What kind of language did ordinary men and women use in the seventeenth century? Everyday English 1500-1700 addresses this question by bringing together and explaining more than sixty nonliterary texts from the early modern period, ranging from witnesses' depositions to church wardens' accounts, and from letters and journals to constables' presentments and scurrilous abuse shouted in the marketplace.

This unique source book of essential documents designed for courses on Early Modern English is designed as a teaching text with full guidance to each text, including glossary, explanatory and background notes, and suggested topics for linguistic evaluation. Everyday English takes an up-to-the-minute approach by focusing on language as it was used and spoken at the time.

This wide-ranging collection for the first time makes available to students a corpus of examples of the ordinary, nonstandard language of the man and woman in the street, coming from areas as diverse as England, Scotland, and America. The emphasis throughout is on providing as much assistance as possible to the reader to aid understanding and appreciation of both the linguistic features and the everyday lifestyles of the time.

"The only book a really conscientious teacher of the history and structure of Early Modern English would use for source texts." --Roger Lass, University of Cape Town

Bridget Cusack was lecturer in English Language, University of Edinburgh.

One of the hottest topics in education today is trauma-informed pedagogy. Much of what has been written in this area comes from counselors, therapists, and other experts in this field, but there is very little written specifically about the effects of trauma on English learners. This book has been written to address this need. The authors have sifted through the literature on trauma and social-emotional learning (SEL) to provide the material that applies directly to English learners. This book was written mainly for teachers of students with immigrant backgrounds and for the building administrators who support them, including counselors, paraprofessionals, and social workers.
 
This book is designed to provide a practical resource to help educators better understand the possible traumatic backgrounds of their students and how that could be affecting their academic, social, and emotional lives. It also focuses on how school personnel can create a safe environment in schools and classrooms to help students recognize, nurture, and expand the internal resilience that has enabled them to weather past situations and that will allow them to continue the healing process.
 
One chapter is devoted to the topic of self-care for educators who are working so hard to help students be resilient. An appendix features a list of recommended books on the topics of personal migration and resilience.
 

 

During the brilliant age that produced a Machiavelli and an Erasmus, Heinrich Isaac became one of the recognized masters of secular as well as religious music. Before his death in 1517 he had served both Lorenzo the Magnificent in Florence and Emperor Maximilian I in Vienna and Augsburg. His Choralis Constantinus ranks with Johann Sebastian Bach's Art of the Fugue as one of the epochal works in the history of music. But it is only with the publication of these Five Polyphonic Masses that the entire Formschneider first edition (Nürnberg, 1555) is at last made available to modern scholars and musicians. Unquestionably the most serious and most significant of Isaac's varied and numerous works are his Masses. Among his finest and most characteristic are these five magnificent settings for the Ordinary of the Mass, which appear at the close of Part III of the Choralis. In the present modern notation, after three centuries, they again take their place as music to be performed.

This volume presents the third part of Palestrina’s Choralis Constantinus—part of the Golden Age of the Palestrina period—in a modern edition.