Priyatno Ardi, Rina Sari, Luki Emiliya Hidayat, Oktavia Tri Sanggala Dewi, Bambang Yudi Cahyono
This paper intends to scrutinize the personal and systemic factors affecting the well-being of in-service EFL teachers participating in a three-month online teacher professional education (OTPE) program in Indonesia. Moreover, it seeks to explore the resources that the teachers draw on to maintain their well-being. Six EFL teachers attending the OTPE program participated in this study. Semi-structured interviews were conducted with six focal participants. The data were qualitatively analyzed to find the emerging themes. The findings revealed that personal and systemic factors influenced the participants' well-being in the OTPE program. The personal factors included motivation, marital status, and spirituality, while the systemic factors encompassed the national policy on EFL teacher certification, teacher education institution, home school, and family. Moreover, the participants drew on personal resources, i.e., motivation and spirituality, and social resources, i.e., family members, colleagues, students, instructors, and fellow participants, to maintain their well-being during the OTPE program. Hence, the interplay between personal and systemic factors was quintessential to the EFL teachers' well-being in the program.
{"title":"In-servıce EFL teachers’ well-beıng durıng onlıne teacher professıonal development program ın Indonesıa: An ecologıcal perspectıve.","authors":"Priyatno Ardi, Rina Sari, Luki Emiliya Hidayat, Oktavia Tri Sanggala Dewi, Bambang Yudi Cahyono","doi":"10.46687/uuhh4920","DOIUrl":"https://doi.org/10.46687/uuhh4920","url":null,"abstract":"This paper intends to scrutinize the personal and systemic factors affecting the well-being of in-service EFL teachers participating in a three-month online teacher professional education (OTPE) program in Indonesia. Moreover, it seeks to explore the resources that the teachers draw on to maintain their well-being. Six EFL teachers attending the OTPE program participated in this study. Semi-structured interviews were conducted with six focal participants. The data were qualitatively analyzed to find the emerging themes. The findings revealed that personal and systemic factors influenced the participants' well-being in the OTPE program. The personal factors included motivation, marital status, and spirituality, while the systemic factors encompassed the national policy on EFL teacher certification, teacher education institution, home school, and family. Moreover, the participants drew on personal resources, i.e., motivation and spirituality, and social resources, i.e., family members, colleagues, students, instructors, and fellow participants, to maintain their well-being during the OTPE program. Hence, the interplay between personal and systemic factors was quintessential to the EFL teachers' well-being in the program.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135088288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book review: Translation and interpreting in the age of Covid-19","authors":"Antony Hoyte-West","doi":"10.46687/nfqr6069","DOIUrl":"https://doi.org/10.46687/nfqr6069","url":null,"abstract":"","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135088290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Published first in 1969, Diary by E. B. B. (1831–1832) has been an intersection of scholarly debates on nineteenth-century English literature, femininity, diurnal narrative, and aesthetic experience. A confessional document of the last two years of Elizabeth’s life at the family estate of Hope End, the diary throws her unique self-creationist and self-revisionary impulses into relief. It is an outstanding prose-fiction piece of evidence of her overall penchant for self-acclaim by way of self-denial. This paper aims at tracing the development of the woman writer in view of the immediacy and ontological priority of an implied Other found at the core of self-writing, as Elizabeth’s diary signals. A modicum of contextual references to some of E. B. Browning’s poetical works brings out her self-reflexive leanings. Finally, it could be argued that self-questioning distinguishes Elizabeth Barrett Browning as a polemicist whose private diary identifies the concept of time as the kernel of her perception of identity as responsibility.
