It was about one and a half years ago that I finally I arrived where I had always wanted to be and do what I had always wanted-- teach students, support small language communities and conduct research on African languages on my doorstep. The University of Cape Town and my new colleagues welcomed my efforts to establish the Centre for African Language Diversity-- CALDi as well as The African Language Archive-- TALA and I was recently appointed the Mellon Research Chair: African Language Diversity this initiative. The main aim of CALDi is to train young African scholars in descriptive linguistics and open up space for research into African languages at UCT with the hopes of countering the dominance of African linguistics outside the continent. It has been a great challenge for which my whole career has been a form of preparation...Read more
The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
Ethics and Education in Linguistically Diverse Classrooms
This ethnography of language and education considers the ethics of pedagogy for linguistically and culturally diverse students. It does so by drawing on the existentialist ethics of the philosopher Emmanuel Levinas. Following the Levinasian connection between ethics and language, the study explores the ethical challenges and possibilities confronting teachers of junior school students (ages 6-10) who speak languages in addition to or other than the dominant language which, in this study’s Canadian context, is English.
In particular, the study looks at images of self and other as they manifest themselves in pedagogical practices, and it elaborates relations of responsibility between teachers and students. The data include in-depth interviews with and extended observations of teachers in their publicly-funded, mainstream Anglophone school in Mississauga, Canada. The findings suggest that teachers with flexible linguistic identities are more amenable to pedagogical practices supportive of linguistic diversity during the regular school day while teachers with less equivocal linguistic identities are more sympathetic to a monolingual mandate.
CHAPTER ONE. PROBLEMATIC: ETHICAL PRACTICE IN LINGUISTICALLY DIVERSE CLASSROOMS
CHAPTER TWO. PEDAGOGICAL RESPONSIBILITY AS ETHICAL ENGENDERMENT: EMMANUEL LEVINAS
CHAPTER THREE. AN EMPIRICAL INUIRY INTO IMAGES OF SELF AND OTHER IN LINGUISTICALLY DIVERSE CLASSROOMS
CHAPTER FOUR. TEACHING LINGUISTICALLY DIVERSE STUDENTS: IMAGES OF SELF AND OTHER IN LANGUAGE
CHAPTER FIVE. TEACHING LINGUISTICALLY DIVERSE STUDENTS: IMAGES OF SELF AND OTHER IN PEDAGOGY