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Articles de revues sur le sujet « Literary Practice »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 15 février 2022

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1

Flynn, Peter. « Exploring literary translation practice ». Target. International Journal of Translation Studies 19, n^o 1 (26 juillet 2007) : 21–44. http://dx.doi.org/10.1075/target.19.1.03fly.

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This article discusses findings from an ethnographic study of literary translation practice in the Netherlands and Belgium. The article focuses on one aspect of translation practice, namely translatorial ethos. It is argued that the forms of translatorial ethos visible in the data are complex in that they have a bearing both on textual and institutional practice and relations at one and the same time. More specifically, it is also argued that these complex professional stances and positionings need to be taken into account if we are to gain a better understanding of translational norms (Toury 1995, 2000 and Chesterman 1993) or translational habitus (Simeoni 1998). Furthermore, it is argued in a more general sense that linguistic ethnography can provide clear indications of patterns of translational practice and therefore forms a useful means of inquiry in the context of translation studies.

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2

Sussman, Herbert L. « Literary History : Theory and Practice ». Poetics Today 6, n^o 4 (1985) : 802. http://dx.doi.org/10.2307/1771981.

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Reid, Robin Anne. « Tolkien’s Literary Theory and Practice ». Tolkien Studies 13, n^o 1 (2016) : 242–57. http://dx.doi.org/10.1353/tks.2016.0022.

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Kottow, M. « Literary narrative in medical practice ». Medical Humanities 28, n^o 1 (1 juin 2002) : 41–44. http://dx.doi.org/10.1136/mh.28.1.41.

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Green, Marilyn A., et Susan Rathbun-Grubb. « Classifying African Literary Authors ». Library Resources & ; Technical Services 60, n^o 4 (7 octobre 2016) : 270. http://dx.doi.org/10.5860/lrts.60n4.270.

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This paper reviews the literature on the inadequacies of the Library of Congress Classification (LCC) schedules for African literary authors and describes a modified practice that collocates African literature and facilitates patron browsing. Current LCC practice scatters African literature across the multiple European language classifications of former colonial powers. Future strategies could place individual authors more accurately in the context of their country, region, culture, and languages of authorship. The authors renew the call for a formal international effort to revisit the literature schedules and create new classification practices for African literature.

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Dana, Joseph. « Two Ibn Ezras in One : Literary Theory Versus Literary Practice ». Hebrew Studies 53, n^o 1 (2012) : 115–20. http://dx.doi.org/10.1353/hbr.2012.0023.

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Rudnick, Hans H., Hans Bertens et Douwe Fokkema. « International Postmodernism : Theory and Literary Practice ». World Literature Today 72, n^o 1 (1998) : 220. http://dx.doi.org/10.2307/40153742.

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8

Starikova, N. « Postmodern discourse and Slovenian literary practice ». Slavianovedenie, n^o 4 (août 2019) : 51–59. http://dx.doi.org/10.31857/s0869544x0005439-5.

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Gillespie, Gerald, Hans Bertens et Douwe Fokkema. « International Postmodernism : Theory and Literary Practice ». Comparative Literature 50, n^o 3 (1998) : 255. http://dx.doi.org/10.2307/1771400.

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10

Verstraete, Ginette. « Friedrich Schlegel's Practice of Literary Theory ». Germanic Review : Literature, Culture, Theory 69, n^o 1 (janvier 1994) : 28–35. http://dx.doi.org/10.1080/00168890.1994.9934237.

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Block, Ed. « Gadamer's Literary Criticism as Philosophical Practice ». Journal of the British Society for Phenomenology 28, n^o 3 (janvier 1997) : 273–86. http://dx.doi.org/10.1080/00071773.1997.11007205.

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Stibbs, Andrew. « The Teacherly Practice of Literary Theory ». English in Education 27, n^o 2 (juin 1993) : 50–59. http://dx.doi.org/10.1111/j.1754-8845.1993.tb01102.x.

