scholarly journals Kuwaiti Women Writers and Anglophone Choices: Charting New Territories

While there has been a plethora of work on Arab women writers, little attention has been paid to Kuwaiti women writers, especially those who write Anglophone literature. This research paper argues that the choice to write in English rather than Arabic leaves these writers in a problematic position. As a result of embracing the English language, rather than their mother tongue, they are left outside of the dominant literary circle and often marginalized. Through a literary analysis, this paper presents some of the texts written by contemporary Kuwaiti writers who have chosen to write in English, and have produced nuanced narratives of Kuwaiti women who find agency and self-expression through their fictional journeys. These journeys explore themes of agency, voice, and trauma. A significant contribution of the present paper lies in a thematic analysis of lesser-known Kuwaiti texts in order to excavate these marginalized voices. The findings suggest that by choosing to write in English, these writers face the dangers of being dismissed from the literary canon, just like their protagonists must contend with society’s discrimination and expectations.

1970 ◽  
pp. 4-5
Author(s):  
Rose Ghurayyib

Rima Alamuddin's premature death occured only 14 years ago (1963); yet, she may be considered a pioneer in the sense that she was one of the few Lebanese or Arab women writers who chose to express themselves in English. Moreover, she was a pioneer in her efforts to create her own original style and to inaugurate personal modes of expression inspired through her knowledge of the English language and modern Western Literature.


Author(s):  
DINESH K

Singh, A. K. G., et.al. (2020) in this world every country has its own language but in the reviewer has some common language that is second language or foreign language such as English language. Writing research paper is more difficult task with use of the English language because everyone well talented in our own natural language or mother tongue. Writing a research paper main aim to identify the L2 (English Language) syntax transferred from L1 (Mother Language). The method was chosen data collection instruments were document analysis and interview.


Author(s):  
Emily Drumsta

Among the many challenges facing Arabic literature in translation, the question of gender has historically been one of the most fraught, particularly as it presses upon Arab women writers. The persistence of Orientalist tropes such as the veil and the harem; the continual othering of the exotic and supposedly untranslatable East; the frequent lumping together of Arab, Muslim, and Middle Eastern identities; the slippage between memoir, or autobiography, and fiction; and the tendency to isolate gender issues from their political, historical, and social contexts—these are some of the many phenomena that scholars and translators have examined in the Western academy. Some issues, such as the burden of mimesis, the tendency to depoliticize the work of controversial authors, and the continual association of Arabic with the Qurʾān (and thereby with the untranslatable and the sacred), face all works of Arabic in their translation for the English-language marketplace. Other issues, such as the stereotyping of Arab women as either helpless victims, exceptional escapees, or deluded pawns of Arab patriarchy, in Mohja Kahf’s reading, affect Arab women’s writing (and literature featuring Arab women characters) with particular force. Many scholars have highlighted the division between the simplistic, flattening representations of Arab women writers offered in mainstream Western publishing and the more nuanced, literarily sensitive presentations in translated works published by small, specialist, and university presses. Pressing issues of genre are also at play: the desire among American publics for a sociological, ethnographic “glimpse behind the veil” of Middle Eastern society has created a preference for both documentary memoirs and mimetic–realist works of fiction that has drawn attention away from works of experimental prose and—most notably—from poetry. Whereas male poets such as the Palestinian Maḥmūd Darwīsh (Mahmoud Darwish) and the Syro-Lebanese Adūnīs (Adunis) have multiple discrete volumes in English translation, Arab women tend to be confined to the realm of anthologies, where one or two poems are meant to represent an entire life of variegated poetic creation, and where the emphasis on their personal identity (“Arab woman”) is highlighted above their role in a more complex literary, social, and historical world. Although several contemporary poets have managed to break from the anthology loop, early-21st-century works in translation suggest that the stereotype of the Muslim woman in need of “saving” has not yet gone away. Still, scholars and translators have also offered numerous strategies and tactics for “rewiring the circuits” that govern the representation of Arab women in the West.


1970 ◽  
pp. 47-55
Author(s):  
Sarah Limorté

Levantine immigration to Chile started during the last quarter of the 19th century. This immigration, almost exclusively male at the outset, changed at the beginning of the 20th century when women started following their fathers, brothers, and husbands to the New World. Defining the role and status of the Arab woman within her community in Chile has never before been tackled in a detailed study. This article attempts to broach the subject by looking at Arabic newspapers published in Chile between 1912 and the end of the 1920s. A thematic analysis of articles dealing with the question of women or written by women, appearing in publications such as Al-Murshid, Asch-Schabibat, Al-Watan, and Oriente, will be discussed.


2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.


