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Negotiating Solidarity: A Social-Linguistic Approach to Job Interviews
Author: Caroline Lipovsky
Date Of Publication: May 2010
Isbn13: 978-1-4438-1991-6
Isbn: 1-4438-1991-3
Negotiating Solidarity: A Social-Linguistic Approach to Job Interviews explores the linguistic co-construction of self-presentation in job interviews. It shows how candidates construct their professional identities, and establish co-membership and build rapport with their interviewers. Specifically, it illustrates how candidates enact their professional expertise and put their qualities forward, and highlights the linguistic features that succeed (or fail) to make a good impression on interviewers. Using extracts from authentic job interviews, Lipovsky illustrates the influence of candidates’ communicative styles on the impression they make on their interviewers, and the part that candidates’ semantic and lexico-grammatical choices play in defining the personal affinity between interviewer and candidate, and consequently in the hiring decision.
Caroline Lipovsky is Lecturer in the School of Languages and Cultures at the University of Sydney, Australia. She has published on a range of topics including impression management, native and non-native English-speaking teachers in TESOL, and ESL learners’ use of Appraisal and Graduation. Her work has appeared in journals including Journal of Pragmatics and Discourse & Communication. She is the co-editor (with Ahmar Mahboob) of Studies in Applied Linguistics and Language Learning (2009).
"...This is a very interesting and useful monograph. It is written in clear, accessible prose. Lipovsky compares her findings to those reported in the popular literature on job interviews, which aim to help jobseekers achieve success, and concludes with the hope that her book will contribute to this same enterprise. Negotiating Solidarity: A Social Linguistic Approach to Job Interviews is therefore an example of an academic book that will have a readership beyond academia. Within academic circles, it will be of interest to researchers working with systemic functional analysis, face, and politeness theories."
Laura Cullahan, The City College of the City University of New York in The Linguist List 22.2871, July 2011
Price Uk Gbp: 34.99
Price Us Usd: 52.99
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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