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Books on the topic 'Heteroglosia'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Blackledge, Adrian, and Angela Creese, eds. Heteroglossia as Practice and Pedagogy. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7856-6.

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2

Gender, heteroglossia, and power: A sociolinguistic study of youth culture. Berlin: Mouton de Gruyter, 2001.

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3

Grati, Aliona. Romanul ca lume postBABELică: Despre dialogism, polifonie, heteroglosie și carnavalesc. Chișinău: Gunivas, 2009.

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4

Rampton, Ben. Multilingualism and heteroglossia in and out of school: End-of-project report. London: Kings College, 2000.

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5

Heteroglossia as Practice and Pedagogy Educational Linguistics. Springer, 2013.

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6

Lin, Francis Chia-Hui. Heteroglossic Asia: The Transformation of Urban Taiwan. Taylor & Francis Group, 2016.

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7

Heteroglossic Asia: The Transformation of Urban Taiwan. Taylor & Francis Group, 2015.

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8

Schilling, Caroline. Heteroglossia Online: Translocal Processes of Meaning-Making in Facebook Posts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2016.

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9

Schilling, Caroline. Heteroglossia Online: Translocal Processes of Meaning-Making in Facebook Posts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2016.

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10

Schilling, Caroline. Heteroglossia Online: Translocal Processes of Meaning-Making in Facebook Posts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2016.

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11

Schilling, Caroline. Heteroglossia Online: Translocal Processes of Meaning-Making in Facebook Posts. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2016.

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12

Pujolar, Joan. Gender, Heteroglossia and Power: A Sociolinguistic Study of Youth Culture. De Gruyter, Inc., 2001.

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13

Pujolar, Joan. Gender, Heteroglossia and Power: A Sociolinguistic Study of Youth Culture (Language, Power, and Social Process) (Language, Power, and Social Process). Walter de Gruyter, 2000.

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14

Pujolar, Joan. Gender, Heteroglossia and Power: A Sociolinguistic Study of Youth Culture (Language, Power, and Social Process) (Language, Power, and Social Process). Mouton de Gruyter, 2000.

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15

Tomlinson, Matt. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.003.0001.

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This introductory chapter presents the core argument running through the volume: that monologue and dialogue are projects that implicate each other. The introduction surveys Mikhail Bakhtin’s foundational writings on dialogism and heteroglossia, as well as his attention to monologism in the realms of epic and nationalist projects. It also examines monologue as a form of creative performance that both depends on erasure and attempts to unify speakers in a way that might be called the “repeat after me” phenomenon, with the implication that the only possible forms of uptake are either perfect assent or faithful repetition. In examining these dynamics, the introduction offers examples from China, Fiji, Samoa, and New Zealand before summarizing the chapters to come.

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16

Barry, James. Monologue and Authority in Iran. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.003.0008.

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This chapter analyzes political discourse among Iranians in Iran and California and argues that community- and national-level discourses can be seen as competing unitary languages—counterposed monologues—that allow for heteroglossia only in limited ways. Beginning at the national level, it observes how official language about commitment to the Revolution, and Iran’s status as an Islamic republic, attempts to generate the centripetal force that will pull the nation together. At the community level, the chapter describes how leaders of the Armenian community craft unitary language to depict Armenians as people who speak a certain way, worship in a certain way (they are Christians), yet have displayed notable loyalty to the Iranian national ideal. The subject of ethnic groups is nettlesome for the country’s leaders. Nonetheless, the government attempts to enfold Armenians as loyal subjects by acknowledging their contributions to the Revolution and sacrifices during the 1980s war with Iraq.

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17

d'Hubert, Thibaut. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190860332.003.0009.

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In the conclusion, I come back on key issues of my analysis of Ālāol’s poetics. Whereas performance and the absence of theoretical frame recorded in treatises on grammar or poetics are defining features of the vernacular tradition, we witness attempts to describe and systematize vernacular poetics in eastern South Asia. Sanskrit played a major role in this attempt at systematizing vernacular poetics to foster connoisseurship. The domain of reference of vernacular poets was not poetics per se or rhetoric, but lyrical arts and musicology. But efforts to describe vernacular poetics also display an awareness of the importance of heteroglossia and fluidity in vernacular aesthetics in contrast with Sanskrit. The opening up of the Sanskrit episteme constituted by vernacular poetics also made possible the recourse to literary models and quasi-experimental uses of vernacular poetic idioms. Old Maithili, Avadhi, and Persian were visible components of the making of vernacular poetics in Bengal.

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18

McCarty, Teresa L. Revitalizing and Sustaining Endangered Languages. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.10.

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This chapter explores the processes and prospects for revitalizing endangered and minoritized languages, drawing on international language policy and planning research and practice. These processes are framed as sustaining, rather than preserving or maintaining, to emphasize their dynamic, heteroglossic, and multi-sited character. A key assumption is that revitalizing and sustaining endangered languages is political work that challenges dominant language ideologies and linguistic inequalities. The chapter begins with definitions of key terms, followed by a discussion of endangerment classificatory schemes. Three language-in-education movements are then examined across a diverse range of national and regional contexts: the new speaker movement, Indigenous revitalization immersion, and bi/multilingual education through endangered/minoritized languages and languages of wider communication. The chapter concludes by considering how language endangerment can be disrupted, the relationship of local revitalization efforts to global movements, and the implications for linguistic human rights.

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19

Wirtz, Kristina. “With Unity We Will Be Victorious!”. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190652807.003.0006.

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This chapter investigates the relationship between monologue and dialogue in Cuban revolutionary discourse. It proposes to attend to the “mono-logic”—the semiotic and ideological forces designed to compel alignments toward unity, coherence, and continuity, that are, asymptotically, never quite reached. Cuba’s political leaders have for decades insisted that citizens undergo a continual process of conscientization in which inner selves and outer displays jointly cultivate commitment to revolutionary principles. There are two semiotic calibrations of such discourse: (1) the charismatic, in which heroic figures such as José Martí and Fidel Castro speak with overwhelming authority; and (2) the nomic, in which slogans on banners and in graffiti present universalized Truths voiced by no one and therefore, potentially, by everyone. Inevitably, heteroglossic criticism of the mono-logic surfaces in irony, parody, and even silence. The chapter argues that the monologic drive for unity across psyche, self, society, and history co-constitutes and reframes the dialogic.

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20

Branham, R. Bracht. Inventing the Novel. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198841265.001.0001.

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Bakhtin as a philosopher and a student of the novel is intent upon the novel’s role in the history of consciousness. His project fails if he is wrong about the dialogic nature of consciousness or the cultural centrality of the novel as the only discourse that can model human consciousness and its intersubjective character. Inventing the Novel is an argument in four stages: the Introduction surveys Bakhtin’s life and his theoretical work in the 1920s, which grounded his work on the novel, as investigated in following chapters. Chapter 1 sketches Bakhtin’s view of literary history as an agonistic dialogue of genres, concluding with his claim that the novel originates as a new way of evaluating time. Chapter 2 explores Bakhtin’s theory of chronotopes: how do forms of time and space in ancient fiction delimit the possible representation of the human? Chapter 3 assesses Bakhtin’s poetics of genre in his account of Menippean satire as crucial in the history of the novel. Chapter 4 uses Petronius to address the prosaics of the novel, exploring Bakhtin’s account of how novelists of “the second stylistic line” orchestrate the babble of voices expressive of an era into “a microcosm of heteroglossia,” focusing it through the consciousness of characters “on the boundary” between I and thou. Insofar as this analysis succeeds, it evinces the truth of Bakhtin’s claim that the role of Petronius’s Satyrica in the history of the novel is “immense.”

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