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Pronunciation Instruction for Brazilians: Student's Book
Author: Rosane Silveira, Márcia Zimmer and Ubiratã Kickhöfel Alves
Date Of Publication: Aug 2009
Isbn13: 978-1-4438-1113-2
Isbn: 1-4438-1113-0
If you are looking for information or activities concerning the problematic /r-l/ phonemic distinction in English, look elsewhere. If, instead, you are interested in finding out about the pronunciation problems that afflict Brazilian learners of English, then you will find this book a goldmine. Pronunciation Instruction for Brazilian Learners: Student’s Book was designed with a specific target of learners in mind: Brazilian Portuguese speakers learning English as a foreign language. What is unique about Pronunciation Instruction for Brazilian Learners is its approach to teaching pronunciation. It brings together current developments in Applied Linguistics, insights from recent empirical studies on the acquisition of English phonology, and effective practices in pronunciation instruction, within a communicative approach to teaching foreign languages. Filled with clear and succinct explanations about difficult and hard-to-perceive sounds in English, the book provides eye-pleasing and practical activities that cover the different steps involved in the mastery of a foreign sound system, going from the mechanical articulation of a problematic sound to its ultimate use in an authentic communicative interaction. This is an important contribution to the field of pronunciation teaching and, accordingly, a must-read for anyone interested in studying and teaching the pronunciation of English as a second or foreign language.
Rosane Silveira has worked in the areas of applied linguistics and English as a foreign language. Her main research interests include second language phonology and the development of pronunciation teaching materials.
Márcia Zimmer is a lecturer in the field of Psycholinguistics in Brazil, where she has taught and advised graduate students on second language acquisition and cognition–related issues, with a special emphasis on memory systems and L2 speech production. Ubiratã Kickhöfel Alves is a full-time professor and researcher in Brazil, where he has advised graduate students on second language phonological acquisition, L2 pronunciation teaching and phonological theory.
Price Uk Gbp: 29.99
Price Us Usd: 44.99
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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