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This book engages with important debates about multicultural British identities at a time when schools are expected to promote Fundamental British Values. It provides valuable insight into the need to investigate fluid and evolving identities in the classroom. What are the implications of Britishness exploration on young people’s relationships with and within multicultural Britain? What are the complexities of teaching and learning Britishness? Emphasis on student voice, respectful and caring dialogue, and collaborative communication can lead to meaningful reflections. Teachers often require guidance though when teaching about multicultural Britain.
The present research sets out to give a melodic description of British English intonation which is so explicit that it can be used for the control of pitch in a speech synthesis system. Intonation is studied in accordance with the principles that have been followed with success in the study of Dutch intonation at the Institute for Perception Research. The description is based on a mixture of acoustic and perceptual analysis of speech samples and, using speech resynthesis as a research tool, any claims made are experimentally verified.
Very often it is only the pronunciation of a word that you need to refer to. Using a general dictionary with its very long word list and searching within innolued-paragraphs or following up cross-references can waste time. This is why you should use a pronouncing dictionary.
A manual primarily for investigators and teachers of English phonetics, but it could be helpful to theoreticians. The focus is on transcriptional procedures. The author's original design was Southern British pronunciation, but he has since adapted this to the needs of a broader readership.
