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Sibley, Matthew. "La trilogia del "Plan de Abajo" de Jorge Ibarguengoitia: Un cuestionamiento de la realidad y la ficcion a partir del espacio quimerico, las tecnicas narrativas y la heteroglosia." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435519441.
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Avdan, Nazlı. "Cultural Identity as a Discursive Product : Multiple Voices Towards Discursive Construction of Lazi Identity." Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69285.
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Ethno-linguistic diversities and the rights to enjoy and maintain indigenous languages and identities has been a central issue in the socio-political agenda of Turkey since the foundation of the Republic of Turkey. The Lazi have taken their part in the discussions concerning minority rights through the discourses of a group of Lazi activists since the early 1990s.This study aims to examine the discursive construction of Lazi identity with close attention to its various actors and the context in which the process is carried out. To this end, selected texts by the social actors who are involved in the Lazi identity building process are studied in terms of various functions of language contributing to the communicative production of discourses. The content of written and oral commentaries by various social actors who are influential in the Lazi identity building process is studied using Critical Discourse Analysis (CDA).The study concludes that the construction of Lazi identity is an on-going process which is developed by influential social actors. The discourses of Lazi activists display a dilemma between the commitment to establish or re-establish a distinct Lazi identity with emphasis on a distinct language and culture rooted in ancient history and a determination to remain a component of the Republic of Turkey.
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Martin, Michelle H. Trites Roberta Seelinger. "Periods, parody, and polyphony ideology and heteroglossia in menstrual education /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819894.
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Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 29, 2006. Dissertation Committee: Roberta Seelinger Trites (chair), Jan Susina, Bruce W. Hawkins. Includes bibliographical references (leaves 170-177) and abstract. Also available in print.
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Berger, Richard. "Rewiring the text : adaptation and translation in the digital heteroglossia." Thesis, Bournemouth University, 2005. http://eprints.bournemouth.ac.uk/13283/.
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This dissertation is concerned with adaptation, in the context of new emerging digital media platforms. The project proposes that new media has allowed for the creation of a universal digital heteroglossia; a heteroglossia that contains the plurality of the unstable utterances of cinema, radio, television, the web and computer games. This has allowed for the process of adaptation to become more instantaneous in the simultaneous deployment of narratives across the digital heteroglossia. Therefore, the process of adaptation is far more dialogical, with previous variants of narratives being ‘rewired’ and gaining an ‘afterlife’ through adaptation, and through the creation of new variants and versions. The Internet has allowed for adaptation to move into a participatory mode, where fanfic writers fill in ‘gaps’ left by the creators of televisual and filmic texts. Videogames, based on pre-existing or co-existing texts, mean that players can experience moments of supreme and non-permanent adaptation themselves. This thesis suggests that this participation has democratised adaptation, and has fundamentally altered the nature of ‘traditional’ adaptation. The thesis concludes that, due to a digital heteroglossia, ‘traditional’ adaptation will decline, as the process becomes more plural and instantaneous. With previous variants of narratives being summoned back into life - due to adaptation, remaking and refashioning - it is increasingly unlikely that ‘fidelity’ strategies of adaptation will continue to be the dominant discourse, as all variants of narratives begin to exist in a dialogical plurality with one another; a mutual exchange of fluctuating source and target texts, cross-referenced through intertextuality and assembling a collage of influences.
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Thin, Neil. "High spirits and heteroglossia : forest festivals of the Nilgiri Irulas." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/20244.
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Irula people of the Nilgiri Mountains in southern India live in partial seclusion in the forest, and have been classified as adivasis or 'Scheduled Tribals'. Though they are often described as hunter-gatherers, for at least the last hundred years their modes of livelihood have predominantly been subsistence horticulture, plantation labour, and marketing of garden and forest products. One-day village-based festivals are among their most significant cultural activities, involving collective excursions into the forest to worship deities and ancestors. The dialectical interplay between scripted ritualism and ad hoc improvisation in these festivals gives rise to numerous contradictions in meaning, making them highly entertaining events. Analysis therefore emphasises the playful nature of Hindu festivity, and reference is made to comparable practices of Hindus on the plains. Within the Irula festival, there is invariably a lengthy se*ance at which participants communicate with dieties, ancestors, and a variety of spirits, through entranced human mediums. Transcribed recordings of these se*ance-dramas are discussed, with detailed analysis of authorship, visible and invisible participants, content, and style. The language of the se*ance, like the encompassing festival, oscillates between predictable, scripted ritualism and unpredictable improvisation; this ethnography therefore challenges assumptions about ritual entelechy, since Irula rites are celebrations of both order and chaos. This feature echoes the combination, in Irula society, of formal, role-centred hierocracy and informal, person-centred adhocracy. A variety of interpretations of the social role of heteroglossia are offered. The metaphorical construction and social uses of divinity are dominating concerns throughout. The anaytical importance of non-belief is emphasised, and this is linked to the role of skepticism, whereby counter-rational faith is subverted within religious behaviour by irony and parody. The concept of metahoric resonance is offered as an aid to the analysis of ritual, enabling us to recognise the mobility and elusiveness of ritual metaphor. Four 'levels' at which ritual metaphors have meaning are distinguished: instrumental, expressive, aesthetic, and metacommunicative.
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Askar, Amina. "The play of languages : heteroglossia and polyphony in Shakespeare's two tetralogies." Paris 4, 2007. http://www.theses.fr/2007PA040029.
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Cette étude se propose d’inscrire le plurilinguisme qui caractérise les deux tétralogies historiques de Shakespeare dans un cadre interprétatif unifié. Elle entreprend de démontrer que les pièces historiques de Shakespeare peuvent être considérées comme un ensemble polyphonique, marqué par une pluralité d’idiomes, et qui fonde sa cohérence dans une évolution progressive. Nous plaçons la variété des registres linguistiques au centre de l’analyse. C’est elle qui propulse l’action des pièces. La Renaissance dans son ensemble est marquée par le plurilinguisme de sa culture. Nous reconstruisons cette « hétéroglossie », signalant par ce choix terminologique le cadre bakhtinien dans lequel s’inscrit notre recherche. En effet, le but de notre étude est double : d’une part, il s’agit d’appliquer à notre corpus la théorisation bakhtinienne de la multiplicité stylistique, d’autre part, nous tentons de préciser un certain nombre de termes bakhtiniens en les articulant aux défis interprétatifs que posent les drames de Shakespeare. Shakespeare subordonne la mise en scène de l’hétéroglossie à l’élaboration d’un mythe historique qui consacre l’identité de la nation anglaiseThis study sets out to analyse the plurilinguism which characterises the two historical tetralogies of Shakespeare within a unified interpretative framework. It undertakes to show that the historical plays of Shakespeare can be regarded as a polyphonic unit, marked by a plurality of idioms, progressively conveying a sense of coherence. The variety of the linguistic registers is at the centre of the analysis. This linguistic diversity propels the dramatic action of the plays. The Renaissance as a whole is marked by the plurilinguism of its culture. The focus of this study is on heteroglossia, the terminological choice revealing the Bakhtinian framework in which the research is situated. The goal of this study is twofold: on the one hand, the aim is to apply Bakhtin’s theories of stylistic multiplicity to the Shakespearean corpus; on the other hand, a certain number of Bakhtinian terms are specified within the context of the interpretative challenges which the dramas of Shakespeare pose. Shakespeare subordinates the dramaturgy of heteroglossia to a historical myth which contributes to the elaboration of the identity of the English nation
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Minich, Dane H. "Art Spiegelman's Maus as a Heteroglossic Text." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1384994150.
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Schilling, Caroline [Verfasser]. "Heteroglossia Online : Translocal Processes of Meaning-Making in Facebook Posts / Caroline Schilling." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2016. http://d-nb.info/1119616972/34.
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Wongrak, Chalermchai. "Heteroglossia and identity negotiation : the case of EFL classrooms in northeast Thailand." Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708437.
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Spitler, Carole Sue. "The Old Man and the Sea: Hemingway, heteroglossia, and the hero's voice." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2381.
