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.
Techniques of Teaching Pronunciation in ESL, Bilingual & Foreign Language Classes
Learners and teachers of languages as a native, second and foreign and other professionals benefit greatly from this book. It presents a systematic and holistic approach to the teaching of pronunciation that is cognitive in pedagogical foundation and multisensory in implementation. The approach is consistent with the recent orientations in cognitive sciences, especially Gardner's Multiple Intelligences Theory. The book gears the approach, methodology and techniques of teaching pronunciation away from the behaviorist audiolingual method dominated by the 'repeat-after-me' technique and the notorious letter-based phonics tradition so unjustifiably domineering in the teaching of the so-called Language Arts in the United States. Because the approach adopted in this book is cognitive, it believes that pronunciation is the function of the brain prior to being a function of the vocal organs; this is more so in the case of adult learners of pronunciation. All the techniques used in this book aim at enabling the brain to first perceive and recognize the problematic sounds before attempting at producing them. Learners need to be able to transform the initial correct impressions of sounds into cognitive habits that are activated subconsciously and automatically. The author is multilingual and his approach is the outcome of thirty years of teaching language and linguistics in different academic institutions around the world.
Table of Contents Part One: Theoretical Foundations of the Approach 1 General Approach & Principles 2 Speech Production Mechanism 3 Phonics, Phonetics and Phonology 4 Consonant Description and Classification 5 Vowel Description and Classification 6 Suprasegmentals: Rhythm, Melody and Phonetic Settings
Part Two: Methodology and Instructional Techniques 7 Techniques of Teaching Consonants andConsonant Systems 8 Techniques of Teaching Vowels and Vowel Systems 9 Techniques of Teaching Rhythm, Melody & Phonetic Settings 10 Accent: Interpretation and Application 11 Teaching Cross-language Pronunciation Problems & Phonetic Setting