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13

Allington, Daniel, et Joan Swann. « Researching literary reading as social practice ». Language and Literature : International Journal of Stylistics 18, n^o 3 (août 2009) : 219–30. http://dx.doi.org/10.1177/0963947009105850.

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This article first discusses ‘the reader’ as generally conceived within literary studies (including stylistics), grounding its claims with an empirical analysis of articles published in Language and Literature from 2004 to 2008. It then surveys the many ways in which real readers have been empirically investigated within cultural studies, the history of reading, and cultural sociology. Lastly, it introduces the remaining papers in this special issue as contributions to the study of language and literature.

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14

Machan, Tim William. « Medieval Multilingualism and Gower's Literary Practice ». Studies in Philology 103, n^o 1 (2006) : 1–25. http://dx.doi.org/10.1353/sip.2006.0003.

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15

Hamad, Hannah. « Introduction : literary celebrity and industry practice ». Celebrity Studies 7, n^o 4 (octobre 2016) : 575–76. http://dx.doi.org/10.1080/19392397.2016.1234809.

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16

Bradley, Seamus. « A literary approach to scientific practice ». Metascience 20, n^o 2 (28 octobre 2010) : 363–67. http://dx.doi.org/10.1007/s11016-010-9468-2.

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17

Khaghaninejad, Mohammad Saber. « Political Practice of Literary Analysis : How to Read Literature more Closely ». International Letters of Social and Humanistic Sciences 49 (mars 2015) : 92–105. http://dx.doi.org/10.18052/www.scipress.com/ilshs.49.92.

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The development of literary/textual analysis is becoming increasingly interdisciplinary; inter-textual, historically and socially-aware, and politically-motivated critical practices. This study is an attempt to show how literary/textual analyses are relied on a number of interrelated, competing and methodological political arrangements. In brief, this article is an account of the development of critically and politically-aware practices of literary analysis and implicitly inculcate that how literary analysis can be done employing political interpretations. Hence, some key concepts for critical practice of literary analysis such as interdiscourse, intertextuality, ideology negotiation and feminist/political criticisms of literature are investigated. Finally, an example of a politically committed analysis of literature is provided to show how theoretical foundations function in practice.

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18

Maharani, Aprilia Ciptaning, et Dwi Susanto. « Praktik Sosial Goenawan Mohamad di Arena Sastra Indonesia pada Tahun 1990-an : Kajian Sosiologi Anthony Giddens ». Nusa : Jurnal Ilmu Bahasa dan Sastra 14, n^o 4 (11 novembre 2019) : 536. http://dx.doi.org/10.14710/nusa.14.4.536-548.

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The purpose of this study is to find out how GM's social practices as agents in the Indonesian literary arena in the 1990s, and the structural responses to these social practices. This research is qualitative. The material object is GM's social practice in the Indonesian literary arena in the 1990s, while the formal object is the arena structure's response to the action. Data analysis was performed by chronological mapping accompanied by decomposition that referred to Anthony Giddens's sociological theories. Based on research that has been done, the results show that GM runs social practices by occupying several arena structures, including Horison, AJ and DKJ, Tempo through Caping, and KUK. The structural response to these actions was manifested in several conflicts, contradictions and acceptances that helped to bolster the existence of GM's literacy in the Indonesian literary arena from the beginning to the 1990s.

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Gehlot, Kunika, Soma Anil Mishra et Kavya Trivedi. « LITERARY ARCHITECTURE ». International Journal of Research -GRANTHAALAYAH 6, n^o 10 (31 octobre 2018) : 121–29. http://dx.doi.org/10.29121/granthaalayah.v6.i10.2018.1169.