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In this subjective hero concept lies an intriguing aspect of Bakhtin's paradigm: A hero is not necessarily a living entity; a hero can be ideas, objects and locations. When viewed through the lens of traditional western rhetorical theory, Hemingway's The Old Man and the Sea appears as a monologue wherein Santiago seemingly speaks for the author about the subject of doom and man's relationship to the world.
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Penna, Maria Angélica de Oliveira. "Estilo e ethos prévio em peças publicitária da Coca-cola Brasil = estratégia para seduzir o consumidor verde." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269016.
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Orientador: Anna Christina Bentes da SilvaTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Neste texto, proponho uma reflexão sobre a produtividade de mesclar as noções de estilo, concebido sob a perspectiva bakhtiniana proposta por Coupland (2001) e ethos prévio, com base em Ruth Amossy (2005), para a ativação de múltiplas dimensões em uma análise estilística de caráter textual-discursivo, uma vez que essas noções parecem complementares entre si e emergem de operações estratégicas de e sobre vozes sociais, manifestas textualmente Para pensar o estilo, nos texto, importo da Sociolinguística, a noção de Coupland (2001), para quem o estilo, na fala, configura-se como manejo de personas: projeções contínuas de versões do self [entendido como uma construção de natureza sociointeracional], complementares ou compatíveis com a expectativa da audiência. O corpus compõe-se de peças publicitárias da Coca-cola Brasil veiculadas em jornais e revistas direcionados a um público A e B [Jornal Folha de São Paulo; Revista Veja; Revista Língua Portuguesa]. São peças que evidenciam atitudes positivas da empresa e que, além de agregarem valor à marca, constroem, a partir de uma avaliação prévia da expectativa da audiência, um ethos socialmente responsável. A hipótese é de que o estilo, concebido como manipulação estratégica das vozes da heteroglossia, tira partido de um ethos [prévio] de enunciador pressuposto na expectativa da audiência e constroi uma imagem de si [ethos] em consonância com essa expectativa, conferindo eficácia ao discurso. Observei que a publicidade da Coca-cola Brasil vende um efeito de comunhão de valores e adesão a projetos, mais que produtos - o que não seria instigante se a marca não se confundisse, no imaginário social, com o refrigerante que prototipicamente a representa, sobre o qual recaem discursos que apontam para uma direção contrária à da sustentabilidade. Meu interesse, ao analisar peças da Coca-cola Brasil, não está nas verdades que as peças possam ou não veicular; mas no como a autoria responsável pelo marketing opera com e sobre vozes sociais e como essa operação se manifesta organicamente nos textos. O pressuposto é de que a língua se configura como prática/ ação social e que essa configuração se materializa nos discursos/textos pela forma singular de operar sobre as vozes sociais e de manipulá-las estrategicamente para produzir sentidos nos encontros sociais. O embasamento para a proposta de articulação entre estilo e ethos prévio é propiciado por categorias filosóficas bakhtinianas, a saber, as noções de heteroglossia e dialogismo
Abstract: In this text, I propose a reflection about the productivity of blending the notions of style, conceived under the Bakhtinian perspective proposed by Coupland (2001), and prior ethos, based on Ruth Amossy (2005), for the activation of multiple dimensions within an stylistic analysis which has a textual-discursive nature, since the subject discussed are the notions that seem to complement each other and emerge from strategic manipulations of and over social voices, textually manifested. To reflect about the style, within the text, I import from Sociolinguistic, the notion of Coupland (2001), to whom the style, within the speech, configures itself as a persona management: continuous projections of "self" versions (understood as a construction which has a sociointerational nature), complementary or compatible with the audience's expectation. The corpus is composed of Coca-Cola Brazil's advertising vehiculated by newspapers and magazines addressed to the public A and B [Folha de Sao Paulo News; Veja Magazine; Lingua Portuguesa Magazine]. They are ads which evidence the institution's positive attitudes and which, besides its aggregation of value to the brand, built an ethos socially responsible, considering a previous evaluation of the audience's expectations. The hypothesis is that the style, conceived as a strategic manipulation of heteroglossia's voices, takes advantage of an enunciator's ethos (prior) assumed in the audience's expectation, and creates an image of self (ethos), in consonance with this expectation, giving effectiveness to the speech. I have observed that Coca-Cola Brazil's advertisement sells an effect of values' communion and adhesion to projects, more than products - what would not be instigative if the brand was not confounded, in the social imaginary, with the soft drink which represents it prototypically and over which fall speeches that point towards a direction in contrast to the sustainability. My interest, when analyzing the ads of Coca-Cola Brazil, is not in the truths that the ads can or cannot communicate; but in how the authorship, responsible for the marketing, works with and over social voices and how this production manifests itself organically in the texts. The assumed idea is that the language configures itself as a social practice/action and that this configuration gets materialized in the speeches/texts through the particular way of working with social voices and of manipulating them strategically to generate senses at social meetings
Doutorado
Linguistica
Doutor em Linguística
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Ehritz, Andrew A. "FROM INDOCTRINATION TO HETEROGLOSSIA: THE CHANGING RHETORICAL FUNCTION OF THE COMIC BOOK SUPERHERO." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1155044370.
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Huang, Jing. "Heteroglossia, ideology and identity in a Birmingham Chinese complementary school : a linguistic ethnography." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6887/.
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This thesis presents a linguistic ethnographic case study on a large Chinese complementary school (CCS) in Birmingham, England. Guided by Bakhtin’s theory of heteroglossia, the study investigates multilingual practices of adult participants in and around the school, focusing on the changing constructions of language ideology, Chinese teachers’ professional identity and the ethnic identification of Chineseness. It documents the impact of globalisation on the shifting relations among Chinese varieties and English in the Chinese diaspora. The 10-month fieldwork for the study was conducted in 2013/14 academic year, with observations and interviews as dominant methods for data collection. Main findings are: (1) an ideological ecology including ‘separate bilingualism’, ‘translanguaging’, ‘a hegemony of Putonghua’, and ‘a preferred school-wide monolingualism’ is dynamically constructed in the school. ‘Language as pride’ and ‘Language as profit’ are simultaneously in play leading to the dynamic ecology; (2) Chinese teachers’ professional identities are shaped by the changing structure of Chinese diaspora, the shifting power balance among different Chinese varieties and English, and teachers’ own biographical trajectories of settlement into English society; (3) practices in CCS context reflect an evolving ethnic identification of diasporic Chineseness which ‘de-freezes’ from a cultural heritage affiliated purely with the past and the national homeland.
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Nekrashevich, Yulia O. "Language of Carnival: How Language and the Carnivalesque Challenge Hegemony." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7868.
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Does the phenomenon of carnivalesque challenge hegemony and inspire social change? Mikhail Bakhtin coined the term “carnivalesque” to describe the concept of Carnival. During Carnival, social norms were overturned and ignored in favor of a chaotic atmosphere, briefly breaking down the boundaries between class, gender, and other hegemonic perspectives. Modern Carnivals, such as the Rio Carnival, still contain a semblance of the carnivalesque, as well as other holidays that celebrate the grotesque and macabre, like that of the Day of the Dead. The LGBT Pride Parade can also be seen as a modern Carnival, for it focuses heavily on sexual and gender identities that have been suppressed in most of the world. When celebrating these carnivalesque events, one can dress up and change their identity to something less tolerated in an oppressive hegemony. For example, some participants may cross-dress or act in less traditional ways, while others will dress in ways that mock the social standards of royalty or religion. Many of these identities challenged the status quo of society and slowly became accepted. This thesis explores the role the carnivalesque has in celebrating alternative identities and its use as a rhetorical tool for inspiring social change, as well as examine how Carnival uses dialogic language. The methods of exploring this topic include reading Bakhtin’s texts on language and rhetoric, analyzing other sources that also explore language and carnivalesque elements, and considering the history of Carnival and its influence on people and society.
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Chouliaraki, Lilie. "Regulative practices and heteroglossia in one institutional setting : a case of a #progressivist' English classroom." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296683.
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Erkazanci, Hilal. "Heteroglossia in Turkish translations : locating the style of literary translation in an audience-design perspective." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429673.
