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.
A detailed examination of how children with pathology ranging from autism
to asphasia find their way towards speech. The author emphasizes that a
child's trouble can stem from different causes: there are neurological
problems similar to those of aphasia; there are cognitive impairments; and,
of course, there are psychological disorders. Professor Danon-Boileau
argues that language disorders today are too often considered from one
particular point of view-sometimes psychological, sometimes neurological.
In order to understand the possible causes of, and solutions to, these
disorders, it is necessary to take into account the interaction of these
two elements. Those who have effectively worked with speechless children
know all too well that their pathology and behaviour do not necessarily fit
into general nosographic descriptive categories.
The originality of this book is that it gives a concrete and precise
narrative of six individual case studies and tries to draw general
conclusions from both a linguistic and a psychoanalytic point of view, thus
reflecting the wide-ranging expertise of the author. It will be essential
reading for professionals within the field of psychoanalysis and speech
therapy; academics and students in language acquisition, speech therapy,
and developmental psychology; as well as parents who are concerned with
their children's language development.