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.
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Studies in Second Language Learning and Teaching
The imagination can be an incredibly powerful resource for language learners, yet as researchers and educators we know very little about how they employ this resource or how we may utilize it in order to facilitate successful learning. Scholarly interest to date has tended to focus on the links between the imagination and creativity, and it is only in recent years that researchers have begun to take an interest in how the imaginations of language learners can shape identity formation, inform self-concept, and influence their motivation, goals and approaches to learning. The aim of this Studies in Second Language Learning and Teaching special issue is to stimulate discussion that will contribute to a greater understanding of the functioning of the imagination in relation to language learning and help educators meet the challenge of developing pedagogical interventions that harness its power.
Studies in Second Language Learning and Teaching invites proposals for submissions to this special issue focusing on the role of the imagination in language learning. We invite both conceptual and empirical papers, welcoming a broad range of theoretical and methodological perspectives. For more details about submission visit our site:
Proposals should consist of a titled abstract of not more than 200 words and must be received by Friday 25th January, 2013. For accepted proposals, the deadline for submission of full articles will be Friday 12th July, 2013. Please submit your abstract proposals to the editors, Stephen Ryan and Sarah Mercer, to the following email address: firstname.lastname@example.org