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The present dissertation aims to build up a theoretical framework which provides translation studies with a novel perspective on analysing translations of literary heteroglossia, i.e. language variation in literature. The theoretical framework is based on an exploration of the process and product of translating heteroglossia. The practical viability of this framework is tested via its application to the Turkish translations of heteroglossia. The study initially finds that heteroglossia has been systematically standardised in the Tukish translations. To account for this systematicity, the emphasis of translation-as-process is placed on seeing translation in terms of language ideologies which involve such critical-sociolinguistic concepts as the translator's linguistic habitus, the culture of monoglot standardisation, and the symbolic capital. The study also refers to the theories of poly system and skopos. Having seen the strategy of standardisation as a kind of domestication, the study re-defines the concept of domestication as accommodation of the style and/or content of the source text in line with the target-language audience's perceived linguistic, social, and ideological habitus. The study brings an audience-design approach to the translation of heteroglossia which suggests that (i) the translators accommodate style in line with an inferred audience design, and (ii) the strategy of standardisation systematically pursued in the Turkish translations of heteroglossia tells us a great deal about the Turkish audience. The emphasis of translation-as-product is placed on the effects of standardisation. Specific Turkish translations of heteroglossia are examined in line with such relevance-theoretic concepts as implicatures, explicatures, communicative clues, and interpretive resemblance. The examination of translation-as-product shows that standardising Turkish translations end up with a context that differs, in varying degrees, from that of the heteroglossic source texts.
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Haworth, Avril. "The classroom as a heteroglossic space : dialogic talk in small group interaction." Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302366.
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Zhang, Yi. "Heteroglossic Chinese Online Literacy Practices On Micro-Blogging and Video-Sharing Sites." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6788.
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This study investigates Chinese online users’ adoptions of various languages and other meaning making signs in their online literacy practices in two popular Chinese CMC sites, Weibo (micro-blogging) and bilibili.com (video-sharing). Adopting the theoretical framework of heteroglossia (Bakhtin, 1981), I explore how various meaning making resources are creatively and playfully utilized by Chinese users in their online communication. After two-month data collection, I sampled the non-standard literacy practices (e.g., foreign language transliteration) identified from micro-blogging postings and comments in Weibo, as well as spontaneous (known as “bullet curtain” comments) and traditional text-box comments from featured videos in bilibili.com. The findings resulted in 30,005 non-standard literacy practice types which contain meaning making features from languages (e.g., stylized Chinese Mandarin) and other meaning making signs (e.g., emojis) from both sites. The analysis suggests that Chinese online communication are noticeably hybrid with plurillingual and non-linguistic semiotic resources. These practices reflect the Bakhtinian notion of heteroglossic communication in which people stylize their language use with various meaning making resources. In addition, many practices are also “carnivalesque” (Bakhtin, 1984) which is characterized with creativity and playfulness. The study further deconstructs the notion of multilingualism and extends the discussion of how online communication opens up space for non-conventional and creative literacy practices, which potentially challenge the authoritative policies and voices.
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Lim, Yi-En. "A linguistic and critical study of selected works by two Singaporean writers : heteroglossia in Singaporean society." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296809.
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Tzimopoulou, Eleni. "Refraction, Heteroglossia and Chronotope in Virginia Woolf’s Mrs Dalloway : Following Bakhtin’s View of the Novel as Centrifugal Force." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27363.
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Riccobono, Rossella. "An analysis of Montale's worlds of poetry and their dissolution from the point of view of deixis and heteroglossia." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/22578.
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The purpose of this study is that of pointing out a linguistic approach to the analysis of Montale's poems and their spatio-temporal, inter-personal, stylistic and thematic dissolution. In the first four chapters attention will be centred on understanding what is deixis and on analyzing the deictic organization in Montale's texts. Through such an analysis it will be possible to prove that Montale's poems project worlds of poetry that can be re-inhabited linguistically in order to study their spatio-temporal co-ordinates and their opening to a zone which will be referred to as limen and which functions as the door-passage to the metaphysical dimension and, thus, to a dissolution of the traditional three-dimensional concepts of space and time. The study of deixis will also help us understand the dynamics of the relationship between voices and narratorial roles within such poetic worlds. In the last three chapters, the examination of Montale's language from the point of view of heteroglossia shows us that the attempt to create a unifying poetic language that may lead to a truthful reading of reality fails. The traditional poetic present in Montale's poetry of the first three collections slowly opens to the unofficial language of the street and the marketplace. It will be claimed that the more monological language, which characterizes Montale's first three books, dissolves so as to embrace a different variety of available social languages in order to express disintegration of a society, of a tradition and, partly, of the poet's ideology through social and self satire.
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Fonseca, Juliana Tomkowski Mesko da. "Personagens em travessia: alteridade e reconhecimento em maíra e kiss of the fur queen." reponame:Repositório Institucional da FURG, 2013. http://repositorio.furg.br/handle/1/4863.
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Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Letras, Instituto de Letras e Artes, 2013.Submitted by Eliezer Mendes Lopes (mendesfurg@gmail.com) on 2015-04-29T17:24:03Z No. of bitstreams: 1 Juliana Tomkowski Mesko da Fonseca.pdf: 658133 bytes, checksum: 18c6ba72b3040ccce6ef152ba66acd68 (MD5)
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Esta dissertação pretende aproximar, a partir das personagens protagonistas, os romances Maíra (1976), do brasileiro Darcy Ribeiro, e Kiss of the Fur Queen (1998), do escritor cree-canadense Tomson Highway, tendo como foco o discurso literário e a percepção exterior sobre as personagens que buscam no outro o reconhecimento. As duas narrativas unem-se pelo tema do deslocamento do sujeito indígena e pelo embate entre universos culturais distintos. Para tanto, utilizam-se principalmente as ideias de Bakhtin relativas ao plurilinguismo, ao dialogismo e à constituição das personagens em obras polifônicas.
This thesis examines the main characters of the novels Maíra (1976), by Brazilian novelist Darcy Ribeiro, and Kiss of the fur queen (1998), by Cree-Canadian author Tomson Highway. It focuses mainly on literary discourse and on the exterior perception of characters that search for recognition in the other. Both narratives present the theme of the displacement of the Native subject and the collision of distinct cultural universes. We use mainly Bakhtin‟s ideas related to heteroglossia, to dialogism and to character constitution in polyphonic novels to analyze the two literary works comparatively.
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Aldrich, Debora Lynn Hill. "Heteroglossia and persuasive discourses for student writers and teachers: Intersections between out-of-school writing and the teaching of English." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/5405.
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Research studies have investigated issues in the teaching of writing, particularly at the elementary and university levels. Studies of out-of-school writing done by adolescents have focused on digital contexts and social media. This study examines the intersections of the out-of-school and in-school writing worlds of three high school writers: a poet, a novelist, and a contest essay writer. I use data gathered over seven years from the student writers and four of their English language arts teachers. Research questions focused on how notions of student writers and the teaching of high school English might be informed by the ways student writers described their out-of-class writing and motivation for writing, how their teachers developed and implemented their philosophies and practices in teaching writing, and how the student writers developed their internally persuasive discourses about writing. In analyzing case study data to answer these questions, I used constant comparison analysis and narrative inquiry analysis, drawing upon theories of heteroglossic discourses, figured worlds, and writing identity. My findings show that in the intersections of out-of-school and in-school writing experiences, students select some writing practices and discourses from their teachers to adopt or adapt, such as developing writing processes, participating in writing communities, and caring about writing. They complicate their definitions of writing, however, as they create figured worlds of writing in which they explore identity, navigate and negotiate complex emotions, and receive recognition. The students illustrate their dialogism with writing discourses in stories of improvisation in which they find power and enact resistance. I argue that writing teachers need encouragement, education, and agency to entertain more complex perceptions of student writers and teaching writing to support students for future personal, academic, career, and public discourse worlds.
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Matutu, Samkelo Nelson. "'Heteroglossia in IsiXhosa/English bilingual children's writing: a case study of Grade 6 IsiXhosa Home Language in a Township School." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32826.
