"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.
What children know about communication:
A language biographical approach of the heterogeneity of plurilingual groups
What do children know about communication? In the increasingly globalized
world we live in, nowadays children more often come into contact with
multiple languages at different ages and in variable contexts.
Consequently, they may at times be required to communicate in situations in
which they lack sufficient understanding of the language used. In
international schools, these exolingual situations of communication are the
order of the day. Knowing about communication, that is, being aware of the
interaction, of the potential obstacles and of different strategies to
overcome them, is essential to bring exolingual situations of communication
to a successful end. Are there features of language acquisition that affect
the development of this facet of metacognitive awareness? In this thesis a
specific aspect of early plurilingualism is examined in detail. Reactions
of children who learned a new language at an age and in a context in which
they were able to be conscious about their learning are compared to those
of children who learned a new language in a less conscious way, from birth
onwards. Results demonstrate that a conscious language learning experience
is a relevant factor in the development of this aspect of metacognitive
awareness in children.