The relevance of the study lies in the fact that system-structural and functional-semantic features constitute the most important part of the linguistic system – a kind of basis in which ready communicative units of speech are produced. It is therefore only natural that these concepts have become an area of pioneering research in the functional linguistics of sports discourse. However, this is not confined to describing the pragmatics of speech, since the functions of grammatical units are performed within the language system. The syntactic properties of the sport forms in the position of the structural surface of the Kazakh, Russian and English languages constitute their main functional-semantic features and can be the object of functional syntax The aim of the research is to investigate the system-structural and functional-semantic facets of movement verbs in sports discourse in Kazakh, Russian and English. The basic prerequisite for the various functional versions is the consistent and coherent nature of the language system. In description practice, this means the interplay of grammatical categories and the consequent lack of clear-cut boundaries between the different levels of language – phonetics and morphology, vocabulary and grammar, morphology and syntax. The content and plan of the form of features, including morphological ones, are not reducible to formal manifestations: the same form of motion verbs usually belongs to several morphological categories. The interpretation of the form in a particular situation of use is determined by the factors external in relation to the category. With a grammatical form it is possible to express semantics that is not attributed to any particular form alone, since various linguistic means are involved in its realisation. The practical significance lies in determining the peculiarities of system-structural and functional-semantic mechanisms of motion verbs in sports discourse on the material of the respective languages.
{"title":"System-structural and Functional-semantic Features of Motion Verbs in Sports Discourse Based on the Kazakh, Russian and English Languages","authors":"Razila Kenzhebekova, L. Sabitova","doi":"10.5430/wjel.v13n9p40","DOIUrl":"https://doi.org/10.5430/wjel.v13n9p40","url":null,"abstract":"The relevance of the study lies in the fact that system-structural and functional-semantic features constitute the most important part of the linguistic system – a kind of basis in which ready communicative units of speech are produced. It is therefore only natural that these concepts have become an area of pioneering research in the functional linguistics of sports discourse. However, this is not confined to describing the pragmatics of speech, since the functions of grammatical units are performed within the language system. The syntactic properties of the sport forms in the position of the structural surface of the Kazakh, Russian and English languages constitute their main functional-semantic features and can be the object of functional syntax The aim of the research is to investigate the system-structural and functional-semantic facets of movement verbs in sports discourse in Kazakh, Russian and English. The basic prerequisite for the various functional versions is the consistent and coherent nature of the language system. In description practice, this means the interplay of grammatical categories and the consequent lack of clear-cut boundaries between the different levels of language – phonetics and morphology, vocabulary and grammar, morphology and syntax. The content and plan of the form of features, including morphological ones, are not reducible to formal manifestations: the same form of motion verbs usually belongs to several morphological categories. The interpretation of the form in a particular situation of use is determined by the factors external in relation to the category. With a grammatical form it is possible to express semantics that is not attributed to any particular form alone, since various linguistic means are involved in its realisation. The practical significance lies in determining the peculiarities of system-structural and functional-semantic mechanisms of motion verbs in sports discourse on the material of the respective languages.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"3 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240540","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}
Drawing on a widely known adage - ‘a picture is worth a thousand words’-, the current study attempts to explore the potential of a visual timelines-based technique for enhancing Saudi EFL learners’ understanding of tenses in English. A quasi-experimental design was employed, involving forty-two male Saudi undergraduate EFL students, with 20 in the experimental group and 22 in the control group. Both groups underwent pre- and post-tests to assess their performance, while the experimental group also completed a questionnaire. The study findings indicate that the use of visual timelines had a positive influence on the participants’ understanding of English grammar tenses. The technique was found to be effective in providing clear information and directions, demonstrating the connections between tense forms and time references, saving learners’ time and effort, and boosting their motivation. The study concludes with recommendations based on the findings and suggests further research addressing the study’s limitations.
