A Long Eighteenth Century? What Eighteenth Century?

PMLA ◽  
2012 ◽  
Vol 127 (2) ◽  
pp. 317-320 ◽  
Author(s):  
Joan Dejean
Keyword(s):  
Eighteenth Century ◽  
Foreign Language ◽  
Western Europe ◽  
Foreign Languages ◽  
English Studies ◽  
The Many ◽  
Long Eighteenth Century ◽  
The Way ◽  
New Look

When i agreed to contribute to this issue, i wanted to focus a debate about periodization for once solely on foreign languages and not, as is usually the case, on a single foreign language in comparison with English. To do this, I intended to take a new look at one of the most successful examples of the new periodization: the long eighteenth century. The concept first came to the fore and gained wide critical currency in English studies and in history. In these fields, a number of differently long eighteenth centuries have been proposed and practiced—an eighteenth century that begins as early as 1660, for example, and one that ends as late as 1832. Among the many consequences of the various choices of chronological limits for the long eighteenth century, probably the most significant is the way in which the Enlightenment's role is heightened or diminished in each version of the period. Since in intellectual and literary terms the Enlightenment's impact was felt all over western Europe in the 1700s, I decided that this should be one issue of periodization whose presence would be by now visible in most if not all modern foreign languages. As it turned out, I could not have been more wrong. And what I learned on the way to that realization caused me to shift course radically.

scholarly journals BILINGUALISM IN CHILDREN’S LITERATURE ENTITLED 25 BEAUTIFUL FRIENDSHIP

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Adek ◽  
Lilia Zahra Asifa
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Education Program ◽  
Verbal Communication ◽  
Foreign Languages ◽  
Data Description ◽  
Entry Level ◽  
Food Items ◽  
Basic Level ◽  
The Way

Indonesia is one of the countries that has implemented a bilingual education program through English lessons since entry level. Therefore, this study aims to describe the effect of bilingual education on children’s language used. The object of research is a novel entitled 25 Beautiful Friendship by Annisa Zhahrotushama Balqis. Data description is managed by showing facts related to the influence of bilingualism (foreign language) on the language used by the author in her novel, such as giving names of titles, characters, places, food items, events and others. Based on the findings and results of the analysis above, it can be concluded that the massive teaching of foreign languages such as English into basic-level education has a significant impact on the way children convey their feelings and experiences in verbal communication.

scholarly journals THE INNER LIVES OF EARLY MODERN TRAVEL

2018 ◽  
Vol 62 (2) ◽  
pp. 349-373 ◽  
Author(s):  
MARK R. F. WILLIAMS
Keyword(s):  
Eighteenth Century ◽  
Seventeenth Century ◽  
Early Modern ◽  
Material Objects ◽  
Grand Tour ◽  
Cultural Engagement ◽  
The Family ◽  
The Many ◽  
Long Eighteenth Century

AbstractThis article assesses the role of memory, interiority, and intergenerational relations in the framing of early modern experiences and narratives of travel. It adopts as its focus three generations of the Clerk family of Penicuik, Scotland, whose travels through Europe from the mid-seventeenth century onward proved formative in the creation of varied ‘cosmopolitan’ stances within the family. While such widely studied practices as the ‘Grand Tour’ have drawn on discourses of encounter and cultural engagement within the broader narratives of the ‘long’ eighteenth century, this article reveals a family made deeply anxious by the consequences of travel, both during and after the act. Using diaries, manuscript correspondence, memoirs, and material objects, this article reveals the many ways in which travel was fashioned before, during, and long after it was undertaken. By shifting focus away from the act of travel itself and towards its subsequent afterlives, it explores the ways in which these individuals internalized what they experienced in the course of travel, how they reconciled it with the familiar, quotidian world to which they returned, and how the ‘cosmopolitan’ worldviews they brought home were made to inform the generations that followed.

scholarly journals Fremdsprachendidaktik anhand von Literatur: Reflexion über Stereotype

2016 ◽  
Vol 79 (5) ◽  
Author(s):  
Gesa Singer
Keyword(s):  
Foreign Language ◽  
Empirical Studies ◽  
The Self ◽  
The Other ◽  
Foreign Languages ◽  
Model Concept ◽  
Teaching Literature ◽  
Productive Work ◽  
The Way

