Literature About Language

Author: Valerie Shepard

Publisher: Routledge

ISBN: 9781134913398

Category: Language Arts & Disciplines

Page: 252

View: 249

In Literature About Language Valerie Shepherd brings together linguistic theory and literary criticism and examines languages as a theme in a range of literary texts. By looking at the work of writers such as Swift, Joyce and Sontag she discusses the power of story-telling and metaphor to shape our thinking and examines the communicative capacities of non-standard English and the strengths of women's writing in a male language world. By turning to the work of writers such as Hardy, Cummings, Lodge and Gordimer, however, she also demonstrates the ways in which language can be constrained by its users and by social and cultural pressures. Written specifically for a student audience, Language About Literature presumes no prior knowledge of linguistic theory and each chapter concludes with a set of practical exercises. An invaluable text for A-level and undergraduate students of language, literature and communication studies.
Taking Literature and Language Learning Online

Author: Sandra Stadler-Heer

Publisher: Bloomsbury Publishing

ISBN: 9781350268548

Category: Language Arts & Disciplines

Page: 328

View: 337

The use of literary texts in language classrooms is firmly established, but new questions arise with the transfer to remote teaching and learning. How do we teach literature online? How do learners react to being taught literature online? Will new genres emerge from the COVID-19 pandemic? Is the literary canon changing? This volume celebrates the vitality of literary and pedagogic responses to the pandemic and presents research into the phenomena observed in this evolving field. One strand of the book discusses literary outputs stimulated by the pandemic as well as past pandemics. Another strand looks at the pedagogy of engaging learners with literature online, examining learners of different ages and of different proficiency levels and different educational backgrounds, including teacher education. Finally, a third strand looks at the affordances of various technologies for teaching online and the way they interact with literature and with language learning. The contributions in this volume take literature teaching online away from static lecturing strategies, present numerous options for online teaching, and provide research-based grounding for the implementation of these pedagogies.
Scots: Studies in its Literature and Language

Author: John M. Kirk

Publisher: Rodopi

ISBN: 9789401209908

Category: Language Arts & Disciplines

Page: 309

View: 828

The skillful use of the Scots language has long been a distinguishing feature of the literatures of Scotland. The essays in this volume make a major contribution to our understanding of the Scots language, past and present, and its written dissemination in poetry, fiction and drama, and in non-literary texts, such as personal letters. They cover aspects of the development of a national literature in the Scots language, and they also give due weight to its international dimension by focusing on translations into Scots from languages as diverse as Greek, Latin and Chinese, and by considering the spread of written Scots to Northern Ireland, the United States of America and Australia. Many of the essays respond to and extend the scholarship of J. Derrick McClure, whose considerable impact on Scottish literary and linguistic studies is surveyed and assessed in this volume.
Language in Literature

Author: Geoffrey Leech

Publisher: Routledge

ISBN: 9781317899938

Category: Language Arts & Disciplines

Page: 234

View: 397

Over a period of over forty years, Geoffrey Leech has made notable contributions to the field of literary stylistics, using the interplay between linguistic form and literary function as a key to the ‘mystery’ of how a text comes to be invested with artistic potential. In this book, seven earlier papers and articles, read previously only by a restricted audience, have been brought together with four new chapters, the whole volume showing a continuity of approach across a period when all too often literary and linguistic studies have appeared to drift further apart. Leech sets the concept of ‘foregrounding’ (also known as defamiliarization) at the heart of the interplay between form and interpretation. Through practical and insightful examination of how poems, plays and prose works produce special meaning, he counteracts the ‘flight from the text’ that has characterized thinking about language and literature in the last thirty years, when the response of the reader, rather than the characteristics and meaning potential of the text itself, have been given undue prominence. The book provides an enlightening analysis of well-known (as well as less well-known) texts of great writers of the past, including Keats, Shelley, Samuel Johnson, Shaw, Dylan Thomas, and Virginia Woolf.
Learning Language Through Literature

Author: /Peter Falvey

Publisher: Hong Kong University Press

ISBN: 9789622094345

Category: Foreign Language Study

Page: 240

View: 978

This useful sourcebook contains 12 chapters written by experienced classroom practitioners in Hong Kong. One theme appears constantly in these chapters: that in the English language classroom, whether at primary, secondary, or tertiary levels, high interest and positive motivation occur through active learning when literary texts, literary techniques and literariness are featured. In this book, full coverage is given to the use of poetry, prose and drama in language learning and teaching at all three levels of the education system. The tasks and activities described here have been shown to work with all bands of students. This book is ideally suited both for practising teachers and participants in teacher education programmes in Hong Kong and the rest of S.E. Asia. It will be particularly useful for primary and secondary teachers of English wishing to incorporate appropriate and relevant teaching activities so as to meet the goals of the new Target Oriented English Language Curriculum.
A Guide to Ancient Greek Literature, Language, Script, Imagination and Philosophy

Author: Frederic Will

Publisher: Cambridge Scholars Publishing

ISBN: 9781527555679

Category: Literary Criticism

Page: 169

View: 417

This book is a chronological survey of the major writers (or reciters, or performers, or orators) of Ancient Greece. Part One considers the major genres of ancient Greek literature: epic, history, drama, satire, lyric, and philosophy. It profiles some of the key issues and authors of each period, characterizes the literature of each period, and sprinkles quotes through the whole. Part Two comprises fifteen short essays on aspects of ancient Greek culture, including language (script and dialects); folklore; music; dance; mythology; painting; theater; government; military structures; class structure; gender relations; innovations; trade; and science. Overall, the book will serve as both reference guide and launchpad for ongoing attention to our Hellenic heritage.
Literature, Language, and Politics

Author: Betty Jean Craige

Publisher: University of Georgia Press

ISBN: 9780820338071

Category: Education

Page: 128

View: 336

Literature, Language, and Politics brings together papers drawn from and inspired by the controversial, landmark symposium on “Politics and the Discipline” held at the 1987 Modern Language Association meeting in San Francisco. During the 1980s, debates raged both within and outside academe over curriculum, with conservatives arguing for a return to an educational philosophy based on the “classics” of Western civilization and a multi-cultural coalition of liberals, leftists, and feminists seeking to preserve the diversity of educational experience fought for since the 1960s. Engaging this crucial debate, the contributors to Literature, Language, and Politics argue that the conservative educational agenda imperils not only scholarship and academic freedom but the very social well-being of the nation. They call for firm resistance to any attempts to make education conform to the social agenda of one race, one gender, one language, or one ideology; for a continuation of attempts to broaden the curriculum until it reflects the experience of women and men of all classes and all cultures. Includes essays by Henry Louis Gates, Jr., Gerald Graff, Annette Kolodny, Paul Lauter, Ellen Messer-Davidow, Catharine R. Stimpson, and Ana Celia Zentella.