《日记》于1969年首次出版，作者是e.b.b.(1831-1832)，是关于19世纪英国文学、女性气质、日常叙事和审美经验的学术辩论的交叉点。这是伊丽莎白在Hope End家族庄园生活的最后两年的忏悔文件，将她独特的自我创造论和自我修正的冲动展现出来。这是一部杰出的散文小说作品，证明了她通过自我否定来自我赞美的总体倾向。本文旨在从伊丽莎白日记中蕴含的自我写作核心的他者的即时性和本体论优先性出发，追溯女性作家的发展历程。通过对E. B. Browning诗歌作品的少量语境参考，可以看出她的自我反思倾向。最后，可以说，自我质疑使伊丽莎白·巴雷特·勃朗宁(Elizabeth Barrett Browning)成为一位辩论家，她的私人日记将时间概念确定为她对身份作为责任的感知的核心。
{"title":"“Thoughts, that breathe, and words, that burn,” or the growth of a writer’s mind: Elizabeth Barrett Browning’s diary","authors":"Yana Rowland","doi":"10.46687/htzg4131","DOIUrl":"https://doi.org/10.46687/htzg4131","url":null,"abstract":"Published first in 1969, Diary by E. B. B. (1831–1832) has been an intersection of scholarly debates on nineteenth-century English literature, femininity, diurnal narrative, and aesthetic experience. A confessional document of the last two years of Elizabeth’s life at the family estate of Hope End, the diary throws her unique self-creationist and self-revisionary impulses into relief. It is an outstanding prose-fiction piece of evidence of her overall penchant for self-acclaim by way of self-denial. This paper aims at tracing the development of the woman writer in view of the immediacy and ontological priority of an implied Other found at the core of self-writing, as Elizabeth’s diary signals. A modicum of contextual references to some of E. B. Browning’s poetical works brings out her self-reflexive leanings. Finally, it could be argued that self-questioning distinguishes Elizabeth Barrett Browning as a polemicist whose private diary identifies the concept of time as the kernel of her perception of identity as responsibility.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135088127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A review of literature that underpinned the theoretical framework for materials design presented in this study contributed to the development of English language course through the lens of Critical Language Pedagogy (CLP) and the Pluriliteracies Teaching for Deeper Learning approach (PTDL). The purpose of the study was to gain initial knowledge on the effectiveness of such an approach for materials design, which could provide the basis for further questions related to the actualized learning potential of educational materials. With this purpose in mind, an interpretive content analysis of the Scenario-based Assessment for Learning Experiences questionnaires was conducted upon the course completion with university students from Spain and Poland. The obtained results suggest that educational materials prepared on the grounds of CLP and PTDL have the potential to support language learning in linguistically diverse educational contexts and can be characterized by their actualized learning potential. It is noteworthy that 30% of participants reported that the experience of working with the course led to personal growth and development. Nonetheless, as this research shows, such a process requires a change in the role of the teacher and a shift in the perception of learning goals in favor of the contextualization of learning materials, which is what future research should further examine.
{"title":"The effectiveness of EFL course materials developed on the grounds of critical language pedagogy and the pluriliteracies teaching for deeper learning approach","authors":"Barbara Muszyńska, María-Elena Gómez-Parra","doi":"10.46687/htda7311","DOIUrl":"https://doi.org/10.46687/htda7311","url":null,"abstract":"A review of literature that underpinned the theoretical framework for materials design presented in this study contributed to the development of English language course through the lens of Critical Language Pedagogy (CLP) and the Pluriliteracies Teaching for Deeper Learning approach (PTDL). The purpose of the study was to gain initial knowledge on the effectiveness of such an approach for materials design, which could provide the basis for further questions related to the actualized learning potential of educational materials. With this purpose in mind, an interpretive content analysis of the Scenario-based Assessment for Learning Experiences questionnaires was conducted upon the course completion with university students from Spain and Poland. The obtained results suggest that educational materials prepared on the grounds of CLP and PTDL have the potential to support language learning in linguistically diverse educational contexts and can be characterized by their actualized learning potential. It is noteworthy that 30% of participants reported that the experience of working with the course led to personal growth and development. Nonetheless, as this research shows, such a process requires a change in the role of the teacher and a shift in the perception of learning goals in favor of the contextualization of learning materials, which is what future research should further examine.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135088124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to explore Albanian social media discussion threads, prioritizing the way women are portrayed. The development of social media discourse has been empowered through the increasing influence of digital media, permeating all areas of life recently. ‘Privacy is no longer a social norm’, and intentional abuse of media-derived power has led to malicious intentions infiltrating online social media discourse, threatening loyal and straightforward communication, and giving rise to denigration, negativity, and dismay. Based on the current view of scholars in the field of language and digital communication that text-based studies need to move forward by incorporating other modes of communication and the fact that all human communication is, after all, multimodal, we intend to bring examples to illustrate the choice of language and images by Albanians in online social media in reaction to current popular events. The common thread that unites all examples is related to the depiction of females, unfortunately, in derogatory terms, and gendered culpability. It is hoped that the paper will raise awareness about such dominating problematic approaches toward females in Albania, as manifested in the language used.
