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.
The L1 in L2 Learning – Teachers’ Beliefs and Practices
Opinions concerning the use of the L1 in L2 learning and teaching have
differed markedly over the years. For much of the past century, it has
generally been asserted by theorists and methodologists that the L1 has a
largely negative influence on L2 learning and that its use should therefore
be kept to an absolute minimum in L2 teaching. However, in recent years
this position has been called into question, leading to the beginnings of a
reassessment of previous orthodoxies.
This book sets out to examine this controversial issue of the L1 in L2
teaching and learning from the perspective of the practitioner rather than
the theorist. Focusing on the cases of four L2 teachers, all of whom share
the same L1 as their students, this book investigates in depth the
attitudes these four teachers hold towards the L1 in their L2 teaching, the
extent to which their attitudes are reflected in their L1-related
behaviours in class, and the factors they perceive as influences on their
beliefs and behaviours. The book contributes to our understanding of
teachers’ perceptions of the L1 as a medium of instruction in L2 teaching
and of their L1-related practices when faced with day-to-day classroom
realities. It examines the potential implications of these enhanced
understandings for teacher education.