{"title":"Visual Timelines-based Technique for Enhancing Saudi EFL Learners’ Understanding of Tenses in English","authors":"H. Al-Zubeiry","doi":"10.5430/wjel.v14n1p271","DOIUrl":"https://doi.org/10.5430/wjel.v14n1p271","url":null,"abstract":"Drawing on a widely known adage - ‘a picture is worth a thousand words’-, the current study attempts to explore the potential of a visual timelines-based technique for enhancing Saudi EFL learners’ understanding of tenses in English. A quasi-experimental design was employed, involving forty-two male Saudi undergraduate EFL students, with 20 in the experimental group and 22 in the control group. Both groups underwent pre- and post-tests to assess their performance, while the experimental group also completed a questionnaire. The study findings indicate that the use of visual timelines had a positive influence on the participants’ understanding of English grammar tenses. The technique was found to be effective in providing clear information and directions, demonstrating the connections between tense forms and time references, saving learners’ time and effort, and boosting their motivation. The study concludes with recommendations based on the findings and suggests further research addressing the study’s limitations.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241065","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}
Gulnara Akhmetova, Aigul Bizhkenova, Dinara Ryspayeva, Elmira Gerfanova, Alma Zhukenova
In the era of the fourth industrial revolution, it is necessary to create a new model of a teacher and learner to provide global competitiveness. This study aims to explore Kazakhstani in-service English as a foreign language teachers’ perception of awareness, implementation, and managing differentiated learning, lesson planning, and designing in heterogeneous English as a second language classrooms. The present study was done during the academic year 2020-2021 among the in-service English as a foreign language teacher from three regions of Kazakhstan, namely, Astana City, Kokshetau City, and Akmola Oblast (district). The participants’ work experience ranged from 2 to 20 years and included 82 female (79.6%) and 21 male (20.4%). The data were collected via a Google Form questionnaire and interviews. The data were analyzed descriptively using frequency and percentage gained from the questionnaire and interpretation of interview results. All results were analyzed qualitatively and quantitatively. The result has confirmed that the Kazakhstani in-service English as a foreign language teacher is aware of differentiated learning as an effective strategy in catering to students’ differences in the classroom. The results of the study have shown that 90% of Kazakhstani English as a foreign language teachers who participated in this study support the idea of using the differentiated learning approach in heterogeneous classrooms, as they agree that differentiated learning contributes to an increase in motivation and quality knowledge and make the English language learning enjoyable and accessible; however, lesson planning and preparation of study materials for differentiated learning in heterogeneous class is troublesome. The study discovered that a considerable number of English as foreign language teachers still struggle in applying the differentiated learning approach due to some factors such as large workload, lack of knowledge, insufficient training, large class sizes in the class, shortage of funding, and shortage of facilities for differentiated instruction.
{"title":"Kazakhstani In-Service Schoolteachers’ Perceptions of Differentiated Learning in Heterogeneous EFL Classrooms","authors":"Gulnara Akhmetova, Aigul Bizhkenova, Dinara Ryspayeva, Elmira Gerfanova, Alma Zhukenova","doi":"10.5430/wjel.v13n9p18","DOIUrl":"https://doi.org/10.5430/wjel.v13n9p18","url":null,"abstract":"In the era of the fourth industrial revolution, it is necessary to create a new model of a teacher and learner to provide global competitiveness. This study aims to explore Kazakhstani in-service English as a foreign language teachers’ perception of awareness, implementation, and managing differentiated learning, lesson planning, and designing in heterogeneous English as a second language classrooms. The present study was done during the academic year 2020-2021 among the in-service English as a foreign language teacher from three regions of Kazakhstan, namely, Astana City, Kokshetau City, and Akmola Oblast (district). The participants’ work experience ranged from 2 to 20 years and included 82 female (79.6%) and 21 male (20.4%). The data were collected via a Google Form questionnaire and interviews. The data were analyzed descriptively using frequency and percentage gained from the questionnaire and interpretation of interview results. All results were analyzed qualitatively and quantitatively. The result has confirmed that the Kazakhstani in-service English as a foreign language teacher is aware of differentiated learning as an effective strategy in catering to students’ differences in the classroom. The results of the study have shown that 90% of Kazakhstani English as a foreign language teachers who participated in this study support the idea of using the differentiated learning approach in heterogeneous classrooms, as they agree that differentiated learning contributes to an increase in motivation and quality knowledge and make the English language learning enjoyable and accessible; however, lesson planning and preparation of study materials for differentiated learning in heterogeneous class is troublesome. The study discovered that a considerable number of English as foreign language teachers still struggle in applying the differentiated learning approach due to some factors such as large workload, lack of knowledge, insufficient training, large class sizes in the class, shortage of funding, and shortage of facilities for differentiated instruction.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241232","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}
Critical discourse analysis (CDA) is employed to analyze Mandela’s ‘I am Prepared to Die’ speech and identify the transformational leadership qualities demonstrated by Mandela. The analysis considers the speech's vocabulary, grammar, structure, and genre. The analysis reveals that Mandela exhibited the key characteristics of transformational leaders, including individualized consideration, inspirational motivation, idealized influence, and intellectual stimulation. Through his use of language and grammar, Mandela is portrayed as a strong, capable, devoted, fair, and responsible leader. The use of singular and plural first-person pronouns demonstrates Mandela's leadership qualities which include honesty, reliability, inclusion, and courage to speak the truth. It also highlights his ability to influence, inspire, motivate, and adapt to changing circumstances. Mandela employs transformational tactics to not only transform values, goals, and lives but also to persuade others through his actions, motivate by his vision, and establish challenging goals. In terms of genre and structure, the introduction effectively grabs the audience's attention with a startling statement and a clear thesis statement outlining key issues. The conclusion sums up the speech and ends up with a strong and powerful clincher, which gives the speech its well-known title. The body of the speech was packed with facts and details that were presented in a coherent and organized manner using narrative, descriptive, expository, definition, process, compare and contrast, argumentative, persuasive, cause and effect, classification, and critical analysis styles. The study reveals that Mr. Mandela manages to deftly use these styles to establish his credibility and reliability as a transformational leader, on the first hand, and well serve the purposes of the speech, on the other hand.
