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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: The interface between bilingual development and specific language impairment
Author: Johannes Paradis
Email: click here to access email
Institution: University of Alberta
Linguistic Field: Language Acquisition; Neurolinguistics
Abstract: Research at the interface of bilingual development and child language disorders has increased greatly in the past decade. The purpose of this article is to highlight the theoretical and clinical implications of this research. Studies examining the similarities in linguistic characteristics between typically developing sequential bilingual children and monolingual children with specific language impairment (SLI) the same age are reviewed in light of predictions from a maturational model of SLI. Studies examining the linguistic characteristics of bilingual children with SLI compared to monolinguals with SLI and their bilingual peers with typical development are reviewed in light of predictions of limited processing capacity theories of SLI. It is shown that data from bilingual children pose interesting challenges to both theoretical perspectives, although in different ways. Finally, the findings from this research are discussed in terms of their relevance for assessment of SLI in bilingual children.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 31, Issue 2, which you can read on Cambridge's site or on LINGUIST .



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