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.
Narrative performance and parental scaffolding of shy and nonshy children
This study examined differences in performance between 20 shy and 20 matched nonshy children on a narrative task and in the way parents scaffolded their narrative performance when reading the wordless book Frog, Where Are You, by Mercer Mayer. Consistent with previous research, results demonstrated that shy children spoke less than their nonshy peers and volunteered less story content. Parents, however, did not differ in how they scaffolded their children's speech turns, nor in the amount of semantic information they provided. Thus, these communicative differences were not accounted for by differential adult scaffolding. Implications for encouraging more verbal behavior from shy children and for the design of wordless storybooks are discussed.