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Journal articles on the topic '950203 Languages and Literature'

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Published: 10 December 2022
Last updated: 28 January 2023

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1

MACEDO, HELDER. "Languages, Literature, and Power." Modern Language Review 104, no. 4 (2009): xxviii—xxxviii. http://dx.doi.org/10.1353/mlr.2009.0058.

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2

TREPTE, HANS CHRISTIAN. "SWITCHING LANGUAGES IN ÉMIGRÉ LITERATURE." Canadian-American Slavic Studies 33, no. 2-4 (1999): 215–22. http://dx.doi.org/10.1163/221023999x00175.

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3

Botwe-Asamoah, Kwame. "African Literature in European Languages." Journal of Black Studies 31, no. 6 (July 2001): 746–63. http://dx.doi.org/10.1177/002193470103100603.

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4

Le Disez, J. Y. "Postcolonial Brittany: Literature between Languages." French Studies 64, no. 1 (December 17, 2009): 123–24. http://dx.doi.org/10.1093/fs/knp217.

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5

Poole, A. "Review: English Literature and Ancient Languages." Review of English Studies 55, no. 222 (November 1, 2004): 796–98. http://dx.doi.org/10.1093/res/55.222.796.

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6

Adamson, Sylvia. "Review: English Literature and Ancient Languages." Essays in Criticism 55, no. 3 (July 1, 2005): 255–62. http://dx.doi.org/10.1093/escrit/cgi019.

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7

Bertacco, Simona. "Translation in Caribbean Literature." Small Axe: A Caribbean Journal of Criticism 24, no. 2 (July 1, 2020): 17–34. http://dx.doi.org/10.1215/07990537-8604454.

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This essay weaves together translation and postcolonial literary studies to propose a translational model of reading for Caribbean literature. Translation and creolization provide the conceptual and aesthetic lens for reading Caribbean literary texts: If translation is an apt model, since it captures languages in transit toward other languages and other contexts, creolization embodies the points of contact among what Naoki Sakai calls the “uncountable languages within the literary texts,” unlocking novel ideas of language and literature. The essay offers “translational reading” of texts by Derek Walcott, Velma Pollard, and Dionne Brand as an alternative to the traditionally monolingual model of reading.
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8

Bush, C. "Original Languages?" Comparative Literature 65, no. 1 (March 19, 2013): 1–4. http://dx.doi.org/10.1215/00104124-2019239.

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9

Hassan, W. S. "Which Languages?" Comparative Literature 65, no. 1 (March 19, 2013): 5–14. http://dx.doi.org/10.1215/00104124-2019248.

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10

Maskaliūnienė, Nijolė. "Dissemination of Lithuanian Literature: Becoming Part of World Literature." Literatūra 63, no. 1 (December 31, 2021): 86–98. http://dx.doi.org/10.15388/litera.2021.1.6.

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The article discusses the policy of dissemination of national literature abroad as one of the soft power practices used for the formation of the image of the country and the country’s literature, created through the translated and published works of Lithuanian authors in foreign languages. It also reviews the current situation, the selection of the works to be translated, institutions and bodies in charge of this dissemination, and problems of the research on the reception of the works (authors) translated into foreign languages.
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11

Adejunmobi, Moradewun. "Routes: language and the identity of African literature." Journal of Modern African Studies 37, no. 4 (December 1999): 581–96. http://dx.doi.org/10.1017/s0022278x99003146.

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The debate over the language of African literature has continued to generate significant interest ever since the emergence of African literary writing in European languages. Discussions of this debate have in the past often highlighted the inherently normative character of the idea of an African literature in African languages. By tracing the history of the debate, this paper seeks to distinguish between the actual role played by African languages in the emergence of a literature identified as African by its practitioners, and the ideological function of the debate for Africans who write in European languages. From this perspective, appeals for a literature in indigenous languages appear to serve the purpose of ethnic signification on behalf of a tradition of writing that continues to rely on European languages at the levels of both creative practice and theoretical formulation.
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12

Kellman, Steven. "Multilingual Literature of the United States." Polylinguality and Transcultural Practices 19, no. 1 (March 16, 2022): 19–27. http://dx.doi.org/10.22363/2618-897x-2022-19-1-19-27.

