Neologisms in Contemporary Persian Approved by the Academy of Persian Language and Literature: A Case Study of Epidemiology Terms

2021 ◽  
pp. 81-103
Author(s):  
Asmaa Shehata
Keyword(s):  
Persian Language ◽  
Language And Literature

scholarly journals Doing Theatre: Theatre Pedagogy through the Folktale

2020 ◽  
Vol 11 (3) ◽  
pp. 80-91
Author(s):  
Jean Small
Keyword(s):  
Procedural Memory ◽  
West African ◽  
French Language ◽  
The West ◽  
Repeated Interaction ◽  
Art Form ◽  
Language And Literature ◽  
Theatre Pedagogy ◽  
The Brain

Theatre Pedagogy holds that cognition is body-based. Through performance the body’s unconscious procedural memory learns. This information learned through repeated interaction with the world is transmitted to the brain where it becomes conscious knowledge. Theatre Pedagogy in this case study is based on the implementation of a Caribbean cultural art form in performance, in order to teach Francophone language and literature at the postsecondary level in Jamaica. This paper describes the experience of “doing theatre” with seven university students to learn the French language and literature based on an adaptation of two of Birago Diop’s folktales. In the process of learning and performing the plays, the students also understood some of the West African cultural universals of life which cut across the lives of learners in their own and in foreign cultural contexts.

scholarly journals Transdisciplinarity across two-tiers

AILA Review ◽  
2018 ◽  
Vol 31 ◽  
pp. 29-52
Author(s):  
Chantelle Warner
Keyword(s):  
Foreign Language ◽  
Applied Linguistics ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Affective Labor ◽  
Modern Language ◽  
Language Pedagogy ◽  
Language And Literature ◽  
Status Differences

Abstract In the ten years since the Modern Language Association published their report, “Foreign Languages and Higher Education: New Structures for a Changed World” (2007) dissatisfaction with the “two-tiered configuration” of US foreign language departments has become increasingly vocal. While the target of the criticism is often the curriculum, it has often been noted that programmatic bifurcations mirror institutional hierarchies, e.g. status differences between specialists in literary and cultural studies and experts in applied linguistics and language pedagogy (e.g. Maxim et al., 2013; Allen & Maxim, 2012). This chapter looks at the two-tiered structure of collegiate modern language departments from the perspectives of the transdisciplinary shape-shifters who maneuver within them – scholars working between applied linguistics and literary studies. These individuals must negotiate the methodologies and the institutional positions available to them – in many instances, the latter is what has prompted them to work between fields in the first place. The particular context of US foreign language and literature departments serves as a case study of the lived experiences of doing transdisciplinary work in contexts that are characterized by disciplinary hierarchies and the chapter ends with a call for applied linguistics to consider not only the epistemic, but also the institutional and affective labor needed to sustain transdisciplinary work.

scholarly journals The Dichotomy of Specialization: Is a Literature Teacher Necessarily a Language Teacher?

2021 ◽  
Vol 21 (2) ◽  
pp. 108-133
Author(s):  
Mariam Anana
Keyword(s):  
Secondary Schools ◽  
Literary Criticism ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Oral Literature ◽  
Language And Literature ◽  
English Language Teachers ◽  
Effective Teaching And Learning

This study investigates the dichotomy of specialization in Literature and English language. In many primary and secondary schools in Nigeria, many teachers who teach Literature are the same teachers who teach English Language. This is responsible for lack of ultimate successes in academic performance, foundational establishment and progressive developments in Literature and English language. Set against the backdrop of the inseparability and non-specialization in individual subjects in question, the study examines the need for a dichotomy of specialization in English Language and Literature with a view to reducing the rate of errors and students’ failures in both subjects. Adopting the simple randomisation, the researcher uses selected primary and secondary schools in Lagos State as the case study; the paper raises four questions and these are: Can English Language teachers effectively teach poetic devices? Are segmental phonemes easily taught by Literature teachers? Can English Language teachers proficiently teach oral literature, literary criticism and non-African literature? Can Literature teachers competently teach stress and intonation? This research uses a qualitative approach and adopts The Speech Act Theory as its theoretical framework. Questionnaire of fifteen (15) items was used for data collection and the simple percentage was applied for data analysis. The researcher discovered that: It is not possible for English Languageteachers to effectively teach poetic devices. Segmental phonemes cannot be easily taught by Literature teachers. Students would lag behind in areas where teachers are not proficient in the subjects they teach. Also, it is not possible for a teacher to place equal emphasis on both English Language and Literature in classrooms. The study therefore recommends the need for a dichotomy of specialization in the two subjects so as to ensure effective teaching and learning of these subjects.

