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.
Implementing Educational Language Policy in Arizona
This volume is a unique contribution to the study of language policy and
education for English Learners because it focuses on the decade long
implementation of “English Only” in Arizona. How this policy influences teacher
preparation and classroom practice is the central topic of this volume. Scholars
and researchers present their latest findings and concerns regarding the impact
that a restrictive language policy has on critical areas for English Learners and
diverse students. If a student's language is sanctioned, do they feel welcome in
the classroom? If teachers are only taught about subtractive language policy,
will they be able to be tolerant of linguistic diversity in their classrooms? The
implications of the chapters suggest that Arizona's version of Structured English
Immersion may actually limit English Learners' access to English.