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: Crossing borders: Recognition of Spanish words by English-speaking children with and without language impairment
Author: Kathryn Kohnert
Institution: University of Minnesota
Author: Jennifer Windsor
Institution: University of Minnesota
Author: Ruth Miller
Institution: University of Minnesota
Linguistic Field: Phonetics; Phonology; Psycholinguistics
Subject Language: English
Spanish
Abstract: We introduce an objective method for classifying phonological overlap between Spanish and English translation equivalents. This method then is exploited to examine spoken word recognition using stimuli with graded levels of phonological overlap. Performance by typical English-only speaking (EO) children and English-only children with primary language impairment (LI) is compared to a control group of bilingual Spanish–English peers (BI). Response time and accuracy separated groups, with the BI group outperforming the EO group, who in turn outperformed the LI group. Children with more severe LI are slower than those with mild LI, and LI severity is significantly correlated with speed. The two groups of monolingual children and the LI subgroups respond in a qualitatively similar way to decreasing phonological overlap.

CUP at LINGUIST

This article appears in Applied Psycholinguistics Vol. 25, Issue 4, which you can read on Cambridge's site or on LINGUIST .



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