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Toronto Heritage Italian (r): Maintaining homeland patterns
No full textContrary to experimental research, comparative variationist approaches find for heritage speakers many cases of maintenance of the homeland grammar. We analyze patterns of rhotic production in spontaneous speech of the heritage Calabrese Italian community of Toronto, Canada, and its homeland counterpart in Calabria, Italy. 1,555 tokens of word-internal, singleton /r/ were collected from the HLVC corpus and analyzed using mixed-effects models. Results show an ongoing pattern of lenition for both homeland and heritage speakers. Heritage speakers further develop this language internal trend, indicating grammar boosting. Homeland social constraints are maintained by heritage speakers. We find no evidence of transfer from English or simplification in the heritage language. Similar patterns of rhotic lenition are found in heritage Tagalog (Umbal & Nagy 2021) and Russian (Nagy 2024), though with different social constraints. Cross-linguistic comparison proves that variation in heritage languages is not necessarily caused by contact, and that change needn’t be related to indexicality
An Analysis of Sensory Stimulation Interventions in Music Therapy for Adults Living with Dementia: Four Case Studies
No full textIn this case report, four music therapists were observed and interviewed to identify the primary goals, characteristics, and perceived benefits of sensory stimulation interventions for adults living with dementia. Cases were described with regards to participant characteristics, goals, session context, ways participants were engaged, characteristics of the music, and benefits. Primary goals ranged from “any kind of response” to “to maintain the cognitive function of periodic orientation.” All cases included the use of receptive music therapy experiences with the use of live music via voice and a stringed instrument. Perceived benefits ranged from “increased alertness” to “increased tolerance of stimulation.” Analysis of these cases revealed a range of approaches to sensory stimulation rather than a single goal or intervention strategy. These diverse conceptualizations highlight the need for a stronger theoretical foundation, as well as further research, to enhance the meaningfulness of this intervention
Finding Empathy Through Music Therapy Techniques in the Mist of Family Trauma: An Autoethnography
No full textAutoethnography involves rigorously describing personal experience and situating this by standing back, engaging in critique, and suggesting how the insights reached could be helpful to others. The author of this autoethnography (a music therapist and empathy researcher) sought to explore her own personal empathy struggles. A challenge in her family context that evoked experiences related to past trauma invited her into a process using music therapy techniques as she asked: How can the tools developed in her research on empathy help her make sense of this experience? How can these tools awaken more empathic responses to her child? How can going through this process give her greater insight into its potential use within music therapy sessions? By designing a series of experiences using receptive and active techniques, she explored how two empathy pathways (insightful empathy and relational empathy) could assist her in processing her thoughts and feelings as well as engaging in more other-centred empathy towards her child within the family situation of concern. The implications for drawing on such a process within a music therapy context are explored
Enhancing school-based mentors’ professional practice: Exploring 360° video and virtual reality as tools for self-observation
Full text linkObserving oneself and one’s own practice on video is a powerful tool that mentors can use to further develop their skills. The purpose of this study is to explore how mentors experience using VR technology and 360° video as observation tools in a mentor conversation in which they themselves act as mentors. Based on a reflexive thematic analysis, qualitative interviews with five mentors were analyzed and categorized into three main themes: (a) being present in one’s own supervision, (b) being an autonomous observer, and (c) gaining an expanded observational perspective. Compared to the use of video in 2D format, the results show that VR technology and 360° video provide an educational added value by strengthening mentors’ opportunities to see themselves and the person they mentor from different perspectives. These technologies also expand mentors’ basis of observation, encompassing interactions, relationships, and the impact of mentors’ words and actions on the mentee
What\u27s left when a language recedes? Belonging and place-making in the linguistic landscape of Hancock, Michigan
No full textOur study examines how meanings related to Finnishness are reflected in the linguistic landscape of Hancock, Michigan, a small town in Michigan’s Upper Peninsula. Centering on Benedict Anderson’s (1983/2003) concept, imagined communities, we investigate how discursive strategies in public spaces index belonging and place-making. The social correlates that underpin this reimagining affect ways of understanding larger sociocultural meanings about identity, place, and language use (Cornips & de Rooij 2015; Blommaert 2013; Bucholtz & Hall 2004; Leeman & Modan 2009). We aim to answer three questions: 1) how is Finnishness discursively indexed in Hancock’s linguistic landscape?; 2) how are meanings represented as recognizable and valued?; and 3) what are the ideological effects of the discursive practices and related meanings? Our analysis demonstrates that both linguistic and metalinguistic practices are abundant in Hancock. The ideological effects of Finnishness in the landscape reinforce values of Finnish identity and language, while simultaneously erasing (Gal & Irvine 2000) languages and identities of other residents, past and present. The collective discursive practices function ideologically to affect belonging and place-making
“Becoming Unhinged”: A Queer Autoethnography in Gender Affirming Voicework
No full textThis queer autoethnography seeks to analyze and understand my experience of participating in a gender affirming voicework (GAV) research group over the course of an academic year as a music therapy student. Through voicework and relationship with group members, I experienced epiphanies regarding gender, allyship, and music therapy practice which transformed my experience from a desire to help a community I perceived myself as separate from to identifying as a member of the community.
