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: Predictors of reading among Herero–English bilingual Namibian school children
Author: Kazuvire Veii
Institution: University of Surrey
Author: John Everatt
Institution: University of Surrey
Linguistic Field: Cognitive Science; Psycholinguistics
Abstract: Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent language (Herero) supported the predictions of the script dependent hypothesis. However, the central processing hypothesis was also supported by evidence indicating that common underlying cognitive-linguistic processing skills predicted literacy levels across the two languages. The results argue for the importance of phonological processing skills for the development of literacy skills across languages/scripts and show that phonological skills in the L2 can be reliable predictors of literacy in the L1.

CUP at LINGUIST

This article appears in Bilingualism: Language and Cognition Vol. 8, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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