{"title":"(S)Talking women: portrayal of females in online discourse of social media in Albania","authors":"Eriola Qafzezi, Fabiola Kadi","doi":"10.46687/ydlm9850","DOIUrl":"https://doi.org/10.46687/ydlm9850","url":null,"abstract":"The aim of this paper is to explore Albanian social media discussion threads, prioritizing the way women are portrayed. The development of social media discourse has been empowered through the increasing influence of digital media, permeating all areas of life recently. ‘Privacy is no longer a social norm’, and intentional abuse of media-derived power has led to malicious intentions infiltrating online social media discourse, threatening loyal and straightforward communication, and giving rise to denigration, negativity, and dismay. Based on the current view of scholars in the field of language and digital communication that text-based studies need to move forward by incorporating other modes of communication and the fact that all human communication is, after all, multimodal, we intend to bring examples to illustrate the choice of language and images by Albanians in online social media in reaction to current popular events. The common thread that unites all examples is related to the depiction of females, unfortunately, in derogatory terms, and gendered culpability. It is hoped that the paper will raise awareness about such dominating problematic approaches toward females in Albania, as manifested in the language used.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135088126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the growing popularity of online teaching especially following the COVID-19, the research addressing online language teacher education (OLTE) is still scarce. As another contribution to the narrow OLTE literature, the current study explores a semester-long online practicum experience with a particular focus on the learning gains student teachers (STs) made. Adopting a qualitative orientation, we collected data from 14 STs and 4 school-based mentor teachers (SMTs). In addition, the field observation notes of the university-based teacher educator (UTE), who is also the first author, enriched the data sources. Based on all the participants’ assessment and reflections, the learning gains were delineated. The results demonstrated that the procedures implemented in the course produced striking improvements in STs’ online language teaching skills, thus they were formed into a model titled ‘Online, Practicum, Model ETCEtera’ to design an online practicum course in pre-service English as a Foreign Language (EFL) teacher education programs. The model requires a close coordination between faculties of education and practice schools. It involves a repeated cycle of ETCE, i.e., exploration, teaching, collaboration, and evaluation. Throughout the whole process, the STs are involved in constant observation and reflection, which altogether lead to favourable learning outcomes.
