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.
Theoretically motivated, empirical research into task-based language learning
has been prompted by proposals for task-based language teaching. These
proposals aim to design and deliver task-based units of instruction that optimize
the time learners spend in instructional programs, and so speed their exit from
them. This volume contains papers addressing issues in task-based research
into second language learning which are essential to informed pedagogic
decision-making about how best to achieve this aim. These issues include
research into the design characteristics of pedagogic tasks that promote the
accuracy, fluency and complexity of learner language; the role of individual
differences in the motivational and other cognitive variables that demands made
by pedagogic tasks draw on; the extent to which tasks, and teacher
interventions during task performance, promote the quantity and quality of
interaction that facilitate L2 learning; and the generalizability of task-based
research in laboratory contexts to classroom settings.