This article examines Elle-Máijá Tailfeathers and Kathleen Hepburn’s film The Body Remembers When the World Broke Open (2019) through the lens of materialist and feminist affect theories as they intersect with critical Indigeneity. It investigates how the film produces two parallel and conflicting reactions in the viewer, for whom “ugly feelings” (Ngai, 2007), such as failure, embarrassment, pity or shame, compete with an overwhelming and often frustrated need for empathy and compassion.
{"title":"Deluge of Affects","authors":"Eva Darias-Beautell","doi":"10.6018/ijes.542731","DOIUrl":"https://doi.org/10.6018/ijes.542731","url":null,"abstract":"This article examines Elle-Máijá Tailfeathers and Kathleen Hepburn’s film The Body Remembers When the World Broke Open (2019) through the lens of materialist and feminist affect theories as they intersect with critical Indigeneity. It investigates how the film produces two parallel and conflicting reactions in the viewer, for whom “ugly feelings” (Ngai, 2007), such as failure, embarrassment, pity or shame, compete with an overwhelming and often frustrated need for empathy and compassion.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"22 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73099252","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 article is to analyze Angie Cruz’s novel Dominicana from a multicultural and gender perspective focusing on how Cruz introduces the female body as a metaphor for the immigrant experience lived by Dominican Women during the 1960s in the United States. Also, this paper studies how the female body becomes a metaphorical border in the diasporic experience for the central character as a way to depict an essentially female in-between-space. Thus, Cruz rewrites and recreates from the female body the diasporic experience of Dominican women immigrants in New York from an intersectional perspective.
{"title":"Bodily Matters","authors":"María Laura Arce Álvarez","doi":"10.6018/ijes.521151","DOIUrl":"https://doi.org/10.6018/ijes.521151","url":null,"abstract":"The aim of this article is to analyze Angie Cruz’s novel Dominicana from a multicultural and gender perspective focusing on how Cruz introduces the female body as a metaphor for the immigrant experience lived by Dominican Women during the 1960s in the United States. Also, this paper studies how the female body becomes a metaphorical border in the diasporic experience for the central character as a way to depict an essentially female in-between-space. Thus, Cruz rewrites and recreates from the female body the diasporic experience of Dominican women immigrants in New York from an intersectional perspective.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"17 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76811988","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}
Based on some of the most recent studies on aesthetic emotions, the purpose of this paper is to examine how aesthetic concepts and aesthetic experience are translated and adapted from Felix’s Vita sancti Guthlaci into Old English prose. Looking into the Old English terms from the lexical domains of beauty and aesthetic pleasure, this paper highlights very specific translation practices on the part of, especially, an Old English author, who implements an additional aesthetic dimension that is not generally found in the Latin source. This paper highlights an apparent hybridity between the cognitive and the sensory in these literary texts, and it also stresses how one of these authors in particular frequently uses sensory evaluations to describe the complex and abstract ideas that are typical of the hagiographical genre.
{"title":"Translating Felix’s Vita sancti Guthlaci into Old English","authors":"F. J. Minaya Gómez","doi":"10.6018/ijes.525541","DOIUrl":"https://doi.org/10.6018/ijes.525541","url":null,"abstract":"Based on some of the most recent studies on aesthetic emotions, the purpose of this paper is to examine how aesthetic concepts and aesthetic experience are translated and adapted from Felix’s Vita sancti Guthlaci into Old English prose. Looking into the Old English terms from the lexical domains of beauty and aesthetic pleasure, this paper highlights very specific translation practices on the part of, especially, an Old English author, who implements an additional aesthetic dimension that is not generally found in the Latin source. This paper highlights an apparent hybridity between the cognitive and the sensory in these literary texts, and it also stresses how one of these authors in particular frequently uses sensory evaluations to describe the complex and abstract ideas that are typical of the hagiographical genre.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89620662","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 growing body of research has explored collaborative writing (CW) among young learners. Nevertheless, studies have mainly focused on tasks such as the dictogloss, which is rather uncommon in regular classroom teaching and has neglected activities that are more common. In addition, research has focused on language-related episodes (LREs) without considering other important episodes including those that involve the teacher. Finally, only one study has explored to what extent the decisions made within LREs transfer into the written product. With these research gaps in mind, the present study examined CW of 12 pairs composed of 10 to 11-year-old learners of English as a foreign language (EFL) who jointly wrote a role-play. Drawing on audio recordings of pair work interactions and documentary analysis of students’ written work, the study has found that in addition to LREs, students frequently engaged in content-related and activity-related episodes with the teacher’s involvement being rather limited. Despite the teacher’s presence, a high proportion of LREs was resolved incorrectly or left unresolved. Nearly all correctly and incorrectly resolved LREs were also incorporated into the jointly written role-play. Students focused predominantly on the language targeted by the activity (lexical phrases) and attended to other language aspects minimally.