{"title":"Suggestıng an onlıne practıcum model on an exploratıon of the learnıng gaıns ın an EFL remote teachıng practıce course: Onlıne, practıcum, model ETCETera","authors":"Ali İlya, Ayşegül Daloğlu","doi":"10.46687/lsnu7691","DOIUrl":"https://doi.org/10.46687/lsnu7691","url":null,"abstract":"Despite the growing popularity of online teaching especially following the COVID-19, the research addressing online language teacher education (OLTE) is still scarce. As another contribution to the narrow OLTE literature, the current study explores a semester-long online practicum experience with a particular focus on the learning gains student teachers (STs) made. Adopting a qualitative orientation, we collected data from 14 STs and 4 school-based mentor teachers (SMTs). In addition, the field observation notes of the university-based teacher educator (UTE), who is also the first author, enriched the data sources. Based on all the participants’ assessment and reflections, the learning gains were delineated. The results demonstrated that the procedures implemented in the course produced striking improvements in STs’ online language teaching skills, thus they were formed into a model titled ‘Online, Practicum, Model ETCEtera’ to design an online practicum course in pre-service English as a Foreign Language (EFL) teacher education programs. The model requires a close coordination between faculties of education and practice schools. It involves a repeated cycle of ETCE, i.e., exploration, teaching, collaboration, and evaluation. Throughout the whole process, the STs are involved in constant observation and reflection, which altogether lead to favourable learning outcomes.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135088291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article addresses the issue of a specific discourse category, that of verbs expressing authorial stance in the context of the medical research article. A contrastive study is performed based on two corpora comprising original medical research articles in Bulgarian and English languages, respectively. All the articles have been excerpted from journals with high impact factors covering almost every field of medicine. All data have been processed with the help of word processing programmes to achieve a high level of accuracy. The paper looks into the most frequently used verbs both in the Bulgarian articles and the English ones. The analysis rests on a division of three types of verbs – factive, non-factive and counterfactive ones. Each of the presented verbs is analyzed in the light of this division supported by a number of exemplar sentences extracted from the corpora. One corollary that could be drawn is the fact that Bulgarian authors refrain to a large extent from expressing categorical disagreements which is not so characteristic of the authors in the English-language medical research articles.
{"title":"Verbs denoting authorial position: A contrastive Bulgarian-English study of medical research articles","authors":"Ivaylo Dagnev","doi":"10.46687/fbma2134","DOIUrl":"https://doi.org/10.46687/fbma2134","url":null,"abstract":"The article addresses the issue of a specific discourse category, that of verbs expressing authorial stance in the context of the medical research article. A contrastive study is performed based on two corpora comprising original medical research articles in Bulgarian and English languages, respectively. All the articles have been excerpted from journals with high impact factors covering almost every field of medicine. All data have been processed with the help of word processing programmes to achieve a high level of accuracy. The paper looks into the most frequently used verbs both in the Bulgarian articles and the English ones. The analysis rests on a division of three types of verbs – factive, non-factive and counterfactive ones. Each of the presented verbs is analyzed in the light of this division supported by a number of exemplar sentences extracted from the corpora. One corollary that could be drawn is the fact that Bulgarian authors refrain to a large extent from expressing categorical disagreements which is not so characteristic of the authors in the English-language medical research articles.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135088292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the COVID-19 pandemic and emerging from it many people went through depressive states, sometimes with a lethal outcome. Depression, however, can be caused by numerous factors not expressly necessitating a global cataclysm, invariably remaining a particular personal response to a perceived strong sensation of discomfort and loss of meaning in one’s life. This paper will examine the major novels by two writers – the American Sylvia Plath and the Romanian Cella Serghi with the purpose of comparing the autofictional representations of depression in both, paying attention to its causes, courses, and outcomes. The comparative analysis will also establish the power of autofiction as a phenomenon and its capacity of producing texts with interdisciplinary dimensions containing a universal appeal. By examining two autofictional responses to an identical issue – the modern disease occasioned by similar causes, the paper aims to provide potential solutions that might have worked to a healing effect in the other text with the potential to transcend the texts in question and be applied to real-life situations since the described incidents have already happened not once and not only as part of the lived experience of the two writers. Last but not least, by effectuating the comparison the article seeks to help promote an author from a smaller national literature to the realms of World Literature.
