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.
Exploring the relationship between situated activity and CALL learning in teacher education
Situated learning is often proposed as a model for CALL teacher education. However, we know little about how students perceive situated CALL coursework and activities, and the nature of the relationship between situated learning and CALL learning. This exploratory case study addresses these issues. Survey, questionnaire, and open-ended data were collected from 21 MA TESOL students enrolled in a CALL course in South Korea. The results showed that students perceived that the course offered many elements of situated learning environments, and that some course activities were more situated than others. Additionally, the relationship between situated learning and CALL was strong and positive. Implications for research into situated learning and CALL teacher education are discussed.