Featured Linguist!

Jost Gippert: Our Featured Linguist!

"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



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What is English? And Why Should We Care?

By: Tim William Machan

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.


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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

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.


Academic Paper


Title: Fast Mapping by Bilingual Preschool Children
Author: Pui Fong Kan
Institution: University of Minnesota
Author: Kathryn Kohnert
Institution: University of Minnesota
Linguistic Field: Language Acquisition; Psycholinguistics
Abstract: Previous studies show that young monolingual children's ability to ‘fast map’ new word forms is closely associated with both their age and existing vocabulary knowledge. In this study we investigate potential relationships between age, fast mapping skills and existing vocabulary knowledge in both languages of developing bilingual preschool children. Participants were twenty-six typically developing children, ages 3 ; 0 to 5 ; 3. All children learned Hmong as their primary home language (L1) and English as a second language (L2). Fast mapping and vocabulary knowledge tasks were administered in L1 and L2. For vocabulary knowledge, scores were comparable in L1 and L2; for fast mapping, scores were somewhat greater in L1 than L2. In contrast to previous findings with monolingual children, fast mapping performance was not related to age or existing vocabulary knowledge in either Hmong or English. There were, however, significant positive and negative cross-language correlations between L1 fast mapping and L2 vocabulary.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 35, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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