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.
Processability Approaches to Second Language Development and Second Language Learning
A fundamental issue in second language acquisition research and in applied
linguistics is the question of how learners acquire a second language.
Today it is general knowledge that any second language learning follows
certain, theoretically established and empirically supported developmental
sequences. Based on Processability Theory (Pienemann 1998 and 2005) one can
diagnose current states of individual learners’ second language
development. Knowing about the path of second language development provides
important insights into what learners are ready to acquire in the second
language at a given point in time. This can support second language
learning both in natural and instructional settings. Pienemann’s
Processability Theory (PT) provides a well researched and empirically
substantiated framework to explain the developmental sequences in second
language learning across languages. Taking Pienemann (1998 and 2005) as the
point of departure the chapters of this book apply, test and extend PT. The
book is organised in four parts, (I) Introduction, (II) Current Theoretical
Issues within the PT Framework, (III) Applying PT to the Second Language
Classroom, and (IV) Work in Progress within the PT Framework.