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.
Bridging Discourses in the ESL Classroom: Students, Teachers, and Researchers. Pauline Gibbons. New York: Continuum, 2006. Pp. 256. $60.00 paper.
In English-speaking countries with large numbers of immigrants, like the United States and Australia, children from non-English-speaking families are very likely to encounter difficulties in learning English and content knowledge simultaneously. In particular, one of the greatest challenges for English as a second language (ESL) children lies in their tendency to use everyday language (i.e., language acquired in informal situations, such as playing) in academic settings. Gibbons' work presents a research project that examines real-life content-based classroom interactions in which ESL children's English and content knowledge learning are facilitated. It makes an invaluable contribution to the effort to help ESL learners make a successful transition from everyday informal language to specialized academic registers.