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.
Technology-mediated communication cannot help but inform our literacies. This book is a reconceptualization of the role of language and pedagogy in what Kress (2003) has termed the new media age. At the heart of the volume is the notion of 'transformation' - a change in discourse practices, meaning making, technology and, as a result, literacy acquisition itself.
The chapters look at language as positioned in a hugely multimodal world. Communication extends beyond the traditional realms of discourse, from the collaborative efforts of wikis to the hybrid speech and text of online messaging. These new areas of meaning-making are excellent and extremely important avenues to explore for academics interested in applied linguistics, language and literature, language acquisition and multimodality.
Acknowledgements \ About the Contributors \ Foreword, John Hedberg \ Introduction \ Part I: Implementation and task design \ 1. Charting a pathway: Embedding ICT and new literacies into the curriculum Katina Zammit \ 2. The generative use of ICT in the language arts: Strategies in learning task design and implementation Denise E. De Souza & Phillip A. Towndrow \ Part II: Multimodality and digital narratives \ 3. What Now for Language in a Multimedial World? David Malinowski & Mark Evan Nelson \ 4. Multimodal literacy in extended learning activities Libo Guo, Siti Azlinda & Lynde Tan \ Part III: Computer-supported collaborative learning \ 5. Fostering active, language-intensive online interaction: An intercultural communication perspective John Sivell \ 6. Developing students’ New Literacies with computer-supported collaborative argumentation Seng-Chee Tan & Aik-Ling Tan \ 7. Unpacking students’ ‘Voices of Reason’: The case of web-based scaffolding for teaching argumentation Caroline Ho & Yam San Chee \ Part IV: Corpora and data driven language learning \ 8. Viewing language patterns: Data visualization for data-driven language learning Paul Doyle \
9. Using corpus and web language data to create EAP teaching materials David Oakey \ Part V: Web 2.0 and mobile technologies \ 10. Blogging for pedagogical purposes: a transformational methodology for post-secondary education, Brad Blackstone & Mark Wilkinson \ 11. Why write with wikis? Ashley Tan \ 12. Wot did he say or could u not c him 4 dust? Written and spoken creativity in text messaging Caroline Tagg \ Bibliography \ Index