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: The development of associative word learning in monolingual and bilingual infants
Author: Krista Byers-Heinlein
Institution: Concordia University
Author: Christopher T. Fennell
Institution: University of Ottawa
Author: Janet F Werker
Institution: University of British Columbia
Linguistic Field: Language Acquisition
Abstract: Children growing up bilingual face a unique linguistic environment. The current study investigated whether early bilingual experience influences the developmental trajectory of associative word learning, a foundational mechanism for lexical acquisition. Monolingual and bilingual infants (N = 98) were tested on their ability to learn dissimilar-sounding words (lif and neem) in the Switch task. Twelve-month-olds from both language backgrounds failed to detect a violation of a previously taught word–object pairing. However, both monolinguals and bilinguals succeeded at 14 months, and their performance did not differ. The results indicate that early bilingual experience does not interfere with the development of the fundamental ability to form word–object associations, suggesting that this mechanism is robust across different early language environments.

CUP at LINGUIST

This article appears in Bilingualism: Language and Cognition Vol. 16, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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