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.
Jim Miller and Regina Weinert investigate syntactic structure and the
organization of discourse in spontaneous spoken language. Using data from
English, German, and Russian, they develop a systematic analysis of spoken
English and highlight properties that hold across languages.
The authors argue that the differences in syntax and the construction of
discourse between spontaneous speech and written language bear on various
areas of linguistic theory, apart from having obvious implications for
syntactic analysis. In particular, they bear on typology, Chomskyan
theories of first language acquisition, and the perennial problem of
language in education. In current typological practice written and
spontaneous spoken texts are often compared; the authors show convincingly
that typological research should compare like with like. The consequences
for Chomskyan, and indeed all theories of first language acquisition flow
from the central fact that children first learn spoken langauge before they
are taught written language.