optimal and continuous exposure to the language being acquired. In this article, we discuss the case of heritage speakers: receptive bilinguals, speakers of an ethnic or immigrant minority language, whose first language does not reach native-like attainment in adulthood. We present a brief overview of the heritage speaker's linguistic system and discuss competing factors that shape this system in adulthood. We examine several theoretically relevant notions from the standpoint of their representation in heritage language (including case and interface phenomena). The connection between theory and heritage language studies underscores the potential this population offers for linguistic research.

Heritage speakers are people raised in a home where one language is spoken who subsequently switch to another dominant language. The version of the home language that they have not completely acquired – heritage language – has only recently been given the attention it deserves from linguists and language instructors. Despite the appearance of great variation among heritage speakers, they fall along a continuum based upon the speakers’ distance from the baseline language. Such a continuum‐based model enables researchers and instructors to classify heritage speakers more accurately and readily. This article discusses the results of research on lower‐proficiency speakers, identifying recurrent features of heritage languages in phonology, morphology, and syntax. Preliminary results indicate that different heritage languages share a number of structural similarities; this finding is important for the understanding of general processes involved in language acquisition. The article also presents implications of the main findings for language education and identifies areas needing further study.

With a growing interest in heritage languages from researchers of bilingualism and linguistic theory, the field of heritage-language studies has begun to build on its empirical foundations, moving toward a deeper understanding of the nature of language competence under unbalanced bilingualism. In furtherance of this trend, the current work synthesizes pertinent empirical observations and theoretical claims about vulnerable and robust areas of heritage language competence into early steps toward a model of heritage-language grammar. We highlight two key triggers for deviation from the relevant baseline: the quantity and quality of the input from which the heritage grammar is acquired, and the economy of online resources when operating in a less dominant language. In response to these triggers, we identify three outcomes of deviation in the heritage grammar: an avoidance of ambiguity, a resistance to irregularity, and a shrinking of structure. While we are still a ways away from a level of understanding that allows us to predict those aspects of heritage grammar that will be robust and those that will deviate from the relevant baselines, our hope is that the current work will spur the continued development of a predictive model of heritage language competence.

This study presents and analyzes the comprehension of relative clauses in child and adult speakers of Russian, comparing monolingual controls with Russian heritage speakers (HSs) who are English-dominant. Monolingual and bilingual children demonstrate full adultlike mastery of relative clauses. Adult HSs, however, are significantly different from the monolingual adult controls and from the child HS group. This divergent performance indicates that the adult heritage grammar is not a product of the fossilization of child language. Instead, it suggests that forms existing in the baseline undergo gradual attrition over the life span of a HS. This result is consistent with observations on narrative structure in child and adult HSs (Polinsky, 2008b). Evidence from word order facts suggests that relative clause reanalysis in adult HSs cannot be attributed to transfer from English.

This article surveys the theory of the public enforcement of law -the use of public agents (inspectors, tax auditors, police, prosecutors) to detect and to sanction violators of legal rules. We first present the basic elements of the theory, focusing on the probability of imposition of sanctions, the magnitude and form of sanctions, and the rule of liability. We then examine a variety of extensions of the central theory, concerning accidental harms, costs of imposing fines, errors, general enforcement, marginal deterrence, the principal-agent relationship, settlements, selfreporting, repeat offenders, imperfect knowledge about the probability and magnitude of fines, and incapacitation.

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