{"title":"Young EFL Learners Collaboratively Writing a Dialogue During a Regular Classroom Lesson","authors":"Tomas Kos","doi":"10.6018/ijes.511241","DOIUrl":"https://doi.org/10.6018/ijes.511241","url":null,"abstract":"A growing body of research has explored collaborative writing (CW) among young learners. Nevertheless, studies have mainly focused on tasks such as the dictogloss, which is rather uncommon in regular classroom teaching and has neglected activities that are more common. In addition, research has focused on language-related episodes (LREs) without considering other important episodes including those that involve the teacher. Finally, only one study has explored to what extent the decisions made within LREs transfer into the written product. With these research gaps in mind, the present study examined CW of 12 pairs composed of 10 to 11-year-old learners of English as a foreign language (EFL) who jointly wrote a role-play. Drawing on audio recordings of pair work interactions and documentary analysis of students’ written work, the study has found that in addition to LREs, students frequently engaged in content-related and activity-related episodes with the teacher’s involvement being rather limited. Despite the teacher’s presence, a high proportion of LREs was resolved incorrectly or left unresolved. Nearly all correctly and incorrectly resolved LREs were also incorporated into the jointly written role-play. Students focused predominantly on the language targeted by the activity (lexical phrases) and attended to other language aspects minimally.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"55 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74716782","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 affective link with Africa was visible in those Black Canadian works composed in the late 1980s and early 1990s. In contrast, the profile of Africa has shifted for younger generations of Black diasporan writers in Canada. The purpose of this article is to open up a conversation into how Black Canadian affects, both concerning national identity and homeland connection, seem to have shifted roughly after 2000. In order to do so I analyse The Adventures of the Black Girl in Her Search for God (2017), a reinterpretation by Black Canadian playwright Lisa Codrington of George Bernard Shaw's 1932 short story of the same title. Her play was a milestone in the history of Black Canadian writing, because for the first time a Black Canadian playwright (and a woman, too) was invited to participate in one of Canada's most prestigious and longest-established theatre festivals, the Shaw Festival.
{"title":"Shifting Profile of Africa in Twenty-First Century Black Canadian Writing","authors":"Pilar Cuder-Domínguez","doi":"10.6018/ijes.535671","DOIUrl":"https://doi.org/10.6018/ijes.535671","url":null,"abstract":"The affective link with Africa was visible in those Black Canadian works composed in the late 1980s and early 1990s. In contrast, the profile of Africa has shifted for younger generations of Black diasporan writers in Canada. The purpose of this article is to open up a conversation into how Black Canadian affects, both concerning national identity and homeland connection, seem to have shifted roughly after 2000. In order to do so I analyse The Adventures of the Black Girl in Her Search for God (2017), a reinterpretation by Black Canadian playwright Lisa Codrington of George Bernard Shaw's 1932 short story of the same title. Her play was a milestone in the history of Black Canadian writing, because for the first time a Black Canadian playwright (and a woman, too) was invited to participate in one of Canada's most prestigious and longest-established theatre festivals, the Shaw Festival.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"22 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82805706","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}
Juan José Calvo Valiente, Ángela Gómez López, Eva Morón Olivares
The present paper analyses the reasons for comprehension monitoring failure and the regulatory actions performed by Spanish university students when reading in English as a Foreign Language (EFL). Two different but connected empirical studies were conducted to obtain data about students’ behaviour during a reading task. In Study 1, comprehension monitoring was assessed following the Error Detection Paradigm. Then, semi-structured interviews were conducted to analyse subjects’ regulatory actions. In Study 2, a questionnaire was proposed to classify subjects’ detection X regulation actions when reading in EFL. Results showed that participants’ comprehension monitoring level was not very high according to other literature findings. Moreover, the lack of language proficiency could imply additional processing and monitoring difficulties. The questionnaire accounted for a great percentage of participants’ behaviour: semantic obstacles, spurious detections, no re-reading, skip information or no detection. Knowing students’ reading obstacles is necessary for teachers and practitioners in order to help students become effective readers.