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The South African constitution recognises 11 official languages, of which isiXhosa is one. IsiXhosa belongs to the Nguni language family which also comprises of isiZulu, isiNdebele, and siSwati. IsiXhosa is mostly spoken in the Eastern and Western Cape Provinces. Those that regard isiXhosa as their home language (HL) are referred to as amaXhosa. However, as a teacher of isiXhosa HL, I have observed that there is often a mismatch between the isiXhosa used by the students and the one used in the schooling context. Thus, this study explores and investigates the written language varieties Grade 6 isiXhosa HL students use in their formally assessed and informal writing. The theoretical framework used in this study reviews literature on discourse/language and literacy as social practice, language ideologies and identity, heteroglossic and translingual practices, as well as primary school children's writing in South Africa to understand the complexities of students' language varieties. Moreover, this study explores the way in which the isiXhosa HL students represent their varied language resources through use of a language body portrait. Further, issues of language standardisation in relation to children's literacy are also reviewed. This study takes the form of qualitative case study in design. Students' Formal Assessment Task (FATs), language body portrait and informal paragraph writing about their linguistic repertoire were collected and analysed. Data analysis revealed the following themes: language ideologies, linguistic repertoires, use of urban and everyday language varieties, Standard Written isiXhosa (orthography), language borrowings, as well as unconventional spellings. Themes and categories are intensively analysed in Chapters four and five of this study. This study displays evidence of hybridity and fluidity of named languages, as well as heteroglossic practices that the students employ. Analysing the students' writing was effective in helping understand how bi/multilinguals engage in writing and that, while the adopted curriculum approach to language and FAT is monoglossic, children's writing is heteroglossic (see also Bakhtin, 1981; Krause and Prinsloo, 2016). The implications of teaching languages as bounded, fixed and separate entities are explored and problematized. Chapter six of this study concludes the study and offers recommendations that are important for deliberation when teaching writing in isiXhosa/African language contexts.
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Alexander, Lydia L. "Iconoclast in the mirror." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4822/.
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This work explores identity positions of speakers in modern and contemporary poetry with respect to themes of subjectivity, self-awareness, lyricism, heteroglossia, and social contextualization, from perspectives including Bakhtinian, queer, feminist and postructuralist theories, and Peircian semiotics. Tony Hoagland, W.H. Auden, Adrienne Rich, and the poetic prose of Hélène Cixous provide textual examples of an evolving aesthetic in which the poet's self and world comprise multiple dynamic, open relationships supplanting one in which simple correspondences between signifiers and signifieds define selves isolated from the world. Hypertext and polyamory serve as useful analogies to the semantic eros characteristic of such poetry, including the collection of original poems that the critical portion of this thesis introduces.
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Milia, Mirella. "Alla ska ha kul! : Parodisk barnkultur och publik i nutida kommersiell animation." Thesis, Stockholm University, Department of Cinema Studies, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-1116.
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Barnfilmen har länge haft en undanskymd plats inom filmteori. Man har tidigare intresserad sig för den i termer av ideologisk påverkan eller pedagogisk nytta alternativt onytta, men intresse för frågor som rör mer specifika textmekanismer har hittills dröjt. En sådan fråga är, exempelvis, hur barnfilmen konstruerar eller implicerar sin egen åskådare. Med tanke på att motsvarande problema¬tik har dragit till sig många barnlitteraturforskares intresse, är det märkligt att en liknande omsorg inte har uppstått inom barnfilmstudier.
Mot denna bakgrund, är denna studies syfte att utforska några samtida animerade barnfilmtexter för att förstå hur de relaterar sig till en tilltänkt publik. Filmerna i fokus är Shrek (Andrew Adamson, Vicky Jenson, 2001), The Incredibles (Brad Bird, 2004), Shark Tale (Bibo Ber¬geon, Vicky Jenson, Rob Letterman, 2004) och Madagascar (Eric Darnell, Tom McGrath, 2005). Med hjälp av bacthinska begrepp så¬som dialogism, parodi, heteroglossia och karneval undersöks berättelsens struktur och ton; möjliga åskådarpositioner; textmekanismer som möjliggör samlevnaden av olika tolkningsalternativ i en och samma mainstreamfilm.
I uppsatsen argumenteras för att filmerna bättre kan förstås som ambivalenta texter, som både upprepar och ifrågasätter typiska barnkulturella berättarstrukturer och motiv. De erbjuder möjlig¬heten till en lineär, traditionell tolkning av filmernas barnkulturella teman och en parodisk omvandling av dessa. Samtidigt anspelar de också till texter och praktiker som ligger utanför barnkulturens gränser, vilka också behandlas parodiskt. Detta öppnar ut¬rymme för flera möjliga läs¬arter och tilltalar en tilltänkt heterogen publik, framför allt i fråga om ålder. De olika åskådarpositionerna kan leva tillsammans i en och samma text förhållandevis friktionsfritt, tack vare att filmerna erbjuder en upprorisk och gränsöverskridande upplevelse, som här betecknas som karnevalisk.
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Madestam, Malin. "”Vad tänker hon syssla med istället?” : Om röster och dialogicitet i Sheila Hetis Moderskap." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96418.
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This study examines heteroglossia and the dialogic nature of Sheila Heti’s novel Motherhood, published in 2018. The novel features a main character who muses on the question of whether or not to have children, the novel ending with her nearing the age of 40 and deciding not to try and become a mother. Through the use of M.M. Bakhtin’s theory of the novel as a dialogic medium, as well as Anne Herrmann’s theory on the female dialogic, the purpose of the study is to look at the way in which the main character comes to the conclusion not to have children. The novel is read through the lens of the languages and voices of different characters, determining whose language is allowed to be the dominant one, and the effect of these languages on the main character’s decision-making.
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Tuglu, Utku. "A Bakhtinian Analysis Of William Golding." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613329/index.pdf.
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This thesis analyzes William Golding&rsquos Rites of Passage using a detailed examination of the Bakhtinian concepts of heteroglossia, polyphony and the carnivalesque to investigate the points of mutual illumination and confirmation between Bakhtin&rsquo
s ideas and Golding&rsquo
s novel. Therefore the method of analysis is divided between a close study of Rites of Passage and an equally close examination of Bakhtin&rsquo
s ideas. The Bakhtinian concepts studied in this thesis are central to his idea of language and theory of the novel and their analysis in Rites of Passage reveals that while these concepts shed light on the stylistic, structural and thematic complexities of the novel, the novel also verifies the working of these concepts in practice. Moreover, the results of the analysis indicate two main points in which Golding&rsquo
s novel and Bakhtin&rsquo
s ideas confirm and illuminate each other. The first point is related to Bakhtin&rsquo
s celebration of the novel genre for its capacity to include diverse elements, a celebration that find its counterpart in Golding&rsquo
s novel due to the novel&rsquo
s heteroglot nature, polyphonic structure and inclusion of the carnivalesque. The second point is related to Bakhtin&rsquo
s notion of dialogism which emerges as a relational property common to his mentioned concepts. As this thesis shows, Golding&rsquo
s Rites of Passage is a dialogic novel in this regard, with its foregrounding of dialogic relations between heteroglot languages, characters&rsquo
voices and social classes. This thesis ends with a discussion indicating postmodern aspects of Bakhtin&rsquo
s ideas and Golding&rsquo
s novel, which include intertextuality, the problematization of truth, and the blurring of boundaries between opposites.
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Jones, Renata Love. "( Meta)Languaging: Exploring Metalinguistic Engagement Within a Language-Based Reading Intervention for Upper Elementary Bi/Multilingual Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108785.
