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This collection is unique in bringing together key thinkers on language and literature to discuss the future of English in Asia. Many of the contributors are themselves responsible for important sub-genres in English linguistics and literary studies and this collection gives them the opportunity to respond to each other directly. The different chapters also respond to different contemporary debates and emerging trends and discourses that are hugely important for the future of English language teaching in schools across Asia. This volume is also ground-breaking in bringing English literary studies and Applied English Linguistics together in the contemporary Asian context. The Future of English in Asia includes studies on the following subject areas: Cultural Translation in World Englishes, Multilingual Education, English Futures and the function of Literature, English Literary Studies in Japan, and English and Social Media in Asia. Well into this century, it appears that it is still very difficult to know what to expect when it comes to the future of English. The future of English will continue to be determined by complex local contexts. As it has in other parts of the world, the future of English in Asia will continue to rely on the proliferation of its transformations as much as its hegemonic status. This volume reflects the widespread acknowledgement that whatever future English has will inevitably be shaped by its fate in Asia. The collection will be a welcome resource for scholars and students of English linguistics, English literary studies, and topics related to the teaching of English in Asia.
Provides information on stylistic aspects of research papers, theses, and dissertations, including sections on writing fundamentals, MLA documentation style, and copyright law.
This book demonstrates the rich and varied ways in which heavy metal music draws on the ancient Greek and Roman world. Contributors examine bands from across the globe, including: Blind Guardian (Germany), Therion (Sweden), Celtic Frost, Eluveitie (Switzerland), Ex Deo (Canada/Italy), Heimdall, Stormlord, Ade (Italy), Kawir (Greece), Theatre of Tragedy (Norway), Iron Maiden, Bal-Sagoth (UK), and Nile (US). These and other bands are shown to draw inspiration from Classical literature and mythology such as the Homeric Hymns, Vergil's Aeneid, and Caesar's Gallic Wars, historical figures from Rome and ancient Egypt, and even pagan and occult aspects of antiquity. These bands' engagements with Classical antiquity also speak to contemporary issues of nationalism, identity, sexuality, gender, and globalization. The contributors show how the genre of heavy metal brings its own perspectives to Classical reception, and demonstrate that this music-often dismissed as lowbrow-engages in sophisticated dialogue with ancient texts, myths, and historical figures. The authors reveal aspects of Classics' continued appeal while also arguing that the engagement with myth and history is a defining characteristic of heavy metal music, especially in countries that were once part of the Roman Empire.
Winner of the Kobayashi Hideo Award, The Fall of Language in the Age of English lays bare the struggle to retain the brilliance of one's own language in this period of English-language dominance. Born in Tokyo but raised and educated in the United States, Minae Mizumura acknowledges the value of a universal language in the pursuit of knowledge yet also embraces the different ways of understanding offered by multiple tongues. She warns against losing this precious diversity. Universal languages have always played a pivotal role in advancing human societies, Mizumura shows, but in the globalized world of the Internet, English is fast becoming the sole common language of humanity. The process is unstoppable, and striving for total language equality is delusional—and yet, particular kinds of knowledge can be gained only through writings in specific languages. Mizumura calls these writings "texts" and their ultimate form "literature." Only through literature and, more fundamentally, through the diverse languages that give birth to a variety of literatures, can we nurture and enrich humanity. Incorporating her own experiences as a writer and a lover of language and embedding a parallel history of Japanese, Mizumura offers an intimate look at the phenomena of individual and national expression.
First Published in 1991. This is Volume 22 of the Source Books on Education series. Politically speaking the study of foreign languages and cultures helps maintain a strong competitive position in an increasingly global marketplace. It was hard to imagine in 1957 that the launching of a Soviet rocket would push the United States into its greatest investment ever in foreign language education. As American policy-makers attempted to play catch-up with our brothers and sisters behind the iron curtain, this country infused federal dollars into extensive foreign language teacher training and the creation of new foreign language educational programs. As suddenly as federal support was given, however, so was it taken away; and its withdrawal was responsible for one of the darkest periods in the history of foreign language education in America. Drawing on the expertise of a number of the nation's most experienced and creative foreign language educators, this volume, edited by Ellen S. Silber, addresses some of the crucial problems we face in foreign language education today.
