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: Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions
Author: Şeyda Özçalişkan
Institution: Georgia State University
Author: Susan C. Levine
Institution: University of Chicago
Author: Susan Goldin-Meadow
Institution: University of Chicago
Linguistic Field: Language Acquisition
Abstract: Children with pre/perinatal unilateral brain lesions (PL) show remarkable plasticity for language development. Is this plasticity characterized by the same developmental trajectory that characterizes typically developing (TD) children, with gesture leading the way into speech? We explored this question, comparing eleven children with PL – matched to thirty TD children on expressive vocabulary – in the second year of life. Children with PL showed similarities to TD children for simple but not complex sentence types. Children with PL produced simple sentences across gesture and speech several months before producing them entirely in speech, exhibiting parallel delays in both gesture + speech and speech-alone. However, unlike TD children, children with PL produced complex sentence types first in speech-alone. Overall, the gesture–speech system appears to be a robust feature of language learning for simple – but not complex – sentence constructions, acting as a harbinger of change in language development even when that language is developing in an injured brain.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 40, Issue 1, which you can read on Cambridge's site or on LINGUIST .



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