Stereotypes are often based on concepts of mentalities and ‘images of the self’ and the ‘other’. This is the way they appear in language. In modern didactics of foreign language the focus is mostly set on cultural contrast. Meanwhile a more profound analysis and reflexion on stereotypes is lacking. This piece of work intends to illustrate, based on practical examples (in German as a foreign language), how the use of literature can contribute to a critical and productive work and discussion on stereotypes. Recent research on intercultural didactics of foreign languages as well as empirical studies are applied in this part of a model concept of teaching literature through dialogue and interaction. Students learn to comment thoughtfully on ‘self’ and ‘foreign’ imagery. It is, from here on, a didactical proposal for different intercultural settings.

scholarly journals PRZEKONANIA HAMULCEM INNOWACYJNEGO MYŚLENIA

Neofilolog ◽  
2018 ◽  
pp. 29-43
Author(s):  
Maciej Smuk
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Individual Variables ◽  
The Way

Beliefs reflect the way we think about different issues, attitudes and behaviours. Many of them are wrong, or – at best – simplified. Beliefs also relate to the didactics of foreign languages. This paper discusses the qualities, sources and consequences of these beliefs and presents the results of research conducted on a group of 434 students regarding beliefs among other individual variables and the process of learning a foreign language.

scholarly journals Teaching and Learning English as a Foreign Language

2018 ◽  
Vol 5 (2) ◽  
pp. 57
Author(s):  
Thara Mahmoud Ali Al-oglah
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Model ◽  
Foreign Languages ◽  
Public Pedagogy ◽  
Specific Language ◽  
The Way ◽  
Learning English

The teaching and learning of a specific language whether it's considered foreign or second, has changed throughoutthe years. It began to transfer from a setting where the teacher was the basic and the role model into a setting wherethe learner would become the center or the focus. If we take in consideration all of these findings, methods, andapproaches, in addition to the experiences which were created and further emphasized in an environment wherelearning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, incertain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change inthe way foreign languages came to be taught. That is, from the way the foreign language would be specified to acertain approach where we would calculate the competence and the performance of a learner. This has led to a shiftfrom the tutor being the figure of authority, the specialized person, and the role model into the facilitator where hewould guide students in the learning process to bring about change. The enhancements of today's time tend to focuson social media in addition to the current research being carried out. Moreover, public pedagogy is also veryimportant and always creates a path towards constructing, bettering and increasing the level of competence of thelearner when acquiring a specific language.

Philosophia Regina

PMLA ◽  
1958 ◽  
Vol 73 (1) ◽  
pp. 1-5 ◽  
Author(s):  
Whitney J. Oates
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Modern Language ◽  
Bear Market ◽  
Classical Philology ◽  
Foreign Language Requirement ◽  
Language Requirement ◽  
The Many ◽  
American Philological Association

Mr. Chairman, President Fred, President Starck, ladies and gentlemen of the Modern Language Association: I suppose on this occasion, as a member of the American Philological Association, I should be tempted to reflect upon the event in the year of the great schism, 1883, when forty youthful modern linguists, smarting under the tyranny of classical philology, struck their historic blow for freedom, and formed the Modern Language Association. Suffice it to say that after years of rivalry, we have all come to the realization that we are allies in a common cause, not only within the conventional humanities but also with our colleagues in the other areas of learning. No doubt the sense of kinship between classicists and scholars in the modern foreign languages has been enhanced by the experience of adversity. Certainly a classicist has had to learn to live with, and ultimately profit from, a perpetual “bear” market. But, happily, in recent years, the whole strategy of fighting defensive rear-guard actions has been abandoned, and a new spirit of confidence has appeared. A case in point is William R. Parker's excellent piece entitled “Why a Foreign Language Requirement?” There are also the many classicists who have sworn a mighty oath never again to utter a word of apology for the classics, but rather to start from the assumption that any intelligent and sensible man knows how important they are.

scholarly journals Linguistic analysis of reading and teaching reading by literary translation

2020 ◽  
Vol 1 (1/s) ◽  
pp. 501-505
Author(s):  
Мadina Buranova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Methods ◽  
Literary Translation ◽  
Foreign Languages ◽  
Teaching Reading ◽  
Short Period ◽  
Wide Range ◽  
The Many ◽  
Methods Of Learning

Today there are various methods of teaching a foreign language. All teaching methods are designed at different times to provide the need for a wide range of people to master a foreign language. Progress and fundamental changes in language learning methods are associated with innovations in the field of psychology of an individual and a group. The psychological factor of learning foreign languages is moving forward. Among the many methods of learning languages, one of the most popular was developed by Ilya Frank. The Frank reading method helps passively master a non-native language in a short period of time. This particular article deals with new method of teaching reading English based on Ilya Frank’s methodology.

