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Il y a 5 éléments qui correspondent à vos termes de recherche.
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From National Literatures to World Literature
par Suagata Bhaduri,
publié le 02/03/2023
- If, rather than being rooted in sectarian identity politics, reading strategies for literary and cultural practice have to be other-regarding, and not be cocooned within one’s self-same monolingual and monocultural universes, it calls for translation and comparative literature – where one goes beyond literary and cultural texts in one’s own language and reaches out to the other – to become mainstays of such a practice. To what extent would an emphasis on going beyond one’s own identitarian literary universes require one to align with the project of World Literature, considering further the question of access to ‘worlding’ and canonization in a deeply differential globalized world? The role played by translation and comparative literature in leading pedagogic praxes beyond national monolingual literatures towards the ethical and other-regarding project of World Literature will be examined in this lecture with particular reference to the Bengali author Rabindranath Tagore’s views on the same.
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War, Catharsis, Peace: Ancient Greek Visions and 21st Century Violence
par Christine Froula,
publié le 12/03/2020
- This presentation brings together an American play and an American film inspired by Greek plays: Aeschylus’s Suppliants and Aristophanes’s Lysistrata. Charles Mee’s gripping drama Big Love (2000) animates the plot of The Suppliants to explore the violence of the American socio-economic sex/gender system, moving from male violence to female violence to catharsis to peace. The title of Spike Lee’s brilliant, urgent, visionary utopian film Chi-Raq (2015) names Chicago’s horrific neighborhood gang wars and America’s imperial violence in one angry word and empowers its heroine, Lysistrata, to organize the neighborhood women to seize arms, treasure and the power of language in order to stop the gang warfare that, in real life as in the film, destroys children and young men in our city every day.
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The Scottish Education System and Scotland’s Languages Policy
par Louise Glen,
publié le 21/11/2019
- Louise Glen, Senior Education Officer, details the specificities of the Scottish education system.
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From buds to flowers: the blossoming of constructions in child language
par Aliyah Morgenstern,
publié le 18/12/2009
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In the course of their development, children make their way along successive transitory systems with their own internal coherence. We will present the paths they follow from gestures and first words to complex constructions embedded in their dialogic context, developing both linguistic, conversational and social skills necessary to full mastery of language.
Our data shows that the use of grammatical forms is irregular in terms of canonical syntax but not random, and corresponds to particular semantic/pragmatic features.
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Promoting patients in narrative discourse: A developmental perspective
par Harriet Jisa ,
publié le 18/12/2009
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Languages provide speakers with a number of structural options for manipulating the expression of events in narrative discourse. Underlying narrative competence is the capacity to view events as dynamic actions composed of a bundle of elements such as, agent, patient, affectedness, etc. (Hopper and Thompson, 1980). This study examines the grammatical constructions used by children (5-6-, 7-8- and 10-11-year-olds) and adult speakers of Amharic, English, French and Hungarian to manipulate the expression of agent and patient participants in the expression of events. The narrative task used to elicit the data is composed of a series of pictures which recount the adventures of two principal characters (a boy and a dog) in search of their runaway frog (Frog, Where are you? Mayer 1969). Over the course of the story the boy and the dog encounter a host of secondary characters (a mole, an owl, a swarm of bees and a deer) and change participant status, going from controlling agent to affected patient of a secondary character's action. Our interest lies in the range of structures available in the languages studied and their use by children and adults in narrative discourse. We detail how children and adults native speakers of the four languages use topicalising constructions to promote the patient participant in an event to the starting point (Langacker, 1998) of the recounting of that event.
