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.
Language & Literacy Teaching for Indigenous Education
Language and Literacy Teaching for Indigenous Education: A Bilingual Approach Norbert Francis and Jon Reyhner (Northern Arizona University)
Key features Makes an important contribution to the field of bilingual education Offers a practical guide for realising the untapped potential of bilingualism and bilingual development in schools and communities
Description Language and Literacy Teaching for Indigenous Education: A Bilingual Approach presents a proposal for the inclusion of indigenous languages in the classroom. Based on extensive research and field work by the authors in communities in the United States and Mexico, the book explores ways in which the cultural and linguistic resources of indigenous communities can enrich the language and literacy program.
Contents Part I: A Survey of the Americas: History and Current Situation of Indigenous Languages in Education I. Prospects for Learning and Teaching Indigenous Languages II. State of the Languages III. Language Policy and Language Planning: The Role of School and Indigenous Language Literacy Part II: Curriculum and Materials, Classroom Strategies IV. Promoting Additive Bilingual Development V. The Bilingual Classroom VI. Biliteracy: Teaching Reading and Writing in the Indigenous Language VII. Language Assessment VIII. Conclusion: A Teaching Model for Realizing the Potential of Additive Bilingualism IX. Resources for Schools and Communities
Author information Norbert Francis teaches courses in language learning and language teaching at Northern Arizona University. He has worked as a bilingual immersion teacher in the United States and in bilingual indigenous community schools in Mexico. His primary interests lie in the study of child language development, second language learning, and biliteracy. Jon Reyhner is currently professor of Bilingual/Multicultural Education at Northern Arizona University. Formerly co-ordinator of the Indian Bilingual Teacher Training Program at Montana State University-Billings, he has worked as a teacher and school administrator in Indian community schools in Arizona, Montana and New Mexico. His research interests include improving the academic achievement of American Indian students and indigenous language revitalization.
Bilingual Education and Bilingualism 37 September 2002 Format 210x148mm x + 262pp Hbk ISBN 1-85359-601-9 £59.95 / US$89.95 / CAN$119.95 Pbk ISBN 1-85359-600-0 £24.95 / US$39.95 / CAN$49.95