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: Assessing early communicative ability: a cross-reporter cumulative score for the MacArthur CDI
Author: Annick De Houwer
Institution: Universität Erfurt
Author: Marc H. Bornstein
Institution: National Institute of Child Health and Human Development
Author: Diane B. Leach
Institution: National Institute of Child Health and Human Development
Linguistic Field: Language Acquisition
Abstract: Thirty middle- to upper middle-class monolingual Dutch speaking families consisting of at least a mother and a father completed the Infant Form ‘Words and Gestures’ of the Dutch adaptation of the MacArthur Communicative Development Inventory for the same child at 1;1. Considerable inter- and intrafamily variation emerged in how two (or three) different reporters who are all presumably close to the child assess a particular child's communicative abilities. The greater the child's communicative ability, as rated by any one reporter, the more differences tended to emerge between reporters. In order to take into account multiple reporters' assessments of the same child, we propose the use of a Cumulative CDI Score that credits the child with the best score for any item on the CDI as checked by any single reporter. We conclude that single reporter CDI reports may underestimate the child's communicative knowledge.

CUP at LINGUIST

This article appears in Journal of Child Language Vol. 32, Issue 4, which you can read on Cambridge's site or on LINGUIST .



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