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Architecture and Literature are the social forms of art peculiar to the mankind. Architecture creates a story with a thread of spaces whereas Literature builds a visual representation of a place with words. They have been practiced together from ancient times in order to leverage the experience of users in their respective fields. The primary purpose of the research is to study the amalgamation of these domains of art in order to enhance the prospects of designing in a better-experienced way. Architects and Writers work on the same base with an alike goal and, Architectural concepts could be kindled and inspired by anything in the world henceforth, it could be stimulated by novels and narrations of literature. Thus, the result and conclusion would be exploring an exercise and posing an example of the novel The Fountainhead by Ayn Rand, manifested by the literature review and case studies, henceforth triggering the thoughts of future evolution and enhancement of practice on the topic

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20

Kutzinski, Vera M. « Commentary : American Literary History as Spatial Practice ». American Literary History 4, n^o 3 (1992) : 550–57. http://dx.doi.org/10.1093/alh/4.3.550.

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21

Logan, Mawuena Kossi. « Labour Party Reforms Versus Imperialist Literary Practice ». Lion and the Unicorn 25, n^o 3 (2001) : 391–411. http://dx.doi.org/10.1353/uni.2001.0033.

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22

Kwŏn, Youngmin, et Marshall R. Pihl. « The Logic and Practice of Literary Nationalism ». Korean Studies 16, n^o 1 (1992) : 61–81. http://dx.doi.org/10.1353/ks.1992.0005.

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23

Islam, Mohammad Shafiqul. « Literary translation : trend and practice in Bangladesh ». Asia Pacific Translation and Intercultural Studies 5, n^o 1 (2 janvier 2018) : 38–56. http://dx.doi.org/10.1080/23306343.2018.1438083.

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24

Wang Ning. « Cosmopolitanism, World Literature and Chinese Literary Practice ». Journal of English Language and Literature 59, n^o 3 (juin 2013) : 385–99. http://dx.doi.org/10.15794/jell.2013.59.3.003.

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25

Walldén, R., et P. Nygård Larsson. « Negotiating figurative language from literary texts : second-language instruction as a dual literacy practice ». L1 Educational Studies in Language and Literature 21, Running Issue, Running issue (mai 2021) : 1–30. http://dx.doi.org/10.17239/l1esll-2021.21.01.08.

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26

Morrell, Ernest. « Toward Equity and Diversity in Literacy Research, Policy, and Practice : A Critical, Global Approach ». Journal of Literacy Research 49, n^o 3 (17 août 2017) : 454–63. http://dx.doi.org/10.1177/1086296x17720963.

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Can growing inequities between rich and poor and massive manifestations of hatred and intolerance amid rising tides of global populism inspire a focus on equity and diversity in literacy research, policy, and practice? Can such calls for change be collaborative rather than competitive? Can we envision self-love, wellness, and intercultural understanding as compelling ends of a reimagined literacy pedagogy? Toward these ends, this essay offers demographic, moral, and economic imperatives for fundamentally reconsidering literacy policy and practice. It then presents five “big” ideas. We must ask different questions, we must identify and problematize our notions of success, we must advocate for the equitable distribution of material resources, we must fight for bottom-up accountability practices, and we must envision new literacy practices that reflect our new global reality. Finally it advocates a global postcolonial critical literacies framework where teachers are positioned as intellectuals and agents of change, where students have opportunities to collaboratively produce and distribute multimodal compositions, where children have access to a wider array of literary texts that enable them to become powerful, reflexive readers of the word and the world, and where parents and communities are partners in the project of nurturing powerful readers, authors, and speaker.

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27

Chung, Soh-Young. « The Modality of the Textual Institutionalisation of Literary Studies : Towards a Sociology of Literature ». Sociological Research Online 16, n^o 3 (août 2011) : 15–27. http://dx.doi.org/10.5153/sro.2447.

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This paper aims to present a sociology of literary studies that is distinguished from the sociology of literature in that its focus is on literary studies as a social practice rather than as a socio-cultural institution: how literary studies is institutionalized as such not how it functions in relation to literature. The sociological analysis of literary studies in this paper entails two tasks. Firstly, it constructs a methodological frame within which literary studies can be observed and analysed in terms of the rules of discursive formation rather than as a pre-discursive entity. This is achieved through conceptualizing the Foucauldian notion of discursive formation and knowledge practice as an analytic strategy and operationalising it via Paul Dowling's Social Activity Method. Empirically, the analysis produces a description of the practice of literary studies as instantiated in the particular region of the practice constituted with what I refer to as the crisis discourse. The analysis describes literary studies as that which is emergent upon differing institutionalising strategies articulated by its participants to mark out literary studies from other practices and to maintain its disciplinarity through regulating the distribution and the access of the distribution of the discourse within and beyond the practice. The generalisability of the research in this paper lies in the applicability of the analytical method that can be employed at any given level of analysis to examine discursive practice—such as literary studies—as the effects of the particular discourses in terms of how they articulate and sustain the institutionalised identity of the practice.