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Like the Russian Federation, the United States is a multilingual, multicultural society. A nation of immigrants and indigenous peoples, it has produced a rich body of literature in dozens of languages in addition to English that scholars have only in recent decades begun to pay attention to. Of particular note are texts in Spanish, Yiddish, Chinese, French, Hebrew, German, Arabic, Norwegian, Welsh, Greek, Turkish, Italian, Korean, Polish, Portuguese, Russian, Vietnamese and numerous American Indian languages. In this paper we observe the most significant texts of multilingual American literature. The corpus of literary works shows us, that despite Americans pervasive and enduring xenolinguaphobia - aversion to other languages - the United States, like other large countries, is a heterogeneous amalgam. Ignoring the variety of works written in languages other than English impoverishes the national culture and handicaps serious readers.
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13

., Subhash, Madhavi Sharma, Menka Bhasin, and Avinash Rajkumar. "Critical Thinking Skills Teaching Language through Literature." World Journal of English Language 12, no. 3 (April 7, 2022): 3. http://dx.doi.org/10.5430/wjel.v12n3p3.

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As teachers who should train and motivate their children, teaching languages has become a demanding task. The ability to grasp a language is essential in today's world since languages is a strong tool of communication. Most of us will not concentrate on the languages used in the literature section since our minds are preoccupied with grammar. This has caused both the instructor and the pupils to disregard the literature component of language learning and instead focus solely on the grammar component. The motivation for including literary works into language education is to suggest that current efforts to incorporate literary work into language instruction undoubtedly increase students' serious thinking in such a way that they may easily grasp a specific language. This paper explains that Learning literary work in a classroom not only teaches students about a tale but also teaches them about how languages are formed and how that structure affects meaning. A literary work allows a pupil to see the languages of real-life situations. They absorb linguistics components' thoughts, ideas, and experiences, which provide realistic touches and assist them in holistically learning languages. It has also been discovered that incorporating literary works into the teaching knowledge process can help students improve their micro-and macro-linguistic abilities for future growth.
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14

Saussy, Haun. "Comparative Literature?" Publications of the Modern Language Association of America 118, no. 2 (March 2003): 336–41. http://dx.doi.org/10.1632/003081203x67730.

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What is comparative literature? Not a theory or a methodology, certainly (which raises the question of why this article should appear in a series so entitled), though theories and methodologies aplenty occur as part of its typical business. Is there, or can there be, an object of knowledge identifiable as “comparative literature”?When I began hearing about comparative literature in the middle 1970s, there was a fairly straightforward means of distinguishing comparative literature on the university campuses where it was done. The English department pursued knowledge of language and literature in one language; the foreign language departments pursued similar studies in two languages (typically English, assumed to be most students' native language, plus the foreign tongue); and comparative literature committees, programs, or departments carried out literary analysis in at least three languages at once.
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15

Fahy, Conor, and Peter Hainsworth. "The Languages of Literature in Renaissance Italy." Modern Language Review 86, no. 2 (April 1991): 487. http://dx.doi.org/10.2307/3730624.

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16

Prajapati, Manisha, and Archit Yajnik. "Parsing for Indian Languages A Literature Survey." International Journal of Computer Sciences and Engineering 6, no. 8 (August 31, 2018): 1009–18. http://dx.doi.org/10.26438/ijcse/v6i8.10091018.

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17

Tischler, Matthias M. "Languages, Literature and Art in Transcultural Perspective." Journal of Transcultural Medieval Studies 2, no. 2 (December 1, 2015): 177–78. http://dx.doi.org/10.1515/jtms-2015-0015.

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18

Reeves, Charles Eric. "The Languages of Convention: Literature and Consensus." Poetics Today 7, no. 1 (1986): 3. http://dx.doi.org/10.2307/1772086.

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19

Napoli, Donna Jo, and Laurie Ricou. "Everyday Magic: Child Languages in Canadian Literature." Language 65, no. 1 (March 1989): 191. http://dx.doi.org/10.2307/414876.

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20

Hurst, Mary Jane, and Laurie Ricou. "Everyday Magic: Child Languages in Canadian Literature." Rocky Mountain Review of Language and Literature 43, no. 1/2 (1989): 121. http://dx.doi.org/10.2307/1347216.

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21

Twiss, Rob, and Samantha Cook. "Children's Literature between Languages and across Time." Jeunesse: Young People, Texts, Cultures 9, no. 1 (2017): 142–49. http://dx.doi.org/10.1353/jeu.2017.0021.

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22

Sherberg, Michael, Peter Hainsworth, Valerio Lucchesi, Christina Roaf, David Robey, and J. R. Woodhouse. "The Languages of Literature in Renaissance Italy." Italica 67, no. 3 (1990): 400. http://dx.doi.org/10.2307/478650.

