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: All Shades of Every Color: An Overview of Early Teaching and Learning of Foreign Languages
Author: Marianne Nikolov
Email: click here to access email
Institution: University of Pécs
Author: Jelena Mihaljević Djigunović
Linguistic Field: Applied Linguistics; Language Acquisition; Sociolinguistics
Abstract: The paper analyzes research published over the last five years. The first part looks into policy documents, types of programs, and surveys to identify (a) reasons why an early start to learning languages is seen as beneficial and under what conditions; (b) possible threats; and (c) the aims and expected outcomes that are predicted by various models. The second part discusses studies on learners, including what they do in classrooms, how they perform on tasks, how their languages interact, and how they develop in different skills. A separate section reviews individual differences in the affective, cognitive, and strategic domains, as well as the role of learners’ socioeconomic status and their learning difficulties. In the third part, we draw on classroom observation and interview studies to discuss teachers’ roles, proficiency and uses of languages, and beliefs and practices. In the fourth part, we focus on the assessment of young learners; more specifically, we review what the construct of assessment is, what various assessment frameworks include, what international and national examinations exist, and what assessment for learning involves. Finally, in the last section we review implications for further research.

CUP at LINGUIST

This article appears in Annual Review of Applied Linguistics Vol. 31, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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