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28

Deroo, Matthew R., et Vaughn W. M. Watson. « “Air I Breathe” : Songwriting as Literacy Practices of Remembrance ». Journal of Literacy Research 52, n^o 2 (juin 2020) : 158–79. http://dx.doi.org/10.1177/1086296x20915518.

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This qualitative study, based on data from an ongoing after-school literacy and songwriting initiative, examines the multiliteracy practices of Noriah Rose and Koral, Black adolescent girls, and their socially situated meaning-making and sharing about loss. Specifically, we asked, “In what ways do youth grapple with complicated meanings of loss as they share creative and artistic songwriting practices?” We build upon interdisciplinary framings in literacy and social science research to advance new theoretical understandings of literary practices of remembrance, highlighting the public sharing of independently authored digital compositions across various audiences through song. We conceptualize youths, enacting literacy practices of remembrance, as demonstrating three socially situated stances of sharing: evoking a passed-on narrative complicating temporality and permanence, historicizing artistic cultural expression, and demonstrating mutual sharing and stewardship of loss. We argue that various communities supported youths’ meaning-making about loss, and we offer implications for teaching, research, and practice.

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Gunawardena, Maya. « The Implications of Literacy Teaching Models ». International Journal of Education and Literacy Studies 5, n^o 1 (31 janvier 2017) : 94. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.94.

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First year students often experience a culture shock as certain literacy practices at the university level are different from their experiences in high schools. Some major challenges that students encounter include students’ ability to maintain academic integrity practices in their studies, to comprehend complex academic texts to outline key ideas, and to communicate confidently and effectively in diverse academic genres. As these challenges are common, often universities offer activities to assist students’ with their academic enculturation process. The three popular literacy teaching models currently in practice are the generic, embedded and literacies models. All the three models offer challenges in their effective practice. By evaluating the ethnographic data from the models used at UNSW Canberra Academic Language Learning Unit (ALL), this paper argues that in line with Lea and Street’s (2006) discussion, literacies is the most effective approach for developing students’ lifelong skills for effective communication, reading and critical thinking. Literary teaching should involve an advanced inquiry into writing practices in diverse disciplines helping students’ identifying and practicing using language devices and rhetorical structures in academic genres.

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Khanal, Shanti Prasad. « Role of Health Literacy on Menstrual Hygiene Practice among the Girl Students ». Journal of Health Promotion 7 (8 septembre 2019) : 83–90. http://dx.doi.org/10.3126/jhp.v7i0.25518.

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The main aim of this study was to find out the role of health literacy on menstruation hygiene practice of campus girls. The population of this study were girls studying health and physical education in Surkhet Campus and HA/Staff Nurse in SEDA Campus. Surkhet was selected by proportional stratified sampling. This study followed descriptive and cross-sectional design. The study used two tools Short Test of Functional Health Literacy in Adults (S-TOFHLA) and Self Administrated Questionnaire for collecting data. It was found that health literacy among girls of study area is not satisfactory. The findings indicate that 53.93 percent respondents have adequate health literacy. Adequate health literacy level of girls of HA/Staff nurse, aged 16-18 years and 19-21 years and Chhetri and Janajati had adequate health literary. The findings support that higher proportions of the adequate health literate respondents have good menstruation hygiene practice than inadequate health literate respondents. Finally, the results indicated that health literacy among the girls is inadequate, that calls more concern to the matter of health literacy in educational programs.