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Thesis advisor: Charles P. ProctorThis dissertation develops, theorizes, and investigates the notion of metalinguistic engagement (ME). Within the context of reading research for upper elementary bi/multilingual students, which is relatively sparse and particularly lacking in qualitative detail, there are some emerging and promising findings related to the impacts of ME on students’ overall literacy development (Proctor et al,. 2012; Silverman et al., 2014). These outcomes specifically suggest that the development of component language (semantic, morphology, syntax) knowledge, skills, and strategies through ME provides substantial support to bi/multilingual students (Proctor et al., 2015; Silverman et al., 2015). CLAVES, a quasi-experimental language-based reading intervention and curriculum project (Proctor et al., 2020), highlighted the instructional malleability of ME, demonstrating positive effects for both language proficiency and reading comprehension among the participating fourth and fifth grade Spanish/English and Portuguese/English bi/multilingual students. However, the nature of the students’ ME and the extent to which their naturally dynamic linguistic repertoires emerged and were capitalized on during learning is currently unknown. In order to address gaps in research, this dissertation theorizes and investigates ME and contributes a qualitative analysis to the larger quasi-experimental intervention from Proctor et al (2020). This dissertation presents three case studies of teachers and their fourth-grade, Spanish/English bi/multilingual student working groups. A theoretical framework of cultural historical activity theory (CHAT) (Greeno & Engström, 2014; Roth & Lee, 2007) informed by heteroglossia (Bakhtin, 1981) was employed to attend to the tensions between the centripetal forces of classrooms’ goal-oriented activity and the centrifugal aspects of multiple voices and repertoires during ME (Wertsch, 2009). Findings highlight the various actions and resources through which students and teachers participate in ME. The ‘multivoicedness’ of students’ practices were shown to mediate ME goals, while also moving alongside and against the pressures from both the curriculum structure and teachers’ facilitation. Furthermore, dialectics between the curriculum and teachers within ME activities emphasize overarching tensions related to the goals of ME and the students’ opportunities and outcomes within ME. Findings accentuate the flexibility and constraints on bi/multilingual students’ practice and participation during ME and have implications for curriculum, instruction, and teacher preparation
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Goodnough, Michael Daniel. "The Campus as Carnival: The Students for a Democratic Society's Heteroglossic Challenge of Unitary Language Authority at Three Ohio Universities, 1967-1970." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1366740534.
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Stinnett, Angie Ashley. "'Blood-Talk': A Language Network Analysis of English Speaking Heritage Butchers in the Southwestern United States." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/312624.
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Recently, network theory has been used to analyze the formal syntactic and semantic properties of written texts to explain the development of language (Solé et al. 2005). While foundational, this approach neglects the social and cultural pressures affecting language in interaction, a central focus of sociolinguistics and linguistic anthropology (Hymes 1974, Goffman 1981, Gumperz 1982, Goodwin 2006). The influential work of M.M. Bakhtin (1981) frames speech as an emergent social process inflected by shifting patterns of negotiated meanings. As Hill (1986) observed "the enormous impact of Bakhtin's work, already felt with earthquake strength in literary studies...[is] now beginning to appear with equal force in the anthropology of language" (1986: 89).The aim of this research is to test the conjecture that by expanding the frame of language network analysis to include the social context of speech, the emergent properties of heteroglossia predicted by Bakhtin will be clarified. This analysis builds on prior research on language in interaction, drawing from sociolinguistic analysis (Sacks et al. 1974, Atkinson & Heritage 1984), word frequency (Nelson et al. 1998, Mendoza-Denton 2003), and network analysis (Bearman & Stovel 2000, de Nooy et al. 2005, Solé et al. 2005, Mehler 2010).According to Bakhtin, heteroglossia emerges as speakers "appropriate the words of others and populate them with one's own intention" (1981:428). This multi-sited doctoral research investigates the speech of butchers through participant observation, work place interactions and interviews, with a focus on references to blood. Some of the semantic features that become affixed to blood are due to historical and popular culture understandings of this signifier, while other salient features derive from subject positionality and community of practice (Lave & Wenger 1991). This work provides a snapshot of all of these processes at work in the speech of an occupational community of American butchers. The results of this analysis show that including the social context has significant effects on the conceptualization of both semantic and social networks, in comparison with networks derived exclusively from written texts.
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Krüger, Johanna Alida. "The Cherry Orchard transposed to contemporary South Africa : space and identity in cultural contexts / J.A. Krüger." Thesis, North-West University, 2009. http://hdl.handle.net/10394/5001.
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The transposition of Chekhov's The Cherry Orchard (originally published in Russian in 1904) to contemporary South Africa in Suzman's The Free State (2000) is based on the corresponding social changes within the two contexts. These social changes cause a binary opposition of past and present in the two texts. Within this context memory functions as a space in which the characters recall the past to the present and engenders a dialogue between past and present. Memory is illustrated in the two plays by associations with place as an important aspect of identity formation. Memory and place are fused in the plays by means of Bakhtin's concept of the chronotope which is best observed in the plays in memories of specific places such as the respective orchards, houses and rooms such as the nursery and the ballroom in. The Cherry Orchard and the garden in The Free State. Furthermore, the influence of the past is also evident in the present when ideas of social status, class, race (in the case of The Free State) and behaviour are contrasted and when various characters express their perceptions of personal relationships and ideas about marriage. The influence of the past is also evident when the characters voice their different perceptions and expectations of the past and future. In The Cherry Orchard these cultural differences are evident in the concept of heteroglossia. However, in The Free State, these dialogues are directed by a specific politically liberal view which diminishes the heteroglossia in the text. The juxtaposing of past and present is also illustrated in The Cherry Orchard by various subversive strategies such as comedy of the absurd in order to portray the behaviour of the characters as incongruous. Another subversive strategy is the contrasting of characters and ideas in order to expose pretensions and affectations in speech and actions to parody both the old establishment and the ambitions of former peasants. These conventions are best illustrated by the concept of the carnivalesque that also features as one of Bakhtin's terms to capture incongruous ideas and situations in literature. In The Free State, comedy is unfortunately much diminished and in contrast to Chekhov's ambiguity, only directed against politically conservative characters. The prevalence of these three Bakhtinian concepts in the texts shows how identity formation is to a large extent influenced and defined by occupied space. When social change affects the distribution of land, a character's concept of identity is destabilised. Although Suzman uses this similarity in the two contexts in order to transpose Chekhov's text to contemporary South Africa, she organises the various stances in the text to advocate a specific politically liberal view. Thus, Suzman's transposition leads to an interesting comparison between the Russian and South African contexts as well as between the two texts. However, her text is limited by her political interpretation of Chekhov's text.Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2009.
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Modrei, Karen. "Craft Fiction." Thesis, Konstfack, Textil, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7814.
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In this paper I introduce and explain the construct of ‘Craft Fiction’ as a setting for my own artistic work. Within a fictional framework, I am mediating between the field of craft and the contemporary environment of relocated materialities and digital worlds I find myself in. Using the vehicle of language and analyzing those dialogue that are ongoing in craft processes, I am assessing the intimate relationships between maker and its tools/machines, in order to discuss hierarchies and purpose of crafting.
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Larm, Michael. "Officersutbildningens akademisering : En studie av yrkesidentitet i förändring." Thesis, Stockholms universitet, Pedagogiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-43181.
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Department of Education, University of Stockholm. Second year research project, autumn term 2009. The transformation of Swedish officer´s training into an academic professional education – a study of professional identity in alteration. The study is a part of the Research Project; Discussion for collaboration - from vocational training to academic professional education. By Michael Larm The purpose of this study is to analyse in what way the process of transforming Swedish officer´s training into an academic professional education are perceived in terms of professional identity, alteration and synergies. The theoretical framework is based on social constructivism from the perspective symbolic interactionism focusing on notions such as heteroglossin, dialogicality, alterity and selfidentity. The data derives from a qualitative research and the collection of data was made by inviting students and teachers from the Swedish National Defence Collage to Focus group discussions. The discussions are audio-recorded and transcribed in its entirety as close to the oral language as possible. The data is analysed with regard to heteroglossin, dialogicality, alterity and selfidentity, and with regard to professional identity, alteration and synergies based on the transformation mentioned above. The results from the Focus group discussions shows that the participants conception of the process of transforming Swedish officer’s training into an academic professional education and of the term professional identity is closely related to their own field of practice.Syftet med studien är att undersöka lärares och studerandes uppfattningar om officersutbild-ningens akademisering vid Försvarshögskolan, dess synergieffekter och påverkan på en yrkes-identitet i förändring. Studien utgår ifrån ett socialkonstruktivistiskt perspektiv enligt Bakhtin, Giddens och Wertsch där språket, samtalet, står i fokus för identiten. Studien tar också stöd i ett socialpsykologiskt perspektiv utgående från symbolisk interaktionism utvecklat av Mezirow där fokus ligger på att individen i samspelet med den sociala omgivningen utvecklar sin identitet. Data inhämtas från kvalitativ forskning i form av fokusgruppsamtal med studerande och lärare vid FHS. Samtalen dokumenteras genom ljudinspelning och transkriberas i sin helhet. Insamlade data analyseras med de teoretiska begreppen: Heteroglossin, Dialogicitet, Alteritet och Självidentitet kopplat till identitet, förändring och synergieffekter. Studien visar att deltagarnas uppfattning om den förändringsprocess som akademiseringen för med sig och av begreppet identitet är nära relaterad till aktörens bakgrund och roll i akademin.
