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.
Fostering Language Teaching Efficiency through Cognitive Linguistics
In contexts of instructed second language acquisition there is a need for
teaching methods that are optimally efficient, i.e. teaching interventions
that generate a maximal return on learners' and teachers' investment of
time and effort. In the past couple of decades, many researchers have
argued that insights from Cognitive Linguistics (CL) - when suitably
translated for pedagogical purposes - can make a major contribution to
fostering such language teaching efficiency. This collective volume
assesses and supplements those CL proposals.
The first part of the book positions CL-inspired language pedagogy
vis-à-vis recent trends in mainstream applied linguistics and illustrates
through several case studies that language-focused instruction (including
CL-inspired instruction) is a useful - if not indispensable - complement to
learner-autonomous, incidental acquisition. The second part demonstrates
how CL research can help pedagogues identify hitherto neglected language
elements that merit explicit targeting in second language instruction. The
third part consists of contributions that put the pedagogical efficiency of
several CL-inspired interventions to the test in classroom experiments.
Additions to the currently available armoury of teaching methods are
proposed. The kinds of target language items under examination in the book
range from single words over multiword units to grammar patterns.
Throughout, the volume illustrates how much pedagogy-oriented Cognitive
Linguistics has matured in recent years.