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Speaking American: A History of English in the United States

By Richard W. Bailey

"Takes a novel approach to the history of American English by focusing on hotbeds of linguistic activity throughout American history."


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Language, Literacy, and Technology

By Richard Kern

"In this book, Richard Kern explores how technology matters to language and the ways in which we use it. Kern reveals how material, social and individual resources interact in the design of textual meaning, and how that interaction plays out across contexts of communication, different situations of technological mediation, and different moments in time."


Academic Paper


Title: Interface or face to face? The profiles and contours of bilinguals and specific language impairment
Author: Virginia C. Mueller Gathercole
Institution: Florida International University
Linguistic Field: Language Acquisition
Abstract: What makes a child's language development trajectory have the patterns that it has, and what causes differences across children in those patterns? These fundamental questions have for over half a century been at the heart of research on language development in monolingual children, on the cross-linguistic development of language in children from distinct language communities, on bilingual language development, and on development in cases of language disorders in children. Paradis has taken the important step of carefully comparing the trajectories of two populations of children—children with specific language impairment (SLI) and children growing up bilingually—who both differ in interesting ways from normally developing monolingual children. Her Keynote Article highlights striking similarities and potential differences between these two groups. This Commentary focuses on three issues: what influences developmental profiles in language development, bilinguals' development of vocabulary and syntax, and assessment issues related to treating monolinguals as the “standard.”

CUP AT LINGUIST

This article appears IN Applied Psycholinguistics Vol. 31, Issue 2, which you can READ on Cambridge's site or on LINGUIST .



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