Samtal för samverkan - från yrkesspecifik till akademisk professionsinriktad utbildning
35
Pedreira, Márcia. "Vozes narrativas em A Distant Shore de Caryl Phillips." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-04122008-173328/.
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Através do manejo do foco narrativo,dentre outros recursos literários, o Autor alterna e entrelaça narrativas de experiências de personagens oriundas de formações culturais diferentes com a representação do pensamento de cada uma delas sobre o passado, sobre si, sobre o outro e sobre vários espaços em que atuam. Esses espaços se revelam incongruentes com a idéia de um mundo sem fronteiras conforme se apregoa na modernidade tardia. O objetivo desta tese é discutir como aspectos do real histórico e do real psicológico nos tempos em que vivemos se sedimentam na forma deste romance contemporâneoThrough shifts in point-of-view, among other literary resources, the Author alternates and intertwines narratives of the experiences of two characters from contrasting cultural formations with narratives of their thoughts about the past, themselves, each other and the various settings in which they act. These spheres are rendered as incongruent with the idea of a world without borders, so often celebrated in late modernity. The aim of this thesis is to discuss how elements of present-day historical and psychological experience solidify in the form of this particular contemporary novel
36
Akkaya, Aslihan. "DEVOTION AND FRIENDSHIP THROUGH FACEBOOK: AN ETHNOGRAPHIC APPROACH TO LANGUAGE, COMMUNITY, AND IDENTITY PERFORMANCES OF YOUNG TURKISH-AMERICAN WOMEN." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/522.
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This dissertation explores the incorporation of Facebook into everyday live activities and practices of a group of young Turkish-American women affiliated with a faith-based movement, known as the Hizmet (volunteer's service) movement. In particular, I examine the emergent communicative practices and performances of these young women and how they create a sense of identity and community and mediate these via this online medium in their diverse geographical localities. I start my analysis by investigating several instances of discourse and within these I focus on metacommunicative, metapragmatic, and metadiscursive acts in aiming to understand their semiotic performances on and off Facebook. I found that these young Turkish-American women, after being dispersed to different geographical localities, began to see Facebook as a vital means to maintain their group ties. Furthermore, their use of Facebook from 2008 to 2011 became more and more for Hizmet purposes. Stepping into the ideological realm, I understand that the notion of "friendship" is highly influenced by a semiotic ideology of tefani (gloss). That is, true/religious brotherhood is one of the important principles of gaining ikhlas (sincerity) and hence a way to establish good relations with God, and these young women see Facebook as a means to further their relationship with their sisters and thus establish a good relationship with God. I observed that they rely heavily on their unique ways of speaking to mark their in-groupness. I argue that, in the absence of several resources exploited by mainstream youths in the US, these young women employ and exploit their ingroup language features as a means to construct their "coolness" and "otherness". In addition, through playing with several languages and language varieties and playing with several generated intertexts, these young women make their interactions somewhat invisible to outsiders through drawing from their shared stock of knowledge and communicative repertoires developed in prior in. Influenced by several competing ideologies, these young women negotiated the use and incorporation of Facebook into their everyday life and especially its pros and cons in terms of their religiosity. Through differentiating their Facebook use from its popular uses, they transform it to a Vefabook (Loyaltybook) and hence employ it as a medium of/for vefa (loyalty) through which they practice uhuvvet (religious brotherhood) and tefani. Their unique ways of speaking and circulation of stretches of discourse contribute to transforming Facebook into a vefa space where they mainly interact with their sisters in their group.
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Herzhauser, Betty J. "The Role of the Interruption in Young Adult Epistolary Novels." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5701.
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Within the genre of young adult literature, a growing trend is the use of epistolary messages through electronic methods between characters. These messages are set apart from the formal text of the narrative of the novel creating a break in the text features and layout of the page. Epistolary texts require a more sophisticated reading method and level of interpretation because the epistolary style blends multiple voices and points of view into the plot, creating complicated narration. The reader must navigate the narrator’s path in order to extract meaning from the text. In this hermeneutic study, I examined the text structures of three young adult novels that contained epistolary excerpts. I used ethnographic content analysis (Altheide 1987) to isolate, analyze, and then contextualize the different epistolary moments within the narrative of the novel. The study was guided by two research questions: 1. What types of text structures and features did authors of selected young adult literature with epistolary interruptions published since 2008 use across the body of the published work? 2. How did the authors of selected young adult literature situate the different text structures of interruption into the flow of the narrative? What happened after the interruption? I used a coding system that I developed from a case study of the novel Falling for Hamlet by Michelle Ray (2011). Through my analysis I found that the authors used specific verbs to announce an interruption. The interruptions, though few in number, require readers to consider context of the message for event, setting, speaker, purpose and tone as it relates within the message itself and the arc of the plot. In addition, following the interruptions, the reader must decide how to incorporate the epistolary interruption into the narrative as adding to the conflict, adding detail, ending a scene, or simply returning to the narrative. . Therefore, the interruptions in epistolary young adult novels incorporated the text or literacy practices of young adults. Such incorporation reflects the changes in literacy practices in the early 21st century that may render novels of this style a challenge to readers in creating meaning. The study further incorporates Bakhtin’s theory of heteroglossia (1980) that a novel does not contain a single language but a plurality of languages within a single langue and Dresang’s Theory of Radical Change (1999) of connectivity, interactivity, and access. Texts of this nature offer teachers of reading opportunities to guide students through text features to synthesize information in fiction and non-fiction texts.
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Ambe, Martina Bi. "Exploring first-year Students’ Voice and Subjectivity in Academic Writing at a University in South Africa." University of the Western Cape, 2019. http://hdl.handle.net/11394/7300.
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Magister Educationis - MEdLiteracy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these development programs sometimes fail to address the language needs of some of the students who have had more than seven years of schooling in their first languages (IsiXhosa and Afrikaans). My study seeks to explore how additional language IsiXhosa and Afrikaans students understand and construct written knowledge in one literacy development course using English medium of instruction. I further explore lecturers’ and tutors’ perspectives of the demand of sounding a scholarly voice in academic writing by entry-level students in their new roles as scholars in the University of the Western Cape (UWC).Literature indicated gaps when it comes to students’ and lectures’ perceptions on the construction of voice in academic writing in a language that the students are not comfortable in.
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Minucci, Andrea. "“There’s More to Life ThanSitting There SimplyInterfacing” : David Foster Wallace and his Reader in a Literature afterPostmodernism." Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169390.
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David Foster Wallace felt that literature was at a historical crossroad, and thatpostmodernism had passed the point which it could still be considered a'revolutionary' cultural phenomenon. He felt that the capitalistic machinery of TVand advertisement had absorbed the postmodernist techniques of pastiche,deconstruction and rejection of a distinction between high and low culturalmodels, to a point where there was no longer a difference between reality and itsown representation. Something that represented a problem for both youngnovelists and readers.This thesis analyses Infinite Jest as a response to this very problem, trying tounderstand in which way Wallace wanted to get over postmodernism, establishinga new kind of literature that highlights the artificiality of reality, by using differenttools than postmodernism. Cross-referencing media and literary studies, my thesisargues that Infinite Jest is a novel that emphasizes the fact that it is a construct. Ishow how the book acknowledges, and gives value to the subjectivity of everyhuman experience, but still stressing the idea that all the data that the reader isreceiving is and will always be heavily mediated information. Therefore, I showhow Wallace uses his characters as if they were human recording devices, creatingin this way a book that is some sort of hybrid between literature and TV.Furthermore, I explain how, by means of narrative devices (such as a disruptiveand incomplete plot, hundreds of endnotes), Wallace wanted to restore thecommunicative function of a text, making himself sure that the reader is invited toactively cooperate in the formation of the novel's meaning, ultimately meeting,and engaging into a dialogue with the author's consciousness in the novel'slanguage, breaking that state of self-consciousness and isolation into which thereader has been condemned by postmodernism and capitalism. Showing that“There's more to life than sitting there simply interfacing”1 David Foster Wallace; Infinite Jest; media studies; Postmodernism; Image-fiction Television; intermediality; transmediality; narratology; heteroglossia. 1 David F. Wallce, Infinite Jest, (Back Bay Books 2016), p. 14.