{"title":"The Autofictional Ailing Self: Depression in Sylvia Plath’s The Bell Jar and Cella Serghi’s The Spider’s Web – A Comparison","authors":"Hristo Boev","doi":"10.46687/wtpr9075","DOIUrl":"https://doi.org/10.46687/wtpr9075","url":null,"abstract":"During the COVID-19 pandemic and emerging from it many people went through depressive states, sometimes with a lethal outcome. Depression, however, can be caused by numerous factors not expressly necessitating a global cataclysm, invariably remaining a particular personal response to a perceived strong sensation of discomfort and loss of meaning in one’s life. This paper will examine the major novels by two writers – the American Sylvia Plath and the Romanian Cella Serghi with the purpose of comparing the autofictional representations of depression in both, paying attention to its causes, courses, and outcomes. The comparative analysis will also establish the power of autofiction as a phenomenon and its capacity of producing texts with interdisciplinary dimensions containing a universal appeal. By examining two autofictional responses to an identical issue – the modern disease occasioned by similar causes, the paper aims to provide potential solutions that might have worked to a healing effect in the other text with the potential to transcend the texts in question and be applied to real-life situations since the described incidents have already happened not once and not only as part of the lived experience of the two writers. Last but not least, by effectuating the comparison the article seeks to help promote an author from a smaller national literature to the realms of World Literature.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135088289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the important features of structural nativization of L2 varieties of English is how their grammar converges with and/or diverges from their parent variety, usually, British English. Building on Isingoma (2016, 2021a), this study is set out to augment discourse on verb complementational profile in Ugandan English, focusing on ditransitive constructions. Using naturalistic data from semi-structured interviews involving 50 participants from L1 Lugbarati (a Central Sudanic language) speakers of English, the study shows that the Prepositional Phrase Construction (PPC) involving goal verbs is preferred over the Double Object Construction (DOC) configuration. Moreover, our data did not have a single incidence of benefactive DOCs. Substrate influence from Lugbarati, among others, appears to be a contributing factor, given that DOCs are rare in this language, as they are constrained by the semantic criterion of ‘prior possession’ of the theme/patient by the recipient/beneficiary referent. The findings thus show that Isingoma’s (2016) monolithic generalizations about this phenomenon are debatable, as he indicates that the DOC is overwhelmingly acceptable with goal verbs in Ugandan English and that the particularities observed in ditransitive constructions in the variety are influenced by Bantu languages (where the DOC is the norm). Likewise, the assertion that Ugandans ubiquitously use the non-canonical PPC configuration for benefactive verbs (Isingoma, 2016) does not hold for L1 Lugbarati speakers of English, as the configuration was manifestly sporadic in our data, as opposed to the canonical PPC. The current study thus underscores the fact that there is substantial interspeaker variability in Ugandan English along ethnolinguistic lines (cf. Isingoma & Meierkord, 2022).
{"title":"The use of ditransitive constructions among L1 Lugbarati speakers of English in Uganda: A preliminary study","authors":"Peace Yikiru, Bebwa Isingoma","doi":"10.46687/fniv9282","DOIUrl":"https://doi.org/10.46687/fniv9282","url":null,"abstract":"One of the important features of structural nativization of L2 varieties of English is how their grammar converges with and/or diverges from their parent variety, usually, British English. Building on Isingoma (2016, 2021a), this study is set out to augment discourse on verb complementational profile in Ugandan English, focusing on ditransitive constructions. Using naturalistic data from semi-structured interviews involving 50 participants from L1 Lugbarati (a Central Sudanic language) speakers of English, the study shows that the Prepositional Phrase Construction (PPC) involving goal verbs is preferred over the Double Object Construction (DOC) configuration. Moreover, our data did not have a single incidence of benefactive DOCs. Substrate influence from Lugbarati, among others, appears