There are basically three ways in which the reference of a token of the English proximal spatial indexical here and corresponding terms in other languages can be resolved in the context-dependent, pragmatic phase of the addressee's determination of the propositional content of an utterance that contains this adverbial adjunct. ‘Here’ may refer reflexively to the place of utterance, including minimally the spot occupied by the speaker (token-reflexive reference), it may be anaphoric upon a discourse antecedent that provides information necessary for identification of the referent (anaphoric reference), or resolution of the reference depends on information derived from processing of a perceptual stimulus (deictic reference). These three pragmatic paths to resolution of the reference of proximal spatial indexicals are not mutually exclusive, so they do not warrant postulation of lexical ambiguity, at least not the traditional kind of ambiguity based on differences in conceptual meaning.

Our paper is a report on the past, current and future state of the endangered Pite Saami language (aka: Arjeplog Saami) spoken in Swedish Lapland. Our primary data come from interviews with Pite Saami individuals and our field observations. We estimate the vitality of Pite Saami based on the UNESCO Language Vitality Scale, taking into consideration factors such as the number of speakers, language attitudes and the quality of documentation. We also discuss the possible reasons for the decline of Pite Saami, report on the speakers’ views of other Saami languages and Swedish, consider whether there is a specific Pite Saami identity, describe revitalization efforts already taking place, and discuss the future prospects of the language.

This paper examines rule-based learning and item-based learning in relation to a Swedish child's acquisition of verb second in main clauses. While rule-based accounts assert that young children have access to syntactic structure and acquire a rule of generalized verb second, item-based accounts claim that young children are reproducing frequent word combinations in the input. The paper provides new and important data from one Swedish child, concluding that the acquisition of verb second is the result of rule-based learning.