{"title":"A Critical Discourse Analysis of Mandela’s ‘I am Prepared to Die’ Speech: Insights into Language of Transformational Leadership","authors":"M. AlAfnan, Samira Dishari","doi":"10.5430/wjel.v14n1p233","DOIUrl":"https://doi.org/10.5430/wjel.v14n1p233","url":null,"abstract":"Critical discourse analysis (CDA) is employed to analyze Mandela’s ‘I am Prepared to Die’ speech and identify the transformational leadership qualities demonstrated by Mandela. The analysis considers the speech's vocabulary, grammar, structure, and genre. The analysis reveals that Mandela exhibited the key characteristics of transformational leaders, including individualized consideration, inspirational motivation, idealized influence, and intellectual stimulation. Through his use of language and grammar, Mandela is portrayed as a strong, capable, devoted, fair, and responsible leader. The use of singular and plural first-person pronouns demonstrates Mandela's leadership qualities which include honesty, reliability, inclusion, and courage to speak the truth. It also highlights his ability to influence, inspire, motivate, and adapt to changing circumstances. Mandela employs transformational tactics to not only transform values, goals, and lives but also to persuade others through his actions, motivate by his vision, and establish challenging goals. In terms of genre and structure, the introduction effectively grabs the audience's attention with a startling statement and a clear thesis statement outlining key issues. The conclusion sums up the speech and ends up with a strong and powerful clincher, which gives the speech its well-known title. The body of the speech was packed with facts and details that were presented in a coherent and organized manner using narrative, descriptive, expository, definition, process, compare and contrast, argumentative, persuasive, cause and effect, classification, and critical analysis styles. The study reveals that Mr. Mandela manages to deftly use these styles to establish his credibility and reliability as a transformational leader, on the first hand, and well serve the purposes of the speech, on the other hand.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"239 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240381","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 patriarchal power has been recently given to dominate in the Arab world at all levels. This patriarchal domination has allowed society to suppress women and deprive them of their basic rights as humans. It is argued that the power of tradition implanted in most Arab countries has enabled those patriarchal societies to marginalize the role of women and silence them so that they can never be heard all over again. Faqir’s 1996 novel, Pillars of Salt strives to show this complicated issue and find a space in which marginalized and oppressed women can narrate their own stories. With the appropriation of a feminist approach, the current paper aims to shine a light on the situation and stand of women as represented in Pillars of Salt by Fadia Faqir.
