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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: Knowing more than one can say: The early regular plural
Author: Jennifer A. Zapf
Institution: University of Wisconsin-Green Bay
Author: Linda B. Smith
Institution: Indiana University Bloomington
Linguistic Field: Language Acquisition
Abstract: This paper reports on partial knowledge in two-year-old children's learning of the regular English plural. In Experiments 1 and 2, children were presented with one kind and its label and then were either presented with two of that same kind (A→AA) or the initial picture next to a very different thing (A→AB). The children in A→AA rarely produced the plural. The children in A→AB supplied the singular form of A but children in A→AA did not. Experiment 3 compared the performance of English-speaking and Japanese-speaking children in A→AA with common and novel nouns. The Japanese-speaking children (learning a language without a mandatory plural) supplied the singular form of A but the English-speaking children did not. The findings indicate young children learning English know there is a plural to be learned they have fully worked out the rules of production or acquired the necessary singular–plural pairs for broad generalization.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 36, Issue 5, which you can read on Cambridge's site or on LINGUIST .



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