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23

Brown, John L., and J. H. Matthews. "Languages of Surrealism." World Literature Today 61, no. 1 (1987): 167. http://dx.doi.org/10.2307/40142712.

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24

Knapp, Bettina L. "Languages of Surrealism." Symposium: A Quarterly Journal in Modern Literatures 40, no. 3 (September 1986): 235–36. http://dx.doi.org/10.1080/00397709.1986.10733601.

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25

Parvulescu, Anca, and Manuela Boatcă. "(Dis)Counting Languages." Journal of World Literature 5, no. 1 (February 14, 2020): 47–78. http://dx.doi.org/10.1163/24056480-00403300.

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Abstract The essay analyzes the interglottism at work in Liviu Rebreanu’s novel Ion (1920) against the polyglottism theorized and performed editorially by the first Comparative Literature journal (ACLU), which it positions against the background of post-1867 Austro-Hungarian imperial policies for the use of languages.
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26

Liontas, John I., and Andrew Dalby. "Dictionary of Languages: The Definitive Reference to More than 400 Languages." Journal of the Midwest Modern Language Association 34, no. 2 (2001): 149. http://dx.doi.org/10.2307/1315154.

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27

Gauthier, J. D., Abdelkebir Khatibi, and Richard Howard. "Love in Two Languages." World Literature Today 64, no. 4 (1990): 686. http://dx.doi.org/10.2307/40147055.

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28

Johnson, Dianne. "The Genius of Languages." World Literature Today 79, no. 3/4 (2005): 4. http://dx.doi.org/10.2307/40158912.

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29

Haynes, K. "Milton's Languages, Milton's Language." Literary Imagination 2, no. 1 (January 1, 2000): 93–100. http://dx.doi.org/10.1093/litimag/2.1.93.

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30

Marks, T. "The Languages of Glass." Cambridge Quarterly 37, no. 4 (November 12, 2008): 446–50. http://dx.doi.org/10.1093/camqtly/bfn024.

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31

Most, Glenn W. "The Languages of Poetry." New Literary History 24, no. 3 (1993): 545. http://dx.doi.org/10.2307/469422.

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32

Chandler, James. "The languages of sentiment." Textual Practice 22, no. 1 (March 2008): 21–39. http://dx.doi.org/10.1080/09502360701841886.

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33

Françoise Lionnet. "Languages, Literatures, Pedagogies:." Comparative Literature Studies 50, no. 2 (2013): 219. http://dx.doi.org/10.5325/complitstudies.50.2.0219.

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34

Hale, John. "English Literature and Ancient Languages, by Kenneth Haynes." Translation and Literature 14, no. 1 (March 2005): 82–86. http://dx.doi.org/10.3366/tal.2005.14.1.82.

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35

Barnes, Lawrie, and Chantelle van Heerden. "Virtual Languages in Science fiction and fantasy literature." Language Matters 37, no. 1 (January 2006): 102–17. http://dx.doi.org/10.1080/10228190608566254.

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36

Besemeres, Mary. "Different Languages, Different Emotions? Perspectives from Autobiographical Literature." Journal of Multilingual and Multicultural Development 25, no. 2-3 (June 2004): 140–58. http://dx.doi.org/10.1080/01434630408666526.

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37

García-Borgoñón, L., M. A. Barcelona, J. A. García-García, M. Alba, and M. J. Escalona. "Software process modeling languages: A systematic literature review." Information and Software Technology 56, no. 2 (February 2014): 103–16. http://dx.doi.org/10.1016/j.infsof.2013.10.001.

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38

Mastronardi, Luciano, Luigi Ferrante, Paolo Celli, Michele Acqui, and Aldo Fortuna. "Aphasia in Polyglots: Report of Two Cases and Analysis of the Literature." Neurosurgery 29, no. 4 (October 1, 1991): 621–23. http://dx.doi.org/10.1227/00006123-199110000-00026.

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Abstract Two cases of aphasia in polyglot patients who experienced different symptoms in each of the languages they knew are reported. The authors discuss the problem and analyze the available literature in an attempt to formulate a pathogenetic hypothesis of the different involvement of the known idioms sometimes observed in aphasic polyglots. In particular, when time has elapsed between the learning of the mother tongue and other languages, and all the known languages are. consequently, functionally independent, it is possible that the two or more known idioms have distinct anatomical representations, probably localized separately in the two hemispheres. This could explain why. in some polyglots, aphasia affects one of the known languages preferentially. In subjects in whom the different known idioms were learned during early childhood, the anatomical representation of the languages is similar, which explains why, in this kind of polyglot, all the known languages can be equally affected by cerebral damage that causes aphasia.
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39

G, Savitha. "Family Relations in the Moral Values Expressed by Dravidian Literature." International Research Journal of Tamil 4, S-5 (August 25, 2022): 211–15. http://dx.doi.org/10.34256/irjt22s533.