Author(s):  
Balogun Sarah ◽  
Murana Muniru Oladayo

This article attempts a comparative analysis of code-switching and code-mixing in the Nigerian music industry, using the lyrics of Flavour and 9ice as a case study. Although the English language is the national language in Nigeria and the language used by most of the musicians for the composition of their songs, and due to the linguistic plurality of Nigeria, most of these musicians tend to lace their songs chunks of words and phrases from their mother tongue or at least one of the three major languages in Nigeria, which are Hausa, Igbo, and Yoruba. The Markedness Model by Myers-Scotton (1993) is used as the framework to interrogate the switching and mixing in the codes used by these selected musicians and we find that while most code-switching is done in three languages – English, Nigerian Pidgin and the artist’ first language (mother tongue)  – their mother tongue plays the prominent role. Code-switching or code-mixing in these songs, therefore, becomes a depiction of the Nigerian state with its diverse languages and it provides the links between the literates and the illiterates thereby giving the artiste the popularity desired. The study concludes that the unique identity created by code-switching and code-mixing in the Nigerian music industry has a positive influence on music lovers, helping artists to achieve wide patronage and reflecting the ethnolinguistic diversity of the Nigerian nation.


Author(s):  
Carly Watson

The eighteenth century was an age of miscellanies; thousands of miscellaneous collections containing verse appeared in print over the course of the century. This article considers miscellanies as a distinct kind of verse collection; whereas anthologies promote authorship as a category of literary definition, miscellanies invite readers to sample a variety of poetic forms and genres and often include poems without authorial attribution. The eighteenth-century tradition of miscellanies devoted exclusively to poetry has its roots in the late seventeenth century, and many aspects of seventeenth-century miscellany culture persisted well into the next century. This article looks at a number of ways in which verse miscellanies offer fresh perspectives on eighteenth-century literary culture. The popularity and reception of particular poems and poets, the formation of the English literary canon, and the status of authorship are all areas in which miscellanies make a significant contribution to critical understanding.


2021 ◽  
Vol 25 (1-2) ◽  
pp. 41-43
Author(s):  
Yu.V. Lysanets ◽  
O.M. Bieliaieva ◽  
L.B. Slipchenko ◽  
K.H. Havrylieva ◽  
H.Yu. Morokhovets

The article discusses the features of academic writing in English based on the recommendations from the British Council in Ukraine in the framework of the “Researcher Connect” project, aiming to facilitate the transition to academic standards of English and improve the academic discourse produced by non-native language users. The authors outline major tendencies in the modern English language as pertains to written discourse and provide recommendations for rendering academic writing persuasive. It is a well-established fact that academic writing in English possesses unique features, which must be respected and taken into account. Hence, a transfer of academic norms from a person's mother tongue to English can be a challenge, which may impair the quality of academic writing. Presenting the research results without consideration of academic norms, grammar, and lexical features of English academic writing can lead to mistakes and misunderstanding, and result in a written work of poor quality, even if the research findings are valid. The mechanisms of improving the academic writing skills during the study of English for Academic Communication with due account for relevant grammar and lexical peculiarities have been explored. Therefore, the major challenge for researchers is the difficulty in transition to academic standards of a foreign language. The article discusses the surface and the deeper purposes in any academic writing; the significance of understanding one’s audience; the concepts of persuasion, clarity, and conciseness, as well as grammar and lexical means for achieving them. Developing the communication skills of Ukrainian scientists is crucial for successful international communication and cooperation. The study of potential difficulties, which the Ukrainian medical professionals may face in the process of academic writing in English, is important for developing the guidelines to eliminate possible mistakes and avoid misunderstanding in a medical setting. Further study of the peculiarities of academic writing in English will contribute to the optimization of international professional communication, the expansion of inter-institutional dialogue, and the integration of Ukraine into the world community.


2021 ◽  
Vol 11 (4) ◽  
pp. 362-371
Author(s):  
Abul Ala Mukhtar ◽  
Zafarullah Sahito ◽  
Abida Siddiqui

This case study inquires the perceptions and experiences of teachers about the English as a medium of instructions at government higher secondary schools of Warah city of Sindh, Pakistan. It witnesses that a large chunk of the population is diversified to use their provincial or regional languages as destined by socio-political heritage. Because English was remained a paramount part of educational context in Pakistan during British rule. In Sindh, students learn English from their teachers at their schools, who by no means really acquire the required proficiency in the English language. The research design undertaken was qualitative in nature and revolved around the semi structured interviews. English as a medium of instruction has a daunting and remarkable role to set to be set up across the globe. The mother tongue has the supreme role to play in the organized system of social institutions, which has massive resources of linguistics pouring down to the common people in the forms of superb streams of dialects with definite code of syntax, semantics and pragmatism. The extra reading materials with the support of technology, the English lessons can play a pivotal role to give internalization and adaptation of English language as a medium of instruction.


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