{"title":"Women Victimization in Fadia Faqir’s Pillars of Salt","authors":"W. Alkhatib","doi":"10.5430/wjel.v14n1p292","DOIUrl":"https://doi.org/10.5430/wjel.v14n1p292","url":null,"abstract":"The patriarchal power has been recently given to dominate in the Arab world at all levels. This patriarchal domination has allowed society to suppress women and deprive them of their basic rights as humans. It is argued that the power of tradition implanted in most Arab countries has enabled those patriarchal societies to marginalize the role of women and silence them so that they can never be heard all over again. Faqir’s 1996 novel, Pillars of Salt strives to show this complicated issue and find a space in which marginalized and oppressed women can narrate their own stories. With the appropriation of a feminist approach, the current paper aims to shine a light on the situation and stand of women as represented in Pillars of Salt by Fadia Faqir.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240611","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}
Content-Based Instruction (CBI) is a novel approach that delivers a systematic preparation to acquire English language skills within a specific context. This paper demonstrates the basic postulates of how the elements of grammar are effectively taught by this approach. It brings a profound study of the essential characteristics of Content-Based Instruction that is well-suited to teaching language learners. In the case of both speaking and writing skills, the learner is expected to ascertain the nuances and the essentialities of the English language. A firm ground to the exposure of the grammatical regulations gives an edge to the learning language when it comes to practical usage. Grammar rules and regulates its stature as a sure foundation of language learning. Content-Based Instruction is an approach that aids young learners to imbibe listening, speaking, reading and writing skills and to utilize them in real-life activities. Content-Based Instruction is an amalgamation of content learning with its focus on English verbal communication. The major endeavour of the CBI is to provide learners with a grasp of the grammatical systems that functions in the language. One of the conditions that the CBI claims to fulfil is that it focuses on the use of the language in its form and function. Grammar is an unwavering referral point and maintains an undisputable position when it deals with the never-ending patterns of human utterances. Content-Based Instruction functions effectively with authentic content and continuously upgraded and trained tutors. This paper propounds that grammar has to be instructed by experienced teachers with inexplicit input from an expert who gives weightage to the practical and pragmatic application of the language, unlike the followers of the traditional grammarians and grammar-translation method who stop within the arena of teaching only by trying to figure out grammatical properties. By involving students in language study through interactions and various classroom activities, Content-Based Instruction has gained a position on its own in aiding learners to utilize the English language in their everyday application.
{"title":"Teaching Grammar through Content-Based Instruction in a Second Language Classroom","authors":"V. Vinita, M. Ilankumaran","doi":"10.5430/wjel.v14n1p145","DOIUrl":"https://doi.org/10.5430/wjel.v14n1p145","url":null,"abstract":"Content-Based Instruction (CBI) is a novel approach that delivers a systematic preparation to acquire English language skills within a specific context. This paper demonstrates the basic postulates of how the elements of grammar are effectively taught by this approach. It brings a profound study of the essential characteristics of Content-Based Instruction that is well-suited to teaching language learners. In the case of both speaking and writing skills, the learner is expected to ascertain the nuances and the essentialities of the English language. A firm ground to the exposure of the grammatical regulations gives an edge to the learning language when it comes to practical usage. Grammar rules and regulates its stature as a sure foundation of language learning. Content-Based Instruction is an approach that aids young learners to imbibe listening, speaking, reading and writing skills and to utilize them in real-life activities. Content-Based Instruction is an amalgamation of content learning with its focus on English verbal communication. The major endeavour of the CBI is to provide learners with a grasp of the grammatical systems that functions in the language. One of the conditions that the CBI claims to fulfil is that it focuses on the use of the language in its form and function. Grammar is an unwavering referral point and maintains an undisputable position when it deals with the never-ending patterns of human utterances. Content-Based Instruction functions effectively with authentic content and continuously upgraded and trained tutors. This paper propounds that grammar has to be instructed by experienced teachers with inexplicit input from an expert who gives weightage to the practical and pragmatic application of the language, unlike the followers of the traditional grammarians and grammar-translation method who stop within the arena of teaching only by trying to figure out grammatical properties. By involving students in language study through interactions and various classroom activities, Content-Based Instruction has gained a position on its own in aiding learners to utilize the English language in their everyday application.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139257813","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 archetype of witches has been an alluring instrument to inject ideologies through literary forms, the portrayal of which has taken a trajectory over the centuries- from negative to positive to neutral roles in its invention and reinvention through particularly, several popular drama series in the contemporary scenario, streamed over multiple over-the-top (OTT) platforms, wherein the representation of witches has become a sensational theme. This study intends to explore the divergence from Arthur Miller’s socio-political concerns in The Crucible (1953), to the contemporary creative adaptations of this subject matter in six popular American television/web series that have experimented with artistic freedom, through an analysis of the antagonistic, antifeminist, feminist perspectives as well as the saviour complex imposed on such fictional characters, through a new historicist angle, since such tales are a fusion of history and imagination. These narratives produce a counter ideology, though they may not be free from the chains of social conformity, appropriation, romanticized normalization, and the traps of culture industry. However, they blur the barriers between high and low culture, thereby revolutionizing the world of art.
