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.
Literacy - the ability to produce and interpret written text - has long
been viewed as the basis of all school achievement; a measure of success
that defines both an 'educated' person, and an educable one. In this
volume, a team of leading experts raise questions central to the
acquisition of literacy. Why do children with similar classroom
experiences show different levels of educational achievement? And why do
these differences in literacy, and ultimately employability, persist?
By looking critically at the western view of a 'literate' person, the
authors present a new perspective on literary acquisition, viewing it as a
socially constructed skill, whereby children must acquire discourse
strategies that are socially 'approved'. This extensively-revised second
edition contains an updated introduction and bibliography, and each chapter
has been re-written to account for the most recent research. Groundbreaking
and revealing, this volume will continue to have far-reaching implications
for educational theory and practice.