Ecocriticism and film studies unite in this examination of five Italian films and the environmental questions they raise. Entangled in the hybrid fields of ecomedia studies and material ecocriticism, Elena Past examines five Italian films shot on location and ponders the complex relationships that the production crews developed with the filming locations and the nonhuman cast members. She uses these films—Red Desert (1964), The Winds Blows Round (2005), Gomorrah (2008), Le quattro volte (2010), and Return to the Aeolian Islands (2010)—as case studies to explore pressing environmental questions such as cinema’s dependence on hydrocarbons, the toxic waste crisis in the region of Campania, and our reliance on the nonhuman world. Dynamic and unexpected actors emerge as the subjects of each chapter: playful goats, erupting volcanoes, airborne dust particles, fluid petroleum, and even the sound of silence. Based on interviews with crew members and close readings of the films themselves, Italian Ecocinema Beyond the Human theorizes how filmmaking practice—from sound recording to location scouting to managing a production—helps uncover cinema’s ecological footprint and its potential to open new perspectives on the nonhuman world. “[Past] uniquely and innovatively combines film studies and material ecocriticism with a focus on Italy. Such weaving of tales brings the films to life and reads them as ecological documents and Italian stories.” —Heather I. Sullivan, author of The Intercontextuality of Self and Nature in Ludwig Tieck’s Early Works “A timely and incisive study that interrogates a new, though growing, trend in film criticism and makes an important and rich contribution to Italian film studies, Italian cultural studies, and ecocriticism.” —Bernadette Luciano, author (with Susanna Scarparo) of Reframing Italy: New Trends in Italian Women’s Filmmaking “Part memoir, part close analysis of the films themselves, and illustrated with numerous excellent frame grabs, Past’s book casts a dreamlike spell as it contemplates the past, present, and future of the cinema and moves smoothly between environmental issues and aesthetic and practical concerns.” —Choice
Anglophone Literature in Second Language Teacher Education proposes new ways that literature, and more generally culture, can be used to educate future teachers of English as a second language. Arguing that the way literature is used in language teacher education can be transformed, the book foregrounds transnational approaches and shows how these can be applied in literature and cultural instruction to encourage intercultural awareness in future language educators. It draws on theoretical discussions from literary and cultural studies as well as applied linguistics and is an example how these cross-discipline conversations can take place, and thus help make Second-language teacher education (SLTE) programs more responsive to the challenges faced by future English-language teachers. Written in the idiom of literary scholarship, the book uses ideas of intercultural studies that have gained widespread support at research level, yet have not affected literature–cultural curricula in SLTE. As the first interdisciplinary study to suggest how SLTE programs can respond with curricula, this book will be of great interest for academics, scholars and post graduate students in the fields of applied linguistics, L2 and foreign language education, teacher education and post-graduate TESOL. It has universal appeal, addressing teaching faculty in any third-level institution that prepares language teachers and includes literary studies in their curriculum, as well as administrators in such organizations.
Born in 1900 in French West Africa, Malian writer Amadou Hampâté Bâ was one of the towering figures in the literature of twentieth-century Francophone Africa. In Amkoullel, the Fula Boy, Bâ tells in striking detail the story of his youth, which was set against the aftermath of war between the Fula and Toucouleur peoples and the installation of French colonialism. A master storyteller, Bâ recounts pivotal moments of his life, and the lives of his powerful and large family, from his first encounter with the white commandant through the torturous imprisonment of his stepfather and to his forced attendance at French school. He also charts a larger story of life prior to and at the height of French colonialism: interethnic conflicts, the clash between colonial schools and Islamic education, and the central role indigenous African intermediaries and interpreters played in the functioning of the colonial administration. Engrossing and novelistic, Amkoullel, the Fula Boy is an unparalleled rendering of an individual and society under transition as they face the upheavals of colonialism.
Educators today teach in a range of formats, from traditional face-to-face courses to Web-assisted courses in physical classrooms to entirely online courses in which the teacher and students never meet in person. The pressure to integrate teaching with information technology is strong, and more and more educational institutions are offering blended courses and distance-education learning options. The essays in this collection illuminate the realities of teaching language and literature courses online. Contributors present snapshots of their experiences with online pedagogies, realizing that, just as this year's technology writes over last year's, the approaches and teaching tools they have pioneered will also be obscured by future innovations. At the same time, the volume describes models that first-time teachers of online courses will find useful and provides extensive insights into online education for those who are experienced in teaching blended and open-source courses. The volume begins with an overview of online education in the fields of literature and language and then offers case studies of particular technologies used in specific courses. Subjects extend from Old English and ancient world literature to Shakespeare and modern poetry, and languages include Aymara, Chinese, English as a second language, French, German, Italian, Japanese, and Spanish. Contributors describe using multimedia Web sites, cyberplay and gaming, bulletin boards, chat rooms, blogs, wikis, natural language processing, podcasting, course management systems, annotated electronic editions, text-analysis tools, and open-source applications. They show that online pedagogies often have surprising capabilities--such as transforming a Web-based environment into an intimate social community spanning institutions and oceans, saving endangered languages, and rescuing isolated communities and individuals who have no other educational lifeline.