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In 2010, two articulate powerhouse linguists, Lena Boroditsky, of Stanford, and Mark Liberman, of U. Penn., squared off on the above topic. Boroditsky advanced the Neo-Whorfian position that language does indeed shape thought. Liberman countered, noting that thought also shapes our language we speak, and the way we live shapes both language and thought. When we encounter or create new ideas, we can usually describe them with new combinations of old words. And if not, we easily adapt or borrow or create the new words or phrases we need. As Edward Sapir once put it, "We may say that a language is so constructed that no matter what any speaker of it may desire to communicate … the language is prepared to do his work."

Polari (also spelt Palarie, Parlary, Palare and various other ways) is a language most commonly associated with gay men (and to a lesser extent lesbians), used in the first two-thirds of the 20th century in British cities that had large and mainly underground gay subcultures. Originally a secret language, passed down via word of mouth, it was a necessity in a world where homosexuality was stigmatized. According to author Paul Baker, "Polari could be seen as a form of anti-language, a term created by Michael Halliday in 1978 to describe how stigmatised subcultures develop languages that help them to reconstruct reality according to their own values."

Using a brain-imaging technique that examines the entire infant brain, University of Washington researchers have found that the anatomy of certain brain areas - the hippocampus and cerebellum - can predict children's language abilities at one year of age. Infants with a greater concentration of gray and white matter in the cerebellum and the hippocampus showed greater language ability at age 1, as measured by babbling, recognition of familiar names and words, and ability to produce different types of sounds. This is the first study to identify a relationship between language and the cerebellum and hippocampus in infants. Neither brain area is well-known for its role in language: the cerebellum is typically linked to motor learning, while the hippocampus is commonly recognized as a memory processor. "Looking at the whole brain produced a surprising result and scientists live for surprises. It wasn't the language areas of the infant brain that predicted their future linguistic skills, but instead brain areas linked to motor abilities and memory processing," Kuhl said. "Infants have to listen and memorize the sound patterns used by the people in their culture, and then coax their own mouths and tongues to make these sounds in order join the social conversation and get a response from their parents." The findings could reflect infants' abilities to master the motor planning for speech and to develop the memory requirements for keeping the sound patterns in mind. "The brain uses many general skills to learn language," Kuhl said. "Knowing which brain regions are linked to this early learning could help identify children with developmental disabilities and provide them with early interventions that will steer them back toward a typical developmental path."

"The researchers first looked at hot spots-locations with an exceptionally high number of unique species that also has a loss of habitat of 70 percent or more. ... In these 35 hotspots-spread throughout the world's continents with the exception of Antarctica-the researchers found 3,202 languages-nearly half of all languages spoken on Earth. ... It's unclear why areas of endangered species concentration and endangered languages coexist. ... The study is a starting point to explore the relationship between biological and linguistic-cultural diversity."

The more parents talk to their children, the faster those children's vocabularies grow and the better their intelligence develops. The problem seems to be cumulative. By the time children are two, there is a six-month disparity in the language-processing skills and vocabulary of toddlers from low-income families. Toddlers learn new words from their context, so the faster a child understands the words he already knows, the easier it is for him to attend to those he does not. Dr Anne Fernald, of Stanford, found that words spoken directly to a child, rather than those simply heard in the home, are what builds vocabulary. Plonking children in front of the television does not have the same effect. Neither does letting them sit at the feet of academic parents while the grown-ups converse about Plato. The effects can be seen directly in the brain. Kimberly Noble of Columbia University studies how linguistic disparities are reflected in the structure of the parts of the brain involved in processing language. Although she cannot yet prove that hearing speech causes the brain to grow, it would fit with existing theories of how experience shapes the brain. Babies are born with about 100 billion neurons, and connections between these form at an exponentially rising rate in the first years of life. It is the pattern of these connections which determines how well the brain works, and what it learns. By the time a child is three, there will be about 1,000 trillion connections in his brain, and that child's experiences continuously determine which are strengthened and which pruned. This process, gradual and more-or-less irreversible, shapes the trajectory of the child's life.And it is this gap, more than a year's pre-schooling at the age of four, which seems to determine a child's chances for the rest of his life.