{"title":"Trajectory of Reinvention of Witches: Its Politics, Appropriation and Popularization","authors":"Kavya Joseph, L. Dwivedi","doi":"10.5430/wjel.v14n1p178","DOIUrl":"https://doi.org/10.5430/wjel.v14n1p178","url":null,"abstract":"The archetype of witches has been an alluring instrument to inject ideologies through literary forms, the portrayal of which has taken a trajectory over the centuries- from negative to positive to neutral roles in its invention and reinvention through particularly, several popular drama series in the contemporary scenario, streamed over multiple over-the-top (OTT) platforms, wherein the representation of witches has become a sensational theme. This study intends to explore the divergence from Arthur Miller’s socio-political concerns in The Crucible (1953), to the contemporary creative adaptations of this subject matter in six popular American television/web series that have experimented with artistic freedom, through an analysis of the antagonistic, antifeminist, feminist perspectives as well as the saviour complex imposed on such fictional characters, through a new historicist angle, since such tales are a fusion of history and imagination. These narratives produce a counter ideology, though they may not be free from the chains of social conformity, appropriation, romanticized normalization, and the traps of culture industry. However, they blur the barriers between high and low culture, thereby revolutionizing the world of art.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"70 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139258453","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 issue of Racial discrimination has emerged as a pressing concern worldwide in general and in the United States in particular in recent times, posing a significant challenge to human rights. Racial discrimination constitutes a grave violation of human rights, which encompasses a broad spectrum of human rights violations, including the adoption of discriminatory practices, the marginalization of domestic issues, and the unjust targeting of ethnic or religious minorities, refugees, and immigrants, often branding them as criminals, either intentionally or inadvertently (Smith & Johnson, n.d.). In this context, the present study aims to examine the facet of ethnic and racial discrimination that is meted out against the African immigrant community in Chimamanda Ngozi Adichie’s Americanah. This study tries to investigate the instances of racial discrimination that are orchestrated on the protagonist Ifemelu and her deep longing for ethnic identity after she migrated from Nigeria to America. This research paper also examines the myriad forms of racial politics and myths of sexism and racism prevalent in the American discourses in the light of Intersectionality theory.
{"title":"The Conundrum of Ethnic Discrimination and Identity Crisis in Chimamanda Ngozi Adichie's Americanah","authors":"C. P, Christopher. G","doi":"10.5430/wjel.v14n1p152","DOIUrl":"https://doi.org/10.5430/wjel.v14n1p152","url":null,"abstract":"The issue of Racial discrimination has emerged as a pressing concern worldwide in general and in the United States in particular in recent times, posing a significant challenge to human rights. Racial discrimination constitutes a grave violation of human rights, which encompasses a broad spectrum of human rights violations, including the adoption of discriminatory practices, the marginalization of domestic issues, and the unjust targeting of ethnic or religious minorities, refugees, and immigrants, often branding them as criminals, either intentionally or inadvertently (Smith & Johnson, n.d.). In this context, the present study aims to examine the facet of ethnic and racial discrimination that is meted out against the African immigrant community in Chimamanda Ngozi Adichie’s Americanah. This study tries to investigate the instances of racial discrimination that are orchestrated on the protagonist Ifemelu and her deep longing for ethnic identity after she migrated from Nigeria to America. This research paper also examines the myriad forms of racial politics and myths of sexism and racism prevalent in the American discourses in the light of Intersectionality theory.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"50 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139258873","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}
Racism is pervasive in society; its roots have been deeply ingrained into individuals’ lives, hindering African Americans' ability to achieve stability and peace. It is established in favor of societal convictions that primarily benefit whites to maintain their superiority and dominance over Blacks. Naturally, white people are the foundation of racial supremacy, pretending to treat Blacks equally through practices such as color-blind racism yet limiting Blacks in different fields. African Americans continue to be victims of the dominant ideology of color-blind racism, which produces significant racial tension and conflict in American culture. Correspondingly, they face racial inequities in their daily lives. This study's primary goal is to examine how racial violence still exists in the form of color-blind racism in one of Kidd's most famous novels, The Secret Life of Bees, in which Lily, the white protagonist, is prejudiced against African Americans. Eventually, Lily realizes her ingrained white racial guilt and strives to change it once she embraces the Black community by valuing their identity. In addition, the study also examines how Lily recognizes society's color-blind racist approach, which attempts to instill racism in order to impact and constrain Blacks as an inferior race. Finally, the findings of this study provide a clear picture of the hegemonic ideology known as color-blind racism and how its ideals in practice affect the lives of Black people while favoring the prejudice and discrimination of white characters in the novel.
