"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more
To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.
This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.
Toddler and Parent Interaction
The organisation of gaze, pointing and vocalisation
This book provides a microanalysis of the interactions between four
children and their parents starting when the children were aged 9 to 13
months and ending when they were 18 months old. It tracks development as an
issue for and of interaction. In so doing, it uncovers the details of the
organisation of the sequence structure of the interactions, and exposes the
workings of language and social development as they unfold in everyday
activities. The study begins with a description of pre-verbal children’s
sequences of action and then tracks those sequences as linguistic ability
increases. The analysis reveals a developing richness and complexity of the
sequence structure and exposes a gap in Child Language studies that focus
on the children’s and their carers' actions in isolation from their
sequential environment. By focusing on the initiating actions of both child
and parent, and the response to those actions, and by capturing the details
of how both verbal and nonverbal actions are organised in the larger
sequences of talk, a more complete picture emerges of how adept the young
child is at co-creating meaning in highly organised ways well before words
start to surface. The study also uncovers pursuit of a response, and
orientation to insufficiency and adequacy of response, as defining
characteristics of these early interactions.