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Bavlnka, Timothy. "Superheroes and Shamanism: Magic and Participation in the Comics of Grant Morrison." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1302288940.
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Reath, Warren Anne. "Developing multilingual literacies in Sweden and Australia : Opportunities and challenges in mother tongue instruction and multilingual study guidance in Sweden and community language education in Australia." Doctoral thesis, Stockholms universitet, Institutionen för språkdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144745.
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This thesis aims to learn about opportunities for and challenges to the development of multilingual literacies in three forms of education in Sweden and Australia that teach or draw on immigrant languages. In Sweden mother tongue instruction and multilingual study guidance are in focus and in Australia, a community language school. Taking an ecological approach to the research sites, the thesis investigates how language ideologies, organization of the form of education and language practices impact on the development of multilingual literacies. A range of linguistic ethnographic data including 75 lesson observations, 48 interviews, field notes and photographs has been analyzed against the theoretical backdrop of the continua of biliteracy (Hornberger, 1989; Hornberger & Skilton-Sylvester, 2000), heteroglossia (Bakhtin, 1981) and emerging theories of translanguaging (García & Li, 2014) to investigate the questions. The thesis ties together the results of four interlocking case studies investigating the above-mentioned forms of education. Study I analyses the syllabus for mother tongue instruction in Sweden and finds that while aligning with the overall values of the curriculum for the compulsory school, a hidden curriculum constrains implementation. In Study II, multilingual practices during multilingual study guidance in Sweden are analysed, and demonstrate how translanguaging helps recently arrived students reach the learning goals of subjects in the Swedish curriculum. In study III, systematic analysis of indexicals reveals contrasting language narratives about language and language development in and around a Vietnamese community language school in Australia. Study IV focuses on mother tongue instruction in Sweden and through analysis of audio-recordings of lessons, interviews and field notes, finds three dimensions of linguistic diversity infuse the subject. Opportunities for the development of multilingual literacies are created when there is equal access to spaces for developing literacies in different immigrant languages, within which language ideologies that recognize and build on the heteroglossic diversity of students’ linguistic repertoires dynamically inform the organization of education and classroom practices. Challenges are created when monoglossic ideologies restrict access to or ignore linguistic diversity and when there is a lack of dynamic engagement with implementation and organization. Basing organization, and classroom strategies around the linguistic reality of the students and the genres they need, benefits the development of multilingual literacies in both settings and can help students become resourceful language users (Pennycook, 2012b, 2014).At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: Manuscript.
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Lekebjer, Camilla. "Diktatursmittan anfaller! : En språkteoretisk undersökning av kommunismdebatten 2004/2005." Thesis, Södertörn University College, School of Discourse Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1336.
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Hösten 2004 sändes i SVTs Uppdrag granskning ett reportage med rubriken "Lars Ohlys syn på demokrati". Därefter blossade en massmedial debatt upp, den så kallade kommunismdebatten. Både från partikamrater och andra politiker framfördes krav på att Lars Ohly skulle sluta kalla sig kommunist och året därpå gav han med sig. Men vad avsåg man i debatten egentligen med ordet kommunism? Min hypotes är att det rådde en semantisk konflikt i debatten, det vill säga en kamp om betydelsen hos ordet kommunism/kommunist.
I den här uppsatsen visar jag, genom att undersöka nyhetsartiklar och ledare ur svensk dagspress, att min hypotes stämmer. Jag för också, med utgångpunkt i teorier om det språkliga tecknets godtycklighet, en diskussion utifrån undersökningens resultat. Där resonerar jag bland annat kring de politiska konsekvenserna av att kommunism, som det verkar med hänseende till debattens utgång, inte längre kan användas som beteckning för 'drömmen om ett klasslöst samhälle'.
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Wetherbee, Benjamin James. "Toward a Rhetoric of Film: Theory and Classroom Praxis." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313119045.
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Drici, Nadia. "Poétique du double et écritures hybrides dans les littératures postcoloniales : à partir des romans de René Depestre, Rachid Boudjedra et Ben Okri." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10198.
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Parfois posées en héritières du fantastique du dix-neuvième siècle, les écritures singulières des auteurs postcoloniaux exploitant les ressorts du surnaturel sont souvent cataloguées sous l’étiquette homogénéisante de « réalisme magique ». L'intérêt du rapprochement des œuvres de René Depestre, Rachid Boudjedra et Ben Okri est de pouvoir interroger ces filiations à partir de leur textualisation de la figure du double. Ces littératures, adoptant une posture nouvelle face à son traitement et à son évolution, s'éloignent des écritures fantastiques occidentales. Elles s'en distinguent par l’exploitation de personnages hybrides, dont la posture face au double est conditionnée par cette hybridité-même, une conséquence inéluctable de l'Histoire. Ces auteurs postcoloniaux explorent des ethnoscapes inédits et développent une écriture résolument moderne fondée sur une hybridation générique qui contribue à revivifier le roman à l'occidentale. Leurs poétiques hybrides génèrent ainsi un genre original où le double, loin d’être une simple figure, est une clé pour aborder ces textes aux imaginaires multiples qui jettent de nouvelles bases pour une herméneutique littéraireThe postcolonial authors who use the supernatural have sometimes been qualified as the heirs of Nineteenth Century fantastic literature, and are often categorized under the homogenizing label of “magical realism”. The relevance of the parallels between the works of René Depestre, Rachid Boudjedra and Ben Okri is apparent when interrogating these filiations through their textualisation of the figure of the Double. This writing confronts the figure's appearance and evolution with a novel posture, and has developed a varied approach different from that of Western fantastic literature. They set themselves apart by their usage of hybrid characters, whose attitude when facing the Double is conditioned by their hybridity; an inescapable consequence of history. The authors explore original ethnoscapes and have developed a thoroughly modern writing built on a generic hybridity, contributing to the revitalization of the Western novel. These hybrid poetics have generated an original genre in which the double, far from it’s basic characterization, represents a key when approaching the multi-facetted imaginations of these works, laying new groundwork for literary interpretation
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Kim, Jung Sook. "Rethinking Discourses of Diversity: A Critical Discourse Study of Language Ideologies and Identity Negotiation in a University ESL Classroom." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492708729036445.
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Moïse, Myriam. "African Caribbean Women Writers in Canada and the USA : can the Diaspora Speak?" Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030086.