{"title":"Unveiling Color-Blind Racism: Racial Violence, Identity, and Resistance in Sue Monk Kidd’s The Secret Life of Bees","authors":"Ancy Liyana A, Anu Baisel","doi":"10.5430/wjel.v14n1p135","DOIUrl":"https://doi.org/10.5430/wjel.v14n1p135","url":null,"abstract":"Racism is pervasive in society; its roots have been deeply ingrained into individuals’ lives, hindering African Americans' ability to achieve stability and peace. It is established in favor of societal convictions that primarily benefit whites to maintain their superiority and dominance over Blacks. Naturally, white people are the foundation of racial supremacy, pretending to treat Blacks equally through practices such as color-blind racism yet limiting Blacks in different fields. African Americans continue to be victims of the dominant ideology of color-blind racism, which produces significant racial tension and conflict in American culture. Correspondingly, they face racial inequities in their daily lives. This study's primary goal is to examine how racial violence still exists in the form of color-blind racism in one of Kidd's most famous novels, The Secret Life of Bees, in which Lily, the white protagonist, is prejudiced against African Americans. Eventually, Lily realizes her ingrained white racial guilt and strives to change it once she embraces the Black community by valuing their identity. In addition, the study also examines how Lily recognizes society's color-blind racist approach, which attempts to instill racism in order to impact and constrain Blacks as an inferior race. Finally, the findings of this study provide a clear picture of the hegemonic ideology known as color-blind racism and how its ideals in practice affect the lives of Black people while favoring the prejudice and discrimination of white characters in the novel.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139255280","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}
Mental stress is an inevitable part in the life of a refugee, especially when they have to struggle through many political oppression, war, and migration. Refugees are the individuals who are forced to leave their land because of extremely disturbing external factors. Refugees go through all the struggles in the hope of having a better life, which they may not have in their homeland. This would lead to mental and physical torture as they have to go through traumatic experiences while being an immigrant like loss of property, livelihood, malnutrition, identity crisis etc. The way of recalling the past events through one's perspective is memory. Memory is also a way of remembering the painful past, which could be the cause of preventing oneself from healing the trauma. This research will look at how memory or recalling the past is used as a tool to understand the mental stress of the refugees. This research will analyse the novel “The Hungry Tides'' by Amitav Ghosh to see the use of memory and will also try to understand whether recalling painful events is a way to cope with the past and how the memory of a person can be manipulated to manage past trauma. Through textual analysis of the novel, the researcher uses the theory of betrayal trauma and the Pavilion method of fear extinction to help in understanding the usage of memory to change the trauma of a person. The article will show how memory can be manipulated by forgetting and recreating the events in a way so that the refugees can be relieved from their stressful situations and traumatic events.
{"title":"A Recreation Mechanism for Refugee Memories to Get through the Betrayal and Trauma in The Hungry Tides by Amitav Ghosh","authors":"Ashly Varghese, D. K","doi":"10.5430/wjel.v14n1p197","DOIUrl":"https://doi.org/10.5430/wjel.v14n1p197","url":null,"abstract":"Mental stress is an inevitable part in the life of a refugee, especially when they have to struggle through many political oppression, war, and migration. Refugees are the individuals who are forced to leave their land because of extremely disturbing external factors. Refugees go through all the struggles in the hope of having a better life, which they may not have in their homeland. This would lead to mental and physical torture as they have to go through traumatic experiences while being an immigrant like loss of property, livelihood, malnutrition, identity crisis etc. The way of recalling the past events through one's perspective is memory. Memory is also a way of remembering the painful past, which could be the cause of preventing oneself from healing the trauma. This research will look at how memory or recalling the past is used as a tool to understand the mental stress of the refugees. This research will analyse the novel “The Hungry Tides'' by Amitav Ghosh to see the use of memory and will also try to understand whether recalling painful events is a way to cope with the past and how the memory of a person can be manipulated to manage past trauma. Through textual analysis of the novel, the researcher uses the theory of betrayal trauma and the Pavilion method of fear extinction to help in understanding the usage of memory to change the trauma of a person. The article will show how memory can be manipulated by forgetting and recreating the events in a way so that the refugees can be relieved from their stressful situations and traumatic events.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"1197 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139255602","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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