scholarly journals Evaluating Georgian, as a Foreign Language Writing textbooks for the Georgian Language

enadakultura ◽  
2021 ◽  
Author(s):  
Nana Shavtvaladze
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learner ◽  
Foreign Languages ◽  
Learning Materials ◽  
Official Document ◽  
Language And Literature ◽  
Language Writing ◽  
Methodological Approaches ◽  
The Way

The interest towards studying Georgian, as a foreign language, has been highly established in our century. This interest was stated much earlier as well, which became a reason of publishing the Georgian Language learning materials. It needs to be indicated, that many foreign people have showed interest in speaking Georgian language during past two decades. Teaching Georgian as a foreign language is much more different than teaching Georgian as a second language. Several textbooks have been published past several years. It needs a huge work to create a textbook, especially for the Georgian language. There are many books to study foreign languages, which are tested and result oriented. Nowadays we clearly see that there`s no problem to find new materials and attitudes by using internet sources. Having got introduced to other languages` learning materials, many authors desired, with a belief in themselves, to create textbooks for teaching ‘’Georgian, as a Foreign Language”. Every author has a different attitude, which leads us to a diversity of choices and competitions. Even if there are many resources, paths of learning, methods and strategies shared among people, should be admitted that the structure of the language and methodological approaches must be considered, otherwise, the result won`t be achieved. In order to declare the level of mastering the language, the authors have been using a book “Description of the levels of Georgian language” published by Marika Odzeli in 2006. It`s highly appreciated that the parliament passed a resolution №394 to affirm the terms of Georgian Literature Language. Appendix 4 generally describes the levels of Georgian Language. This official document is very encouraging; It is a support for the indicators and proofs of the Georgian language evaluation. It gives an opportunity to declare the compliance of the materials, textbooks, results in accordance with the language. Main goal of the textbooks must be determined; the way of teaching must be represented; the textbooks must follow the logic; every single assessment must be structured; methodological linkage must be provided; a lead from simple to more complex, must be preserved; lexicology must be put in order with the goal. Georgian language learner has a great choice, one can study with free textbooks uploaded on the Internet, as well as with books printed by different authors. Also, many philologists of Georgian language and literature or non-philologists, teachers of different foreign languages, teach Georgian as a foreign language. It is also very important for them to choose a textbook so that the teaching process is targeted and they do not have to spend time preparing specific materials along the way. The questions is how to choose a curriculum, textbook or how to figure out which book will be useful? It's a difficult process, but crucial for the outcome.When evaluating a textbook, we should describe the book, we should agree with ourselves, and we should set out the criterias; Focused questions are crucial for evaluation; It is now possible to prove our vision with the evidence.

The use of foreign languages in tourism

1994 ◽  
Vol 17 (1) ◽  
pp. 73-84 ◽  
Author(s):  
Noel Watts
Keyword(s):  
New Zealand ◽  
Foreign Language ◽  
Language Use ◽  
Tourism Industry ◽  
Foreign Languages ◽  
Research Needs ◽  
English Studies ◽  
Future Directions ◽  
Precise Information ◽  
Language Services

Abstract This paper examines the research needs relating to the use of foreign languages in tourism activities in Australia and New Zealand. Various claims have been made that the provision of effective foreign language services is essential to the expansion and diversification of tourism in both countries. However, there is currently a lack of precise information on the ways in which the tourism industry in Australia and New Zealand is providing appropriate language assistance that meets the needs of inbound visitors who are speakers of languages other than English. Studies that have been carried out into certain areas of foreign language use in tourism in Australia and New Zealand are discussed and a number of suggestions are made as to future directions for research.

Foreign Languages and Mother Tongues: From Exoticism to Cannibalism in Katherine Mansfield’s Short Stories

2015 ◽  
Author(s):  
Elisabeth Lamy-Vialle
Keyword(s):  
Short Stories ◽  
Foreign Language ◽  
Mother Tongue ◽  
The Other ◽  
French Language ◽  
Foreign Languages ◽  
Katherine Mansfield ◽  
English Speaking ◽  
The Way

This chapter discusses the way Katherine Mansfield uses the French language in her short-stories, and specifically in the stories set in France. Mansfield does not only use the French language as a semiological tool but confronts English-speaking readers with a foreign language that constantly interacts with their mother-tongue, imposing on them the Other’s tongue – Derrida’s ‘monolingualism of the Other’. She opens up an in-between space in which the two languages are questioned and unsettled, a process echoing the ‘becoming-other of language’ described by Deleuze. This chapter examines how the tension between English and French reaches a climax in the schizophrenic process at work in ‘Je ne Parle pas français’; language becomes, between the English and the French characters, a ‘cannibal-language’, the aggressive appropriation of the Other through his/her language in order to leave him/her speechless and powerless.

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