Mowa niezależna wprowadzana przez iże w staropolskich apokryfach. Perspektywa źródłowa

W polszczyźnie średniowiecznej widoczny jest pewien etap pośredni w procesie kształtowania się mowy zależnej. W tekstach pojawiają się konstrukcje mieszane, w których spójnik że (iż/iże) wyrażający relację podrzędną, typowy dla wprowadzania mowy zależnej, wprowadza mowę niezależną. W artykule analizuję relację tych konstrukcji do źródeł łacińskich na przykładzie staropolskich apokryfów. Pojawiają się często tam, gdzie w danym miejscu w tekście źródłowych obecne były konstrukcje obce językowi polskiemu, jak ACI, a także gdy przytoczenie w źródle było wprowadzone przez quia, które mogło wprowadzać mowę zależną i niezależną lub być częścią samego przytoczenia jako partykuła. Konstrukcje mieszane pojawiają się też tam, gdzie granica kompilacji przebiegała właśnie w miejscu wprowadzania przytoczenia. Problemem dla staropolskich autorów było też przenikanie się poziomów fabuły i rzeczywistości pozafabularnej. Direct speech introduced by iże in Old Polish apocrypha. A source perspective Summary: An intermediate stage of the formation of reported speech can be observed in the Old Polish period. Polish medieval texts include mixed constructions in which the conjunction że (iż/iże), expressing a subordinate relation and typically introducing reported speech, introduces direct speech. Using Old Polish ROBIŃSKAapocrypha as the source of data, the paper examines the relation between these constructions and Latin sources. The analysed constructions often appear in places where in the source text there were constructions unknown to the Polish language, such as Accusativus cum infinitivo, or where the quotation in the source text was introduced by a quia that could introduce indirect and indirect speech or be, as a particle, part of the quotation itself. Mixed constructs also appear in places where the compilation boundary coincides with the introduction of a quotation. Another problem for Old Polish authors was the overlapping of the levels of the plot and the nonfiction reality.

Ivan Karamazov as a Philosophical Type—but which one?

The article analyses a set of philosophical statements made by and attributed to Ivan Karamazov in Dostoevsky's The Brothers Karamazov, in order to answer the question as to what kind of philosophy Ivan may be said to express in the novel. My close reading reveals that there is a significant distinction between, on the one hand, Ivan's most radical statements, that is his rational egoism and the idea that "everything is permitted," which are always given in reported speech, and on the other the “Ivan of direct speech,” a character characterized by far more moral sensibility (e.g. in the Pro et contra part). On the basis of these findings the article seeks to bring together two traditions in the reception of Dostoevsky—the philosophical and the narratological. By letting these approaches inform one another I suggest ways in which the structural organization of the text is itself a bearer of philosophical meaning. Moreover, the article takes seriously Bakhtin's claim that Dostoevsky's heroes are not merely stable representations of ideas, but engage with them through dialogue and encounters with others, as exemplified by Ivan Karamazov himself as well as by other characters' responses to his articulations.

Language norms in L2 education for adult migrants – translanguaging pedagogy in the age of mobility

International mobility has caused a need for language education where adults can learn the language(s) used in their new country. In Sweden, the language programme SFI (Swedish for immigrants) provides basic second language education for adult immigrants. For those learners who are not yet functionally literate, basic literacy education is included. This article aims to explore the concept translanguaging pedagogy in relation to the articulated and embodied language norms of one SFI teacher. The empirical data, produced by ethnographic methodology, consists of classroom observations and semi-structural interviews. The method of analysis comprises a set of sociolinguistic questions, three categories of language norms (double monolingualism, integrated bilingualism and polylingualism) and discourse analysis, centering on deictics, indexical signs and reported speech. Findings show that although the teacher does engage in translanguaging practices, her teaching practices cannot be referred to as translanguaging pedagogy because she has made no deliberate decision to include the students’ full linguistic repertoires and there are contradictions both within and between her articulated and embodied language norms. It is concluded that it is crucial for educational development in contexts characterised by mobility that teachers in linguistically heterogeneous classrooms increase their awareness of their language norms and the students’ linguistic resources.

Critical Discourse Analysis of Reported Speech in China and American Media on the Coverage of COVID-19 Pandemic

In news reports, reported speeches are frequently utilized to convey a specific point. The characteristics of reported speech, particularly news sources, employed in the New York Times and China Daily on the pandemic are examined in this article using the discourse analysis method. Their differing news sources reflect the philosophies of two major news organizations. The analysis of these two newspapers can give Chinese media some insight into how to improve the impact of our communication instruments.

Border Crossings

This chapter examines Andrew Clark’s exploration of language and language barriers in war-time use, and the border crossings that words often revealed. French, Belgian, Russian, Indian English, and German (among others) all attracted his attention. As he explored, articles and advertisements in the British press appeared in Flemish or French, directly addressing the shifting constitution of the Home Front in the wake of war. Clark’s interest in Indian English is richly documented. French, in particular, claimed a topical currency, infusing trench slang (and reported speech) alongside popular reportage. In contrast, distinctive forms of logophobia with reference to German as the language of the enemy generated a set of highly divisive language tactics in which linguistic and moral inversion were intentionally aligned.

Narrator profile in translation: Work-in-progress for a semiautomatic analysis of narratorial dialogistic and attitudinal positioning in translated fiction

This paper presents work-in-progress for the development of a semi-automatic methodology for the analysis of shifts in narrator profile in translated fiction. Such a methodology is developed for a comparative quantitative analysis of electronic source and target texts organized in a parallel corpus. The first and main part of this paper presents the theoreti-cal motivation for the organization of two systems of categories focusing on the relationship between the two discursive centres involved in reported speech - narrator and character (but also quoter and quotee in other text types) - by developing the proposals of dialogistic/intertextual and attitu-dinal positioning in Appraisal Theory. The second part of this paper ana-lyses a selection of examples illustrative of such cate gories, and presents and comments the results of the comparative quantitative analysis of Charles Dickens's Oliver Twist and eight European Portuguese translations for juvenile and adult readerships. This comparative analysis proves the methodology operative and shows evidence of two tendencies: ‘levelling-out’ and ‘explicitation’, which, although elsewhere identified as trans-lational universals, may here be identified as norms because they correlate with the independent variable target readership. The purpose of developing this methodology is to help describe the way interlingual translation may transform narrator profile as well as contribute to the formulation of trans-lational norms.

Mobilizing knowledge

Many linguistic studies have analyzed the ways in which reported speech is used to mobilize knowledge in academic writing, but there have been far fewer such studies of knowledge mobilization in non-academic genres. This study analyzes the functions of reported speech in a Canadian quasi-judicial public inquiry report, a genre that is intertextually situated between research genres (through academic expert witnesses) and policy genres (through its role in making policy recommendations to the government). All instances of explicitly marked citation and reported speech in the commission report were identified and coded by function. The findings show citation and reported speech had specific functions that contributed to knowledge mobilization by discursively creating evidence, transporting worldviews and values, and changing knowledge status in the legal genres. The analysis also raises theoretical questions in linguistics, resulting in the argument that reported speech is not a static, formal category but a discursive status negotiated by the participants.