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After nearly 28 years, The Communication Initiative (The CI) Global is entering a new chapter. Following a period of transition, the global website has been transferred to the University of the Witwatersrand (Wits) in South Africa, where it will be administered by the Social and Behaviour Change Communication Division. Wits' commitment to social change and justice makes it a trusted steward for The CI's legacy and future.
 
Co-founder Victoria Martin is pleased to see this work continue under Wits' leadership. Victoria knows that co-founder Warren Feek (1953–2024) would have felt deep pride in The CI Global's Africa-led direction.
 
We honour the team and partners who sustained The CI for decades. Meanwhile, La Iniciativa de Comunicación (CILA) continues independently at cila.comminitcila.com and is linked with The CI Global site.
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Development of semantic processes for academic language in foundation phase EAL learners

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Meirim, G., H. Jordaan, et al. (2010). "Development of semantic processes for academic language in foundation phase EAL learners." The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings 57: 43-50.

OBJECTIVE: It is widely acknowledged that language competence is central to educational success, primarily because literacy is inherently a language-based activity. Vocabulary knowledge specifically plays an important role in the acquisition of reading comprehension skills. Language in education practice in South Africa is currently highly controversial, as the implementation of home language or bilingual instruction policies has not been achieved in many schools. The aim of this study was to investigate the development of language skills in foundation phase English Additional Language (EAL) learners attending schools where English is the language of learning and teaching. A 3-year longitudinal investigation of the acquisition of some of the processes underlying language for academic purposes was undertaken using the semantics subtests of the Developmental Evaluation of Language Variation Criterion Referenced Edition (Seymour, Roeper & De Villiers, 2003).

RESULTS: The results indicated that the majority of EAL learners improved with increased exposure to English in the academic environment and by the time they were in grade 3, were performing at a higher level than English First Language learners in grade 2. However, the effects of this protracted period of development on literacy attainment should be investigated. The significant individual variation in the learners' performance has implications for assessment and instruction of EAL learners and for the collaborative role of teachers and speech language therapists in the education system.