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Rothstein, Eric, et Douglas Lane Patey. « Probability and Literary Form : Philosophic Theory and Literary Practice in the Augustan Age. » Eighteenth-Century Studies 19, n^o 3 (1986) : 421. http://dx.doi.org/10.2307/2738937.

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Nuttall, A. D., et Douglas Lane Patey. « Probability and Literary Form : Philosophic Theory and Literary Practice in the Augustan Age ». Yearbook of English Studies 18 (1988) : 283. http://dx.doi.org/10.2307/3508230.

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Bell, Desmond. « Probability and literary form : Philosophic theory and literary practice in the Augustan age ». History of European Ideas 7, n^o 6 (janvier 1986) : 685–87. http://dx.doi.org/10.1016/0191-6599(86)90027-6.

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Carabine, Keith, et M. McDonald. « British Literary Culture and Publishing Practice, 1880-1914 ». Modern Language Review 94, n^o 2 (avril 1999) : 517. http://dx.doi.org/10.2307/3737149.

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35

Greco, Norma A. « Re-Creating the Literary Text : Practice and Theory ». English Journal 79, n^o 7 (novembre 1990) : 34. http://dx.doi.org/10.2307/818715.

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36

Scott, Clive. « Intermediality and Synesthesia : Literary Translation as Centrifugal Practice ». Art in Translation 2, n^o 2 (juin 2010) : 153–69. http://dx.doi.org/10.2752/175613110x12706508989415.

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Reyzábal, M. V. « Literary Practice as a Way to Promote Resilience ». Procedia - Social and Behavioral Sciences 132 (mai 2014) : 121–28. http://dx.doi.org/10.1016/j.sbspro.2014.04.287.

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38

Seeman. « Apostasy, Grief, and Literary Practice in Habad Hasidism ». Prooftexts 29, n^o 3 (2009) : 398. http://dx.doi.org/10.2979/pft.2009.29.3.398.

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Horlacher, Stefan. « 28. Configuring Masculinity in Theory and Literary Practice ». English and American Studies in German 2015, n^o 1 (1 novembre 2015) : 44–46. http://dx.doi.org/10.1515/east-2016-0029.

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Meyer-Lee, Robert J. « Toward a Theory and Practice of Literary Valuing ». New Literary History 46, n^o 2 (2015) : 335–55. http://dx.doi.org/10.1353/nlh.2015.0013.

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McGerr, Rosemarie P. « Medieval Concepts of Literary Closure : Theory and Practice ». Exemplaria 1, n^o 1 (janvier 1989) : 149–79. http://dx.doi.org/10.1179/exm.1989.1.1.149.

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Beadle, Gordon, et Peter D. McDonald. « British Literary Culture and Publishing Practice, 1880-1914 ». Albion : A Quarterly Journal Concerned with British Studies 31, n^o 1 (1999) : 147. http://dx.doi.org/10.2307/4052864.

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Olmanson, Eric D. « American Literary Geographies : Spatial Practice and Cultural Production ». Journal of Historical Geography 35, n^o 4 (octobre 2009) : 773–75. http://dx.doi.org/10.1016/j.jhg.2009.06.012.

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FISHER, MAISHA. « Open Mics and Open Minds : Spoken Word Poetry in African Diaspora Participatory Literacy Communities ». Harvard Educational Review 73, n^o 3 (1 septembre 2003) : 362–89. http://dx.doi.org/10.17763/haer.73.3.642q2564m1k90670.

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In this article, Maisha T. Fisher explores the resurgence of spoken word and poetry venues in the Black community and their salience as venues for cultural identity development and literacy practice. Calling them African Diaspora Participatory Literacy Communities (ADPLCs), Fisher describes two open mic poetry settings that recall the feeling and communal centrality of jazz clubs and literary circles of the Harlem Renaissance. These ADPLCs are predominantly created and supported by people of African descent who actively participate in literacy-centered events outside of school and work settings. Through ethnographic research, Fisher explores how these venues function as literacy centers in two communities. Fisher discusses the cultural practices that underlie the organization and orchestration of these events, explores what inspires and motivates participants, and examines how these venues operate as sites for multiple literacies.

