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: Finding <i>le mot juste</i>: Differences between bilingual and monolingual children's lexical access in comprehension and production
Author: Stephanie Yan
Institution: University of Alberta
Author: Elena Nicoladis
Institution: University of Alberta
Linguistic Field: Psycholinguistics
Abstract: By school age, some bilingual children can score equivalently to monolinguals in receptive vocabulary but still lag in expressive vocabulary. In this study, we test whether bilingual children have greater difficulty with lexical access, as has been reported for adult bilinguals. School-aged French–English bilingual children were given tests of receptive vocabulary and picture naming. The bilingual children's performance was compared to English monolinguals'. We found that bilingual children scored slightly lower on some measures of comprehension and lower on producing the target word. The bilinguals were more likely to correctly identify the target picture even if they had not produced the name. The differences in comprehension but not production could be statistically accounted for by the variation in receptive vocabulary. These results suggest that, school-aged bilinguals can be close to monolinguals in receptive vocabulary but have a harder time accessing the exact word for production. We discuss reasons for this difficulty with lexical access and strategies that children used when they did not produce the target word.

CUP at LINGUIST

This article appears in Bilingualism: Language and Cognition Vol. 12, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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