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.
Teaching a foreign language can sometimes be like doing linguistics the wrong way round. Grammatical study should be based on sentences that have been produced and understood in actual contexts. We should expect to find some imprecise, changeable conventions, but not any rules. It can be difficult, though, to teach a language with that outlook. A learner will be dispirited if you suggest just taking language as it comes and learning from experience. Learners want rules, as they seem to offer security and a starting-point. Of course, once a teacher has been foolish enough to give a rule, any awkwardly enterprising student can easily find justifiable exceptions to it though, of course, they will not really be exceptions to anything.