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New Perspectives in Mayan Linguistics
Editor: Heriberto Avelino
Date Of Publication: Nov 2011
Isbn13: 978-1-4438-2424-8
Isbn: 1-4438-2424-0
New Perspectives in Mayan Linguistics is a collection of papers synthesizing the research on Mayan languages at the beginning of the 21st century. One of the most prominent features of the articles included in this book is the balance between the use of the most recent linguistic theories and the empirical data from which analyses are drawn. A definitive characteristic of the book is that all of the papers provide rich and new descriptive material gathered in the field by their respective authors. The findings reported in this book have implications for a deeper understanding not only of particular aspects of the individual grammars of the Mayan family, but might have consequences for linguistic theory as well as for typological and universal generalizations. The volume brings together linguists of diverse areas of specialization phonetics, phonology, syntax, semantics, epigraphy, lexicography and anthropological linguistics to discuss recent analyses and data from a variety of Mayan languages. For its broad scope summarizing the recent methodologies, theoretical models and findings of research in Mayan languages, the volume is of particular interest to the academic community at large, including researchers, teachers and students alike.
Heriberto Avelino is the Head of the Phonetics Laboratory at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. His research interests include phonetic universals and typology, field phonetics and laboratory phonology, phonetic databases and endangered languages. He has authored numerous articles and book chapters on the phonetics, phonology and typological aspects of American Indian languages.
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
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
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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