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: Lexicon–phonology relationships and dynamics of early language development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’
Author: Jan Edwards
Institution: University of Wisconsin Madison
Author: Benjamin Munson
Email: click here to access email
Homepage: http://www.tc.umn.edu/~munso005/
Institution: University of Minnesota
Author: Mary Esther Beckman
Email: click here to access email
Homepage: http://ling.osu.edu/~mbeckman
Institution: Ohio State University
Linguistic Field: Linguistic Theories; Psycholinguistics
Abstract: We applaud Stoel-Gammon's (this issue) call for a more comprehensive account of the relationship between lexicon and phonology, and we strongly endorse her suggestions for future research. However, we think that it will not be enough simply to integrate findings and methods from the adult-centered and child-centered literatures. Both of these literatures suggest that we need to rethink standard assumptions about what phonological representations are and how they emerge to support the very large vocabularies that speakers develop over the course of a lifetime. Our commentary focuses on three themes relevant to this reconceptualization.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 38, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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