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On Words and Sounds: A Selection of Papers from the 40th PLM, 2009
Editor: Kamila Dębowska-Kozłowska and Katarzyna Dziubalska-Kołaczyk
Date Of Publication: Aug 2011
Isbn13: 978-1-4438-3161-1
Isbn: 1-4438-3161-1
The present volume On Words and Sounds is a collection of selected papers from PLM 2009. The Poznań Linguistic Meeting (PLM) is an annual international general linguistics conference. The book consists of fifteen articles, each of which can be read separately or in relation to others. The book will definitely appeal to the academic readership interested in linguistic disciplines such as: phonetics and phonology, morphology, syntax, sociolinguistics, pragmatics and clinical linguistics. Collectively, the contributions investigate the interrelationships among those disciplines as well as between language and music. The central aim for the scholars was to explore the PLM 2009 leitmotif “Variants, Variability, Variation” and show that the complete study of language involves diversified frameworks often rooted in interdisciplinary approaches.
Katarzyna Dziubalska-Kołaczyk is Professor and Head of the School of English at Adam Mickiewicz University, Poznań, Poland. She is also Head of the Centre for Speech and Language Processing at AMU. She has published extensively on phonology, phonetics and second language acquisition. In her works she has been pursuing and advocating the Natural Linguistic approach to language. Her books include A Theory of Second Language Acquisition within the framework of Natural Phonology and Beats-and-Binding Phonology. Her recent research focuses on phonotactics and morphonotactics.
Kamila Dębowska-Kozłowska is Assistant Professor in the Department of Pragmatics of English at the School of English at Adam Mickiewicz University, Poznań, Poland. She received a PhD in Linguistics at AMU in 2008. Her doctoral dissertation “Extending the pragma-dialectical model of argumentation (on the basis of naturally occurring discussions in English and Polish)” was devoted to argumentative discourse studied from the perspective of cognitive pragmatics. She has published on pragmatics, rhetoric and dialectics.
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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