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.
Based on a synthesis of classroom Second Language Aquisition (SLA) research
that has helped to shape evolving perspectives of content-based instruction
since the introduction of immersion programs in Montreal more than 40 years
ago, this book presents an updated perspective on integrating language and
content in ways that engage second language learners with language across
the curriculum. A range of instructional practices observed in immersion
and content-based classrooms is highlighted to set the stage for justifying
a counterbalanced approach that integrates both content-based and
form-focused instructional options as complementary ways of intervening to
develop a learner's interlanguage system. A counterbalanced approach is
outlined as an array of opportunities for learners to process language
through content by means of comprehension, awareness, and production
mechanisms, and to negotiate language through content by means of
interactional strategies involving teacher scaffolding and feedback.