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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Can anyone overtake Syntax in the Subfield Challenge ?

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Name: Suzanne  Quay
Institution: International Christian University
Email: click here to access email
State and/or Country: Japan   
Linguistic Field(s): General Linguistics
Language Acquisition
Selected Publications: (1) Quay, S. (2011). [Guest editor of special issue] Trilingual Children in the Making: Data-driven insights. International Journal of Multilingualism, Vol. 8(1): 1-79.
(2) Quay. S. (2011). Introduction: Data-driven insights from trilingual children in the making. International Journal of Multilingualism, Vol. 8(1), pp. 1-4.
(3) Quay. S. (2011). Trilingual toddlers at daycare centers: The role of caregivers and peers in language development. International Journal of Multilingualism, Vol. 8(1): 22-41.
(4) Deuchar, M. and Quay, S. (2009). One vs. Two Systems in Early Bilingual Syntax: Two Versions of the Question. In W. Li (ed.), Bilingualism and Multilingualism: Critical Concepts in Linguistics, Vol. 1. Routledge Taylor & Francis Group. [Reprinted from Bilingualism: Language and Cognition, 1(3), 1998, pp. 231-243]
(5) Quay. S. (2008). Dinner conversations with a trilingual two-year-old: Language socialization in a multilingual context. First Language, Vol. 28 (1), pp. 5-33.
(6) Quay, S. (2006). Nihon ni okeru kyouikukaikaku to rousha eno eigo kyouiku. Soyokaze, Vol. 17, pp. 1-14. [Japanese translation of Quay (2005)]
(7) Quay, S. (2005). Educational reforms and English teaching for the deaf in Japan. Deafness and Education International, Vol. 7 (3), pp. 138-152.
(8) Quay, S. (2004). ‘Caregiver input and language development’. In Gordon Fulton, William J. Sullivan & Arle R. Lommel (eds.), LACUS forum XXX: Language, Thought and Reality. Houston, Linguistic Association of Canada and the U.S., pp. 227-234.
(9) Quay, S. (2003). Review of Susanne Döpke (ed.), Cross-linguistic structures in simultaneous bilingualism. Amsterdam: John Benjamins, 2000. In Journal of Child Language 30 (4), pp. 925-930.
(10) Quay, S. (2003). ‘Language acquisition in the daycare’. Educational Studies 45, pp. 117-126.
(11) Quay, S. (2002). ‘Measuring up to expectations: what constitutes evidence in child language research’. In Ruth M. Brend, William J. Sullivan, & Arle R. Lommel (eds.), LACUS forum XXVIII. Houston: Linguistic Association of Canada and the U.S., pp. 115-123.
(12) Quay, S. (2001). ‘Signs of Silence: Two Examples of Trappist Sign Language in the Far East’. Cîteaux: Commentarii cistercienses, Vol. 52 (3-4), pp. 211-230
(13) Quay, S. (2001). ‘Managing linguistic boundaries in early trilingual development’, In J. Cenoz and F. Genesee (eds.), Trends in Bilingual Acquisition, Amsterdam: John Benjamins, pp. 149-199.
(14) Deuchar, M. and Quay, S. (2000). Bilingual Acquisition: Theoretical Implications of a Case Study. Oxford: Oxford University Press, 163 pp.
Announced on LINGUIST :  Bilingual Acquisition: Theoretical Implications Of A Case Study
Reviewed on LINGUIST :  Bilingual Acquisition: Theoretical Implications Of A Case Study
Courses Taught: Undergraduate courses:
(1) Linguistics for Language Teaching
(2) Pragmatics for Language Learning
(3) Fieldwork in Language and Education
(4) Pronunciation for Language Teaching
(5) Child Language Development
(6) The World of Sign Languages
Graduate courses:
(1) Bilingualism and Bilingual Education
(2) Language Acquisition
Dissertation Abstract: Language Choice in Early Bilingual Development

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