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Cette thèse étudie les spécificités du discours produit par les femmes écrivains de la diaspora afro-caribéenne au Canada et aux Etats-Unis, notamment chez Edwidge Danticat, Nalo Hopkinson, Jamaica Kincaid, Paule Marshall, M. NourbeSe Philip, et Olive Senior. La position ambivalente de ces auteures qui sont culturellement dedans et dehors influence leurs écrits, en prose comme en poésie, dans lesquels elles revendiquent leurs histoires, leurs corps et leurs langues. La discussion s’attache à observer les opérations discursives en démontrant que les auteures étudiées articulent de nouvelles formes de subjectivité et prouvent que la formation des identités culturelles ne dépend pas d’un territoire stable, mais plutôt d’un espace culturel mobile, voire volatile. D’une part, ces femmes réécrivent le passé dans un discours qui déstabilise les versions hégémoniques de l’histoire et d’autre part, elles cherchent à représenter leurs corps en dépassant leur dimension matérielle et choisissent d’embrasser leur schizophrénie culturelle. Leurs projets brisent le silence et libèrent les subjectivités incontrôlées à travers la création de polyphonies incarnées, de multiples contre discours et d’énoncés non-conformistes. Les constructions discursives de leur moi ne pouvant en effet se manifester qu’à l’extérieur des terminologies canoniques, ces auteures s’inscrivent dans une démarche de résistance au discours unique et privilégient a fortiori une rhétorique hétéroglossique. En somme, cette analyse comparative est innovante en ce qu’elle démontre que mémoires, langues et identités diasporiques sont intimement liées, et qu’au delà de leurs démarches respectives et des stratégies discursives qui leur sont propres, ces auteures sont des écrivains du limbo qui, à la manière des danseurs de limbo, transforment l’instabilité en une expérience de recréation artistique. Elles placent leurs représentations au coeur d’une dynamique empreinte de mouvement, de fluidité, de pluralité et d’hybridité, et prouvent clairement que la diaspora féminine caribéenne peut faire entendre sa voixThis dissertation examines the specific discourse produced by diasporic African Caribbean women writers in Canada and the USA, namely Edwidge Danticat, Nalo Hopkinson, Jamaica Kincaid, Paule Marshall, M. NourbeSe Philip, and Olive Senior. These authors’ ambivalent positions as both cultural insiders and outsiders are conveyed through their prose and poetry, in which they reclaim their histories, bodies and tongues. The thesis highlights discourse operations in demonstrating that the selected authors articulate new forms of subjectivity, hence proving that cultural identities do not depend on static territories but rather on mobile and even volatile cultural spaces. Besides reconstructing the past through a discourse that truly unsettles hegemonic versions of history, African Caribbean diasporic women writers represent their bodies beyond materiality and choose to embrace their cultural schizophrenia. Their projects consist in un-silencing the unruly selves through the creation of embodied polyphonies, multiple counter-voices and anti-conformist utterances. The discursive constructions of the self therefore occur outside of canonical terminology, as these women writers resist single-voiced discourse and favour heteroglossic rhetorics. Ultimately, this comparative literary analysis is innovative as it proves that diasporic memories, tongues and identities are interlinked, and that beyond their respective agendas and personal discursive strategies, these authors are limbo writers who, like limbo dancers, transform instability into a recreative and artistic experience. They inscribe their self-representations into a powerful dialectic of movement, fluidity, plurality and hybridity, and truly demonstrate that the feminine Caribbean diaspora can speak
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Jacobs, Ihette. "Begrens én onbegrens : intertekstualiteit in die oeuvre van H.J. Pieterse / Ihette Jacobs." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4814.
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This dissertation attempts to investigate the intertextual modus operandi in the oeuvre of H.J. Pieterse, with specific focus on his volumes, Alruin (1989) and Die burg van hertog Bloubaard (2000). The overarching purpose of the investigation is to prove that the author not only uses intertextuality in the sense that one text (literary text) refers to another text (literary and non–literary), or that one text influences another. Pieterse engages in conversation with other texts and re–writes these texts by repositioning them in another context and by adding additional metaphoric meaning to them. The author allows these texts to exchange conversation, to mutually influence one another, and this has as a result that, in his poems, his poetry and his oeuvre, metaphoric lines come into being, which lend a layered meaning to these texts and enrich the possibilities of their interpretation. Thus, a play on multiple meaning develops, which moves between texts: written texts, literary texts, non–literary texts, the author, the reader and the context(s). The conclusion to which this dissertation comes, is that the above mentioned manifestations of meanings, which exist and come into existence within the physically confines of the text, expand this text to a less confined existence in terms of meaning, more unlimited and unbound than what is necessarily allowed by the physically confined nature of the written text. The question thus arises of how the physically limited text take possession of and draws into the texts what lies beyond its physical confines to produce meaning, and how this tension around the limits of the literary text is functionally used. Consequentially, the question that follows is how this happens in the oeuvre of H.J. Pieterse and how the author uses his poetic technique to go beyond the confines of the written text.Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2011.
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Caesar, Cheryl. "Léon Tolstoï, Anne Tyler et la polyphonie littéraire : une étude d'influence." Paris 3, 2008. http://www.theses.fr/2008PA030035.
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Créateur de la notion de la polyphonie littéraire, Mikhaïl Bakhtine avait trouvé comme exemplaire les fictions de Dostoïevski. Les romans de Tolstoï lui servaient de contre-exemple, selon lui, monologiques et autoritaires. Cependant, des spécialistes de Bakhtine tels que Gary Saul Morson et Caryl Emerson trouvent chez Tolstoï d'autres expressions de la polyphonie. Cette thèse cherchent à explorer tous les concepts principaux de Bakhtine, le dialogisme, l'hétéroglossia, le carnaval, les chronotopes, l'infinalisabilité, et, en place centrale, la polyphonie, dans le contexte des romans de Tolstoï, principalement Anna Karénine. Ces concepts sont étudiés en tant qu'approches narratives aussi bien que sous la forme de thématisations liées à d'autres idées-clés de Bakhtine: l'altérité, l'externalité et l'exotopie. En même temps, nous analysons l'influence éventuelle de Tolstoï sur l'écrivain américaine Anne Tyler, et l'expression de la polyphonie dans ses oeuvresCreator of the concept of literary polyphony, Makhail Bakhtin chose the fictions of Dostoevsky as its exemplar, citing Tolstoy as his monologic counter-example. However, Bakhtin experts such as Gary Saul Morson and Caryl Emerson argue that Tolstoy's works may reveal another kind of polyphony. This dissertation explores the main ideas of Bakhtin, dialogism, heteroglossia, the carnival, chronotopes, unfinalizability and, centrally, polyphony, as they may be found in the novels of Tolstoy, particularly Anna Karenina. The concepts are analyzed as narrative approaches as well as thematizations which may be linked to other pivotal notions of Bakhtin's: otherness (alterity), outsidedness (externality) and other-worldedness (exotopia). At the same time, it examines the possible influence of Tolstoy on the American writer Anne Tyler, through the manifestations of polyphony in her works
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Wang, Ming-cheng, and 王洺程. "Dialogism and Heteroglossia in Brian Friel's Translations." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/688rah.
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碩士國立彰化師範大學
英語學系
101
Being deprived, rehoused, unified and fragmented by the colonial authority, characters in Brian Friel’s Translations are situated in a predicament. The struggle between traditional culture and modern system emerges from colonized society. At the crucial moment, the characters voice out, expressing their own opinions. They are independent and autonomous speaking subjects. In the first chapter, some critical views on Translations are introduced. Also, the motivation for the research and the structure of the thesis is expounded. The second chapter demonstrates the theoretical foundation: Mikhail Bakhtin’s dialogism and heteroglossia are included. The third chapter focuses on the interpretation of Translations from dialogism. I examine the communicative function of the play, asserting that it is an utterance. Furthermore, I explore the self-construction of the two significant characters, Manus and Owen. Finally, I examine the relations between Friel and his characters. The fourth chapter deals with heteroglossia in Translations. I define the dominant social authority and the centripetal forces surrounding it. Yet, the authority is unstable, while the centrifugal forces attempting to defeat the centripetal forces. Finally, I present the heteroglot language constructed by different classes and genders in the play. The final chapter summarizes the main points in the thesis. Also, the significance of Bakhtin’s work is mentioned.
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Yi-ling, Cheng, and 鄭怡玲. "Heteroglossia in Werner Schwab's OVERWEIGHT, unimportant: MISSHAPE." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/42240424840285907269.
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碩士國立中興大學
外國語文學系
93
Werner Schwab’s Overweight, unimportant: Misshape is a provocative piece of work dealing with killing, raping, billingsgate, and cannibalism. The characteristics of carnivalization are clearly presented through the languages of the play while Bakhtin’s ideas of carnivalization are taken into consideration. Languages of dialogue are important here. Through the relationships of mutual dialogues of characters, the phenomena of heteroglossia distinctly show. However, the idea of heteroglossia is not designed for the genre of drama at first in Bakhtin’s thoughts. In this thesis, these prejudiced ideas of Bakhtin are going to disapprove of and in this way to help to release the possible utterances of heteroglossia in the genre of drama. Schwab’s play Overweight, unimportant: Misshape is going to be elaborated from the psychological shifting to present the phenomena of heteroglossia through its complicated dialogic relationships and the languages of the characters of ideas.