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.
Mentor Development in the Education of Modern Language Teachers
Key Features A collection of personal theories specific to language teaching mentoring developed to improve the quality of education offered to student teachers Written by a higher education tutor, who has personal and professional interest in understanding and improving school-based mentoring for student teachers
Description This book investigates a number of case studies of language mentoring in action with a view to prompting readers to reflect upon their own practice as teacher educators. Recent research on mentoring, teacher effectiveness, language teaching and language teacher education is combined to provide a background to the case studies, helping to illuminate general principles and issues.
CONTENTS: Introduction Part I: The Context 1. A Local and National Context with International Implications; 2. What Makes a Good Language Teacher? 3. Learning to be a Language Teacher; 4. The Intuitive Theoretical Mentor Part II: Developing Pedagogical Content Knowledge in Mentoring 5. Keeping Pace with Development Through the Weekly Meetings; 6. Providing Feedback; 7. Towards Departmental Consistency of Good Practice in Observing Student Teachers; 8. Focusing on the Learner; 9. Good Teachers Can Wear Turquoise Socks or When Good Mentoring is Simply not Enough Part III: Mentors in Action 10. Reassuring the Student Teacher that Everyone Experiences Difficulties; 11. Being There; 12. Reflective Practice and Collaboration; 13. Probing Theories in Practice; 14. A Tutor in Action Part IV: Towards a Better Future?
Author information Carol Gray joined the University of Birmingham in 1993 after 12 years of teaching languages in comprehensive, independent and special schools. Her development from classroom practitioner to lecturer in education thus parallels the growth of partnership and of mentoring. Alongside her PGCE work she teaches on Masters level modules in MFL Curriculum Development and in Mentoring.