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Rodríguez Menéndez, Mercedes. « Fundamentos gnoseológicos, psicológicos y didácticos de la enseñanza de la literatura ». Foro Educacional 28, n^o 28 (26 juillet 2017) : 55. http://dx.doi.org/10.29344/07180772.28.789.

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RESUMEN La disciplina Estudios Literarios forma parte del currículo propio de la carrera Licenciatura en Educación Primaria que se estudia en las universidades de Cuba. Mediante esta disciplina se pretende acercar a los futuros maestros de la enseñanza primaria al mundo de la creación literaria, para que desarrollen habilidades de apreciación y análisis literario que les permitan la selección y estudio de textos con verdaderos valores éticos y estéticos, tanto para su recreación personal como para su labor pedagógica. El análisis histórico de dicha disciplina, el intercambio con profesores de diferentes centros universitarios del país que la han impartido y sus respectivos jefes, la observación de la práctica educativa y la propia experiencia de la autora como profesora de diferentes asignaturas literarias por más de 20 años, permitió constatar que no existe claridad por parte de los profesores que imparten las asignaturas literarias con relación a los fundamentos gnoseológicos, psicológicos y didácticos que intervienen en su enseñanza. En correspondencia con ello, la presente investigación tiene como propósito explicar dichos fundamentos, destacando leyes, principios, y conceptos en que se sustenta el estudio de una obra literaria, los procesos psíquicos fundamentales que intervienen en ellos y las etapas, desde el punto de vista didáctico, por el que transcurre.Palabras clave: Apreciación literaria, Enseñanza de la literatura, Análisis literario, Teoría literaria, Proceso docente educativo.Knowledge, psychological and didactic rationale of teaching literature ABSTRACT The Literary Studies discipline is part of the curriculum of the Bachelor’s Degree in Primary Education studied at universities in Cuba. This discipline is intended to bring future teachers of primary education to the world of literary creation developing skills for appreciation and literary analysis that allow selecting and studying texts with true ethical and aesthetic values, both for their personal recreation as for their pedagogical work. The historical analysis of this discipline, exchange with teachers from different university centers of the country that have taught it and their respective leaders, observation of the educational practice, and the author’s own experience as a teacher of different literary subjects for more than 20 years, have showed that teachers who teach literary subjects do not have clear concepts in relation to knowledge, psychological and didactic rationale intervening in their teaching. Correspondingly, the purpose of this research paper is to explain these rationale by highlighting laws, principles, and concepts that underlie the study of a literary work, the fundamental psychic processes involved in it, and, from the didactic point of view, the stages through which it takes place.Keywords: Literary appreciation, Teaching literature, Literary analysis, Literary theory, Teaching process.

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Stopel, Bartosz. « Between Theory and Practice : Literary Theory and Analytic Aesthetics ». Tekstualia 4, n^o 35 (1 avril 2013) : 123–34. http://dx.doi.org/10.5604/01.3001.0013.4632.

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The article aims to determine the relation between literary theory and the analytic philosophy of literature. The former is understood mostly as a body of ideologically and culturally focused normative reading strategies, and the latter as an inquiry into the foundations, assumptions and aims of reading and appreciating works of literature. Although at fi rst it might seem that both approaches seem radically incompatible, a closer inspection reveals that, in some cases, they are complementary, while, in others, the relation is more hierarchical, with aesthetic judgments being logically primary to theory-driven research. At the same time, literary theory is always partly a philosophy of literature, as no theoretical inquiry is free from basic aesthetic considerations on the nature of meaning, authorship, or value judgments. In the end, radically anti-theoretical stances of neopragmatists, literary darwinists, or some analytic aestheticians are misguided to the extent that what impedes or suppresses certain types of research in the humanities is literary theory’s institutionally dominant position, rather than its claims, or the type of research it encourages.

