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 Oxford Applied Linguistics series is aimed at applied linguists,
lecturers, teacher trainers, students on advanced/postgraduate courses, and
practitioners interested in gaining a wider perspective on their work. It
provides up-to-date coverage of the latest research in applied linguistics,
together with discussion of psychological, sociological, and other
theoretical issues of relevance to the study of language in the real world.
Learners who cannot decode alphabetic script have been left out of the SLA
research enterprise, at considerable cost to our understanding of the human
capacity for language learning. This book offers research evidence
documenting the significant impact of low literacy skill on adolescents'
processing of oral L2 input and acquisition. Together with a large body of
closely related research in cognitive psychology, the findings lead to a
startling conclusion: language processing skills that have been assumed to
be universal human traits appear instead to be a product of learners'
experience with alphabetic print literacy.