English-Language Periodicals in Parisian Reading Rooms and the Cross-Channel Transfer of Editorial Innovation (1800–65)

2021 ◽  
Vol 10 (2) ◽  
pp. 165-185
Author(s):  
Diana Cooper-Richet
Keyword(s):  
Nineteenth Century ◽  
Foreign Language ◽  
English Language ◽  
Historical Context ◽  
The Other ◽  
Media System ◽  
Change Direction ◽  
The Press ◽  
Edinburgh Review ◽  
Quarterly Review

In the historical context of the development and modernization of the press, of an increasingly intense transnational circulation of ideas and of editorial styles, this essay sets out to analyze the reasons why reading rooms specialized in the foreign-language press, especially in English—for which the market was narrow—were successful in Paris during the first half of the nineteenth century. It examines the consequences of the circulation of the normally difficult to access British periodicals and newspapers, such as the Edinburgh Review, the Quarterly Review and the Westminster Review present in these reading rooms, on the transformation of the French media system. In the 1850s and 1860s, the wind started to change direction. By then, on the other side of the Channel, Alexander Macmillan and Mathew Arnold had become fervent admirers of the famous Revue des deux mondes. This turnabout testifies to the complexity of the mechanisms at work behind transnational cultural transfers and media innovation in France and in Britain at the time.

Balaam and Bedlam

2017 ◽  
Author(s):  
James Whitehead
Keyword(s):  
Nineteenth Century ◽  
Periodical Press ◽  
Cultural Phenomenon ◽  
Romantic Poetry ◽  
Edinburgh Review ◽  
Moral Management ◽  
Quarterly Review ◽  
Forensic Rhetoric

This chapter shows how contemporary reviews of Romantic poetry, and the hostile rhetoric of insanity they used, both stigmatized and popularized the Romantic mad poet. A forensic rhetoric, drawing directly on medical ideas of partial insanity and critical ‘moral management’, was deployed by the periodical press in the first quarter of the nineteenth century—first the quarterlies like the Edinburgh Review and the Quarterly Review, then later new capricious and aggressive magazines such as Blackwood’s, and more quotidian or staid journals—against all of the major Romantic poets. The chapter shows, moreover, how the polemical terms in which Romantic poets were dismissed also held the seeds of their later canonization. The periodical critics, while they used slurs of meaningless insanity to dismiss poetry for political and reactionary ends, also spread the fame of ‘mad genius’, turning a marginalized opinion on the link between creativity and disorder into a cultural phenomenon.

scholarly journals What’s Modern in Chinese Translation Theory? Lu Xun and the Debates on Literalism and Foreignization in the May Fourth Period

2003 ◽  
Vol 14 (2) ◽  
pp. 195-223 ◽  
Author(s):  
Leo Tak-hung Chan
Keyword(s):  
Foreign Language ◽  
Chinese Language ◽  
Historical Context ◽  
The Other ◽  
Original Text ◽  
Translation Theory ◽  
Lu Xun ◽  
Chinese Translation ◽  
The One ◽  
Classical Language

Abstract This article attempts to assess the contribution of Chinese translators and theorists of the twenties and thirties, in particular the famous writer Lu Xun, whom I consider the first modern translation theorist in China. It is with him that China entered its modern phase in translation. Not only did he advocate retaining the foreignness of the original text, in a way reminiscent of the entire tradition of German Romantic translation theorists from Schleiermacher to von Humboldt to Goethe; he also explored in his own translations the possibilities for enriching the Chinese language through the importation of Europeanized structures and expressions. It is these foreignizing impulses that set Lu Xun apart most clearly from pre-modern Chinese theorists. At the same time, these impulses connect him with leading giants of translation theory like Nabokov and Benjamin (who emphasized the importance of the literal method in translation) on the one hand, and Venuti and Holmes (who highlighted processes of indigenization and exoticization in translation) on the other. Lu Xun’s ideas had a particular place in the wider cultural and historical context. Views similar to his had been advocated by his predecessors at the beginning of the century, whose attempt to Europeanize the classical language did not, unfortunately, find a large following. In his own time, Lu found ardent supporters among friends and colleagues who either (a) suggested thorough Europeanization, or (b) preferred limited Europeanization. Dissenting views, however, were clearly voiced by some of the other leading writers of the day. So there were (a) those who favored the use of a language based on the actual words spoken by the populace and (b) those who queried why one should not learn a foreign language and read the original instead. My article deals at length with the debates among these theorists and seeks to understand them from the perspective of contemporary Western translation theory.

scholarly journals The Library of Rudolf Steiner: The Books in English

2018 ◽  
Vol 9 (3) ◽  
pp. 21-46
Author(s):  
John Paull
Keyword(s):  
Social Science ◽  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
New Age ◽  
The Other ◽  
Rudolf Steiner ◽  
The World ◽  
Personal Library ◽  
General Secretary

