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1
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Intercultural challenge to language learning

100%
Muñoz de Cote L. M., van Dijk S.
Studies in Second Language Learning and Teaching
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2012
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vol. 2
|
issue 4
543-560
EN
This paper presents the findings of a qualitative research project set to investigate the piloting process of an innovative language program for university students. It challenges traditional English language teaching courses celebrating a view centered on learning; classes become spaces for students to understand the language they are learning through the development of small projects. The approach moves from a teaching transmission paradigm to one where the most important agent is each student who has to engage with a topic of his or her interest. Students are seen as individuals whose knowledge and understanding of the world is valued and not as people whose lack of language skills prevents themfrom engaging in discussions of complex topics. The objective of this innovation is to enhance students’ understanding and use of academic English in their field of interest. In this project, we argue that knowledge and understanding of the mother tongue and culture play key roles in the development of a second language. A number of studies suggest that students who had strong first language literacy skills achieved higher proficiency levels in their second language. Based on this argument and Vygotsky’s sociocultural learning theory, we designed disciplinary content language learning workshops for first-degree students. The main tenet is that students can develop academic English given that they know about their discipline. Findings so far reveal the difficulty of students to take distance from their previous learning experiences. They also show that students’ ideas expressed in English are far more complex than what would be expected of them given their second language skills. The complexity is not only related to thecontent, but to the way they construct their paragraphs and the understanding of how the register of their field  may be used.
2
Publication available in full text mode
Content available

Intercultural challenge to language learning

100%
Munoz de Cote L. M., van Dijk S.
Studies in Second Language Learning and Teaching
|
2012
|
vol. 2
|
issue 4
543-560
EN
This paper presents the findings of a qualitative research project set to investigate the piloting process of an innovative language program for university students. It challenges traditional English language teaching courses celebrating a view centered on learning; classes become spaces for students to understand the language they are learning through the development of small projects. The approach moves from a teaching transmission paradigm to one where the most important agent is each student who has to engage with a topic of his or her interest. Students are seen as individuals whose knowledge and understanding of the world is valued and not as people whose lack of language skills prevents themfrom engaging in discussions of complex topics. The objective of this innovation is to enhance students’ understanding and use of academic English in their field of interest. In this project, we argue that knowledge and understanding of the mother tongue and culture play key roles in the development of a second language. A number of studies suggest that students who had strong first language literacy skills achieved higher proficiency levels in their second language. Based on this argument and Vygotsky’s sociocultural learning theory, we designed disciplinary content language learning workshops for first-degree students. The main tenet is that students can develop academic English given that they know about their discipline. Findings so far reveal the difficulty of students to take distance from their previous learning experiences. They also show that students’ ideas expressed in English are far more complex than what would be expected of them given their second language skills. The complexity is not only related to thecontent, but to the way they construct their paragraphs and the understanding of how the register of their field  may be used.
3
Publication available in full text mode
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The Heteroglossic Linguistic Identity of Modern Companies

100%
Bielenia-Grajewska M.
Management and Business Administration. Central Europe
|
2013
|
vol. 21
|
issue 4(123)
120-131
EN
Purpose: The aim of this paper is to make the reader acquainted with the linguistic identity of modern companies, taking into account its complexity and the multiplicity of factors creating its character. The author presents the theoretical aspects associated with linguistic heteroglossia in companies of the 21st century as well as the practical possibilities of using organizational multilingualism, showing the opportunities and challenges associated with the dialogism of organizations. Methodology: The issue of heteroglossia in the business environment is discussed to show the various aspects determining the linguistic dimension of organizational identity, paying special attention to corporate polyphony at the individual and group level as well as its implications for creating the linguistic performance of modern companies. In terms of the theoretical dimension of this paper, based on the postmodern and systemic traditions in management, it presents the relation “language-individual-organization”. The practical part of the paper presents the challenges associated with managing a heteroglossic organization. Findings: The conducted discussion on the issue of heteroglossia characterizing linguistic identity allows to show the various aspects and factors of the investigated phenomenon, which are present on both the individual and social level. The described issues associated with organizational ultilingualism point to effective ways of managing linguistically diversifi ed organizations. Practical implications: The investigated topic can be interesting not only for those involved scientifi cally in management, linguistics and widely-understood social sciences, but also for practitioners working in companies with a complex cultural and linguistic structure. The described theory followed by the discussion help understand how heteroglossia may infl uence the development of organizations as well as its potential and how to avoid mistakes in managing organizations with a multidimensional linguistic capital. Originality: Taking into account the already-conducted investigations on corporate linguistic identity, the paper offers an approach that has not yet been investigated.
4

