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.
The Coursebook in Feature Geometry is an undergraduate course introducing students to current phonology through a sustained use of the Feature Geometry framework. It is written as a coherent, accessible, and well-illustrated introduction to the key ideas of Feature Geometry, focusing on rules of assimilation. In its 20 units and 40 exercises, it takes the reader step-by-step through the representational devices of Feature Geometry.
The Coursebook attempts to present the core ideas of Feature Geometry in a unified way, rather than attempting to incorporate the (considerable) debate concerning almost every aspect of the theory.
The version of Feature Geometry underlying the Coursebook is basically that found in Sagey’s The Representation of features in non-linear phonology (1990), revised in accordance with the claims of Lahiri and Evans’ 1991 article on Palatalization and coronality.
The author is Senior Lecturer in the Department of Linguistics and Second Language Teaching, Massey University, New Zealand. The author has a PhD in linguistics from the University of California at San Diego.