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 book deals with bilingual education in general, but it pays special
attention to bilingual education in monolingual areas. One central aim is to
study the effects of bilingual programmes during the final stages of Primary
and Secondary Education in contexts where the L2 (English) is not normally
used as an instrument of social communication in the students' environment,
but instead is used only at school, where some subject areas are undertaken
totally or partially in this language. The reader interested in bilingual education
will find a valuable source of information on different bilingual programmes in
the USA and Spain: what schools do and the contents they teach, their
timetable and extracurricular activities; the specific objectives that they aim
to achieve and the methodology they use, with special reference to the CLIL
approach, the schools and the students' level of success with bilingual
education, the most common problems that they have to face in monolingual
areas and how to solve them.
Contents: Daniel Madrid/Stephen Hughes: Introduction to Bilingual and
Plurilingual Education - José Luis Ortega Martín: The Primary and Secondary
School Curriculum in Spain - Sacramento Jaímez/Ana M. López Morillas: The
Andalusian Plurilingual Programme in Primary and Secondary Education -
José Roa/Daniel Madrid/Inmaculada Sanz: A Bilingual Education Research
Project in Monolingual Areas - Ana María Ramos García/José Luis Ortega
Martín/Daniel Madrid: Bilingualism and Competence in the Mother Tongue -
Javier Villoria/Stephen Hughes/Daniel Madrid: Learning English and Learning
through English - Daniel Madrid: Monolingual and Bilingual Students'
Competence in Social Sciences - Ana María Ramos García: The Cultural
Knowledge of Monolingual and Bilingual Studies - Miguel Angel Pérez Abad:
The International Spanish Academies in California - Diego Uribe: The Dual
Immersion Program at R.W. Emerson Elementary (USA) - Miguel Fernández
Álvarez/Juan Ignacio García Rico: Bilingual Education at Roosevelt
Elementary School in Cicero (USA) - José Manuel Vez: Plurilingual Education
in Bilingual Areas: The Case of Galicia - Stephen Hughes/Daniel Madrid:
Synthesis of Principles, Practices and Results.