to be a contributing factor, given that DOCs are rare in this language, as they are constrained by the semantic criterion of ‘prior possession’ of the theme/patient by the recipient/beneficiary referent. The findings thus show that Isingoma’s (2016) monolithic generalizations about this phenomenon are debatable, as he indicates that the DOC is overwhelmingly acceptable with goal verbs in Ugandan English and that the particularities observed in ditransitive constructions in the variety are influenced by Bantu languages (where the DOC is the norm). Likewise, the assertion that Ugandans ubiquitously use the non-canonical PPC configuration for benefactive verbs (Isingoma, 2016) does not hold for L1 Lugbarati speakers of English, as the configuration was manifestly sporadic in our data, as opposed to the canonical PPC. The current study thus underscores the fact that there is substantial interspeaker variability in Ugandan English along ethnolinguistic lines (cf. Isingoma & Meierkord, 2022).","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78207905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Several years ago, the large number of people living illegally in the so-called Tower of David, an abandoned high-rise building in the Venezuelan capital of Caracas, caught the attention of the world’s media. Based on this unlikely source of inspiration, a similar such skyscraper forms the centrepiece to Damnificados, a dystopian novel by JJ Amaworo Wilson, which was first published in 2016. Set in a nameless country, this innovative and engaging novel frequently turns to magic realism in its depiction of the ‘damnificados’, a motley crew of squatters who are under constant threat from external perils, both natural and man-made. Under the guidance of the novel’s hero, Nacho, strategies to manage these threats are developed and implemented, with significant implications for the building’s inhabitants and their welfare. Accordingly, this exploratory contribution aims to identify and apply a relevant disaster management framework to the first of the many calamities portrayed in the novel, which is where the building and the city surrounding it are inundated by a catastrophic flood. In evaluating the inhabitants’ response through the lens of the framework, this study thereby provides an interdisciplinary overview of how disaster management strategies can be represented in literary texts.
几年前，大量非法居住在委内瑞拉首都加拉加斯一座废弃高层建筑“大卫塔”(Tower of David)的人引起了世界媒体的关注。基于这个不太可能的灵感来源，JJ Amaworo Wilson在2016年首次出版的反乌托邦小说《Damnificados》中也出现了类似的摩天大楼。这部新颖而引人入胜的小说以一个无名的国家为背景，在描述“damnificados”时，经常转向魔幻现实主义。“damnificados”是一群杂乱无章的擅自占地者，他们经常受到外部危险的威胁，无论是自然的还是人为的。在小说主人公纳乔的指导下，管理这些威胁的策略得到了发展和实施，这对大楼的居民和他们的福利产生了重大影响。因此，这一探索性贡献旨在确定并应用相关的灾害管理框架来处理小说中描绘的许多灾难中的第一个，即建筑物及其周围的城市被灾难性的洪水淹没。在通过框架的视角评估居民的反应时，本研究因此提供了一个跨学科的概述，即灾害管理策略如何在文学文本中表现出来。
{"title":"Disaster management in a dystopian novel: A case study of JJ Amaworo Wilson’s Damnificados","authors":"Antony Hoyte-West","doi":"10.46687/kbkj2646","DOIUrl":"https://doi.org/10.46687/kbkj2646","url":null,"abstract":"Several years ago, the large number of people living illegally in the so-called Tower of David, an abandoned high-rise building in the Venezuelan capital of Caracas, caught the attention of the world’s media. Based on this unlikely source of inspiration, a similar such skyscraper forms the centrepiece to Damnificados, a dystopian novel by JJ Amaworo Wilson, which was first published in 2016. Set in a nameless country, this innovative and engaging novel frequently turns to magic realism in its depiction of the ‘damnificados’, a motley crew of squatters who are under constant threat from external perils, both natural and man-made. Under the guidance of the novel’s hero, Nacho, strategies to manage these threats are developed and implemented, with significant implications for the building’s inhabitants and their welfare. Accordingly, this exploratory contribution aims to identify and apply a relevant disaster management framework to the first of the many calamities portrayed in the novel, which is where the building and the city surrounding it are inundated by a catastrophic flood. In evaluating the inhabitants’ response through the lens of the framework, this study thereby provides an interdisciplinary overview of how disaster management strategies can be represented in literary texts.","PeriodicalId":34330,"journal":{"name":"Studies in Linguistics Culture and FLT","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76852390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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