"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
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.
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.
Specific Language Impairment in a Bilingual Context
The acquisition of Dutch inflection by Turkish-Dutch learners
With the aim of specifying the relationship between SLI and L2 acquisition,
production data of various groups of L1 and L2 learners with and without
SLI were compared. The experiments centered on the application of
morphosyntactic rules in Dutch that were considered vulnerable in SLI and
L2 acquisition. The results of systematic cross-group comparisons of error
types and error frequencies contribute to the ongoing theoretical debate as
to whether (L2-)SLI is caused by linguistic-representational deficits or by
processing limitations. The issue of age dependencies on grammatical rule
learning is also discussed in relation to L2 acquisition.
The central claim in this book is that the similarities in error patterns
across the impaired and unimpaired child L1 and child L2 groups indicate
that all children rely on the same linguistic resources to derive grammar.
The persistent problems with inflectional morphology in the SLI groups are
interpreted in terms of processing limitations that affect either the
intake needed to derive rules or the degree of automaticity to apply rules
once established. The present study also reveals how reduced intake affects
typical child L2 acquisition. If a large amount of consistent input is
needed to derive grammar, it is possible that both SLI and L2(-SLI)
children may fossilize in immature stages resulting in incomplete
structure-specific representations. Interestingly, then, processing
accounts and representational accounts can be related.
This study is of interest to scholars working in the field of clinical
linguistics, L1 and L2 acquisition, inflectional morphology and educators
and therapists working with atypical language development in multilingual