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Language Contacts Meet English Dialects: Studies in Honour of Markku Filppula
Editor: Esa Penttilä and Heli Paulasto
Date Of Publication: Nov 2009
Isbn13: 978-1-4438-1339-6
Isbn: 1-4438-1339-7
This book presents a collection of fresh research on language contacts and dialects, and the interface between the two. The volume celebrates the work of Professor Markku Filppula, an eminent scholar in the fields of Irish English, Celtic contacts in the history of English, and language contacts and vernacular universals in nonstandard Englishes. The articles in this volume explore theories and methods employed in the study of language contacts and variation, Celtic substrata in Irish and British English, and dialect in the British Isles. The writers’ perspectives range from cognitive processing to sociolinguistics, and from theoretical and comparative discussions to new empirical, corpus-based studies.
Dr. Esa Penttilä is Lecturer in English Language and Translation at the University of Eastern Finland. He received his PhD in English from the University of Joensuu in 2006. His main interests include idiomaticity, figurative language, and cognitive and constructional approaches to language. He is also co-editor of Filppula, Klemola, Palander & Penttilä: Dialects Across Borders (2005) and Filppula, Klemola, Palander & Penttilä: Topics in Dialectal Variation (2006).
Dr. Heli Paulasto is University Lecturer in English linguistics at the University of Eastern Finland. She specialises in English variationist research and is the author of Welsh English Syntax: Contact and Variation (2006), co-author of Filppula, Klemola and Paulasto: English and Celtic in Contact (2008), and co-editor of Filppula, Klemola and Paulasto: Vernacular Universals and Language Contacts: Evidence from Varieties of English and Beyond (2009).
Price Uk Gbp: 44.99
Price Us Usd: 67.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
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—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
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Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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