The New Age philosopher, Rudolf Steiner (1861-1925), was the most prolific and arguably the most influential philosopher of his era. He assembled a substantial library, of approximately 9,000 items, which has been preserved intact since his death. Most of Rudolf Steiner’s books are in German, his native language however there are books in other languages, including English, French, Italian, Swedish, Sanskrit and Latin. His library hosts more books in English than in any other foreign language. Steiner esteemed English as “a universal world language”. The present paper identifies 327 books in English in Rudolf Steiner’s personal library. Fifty percent of the English-language books identified are categorized as Theosophy (n=164). Rudolf Steiner was the General Secretary of the German branch of the Theosophy Society from 1902, and he hived off his own Anthroposophy Society in 1912. The present study reveals that Steiner maintained his interest in theosophy throughout his life as he stayed up to date with the proliferating portfolio of Theosophy publications. The publication dates of Steiner’s Theosophy collection range from 1877 to 1923. The leading exponents of Theosophy in his day are well represented in Steiner’s collection, including Annie Besant (n=61), Charles Lead beater (n=13), William Westcott (n=13) and Helena Blavatsky (n=10). Of the other 50% of the Anglo-books identified, 20% are in the category of Religion (n=67), 10% are Social Science (n=33), 6% are Philosophy (n=21), 4% are Science (n=13), and 3% each are Anthroposophy (n=11), History (n=9) and Arts (n=9). The publication dates of Steiner’s Anglo-books span the period 1659 to 1925. This demonstrates that Steiner was acquiring Anglo-books right to the end of his life. Steiner’s library throws light on the development of the thoughts of this remarkable individual and the present paper reveals Steiner’s engagement throughout his life with the world of Anglo-publishing and thought.

scholarly journals Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language

2018 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
College Students ◽  
Foreign Language ◽  
University Students ◽  
Intrinsic Motivation ◽  
Mixed Method ◽  
English Language ◽  
The Other ◽  
English Speaker ◽  
Language And Culture ◽  
Method Approach

Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]

English on the Rise: Access and Resources in Internationalization

2016 ◽  
Author(s):  
Lauren Zentz
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Policy Implementation ◽  
English Language ◽  
The State ◽  
The Other ◽  
Access To Education ◽  
Curriculum Content ◽  
English Fluency ◽  
Ineffective Policy

The data presented in this chapter highlight the Indonesian state’s influence on citizens’ access to education as it implements policies that simultaneously aim to secure a national identity through enforcing Indonesian as medium of instruction in public schools and categorizing English as a Foreign Language. The state is in a double bind, and its policies are ineffective: in globalization, English cannot be avoided, but the state lacks the resources needed to meet internationalized standards with language and curriculum content appropriate to the needs of Indonesia’s student populations and the skills of its teachers. Because of these dynamics, the English language is accessed mostly by those who already have access to mobility, wealth, and “international standard” educations. The national categorization of English as a Foreign Language combined with a contradictory rush to get citizens English alone by increasing its distribution throughout educational curricula, promises nothing more than to reinforce levels of English fluency as indicators of individuals’ access to or marginalization from wealth and state-distributed educations. Beliefs that English alone will earn the Indonesian state and its citizens prosperous positions in national and global society act to conflate the English language with the other important material factors alongside which this symbol of wealth “hitchhikes” (Mendoza-Denton, 2011), and this has led to rushed and ineffective policy implementation on many levels.

Recent Articles in Foreign Periodicals

1923 ◽  
Vol 17 (4) ◽  
pp. 622-634
Author(s):  
Leonard D. White ◽  
Raymond Leslie Buell ◽  
Harold C. Havighurst
Keyword(s):  
Nineteenth Century ◽  
Public Administration ◽  
Organization Structure ◽  
Round Table ◽  
Review Journal ◽  
Governmental Organization ◽  
Edinburgh Review ◽  
Quarterly Review

I. English. The following summary of articles in the English journals is confined, in conformity with the review appearing in 1921, to discussions of governmental organization, structure, process, and procedure. The journals here included (1921–1922 inclusive) are The Edinburgh Review, Nineteenth Century, Contemporary Review, Fortnightly Review, Quarterly Review, Journal of Comparative Legislation, Round Table, and The Journal of Public Administration.

