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.
This work seeks to chart what happens in the embodied minds of engaged
readers when they read literature. Despite the recent stylistic,
linguistic, and cognitive advances that have been made in text-processing
methodology and practice, very little is known about this
cultural-cognitive process and especially about the role that emotion
plays. Burke’s theoretical and empirical study focuses on three central
issues: the role emotions play in a core cognitive event like literary text
processing; the kinds of bottom-up and top-down inputs most prominently
involved in the literary reading process; and what might be happening in
the minds and bodies of engaged readers when they experience intense or
heightened emotions: a phenomenon sometimes labelled "reader epiphany."
This study postulates that there is a free-flow of bottom-up and top-down
affective, cognitive inputs during the engaged act of literary reading, and
that reading does not necessarily begin or end when our eyes apprehend the
words on the page. Burke argues that the literary reading human mind might
best be considered both figuratively and literally, not as computational or
mechanical, but as oceanic.