Sir William Jones and Oriental Mysticism

2021 ◽  
Author(s):  
◽  
Hadi Baghaei-Abchooyeh
Keyword(s):  
Persian Literature ◽  
Asiatic Society ◽  
Court Judge ◽  
Persian Language ◽  
Language And Literature ◽  
International Reputation ◽  
English Translations ◽  
Western Scholar ◽  
Oriental Mysticism ◽  
Sir William Jones

Oriental mysticism, religion, and science are all intertwined with literature; while proven to be fantastic for many scholars, this intermixture has made it challenging to extract mystical concepts from poetry. This difficulty has been one of the earliest sources of conflict between Oriental literary scholars, religious figures, and mystics. The situation becomes more complex should one attempt to compare Oriental mysticism with its Occidental counterpart. Arguably, the first Western scholar who conducted such a rigorous comparison was Sir William Jones (1746–1794), a linguist, translator, and poet who was also a Supreme Court Judge in Calcutta. His fascination with Persian mystical poets such as Rumi (1210-1273), Sadi (1210-1292), and Hafez (1315-1390) drove him towards Sufism. Due to his understanding of Persian mysticism and culture, Jones became one of the best interpreters of Indo-Persian literature. His works, founded on his fascination with Persian language and literature, gained him the title of ‘Persian Jones’ and established his international reputation as an Orientalist. Jones’s publications highly impacted Romantic scholars, developing sympathetic representations of the Orient in the period’s literature. Jones’s works, letters, Persian manuscripts, and the annotations he made on them have not been examined for his Persian mystical studies before this thesis. Therefore, this PhD research will investigate his works and library on Sufism and his comparative study of mystical schools. It intends to analyse Jones’s findings in his comparative mystical studies and elaborate on his understanding of Sufism. This thesis investigates his essays, letters, and annotations in various texts; such texts are mainly available in the Royal Asiatic Society archives and the British Library’s India Office Records and Private Papers. Moreover, in some cases, Jones has altered his English translations of Persianate Sufi texts; these alterations will be examined and compared with the original texts to demonstrate Jones’s rationale behind them. This research will pursue the accuracy of Jones’s interpretation of Sufism and Hinduism. In addition, it examines his development of the interpretations of Oriental mysticism, which he presented to eighteenth-century Europe. The findings of this research will contribute to the growing literature on Orientalism and shed a brighter light on the works of Sir William Jones and Indo-Persian literature and mysticism.

»Es soll aufgabe der vorliegenden arbeit sein …«

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Simone Pichler
Keyword(s):  
19Th Century ◽  
German Language ◽  
Seminary Students ◽  
Language And Literature ◽  
Language Writing ◽  
Editorial Work ◽  
The 19Th Century ◽  
Writing Practice ◽  
Insight Into

AbstractThis article aims to provide an initial insight into the practical philological work of seminary students around 1900 who study German language and literature. Within a historical-praxeological case study I want to discuss one specific text, a so-called ›Seminararbeit‹, submitted by a student in 1884. Johann Zmölnig writes about Paul Fleming, a German- and Latin-writing author from the 17th century, who becomes popular for his poems in the decades after his young death. But also later on, he is seen as a figure for German-language writing in questions of language-policy - and during the 19th century in particular for philologists and their editorial work. In more than a hundred handwritten pages the student shows several aspects of philological writing-practice: studies of language and style, linguistic criticism, biographical writing as well as the ability to enhance the prevailing perception of Fleming’s poetry.

scholarly journals Use of the Movies in the Turkish Language and Literature Education in Turkey

2018 ◽  
Vol 7 (3) ◽  
pp. 41
Author(s):  
Halide Gamze Ince Yakar
Keyword(s):  
Content Analysis ◽  
Research Group ◽  
Literary Genres ◽  
Language And Literature ◽  
Literature Education ◽  
Group 5 ◽  
Education In Turkey ◽  
Turkish Language ◽  
Selection Of

The aim of the present research is to investigate the teachers’ use of movies in their classes for the teaching of literature and their opinions on this technique. The research is designed as a case study. The target group of the research, selected on information-oriented sampling, consists of 44 Turkish Language and Literature teachers who graduated from 27 different Turkish universities and work in education centers, state and foundation schools and enrolled in Okan University pedagogical formation program. The responses given to the open-ended questionnaire items prepared by the researcher are interpreted qualitatively by means of content analysis. The data obtained from the research are interpreted under the categories of (1) the movies used in the classroom, (2) the purpose for which the movie is used in the classroom, (3) the selection of movies according to literary genres, (4) benefits of the educational movies for research group, (5) limitations of the educational movies for research group. Depending on the research results, some recommendations are made for the use of movies in the classroom.

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