What Happens When the Sun Comes Out? Reflection on Therapeutic Songwriting Practice with a Hong Kong Dyslexic Child
No full textThis article reflects on the author’s work with Chun Yip (pseudonym) as an example of adopting therapeutic songwriting with dyslexic children in Hong Kong. The article is informed by the author’s observations and experiences during the sessions and ongoing personal reflections. The first section will offer descriptive vignettes and the author’s reflective analysis. Three themes will be emphasised: learning how to read Chinese words through therapeutic songwriting, drawing on the client’s resources throughout the process, and increasing reading motivation through therapeutic songwriting. The second section will more broadly discuss the potential implications of this case story for the use of therapeutic songwriting in supporting dyslexic children in Hong Kong towards further practice and research.本文回顧了筆者與俊業的音樂治療過程，可作為對香港讀寫障礙兒童採用治療性歌曲創作的例子。這篇文章闡述筆者在治療過程期間的觀察、經歷和個人反思。本文第一部分將提供治療片段的描述和筆者的反思性分析。分析圍繞三個主題：於治療性歌曲創作中學習如何閱讀中文單詞、過程中如何利用俊業的資源，以及透過治療性歌曲創作增加閱讀動機。本文第二部分更廣泛地討論該案例對運用治療性歌曲創作支援香港讀寫障礙兒童的潛在影響，指向以進一步實踐和研究
Verdien av et blended learning veiledningskurs på et masternivå: Praksisveiledernes erfaringer
No full textHensikt: Å undersøke hvilke erfaringer spesialsykepleiere og jordmødre har med et todelt veiledningskurs; digital kursdel 1 og fysisk kursdel 2 (blended learning) for utviklingen av deres veiledningskompetanse.
Metode: En kvalitativ studie med to fokusgruppeintervjuer (n=9) og skriftlige refleksjoner fra kursdeltakere (n=70) fra fem kurs ble gjennomført i 2021 og 2022.
Resultater: Tematisk analyse avdekket to temaer: 1) Verdien av blandet læring i et klinisk veiledningskurs og 2) Områder for forbedring. Deltakerne erfarte høyt læringsutbytte gjennom å tilegne seg teoretisk forkunnskap digitalt i kursdel 1, for så å gjennomføre simuleringsbaserte læringsaktiviteter ansikt til ansikt i kursdel to. Deltakerne erfarte økt bevissthet om sin veilederrolle og følte at egen veiledningskompetanse ble styrket gjennom simulering av kommunikasjonsverktøy. Utfordringer i den kliniske settingen under kursets første del understreket behovet for noen tekniske justeringer, inkludert behov for økt fleksibilitet og en applikasjon (app) for mer tilgjengelige læringsressurser.
Konklusjon: Studien indikerer en merverdi av den pedagogiske utformingen av veiledningskurset hvor deltakerne uttrykte en opplevelse av styrket veiledningskompetanse. Forslag til forbedringer inkluderte forenkling av innholdet og mer fleksibel tilgjengelighet til kursdel 1.Aim: To explore what experiences specialist nurses and midwives have with a blended learning course (digital course component one and physical course component two) to develop their supervisory competence.
Methods: A qualitative descriptive design with two focus group interviews (n=9) and written reflections from participants (n=70) from five courses conducted in 2021 and 2022.
