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 explores the social construction of age in the context of EFL in
Mexico. It is the first book to address the age factor in SLA from a social
perspective. Based on research carried out at a public university in Mexico, it
investigates how adults of different ages experience learning a new language
and how they enact their age identities as language learners. By approaching
the topic from a social constructionist perspective and in light of recent work in
sociolinguistics and cultural studies, it broadens the current second language
acquisition focus on age as a fixed biological or chronological variable to
encompass its social dimensions. What emerges is a more complex and
nuanced understanding of age as it intersects with language learning in a way
that links it fundamentally to other social phenomena, such as gender, ethnicity
and social class.