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Transcultural English Studies
What is most strikingly new about the transcultural is its sudden ubiquity. Following in the wake of previous concepts in cultural and literary studies such as creolization, hybridity, and syncretism, and signalling a family relationship to terms such as transnationality, translocality, and transmigration, 'transcultural' terminology has unobtrusively but powerfully edged its way into contemporary theoretical and critical discourse. The four sections of this volume denote major areas where 'transcultural' questions and problematics have come to the fore: theories of culture and literature that have sought to account for the complexity of culture in a world increasingly characterized by globa...
J.G. Farrell
J.G. Farrell's Empire Trilogy (1970-78) was one of the major achievements of post-war fiction and inspired new generation of writers keen to explore the legacy of the Empire and the emerging postcolonial spaces created in its wake. This new, invigorating and accessible study excitingly explores the substance and significance of the Empire Trilogy and assesses its damning and influential critique of British colonial rule. Rather than positioning him at the end of a tradition of nostalgic Empire writing, John McLeod shows how Farrell's novels attempt to satirise the perspectives of those who served the Empire and were caught up in its decline. McLeod also explores Farrell's intriguing early fiction, as well as his unfinished posthumously-published novel, and accounts for his changing critical legacy since his premature death in 1980, aged 44. This insightful study will stimulate both new and established readers of a much beloved and missed novelist.
Classroom Discourse Competence
In language learning contexts, the role of the language teacher is a particularly crucial one: it is the teacher who, through and with their use of (the foreign) language, has a significant influence on the extent to which language learners are linguistically/cognitively activated, and thus determines whether processes of language learning are initiated and promoted, or perhaps even impeded or prevented. Thus, it is of utmost importance for language teachers to acquire a high level of classroom discourse competence (CDC) - a professional competence that goes far beyond the notions of FL proficiency and communicative competence. Located at the intersection of theory, classroom research and practical approaches to (E)FL teacher education, Classroom Discourse Competence: Current Issues in Language Teaching and Teacher Education offers university students, trainee teachers, in-service teachers and teacher educators a comprehensive conceptualization of CDC (Part I). Furthermore, the chapters in this book explore facets of CDC (Part II) and present good-practice examples of CDC development in the context of pre-service teacher education (Part III).
Theory and Practice in EFL Teacher Education
This volume brings together articles written by experts in the thriving field of language teacher education from a variety of geographical and institutional contexts, with a particular focus on EFL.
Foreign Language Learning in the Digital Age
Foreign Language Learning in the Digital Age addresses the growing significance of diversifying media in contemporary society and expands on current discourses that have formulated media and a multitude of literacies as integral objectives in 21st-century education. The book engages with epistemological and critical foundations of multiliteracies and related pedagogies for foreign language-learning contexts. It includes a discussion of how multimodal and digital media impact meaning-making practices in learning, the inherent potentials and challenges that are foregrounded in the use of multimodal and digital media and the contribution that (foreign) language education can provide in developi...
Rewriting/Reprising
This volume comprises sixteen essays, preceded by an introductory chapter focusing on the diverse modalities of textual, and more widely, artistic transfer. Whereas the first Rewriting-Reprising volume (coord. by C. Maisonnat, J. Paccaud-Huguet & A. Ramel) underscored the crucial issue of origins, the second purports to address the specificities of hypertextual, and hyperartistic (Genette, 1982) practices. Its common denominator is therefore second degree literature and art. A first section, titled “Pastiche, Parody, Genre and Gender,” delineates what amounts to a poetics of rewriting/reprising, by investigating a whole range of authorial stances, from homage – through a symphonic play...
Activating and Engaging Learners and Teachers
This book offers a nuanced, integrated understanding of EFL learning and instruction and investigates both learner and teacher perspectives on four thematically interconnected parts. Part I encompasses chapters on psychological aspects related to teaching and learning and presents the latest research on positive language education, teacher empathy, and well-being. Part II deals with EFL teaching methodology, specifically related to teaching pronunciation, language assessment, peer response, and strategy instruction. Part III addresses aspects of cultural learning including inter- and transculturality, digital citizenship, global learning, and cosmopolitanism. Part IV concerns teaching with literary texts, for instance, to reflect on social and political discourse, facilitate empowerment, imagine utopian or dystopian futures, and to bring non-Western narratives into language classrooms.
Handbook of the English Novel of the Twentieth and Twenty-First Centuries
The Handbook systematically charts the trajectory of the English novel from its emergence as the foremost literary genre in the early twentieth century to its early twenty-first century status of eccentric eminence in new media environments. Systematic chapters address ̒The English Novel as a Distinctly Modern Genreʼ, ̒The Novel in the Economy’, ̒Genres’, ̒Gender’ (performativity, masculinities, feminism, queer), and ̒The Burden of Representationʼ (class and ethnicity). Extended contextualized close readings of more than twenty key texts from Joseph Conrad’s Heart of Darkness (1899) to Tom McCarthy’s Satin Island (2015) supplement the systematic approach and encourage future research by providing overviews of reception and theoretical perspectives.
Thomas King
A comprehensive, up-to-date overview of the work of one of the foremost Native North American writers and his reception and influence. Thomas King is one of North America's foremost Native writers, best known for his novels, including Green Grass, Running Water, for the DreadfulWater mysteries, and for collections of short stories such as One Good Story, That One and A Short History of Indians in Canada. But King is also a poet, a literary and cultural critic, and a noted filmmaker, photographer, and scriptwriter and performer for radio. His career and oeuvre have been validated by literary awards and by the inclusion of his writing in college and university curricula. Critical responses to ...