Findings: Thematic analysis revealed two main themes: 1) The value of blended learning in a clinical supervision course and 2) Areas for improvement. Participants experienced a profound learning outcome through the acquisition of theoretical knowledge digitally during part one of the course, followed by in-person engagement in simulation-based learning activities in part two. Specifically, the participants gained a heightened awareness of the complexity of supervision and increased confidence in using communication tools through simulation. The challenges faced in the digital part of the course highlighted the need for technical improvements, emphasizing the importance of improving flexibility and development of an application for easy access to learning resources.
Conclusion: The findings indicate that the blended learning approach enhanced supervision competence. The online component facilitated a more profound learning experience in the in-person simulation-based course. Recommendations for improvement centered on simplifying content and introducing greater flexibility and accessibility in the digital part of the course
Mentoring of vulnerable students in teacher placement
No full textThis interview study examines 10 mentors’ experiences in mentoring of students during teaching placement in preschool teacher education. All the mentors had a minimum of 15 credits in additional mentoring education and had worked for more than ten years in preschool. Through individual interviews, it became particularly noticeable what kind of dilemmas these mentors experienced when mentoring the students.
The article discusses challenges linked to the mentoring of vulnarable students who are struggling to fulfill the requirements for teaching placement. This concerns students who have academic challenges, but also increasingly students that are struggling with their mental health.
The mentors emphasize building relationships and being a safe base, but at the same time it requires a relational courage to address personal matters. They must balance the feedback so that the students do not withdraw, but at the same time make the expectations of being a preschool teacher visible as part of the assessment. This challenges the relational courage of the mentors.
The article’s focus on dilemmas related to mentoring of vulnerable students in teacher training has only to a limited extent been explored earlier. This article can be an important contribution to enhance quality in mentoring and form the basis for important discussions in teacher education.Intervjustudien som artikkelen bygger på undersøkte 10 praksislærarar sine erfaringar med rettleiing av studentar i praksis. Alle praksislærarane hadde minimum 15 studiepoeng rettleiarutdanning og hadde arbeidd meir enn ti år i barnehage. Gjennom individuelle intervju blei det særleg tydeleg kva for ulike dilemma desse praksislærarane opplevde i møte med studentane. Denne artikkelen set søkelyset på studentar si sårbarheit og undersøkjer følgjande problemstilling: Kva dilemma opplever praksislærarar i rettleiinga i møte med sårbare studentar i barnehagelærarutdanninga?
Artikkelen drøftar utfordringar knytt til rettleiing av studentar som strevar med faglege og personlege utfordringar. Særleg personlege føresetnader opptok praksislærarane. Mellom anna opplever dei i stadig større grad at studentar strevar med psykiske helse, noko som samsvarar med funn frå undersøkingar blant studentar generelt. Dette gjeld studentar praksislærarane vurderer å vere i ei gråsone der praksislærarane kjenner seg usikre på om den rettleiinga dei kan tilby er det studenten treng.
Praksislærarane legg vekt på å bygge relasjonar og å vere ei trygg base, men samstundes krev det relasjonelt mot å ta opp vanskelege saker og personlege forhold. Dei må balansere tilbakemeldingane slik at studenten ikkje trekker seg unna, men samtidig synleggjere forventningane til å vere barnehagelærar som del av vurderinga. Dette utfordrar det relasjonelle motet til praksislærar.
Artikkelen sitt søkelys på dilemma knytt til rettleiing av sårbare studentar i barnehagelærarutdanninga er i liten grad undersøkt tidlegare. Den kan såleis vere eit viktig bidrag til kvalitet i rettleiing, og kan danne grunnlag for viktige drøftingar i lærarutdanningane
The Wireless Set
No full textLike many island communities, residents of the Orkney Islands, Scotland are acutely aware of the urban-rural dynamic at play in our ever-globalised world. This character-driven film comes as a contribution to an ongoing conversation – one concerning healthcare provision for ageing residents of the archipelago’s non-linked isles. It understands this geographical disparity in light of globalisation and the way in which space is perceived from various perspectives of centrality, rurality and mobility. The film follows a summer in the lives of three locals with the intention to re-centre the discourse around healthcare provision and provide an image of the island experience for non-local decision-makers. The camera’s power to listen moves the story onto deeper universal topics of ageing and dying