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Dr. Robert Caldwell learned Tamil when he came to Tamil Nadu to do religious work. In the Dravidian language family, Tamil is known as the classical language. He studied linguistically that Tamilam was the Tramilam and the Tramilam was Dravidian and found that Tamil was the oldest and the first of the Dravidian languages. Knowing that Kannada, Telugu, and Malayalam are like Tamil with grammar and literary dialogues, he wrote a book of a comparative grammar book. In 1856, Caldwell was the first to introduce the term "comparison grammar book of Dravidian languages" or "south Indian family languages" to the world of linguistics. This article explores the trend of moral literature and the literary records of family relations as a literary form in Tamil, Kannada, Telugu, and Malayalam, all the four Dravidian languages.
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40

Macías, Reynaldo F. "Bilingualism, Language Contact, and Immigrant Languages." Annual Review of Applied Linguistics 10 (March 1989): 13–25. http://dx.doi.org/10.1017/s0267190500001185.

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This essay covers the literature on bilingualism over the last decade with emphasis on those publications issued between 1985 and 1989. Since this essay must be very selective, it concentrates on English language publications. There has been quite a growth in the descriptive literature of different multilingual areas of the world. This literature has been published in many of the major languages. The selection of publications in English somewhat distorts the distrigution of the literature by region and language, especially the growth of multilingualism-related publications in countries like the Soviet Union and East Germany. Access to some of these works, however, can best be obtained through Linguistics and Language Behavior Abstracts.
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41

Shojaei, Mahrokh. "Endangered Iranian Languages." Iranian Studies 53, no. 3-4 (May 18, 2020): 668–73. http://dx.doi.org/10.1080/00210862.2020.1734905.

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42

Pinkster, Harm. "LANGUAGES IN CONTACT." Classical Review 54, no. 1 (April 2004): 134–36. http://dx.doi.org/10.1093/cr/54.1.134.

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43

Moon, Michael. "Comparative Literatures, American Languages." ELH 71, no. 2 (2004): 335–44. http://dx.doi.org/10.1353/elh.2004.0028.

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44

Bowden, John. "The classification of Oceanic languages." South Pacific Journal of Psychology 10, no. 1 (1999): 1–13. http://dx.doi.org/10.1017/s0257543400000948.

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ABSTRACTThis paper surveys the literature regarding the linguistic subgrouping and historical affiliations of languages within the Oceanic subgroup of the Austronesian language family. It provides an overview of the evidence for the Oceanic subgroup and its external affiliations, as well as an overview of the internal relationships between languages of the family. It explores questions that have been settled to the satisfaction of most people working within the field, and identifies outstanding issues still of importance to practitioners in the area. A final section discusses a range of literature which surveys aspects of Oceanic linguistics apart from its subgrouping.
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45

Rosmawaty. "The Extinction of Local Language: a Literature Psychology Review." LingLit Journal Scientific Journal for Linguistics and Literature 3, no. 1 (April 8, 2022): 13–23. http://dx.doi.org/10.33258/linglit.v3i1.622.

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This paper tries to discuss theoretically about the relationship between language and nationalism towards the extinction of local languages in Indonesia which has become a trend appearing in the movement in critical symptoms of dynomia that involves national culture and local culture with a literature psychology approach. The psychoanalytic review of the extinction of local languages is to view the extinction of language psychologically in the notion of macro functions of language according to Garvin and Mathiot (1956) who say that language as (1) unifying and (2) separator. Some implications in this paper are tried to be drawn: (1) local culture (theoretically) will also become extinct along with the extinction of local languages; (2) the possibility of the provincialism emergence (and the implication of the separatist movements) is reduced: (3) The cost of maintaining the local languages can be eliminated and the cost of learning the national language can be concentrated on planning and learning Indonesian language so that this language reaches the level of a modern and effective language; (5) all efforts can be concentrated against the domination of English over the national language; (6) the sense of nationality of the Indonesian people will become stronger, and (7) cultural diversity will decrease. Without such policies, languages can die or become extinct naturally. In this case, the cause is the existence of language competition and the competition that used to be monolingual.
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46

James, Gill. "Creative Writing in Other Languages." New Writing 2, no. 1 (April 15, 2005): 44–57. http://dx.doi.org/10.1080/14790720508668944.