Slavery in Brazil as Described by Americans, 1822–1888

1961 ◽  
Vol 17 (3) ◽  
pp. 241-260 ◽  
Author(s):  
Manoel Cardozo
Keyword(s):  
Nineteenth Century ◽  
Foreign Language ◽  
Life Span ◽  
English Language ◽  
Colonial Period ◽  
Anglo Saxon ◽  
Poet Laureate ◽  
Robert Southey ◽  
The Subject ◽  
Brazilian History

By the end of the nineteenth century the American public, if it had cared to enlarge upon its knowledge of the Empire of Brazil, could easily have done so without even the necessity of learning a foreign language. From 1822 to 1888, beginning with the independence of Brazil from Portugal and ending with the abolition of slavery— a period corresponding almost exactly with the life span of the Brazilian Empire—about twenty books on Brazil were published by Americans. These were obviously not the only books on the subject in the English language because Britishers wrote about Brazil too (indeed they wrote more about it than we did) and these books on Brazil were also available on this side of the Atlantic. The combined output of the two nations was, therefore, considerable, and the curiosity of the Anglo-Saxon mind which it for the most part reflected presented Brazil to the American reader under a great variety of aspects. There were the solid three volumes on the colonial period of Brazilian history by Robert Southey, the poet laureate of England who was much better as a historian, and the two-volume sequel by John Armitage, who was neither a historian nor a poet but a lover of liberty.

scholarly journals L2 Motivations For Learning English as Foreign Language of Sudanese Students

2021 ◽  
Vol 2 (4) ◽  
pp. 91-103
Author(s):  
Omer Bashir
Keyword(s):  
Foreign Language ◽  
English Language ◽  
External Factors ◽  
The Other ◽  
Family Influence ◽  
Main Question ◽  
Educational Model ◽  
Language Understanding ◽  
Policy Makers ◽  
English As Foreign Language

Motivation is essential in learning a foreign language. Understanding how learners learn and what motivates and demotivate them will help the teachers, policy makers and curriculum planners .The study investigated the various reasons/motivations of the Sudanese Learners of English language based on Dorney  soci-educational model& Garder’s of  Second Language(L2) Self System.  The main question the paper tried to answer was what types of motivations of Sudanese L2 learners have? . A sample of 35 students were asked their opinions on what motives them in studying English by means of a questionnaire. The result of the study showed that the majority of the participants (95%)  had an  extrinsic motivations i.e external  factors for studying language, namely instrumentally-promotion and parental encourage and family influence .Also,  Ideal L2 had significant role in Sudanese learners, as 85% of the learners responded to the questionnaire items that assessed  this factor. The study also showed that the  ought L2 self has the lowest impact on the students learners, only 55% of learners  .The other factors /motivations that were tested in the study showed less influence on Sudanese learners but yet they are important to consider by teachers.

scholarly journals Cognitive Competences of English Language Teachers and Their Impact on Use of Teaching Methods with Learners at Lower Secondary School

2018 ◽  
Vol 8 (3) ◽  
pp. 50-68
Author(s):  
Jana Harťanská ◽  
Zuzana Muchálová
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Historical Context ◽  
Language Teachers ◽  
Lower Secondary School ◽  
Self Evaluation ◽  
Modest Contribution ◽  
The Impact

AbstractIntroduction: The paper discusses the term cognitive competence of foreign language teachers and focuses on their application in practice. It also deals with possible impact of cognitive competences on choice of teaching methods. The paper identifies a list of the cognitive competences which are both expected and needed when conducting English lessons.Methods: For the purposes of the survey, the qualitative method of direct observation was chosen. To maximise valid information about the taught lesson, identical observation and self-evaluation sheets had to be designed first. The findings are analysed, compared, and conclusions drawn for school practice.Results: The survey data show which cognitive competences the teachers of English language use the most and the least when the teaching of pre-intermediate learners from two grades was observed at lower secondary school. The main findings also highlight the necessity of using a wider variety of more up-to date teaching methods and approaches suitable for both target grades of learners, in contrast to still prevailing traditional ones.Discussion: It needs to be admitted that the authors of this paper are not aware of works which deal with similar research of cognitive competences. Though many authors write about social, key and teaching competences in general, cognitive competences are still a kind of Pandora’s box. It is recommended both that deeper research be undertaken in this field and that teachers pay more attention not only to relevant theoretical knowledge within, for example, courses of continual professional development, but also to the impact on their learners’ performance of the cognitive competences being used.Limitations: The authors are aware of the limited number of observed lessons due to objective reasons such as the reluctance of some teachers to participate in the survey. The survey sample of four observed lessons is too small to enable definitive, generalisable statements to be made about the use of cognitive competences and the appropriateness of teaching methods. Additional, observed lessons would yield more valuable and valid results.Conclusion: The survey proves that cognitive competences are a necessary part of teachers’ personalities and abilities and their usage can depend on the proficiency level of learners of English language. The authors assert that the topic of cognitive competences and their impact in foreign language teaching has still not been explored in detail. It is an interesting area involving active metacognitive and cognitive functions influenced by many factors which tend to change according to the teacher’s historical context. This idiographic survey for the purposes of a graduation thesis carried out in a small town school can be regarded as a modest contribution to the topic.

scholarly journals Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language

2018 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
College Students ◽  
Foreign Language ◽  
University Students ◽  
Intrinsic Motivation ◽  
Mixed Method ◽  
English Language ◽  
The Other ◽  
English Speaker ◽  
Language And Culture ◽  
Method Approach

Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]

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