Negotiating identities in casual argumentative conversations

88%
Parini A., Granato L.
Lodz Papers in Pragmatics
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2013
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vol. 9
|
issue 2
159-174
EN
Identity has been addressed from diverse perspectives that range from a conceptualisation of it as a pre-existing and static notion to a view that regards it as dynamically constructed in interaction. In this work, we take the latter as the guiding principle for our investigation into the ways in which identity is co-constructed by Argentinian university students in casual conversations. The analysis is carried out on the premise that there is an unquestionable relationship between discourse, identity and social processes. Given the nature of the topic, an eclectic theoretical framework has been employed. An exhaustive examination of the data reveals the different types of identities deployed by the participants, the linguistic resources and the discursive functions used in the negotiation of identities. The analysis also shows that the emerging identities can be heavily conditioned by the topics addressed by the interactants.
5
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Clockwork novel: the mechanics behind Frances Burney’s prose composition

75%
Paluchowska-Messing A.
Acta Philologica
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2016
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issue 49
139-150
EN
The paper explores the didactic potential of the novels by the eighteenth-century English writer Frances Burney. To this end, it takes up the metaphor of a life-like automaton – a symbol of human ingenuity and artistic mastery, and a popular object of entertainment in the eighteenth century – and examines its applicability to describe the act of construing a novelistic text. The analysis yields the conclusion that Burney’s experiments with narrative techniques (third-person narration, free indirect discourse, heteroglossia) were employed to ensure the narrator’s authority through the strategic withdrawal of the authorial feminine voice, and were also instrumental in achieving a text which would be both aesthetically pleasing and instructive to the readers. Burney’s didacticism, moreover, proves to be very modern, that is not prescriptively moralizing, but rather training the readers in the exercise of empathy.
6

“… the ruins of Europe in back of me.” Jan Klata’s Shakespeare and the European condition

75%
Cieślak M.
Studia Anglica Posnaniensia
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2015
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vol. 50
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issue 4
67-77
EN
Jan Klata’s Shakespearean productions are famous for his liberal attitude to the text, innovative sets and locations, and a strong contemporary context. His 2004 H., a Teatr Wybrzeże production performed in the Gdańsk Shipyard, reaches to the Polish history of the eighties (the importance of Solidarity and the fall of communism) to comment on the state of the democratic Poland twenty years later. The 2012 Titus Andronicus, a coproduction of Teatr Polski in Wrocław and Staatsschauspiel Dresden, explores the impact of historical traumas on national prejudice and relations within the new Europe. The 2013 Hamlet with Schauspielhaus Bochum again tries to diagnose the contemporary condition and is again deeply rooted in a specific geopolitical context. Discussing both Titus Andronicus and Hamlet, I would like to explore Klata’s formula of working with Shakespeare. Primarily, he takes advantage of the fact that Shakespeare’s texts are not simply source texts but hypertexts with multiple layers of meanings accumulated over the centuries of circulation, production and adaptation. Perhaps similarly to Heiner Müller, whose plays he willingly incorporates in his productions, Klata anatomizes the plays and then radically reconstructs them using other texts, literary and paraliterary. What Klata eventually puts on stage is a hybrid that is rooted in the Shakespearean hypertexts but also heavily draws from historical, cultural and political contexts, and that is relevant to him as the director and to the particular specificities of the venues, theatres and companies he works with. The hybridized and contextualized Shakespeare becomes for Klata a way to comment on current issues that he sees as vital, like dealing with the burden of the past, confronting the reality of the present, or understanding and expressing national identity, problems that are at once universal and specific for a person living in the EU in the twenty first century.
7

“…andábame a amolar o «pensamento»…” — a voz dos excluídos en A Esmorga de Eduardo Blanco Amor na véspera do nacemento do pensamento sociolingüístico galego

63%
Szejko N., Dondelewski B.
Estudios Hispánicos
|
2018
|
vol. 26
97 - 107
EN
Goals: In this paper we analyse the sociolinguistic situation of the Galician-speaking representatives of the bottommost social class just after the Spanish Civil War (the 50’s). This context is depicted in the novel A Esmorga of E. Blanco Amor. We introduce the notion of point of view (Bakhtin, Bartmiński) in order to analyse the world portrayed in the novel through the perception of the proper “esmorgantes”. Methodology: Analysis of the distribution of voices in A Esmorga and its sociolinguistic repercussions according to the theory of polyglossia of Mikhail Bakhtin and Das sprachliche Weltbild of E. Sapir and B. Whorf. Comparison of the vision of the world presented by Blanco Amor with the sociolinguistic insights of R. and X. Montero. Results: The voices in the novel are divided into the voice of power of the judge and the oppressed voice of the accused as a conscious election in which the word is given to the excluded. Conclusions: A Esmorga is a novel in which the reader finds a heterotopic vision of the world, divided between two voices and viewpoints. The esmorgantes reach the limits of human behaviour, although through this bordering experience they encounter a new language, the language of the truth.
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