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Arif Setyawan. « Chairil Anwar Service Literature Practices, 1942-1949 ». AKSIS : Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, n^o 2 (31 décembre 2019) : 347–57. http://dx.doi.org/10.21009/aksis.030211.

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Chairil Anwar's literary resistance practices in 1942-1949 were supported by ‘literary habitus’--foreign and local literature, literary totality, and literary rationality-- as a foundation with the support of ‘literary modal’ --literary totality, literary rationality, and ideals of literature-- with consideration of the ‘literary fields’.Although the dominance of a ‘pujangga baru’ generation through literary practices is quite strong, Chairil Anwar's ‘literary practice’ is a successful practice.This success was marked by several things, including (1) Chairil's poetry writing model was considered as a new model that was not available before in Indonesian literature; (2) the influence of Chairil's literary practice which is growing in Indonesian literary society; (3) Chairil's coronation as a pioneer of the 45th generation; and (4) the increasingly massive publishing of Chairil's works which certainly brings 'capital modal' to Chairil's family. Keywords: literary resistance practices, Chairil Anwar, 1942-1949 Abstrak Praktik sastra perlawan Chairil Anwar pada tahun 1942-1949 didukung oleh 'habitus sastra' --sastra asing dan lokal, totalitas sastra, dan rasionalitas sastra-- sebagai landasan dengan dukungan 'modal sastra' --totalitas sastra, rasionalitas sastra, rasionalitas sastra , dan cita-cita sastra-- dengan pertimbangan 'ranah sastra'. Meskipun dominasi generasi 'pujangga baru' melalui praktik sastra cukup kuat, 'praktik sastra' Chairil Anwar adalah praktik yang berhasil. Keberhasilan ini ditandai oleh beberapa hal, antara lain(1) Model penulisan sajak Chairil dianggap model baru yang belum ada sebelumnya di kesusasteraan Indonesia; (2) pengaruh praktik sastra Chairil yang semakin besar dalam masyarakat sastra Indonesia; (3) dinobatkannya Chairil sebagai pelopor angkatan 45; dan (4) semakin masifnya penerbitan karya-karya Chairil yang tentunya mendatangkan modal kapital bagi keluarga Chairil. Kata kunci: praktik sastra perlawanan, Chairil Anwar, Tahun 1942-1949

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Thampirasa, Vivanantharasa. « Literary Application for the Cultural Heritage ». International Research Journal of Tamil 3, S-1 (24 avril 2021) : 19–24. http://dx.doi.org/10.34256/irjt21s13.

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This article explores the mechanism by which the literary endeavours of the numerically small communities in Eastern Sri Lanka operate as the cultural heritage of those communities. Cultural heritage refers to the behaviours, activities, materials, and traditions maintained to identify the identity and continuity of a community or race. In an environment where cultural oppression is being shaped as a political practice, it is felt necessary for a society to retain its lifestyle and identity rights. It is both essential and at the same time challenging for a small community to learn its cultural traditions in a multicultural environment. The majority culture is being generalized and the cultures of minority communities are being transformed and disappeared. In this situation, a community has to keep its heritage domains in practice to sustain its existence. Language and its art - literature, are paramount in these domains. This is because the identity and organization of a community are primarily based on the language of that community. The numerically small communities of Eastern Sri Lanka, such as the Vedar, Kuravar, Burgher and Kaffir communities, have distinctive language practices and literary works. However, in the context of the majority of Sinhala and Tamil communities of Sri Lanka, the learning of a small community remains in crisis. In this case, the article outlines how the literature of these communities is used as part of maintaining these identities. This article also highlights the use of cultural legacy for the existence of such communities.

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Lopez de Aguileta, Garazi. « Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings ». International Journal of Educational Psychology 8, n^o 1 (24 février 2019) : 51. http://dx.doi.org/10.17583/ijep.2019.4028.

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Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.

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Myeonghui Park. « Yeoam Shin Gyeong-jun's Musil Spirit and Literary Practice ». Korean Language and Literature ll, n^o 162 (décembre 2012) : 205–36. http://dx.doi.org/10.17291/kolali.2012..162.007.

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