{"title":"“哦,不,这首诗是马来语的”:在两个多元文化的亚洲教室中考察学生对语言多样性的反应","authors":"Nah Dominic","doi":"10.1080/1358684X.2023.2191834","DOIUrl":null,"url":null,"abstract":"ABSTRACT Hitherto, student responses to ethically oriented pedagogies in Literature classrooms have rarely been studied in non-western, multicultural contexts, and often assume monolingual text selections in English. As an Outer Circle English-using society, Singapore presents a multicultural Asian context worth studying where students connect aesthetic analysis with ethical issues. In this paper, I extend theorisations of ethical criticism concerned with constructing ethical meaning to interpretive discourse in classroom settings. I draw upon Derek Attridge’s notion of responsible readings to examine students’ responses to linguistic diversity in two multicultural Asian Secondary Four (Grade 10 equivalent) Literature classes from a co-designed unit on race and identity in Singapore in a larger study. Focusing on their translingual dispositions, I analyse how students express receptive and resistant responses in comparing three English translations of the Malay poem ‘Di Tengah Alam’ by Hadijah Rahmat, when minority-race students are linguistically privileged and majority-race students are linguistically disadvantaged.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"‘Oh No, The Poem is in Malay’: Examining Student Responses to Linguistic Diversity in Two Multicultural Asian Classrooms\",\"authors\":\"Nah Dominic\",\"doi\":\"10.1080/1358684X.2023.2191834\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Hitherto, student responses to ethically oriented pedagogies in Literature classrooms have rarely been studied in non-western, multicultural contexts, and often assume monolingual text selections in English. As an Outer Circle English-using society, Singapore presents a multicultural Asian context worth studying where students connect aesthetic analysis with ethical issues. In this paper, I extend theorisations of ethical criticism concerned with constructing ethical meaning to interpretive discourse in classroom settings. I draw upon Derek Attridge’s notion of responsible readings to examine students’ responses to linguistic diversity in two multicultural Asian Secondary Four (Grade 10 equivalent) Literature classes from a co-designed unit on race and identity in Singapore in a larger study. Focusing on their translingual dispositions, I analyse how students express receptive and resistant responses in comparing three English translations of the Malay poem ‘Di Tengah Alam’ by Hadijah Rahmat, when minority-race students are linguistically privileged and majority-race students are linguistically disadvantaged.\",\"PeriodicalId\":54156,\"journal\":{\"name\":\"Changing English-Studies in Culture and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-07-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Changing English-Studies in Culture and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1358684X.2023.2191834\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Changing English-Studies in Culture and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1358684X.2023.2191834","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
迄今为止,很少在非西方、多元文化背景下研究文学课堂中学生对伦理导向教学法的反应,并且通常采用单语英语文本选择。作为一个使用英语的外圈社会,新加坡呈现出值得研究的多元文化亚洲背景,学生将美学分析与伦理问题联系起来。在本文中,我将伦理批评的理论扩展到课堂环境中的解释性话语中,涉及构建伦理意义。在一项更大的研究中,我借鉴了德里克·阿特里奇(Derek Attridge)关于负责任阅读的概念,研究了两个多元文化的亚洲中四(相当于10年级)文学课程中学生对语言多样性的反应,这些课程来自新加坡一个共同设计的种族和身份单元。关注他们的翻译倾向,我分析了学生如何表达接受和抵制的反应,比较了Hadijah Rahmat的马来诗“Di Tengah Alam”的三种英语翻译,当少数民族学生在语言上享有特权而多数民族学生在语言上处于劣势时。
‘Oh No, The Poem is in Malay’: Examining Student Responses to Linguistic Diversity in Two Multicultural Asian Classrooms
ABSTRACT Hitherto, student responses to ethically oriented pedagogies in Literature classrooms have rarely been studied in non-western, multicultural contexts, and often assume monolingual text selections in English. As an Outer Circle English-using society, Singapore presents a multicultural Asian context worth studying where students connect aesthetic analysis with ethical issues. In this paper, I extend theorisations of ethical criticism concerned with constructing ethical meaning to interpretive discourse in classroom settings. I draw upon Derek Attridge’s notion of responsible readings to examine students’ responses to linguistic diversity in two multicultural Asian Secondary Four (Grade 10 equivalent) Literature classes from a co-designed unit on race and identity in Singapore in a larger study. Focusing on their translingual dispositions, I analyse how students express receptive and resistant responses in comparing three English translations of the Malay poem ‘Di Tengah Alam’ by Hadijah Rahmat, when minority-race students are linguistically privileged and majority-race students are linguistically disadvantaged.