ASL dictionary Browse thousands of words in the ASL dictionary online. May 2012: There are linguistic and educational benefits of learning both American Sign Language and spoken/written English. Deaf children can acquire two languages ... An interview with Francois Grosjean by Nataly Kelly, Chief Research Offier, Common Sense Advisory. Not only does this site act as a dictionary for ASL, but it teachers baby signing and finger signing too! It also highlights benefits of knowing sign.

Dan Jurafsky's book, The Language of Food: A Linguist Reads the Menu, explores the history and origin of common food terms like "ketchup." Jurafsky also contemplates how menu wording can reflect the relative upscaleness of a restaurant. "Expensive restaurants are 15 times more likely to tell you where the food comes from - to mention the grass-fed things or the name of the farm or greenmarket cucumbers, but expensive restaurants also use fancy, difficult words like tonarelli, or choclo [large-kernaled corn] or pastilla," Jurafsky says. But they are also generally shorter in length. The really long menus, which he says are "stuffed with adjectives like fresh, rich, mild, crisp, tender and golden brown," are found at the middle-priced restaurants. And the cheapest restaurants use "positive but vague words - 'delicious,' 'tasty,' 'savory,' " he says. If an expensive restaurant used words like "fresh" and "delicious," that "implies you have to be convinced." Cheaper restaurants are also likely to say that the food should be served "your way." "The more expensive the restaurant, the more it's all about the chef," he says.

Language-lovers and locals of an isolated mining region of the Ozarks are scrambling to preserve what's left of a dialect known as Pawpaw French before it fades. The dialect once dominated this community in southeastern Missouri, but due to stigmatization, is dying out. Pawpaw French - named after a local fruit-bearing tree - is a linguistic bridge that melds a Canadian French accent with a Louisiana French vocabulary.

Considering the cognitive and linguistic complexity of discourse production, it is expected that individuals with traumatic brain injury (TBI) should face difficulties in this task. Therefore, clinical examination of discourse has become a useful tool for studying and assessment of communication skills of people suffering from TBI.

The University of Hawaii plays a lead role in a major statewide initiative called the Hawaii Language Roadmap, which aims to create a robust, multilingual workforce in Hawaii. This video gives an overview of the project. On June 16, 2015, thanks to the efforts of several stakeholders, including the Hawaii Language Roadmap, Hawaii's Board of Education unanimously voted to approve a Seal of Biliteracy for Hawaii's public school students. The policy adopted by the BOE reads as follows: The Board of Education hereby establishes a Seal of Biliteracy to be awarded upon graduation to students who demonstrate high proficiency in either of the State's two official languages and at least one additional language, including American Sign Language; provided that a student who demonstrates a high proficiency in both of the State's two official languages shall be awarded a Seal of Biliteracy. The purposes of the Seal of Biliteracy are to recognize the importance of: (1) enabling students to be college, career, and community ready in today's global society; (2) establishing an educational culture that recognizes and values the wealth of linguistic and cultural diversity students bring to the classroom; (3) supporting opportunities for study of and increasing proficiency in 'Ōlelo Hawai'i, an official language of the State of Hawai'i; and (4) encouraging partnerships with institutions of higher education and community organizations to increase access to language instruction in a variety of languages. The Department of Education shall implement the Seal of Biliteracy, including developments of criteria that students must satisfy to receive the Seal. Rationale: The Board of Education recognizes that there is personal, cultural, social, academic, and vocational/occupational value in encouraging students to maintain, or develop, proficiency in more than one language.

Historical Linguists have uncovered that language may have found its origins 100,00 years ago, but the mystery of what it sounded like remains.