{"title":"Understanding Spanish University Students’ Monitoring Failures and Regulatory Actions When Reading in EFL","authors":"Juan José Calvo Valiente, Ángela Gómez López, Eva Morón Olivares","doi":"10.6018/ijes.528701","DOIUrl":"https://doi.org/10.6018/ijes.528701","url":null,"abstract":"The present paper analyses the reasons for comprehension monitoring failure and the regulatory actions performed by Spanish university students when reading in English as a Foreign Language (EFL). Two different but connected empirical studies were conducted to obtain data about students’ behaviour during a reading task. In Study 1, comprehension monitoring was assessed following the Error Detection Paradigm. Then, semi-structured interviews were conducted to analyse subjects’ regulatory actions. In Study 2, a questionnaire was proposed to classify subjects’ detection X regulation actions when reading in EFL. Results showed that participants’ comprehension monitoring level was not very high according to other literature findings. Moreover, the lack of language proficiency could imply additional processing and monitoring difficulties. The questionnaire accounted for a great percentage of participants’ behaviour: semantic obstacles, spurious detections, no re-reading, skip information or no detection. Knowing students’ reading obstacles is necessary for teachers and practitioners in order to help students become effective readers.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"25 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88438031","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":"Fogarty, Anne and Morales-Ladrón, Marisol (Eds.). (2022). Deirdre Madden New Critical Perspectives. Manchester University Press. Pages: 282. ISBN: 978-15-261-1892-9","authors":"María Amor Barros-del Río","doi":"10.6018/ijes.549941","DOIUrl":"https://doi.org/10.6018/ijes.549941","url":null,"abstract":"","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"17 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88214627","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}
Instructional settings (English as a second language (ESL) and English as a foreign language (EFL)) may provide different opportunities for learners’ meaningful language use. This qualitative study was designed to shed light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensures learners are provided opportunities for meaningful and purposeful language use.
{"title":"Sustained Content Language Teaching: Insights from an ESL and EFL course","authors":"B. Reynolds, Jin-Jy Shieh, Chen Ding, Xuan Van Ha","doi":"10.6018/ijes.507161","DOIUrl":"https://doi.org/10.6018/ijes.507161","url":null,"abstract":"Instructional settings (English as a second language (ESL) and English as a foreign language (EFL)) may provide different opportunities for learners’ meaningful language use. This qualitative study was designed to shed light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensures learners are provided opportunities for meaningful and purposeful language use.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"28 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87539245","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}
British volunteers fought on both sides of the First Carlist War (1833–1840), the dynastic struggle between the liberal factions that championed Isabella II and the reactionary forces that supported Don Carlos’s claim to the Spanish throne. Despite British intervention, the conflict did not arouse as much interest in Britain as the Peninsular War (1808–1814), but it served as the setting for several English literary works that reconstructed it from different perspectives. These fictional texts include George Ryder’s Los Arcos (1845), Frederick Hardman’s The Student of Salamanca (1845–1846), and Edward Augustus Milman’s The Wayside Cross; or, the Raid of Gomez (1847). This paper analyses these texts focusing on their representations of Spain and the First Carlist War and shows that they mostly ignore British intervention in the conflict and perpetuate the romantic image of Spain that had emerged in Britain during the Peninsular War.
{"title":"Romantic Strife: The First Carlist War (1833–1840) in British Fiction","authors":"Sara Medina Calzada","doi":"10.6018/ijes.515151","DOIUrl":"https://doi.org/10.6018/ijes.515151","url":null,"abstract":"British volunteers fought on both sides of the First Carlist War (1833–1840), the dynastic struggle between the liberal factions that championed Isabella II and the reactionary forces that supported Don Carlos’s claim to the Spanish throne. Despite British intervention, the conflict did not arouse as much interest in Britain as the Peninsular War (1808–1814), but it served as the setting for several English literary works that reconstructed it from different perspectives. These fictional texts include George Ryder’s Los Arcos (1845), Frederick Hardman’s The Student of Salamanca (1845–1846), and Edward Augustus Milman’s The Wayside Cross; or, the Raid of Gomez (1847). This paper analyses these texts focusing on their representations of Spain and the First Carlist War and shows that they mostly ignore British intervention in the conflict and perpetuate the romantic image of Spain that had emerged in Britain during the Peninsular War.","PeriodicalId":44450,"journal":{"name":"International Journal of English Studies","volume":"5 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87226731","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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