Talk at the Cambridge Linguistics Forum
This collaborative study with Mirjana Bozic (Psychology, Cambridge) and Julia Schwarz (Basque Centre on Cognition, Brain and Language) investigates the processing and representation of morphologically-complex derived words by German-English bilinguals in their second language (English), compared to English monolinguals.
Study funded by UKRI (PI: Dr Rowena Kasprowicz)
The Progression in Primary Languages project is a four-year, longitudinal study exploring language learning in primary schools across England, which teach French, German, or Spanish.
For children growing up speaking the majority language of a country, there is often no question about what language will be used when they start school. This, however, is not the case for 40% of children all over the world, who are confronted with a completely foreign language when they go to school for the first time (UNESCO 2016).
It occurred to me recently how differently the same utterance can be viewed depending on who utters it. It was simply a case of a noun which had been verbed which got me thinking.