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47

Donadey, Anne. "Algeria in Others' Languages (review)." Research in African Literatures 35, no. 1 (2004): 193–94. http://dx.doi.org/10.1353/ral.2004.0009.

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48

C., Dr Sudharani. "The Study of Adivasi Literature." International Journal for Research in Applied Science and Engineering Technology 9, no. 9 (September 30, 2021): 1432–36. http://dx.doi.org/10.22214/ijraset.2021.38201.

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Abstract: Tribals hold all rituals and functions as a community and those include putting up a mandap. Teksingh Tekam, a scholar of Gondi language and culture, says, “Early in the morning, six or seven men leave for the forest in four bullock carts. The literature departments of some universities have included tribal literature in their curricula for purposes of study and research, but that too has been largely perfunctory – and this when Bodo and Santhali languages have been given the status of Scheduled Languages. Residential schools for tribal students have come up right from villages in the interior to cities but little has changed on the ground for the Tribals. Starvation, exploitation, displacement and mass killings continue. To understand Tribal Literature, we will first have to classify it on the basis of ethnic and linguistic diversities and geographical extent. Tribal Literature can be broadly defined as the literature of the ancestors, which, despite being in different languages and dialects, has an all-India character. Tribal Literature is thus multilingual and multicultural. Culture and traditions are often the products of the place of residence. India, with its wide geographical diversity, has given birth to many different cultures. The geographical and climatic conditions of Gondwana (the area of central India where Gond Tribes are found), Bhilanchal and northeastern states are so different that a difference in lifestyle and food is inevitable. Keywords: Bodo and Santhali, Gond, tribality, literature, Issues, Challenges
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49

Waliaula, Ken Walibora. "The Afterlife of Oyono's Houseboy in the Swahili Schools Market: To Be or Not to Be Faithful to the Original." PMLA/Publications of the Modern Language Association of America 128, no. 1 (January 2013): 178–84. http://dx.doi.org/10.1632/pmla.2013.128.1.178.

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Africa, the world's second-largest continent, speaks over two thousand languages but rarely translates itself. it is no wonder, therefore, that Ferdinand Oyono's francophone African classic Une vie de boy (1956), translated into at least twelve European and Asian languages, exists in only one African translation—that is, if we consider as non-African Oyono's original French and the English, Arabic, and Portuguese into which it was translated. Since 1963, when Obi Wali stated in his essay “The Dead End of African Literature” that African literature in English and French was “a clear contradiction, and a false proposition,” like “Italian literature in Hausa” (14), the question of the language of African literature has animated debate. Two decades later, Ngũgĩ wa Thiong'o restated Wali's contention, asserting that European languages led to African “spiritual subjugation” (9). Ngũgĩ argued strongly that African literature should be written in African languages. On the other hand, Chinua Achebe defended European languages, maintaining that they could “carry the weight of African experience” (62).
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50

Ukam, Edadi Ilem. "The Choice of Language for African Creative Writers." English Linguistics Research 7, no. 2 (June 18, 2018): 46. http://dx.doi.org/10.5430/elr.v7n2p46.

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Language issue has been considered as a major problem to Africa. The continent has so many distinct languages as well as distinct ethnic groups. It is the introduction of the colonial languages that enable Africans to communicate with each other intelligibly: otherwise, Africa has no one central language. Among the colonial languages are English, French, Arabic and Portuguese which today serve as lingua franca in the mix of multiple African languages. Based on that, there is a serious argument among African critics about which language(s) would be authentic in writing African literature: colonial languages which serve as lingua franca, or the native indigenous languages. While some postcolonial African creative writers like Ngugi have argued for the authenticity and a return in writing in indigenous African languages, avoiding imperialism and subjugation of the colonisers, others like Achebe are in the opinion that the issue of language should not be the main reason in defining African literature: any languagecan be adopted to portray the lifestyles and peculiarities of Africans. The paper is therefore, designed to address the language debate among African creative writers. It concludes that although it is authentic to write in one’s native language so as to meet the target audience, yet many Africans receive their higher education in one of the colonial and/or European languages; and as such, majority do not know how to write in their native languages. Rather, they write in the imposed colonial languages in order tomeet a wider audience. Not until one or two major African languages are standardised, taught in schools, acquired by more than 80 per cent of Africans and used as common languages, the colonial languages would forever continue to have a greater influence in writing African literature. The paper recommendes that Africans should have one or two major African languages standardised, serving as common languages; also African literature should be written in both colonialand African languages in order to avoid the language debate by creative African writers.
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