Academic literature on the topic 'Chinese language – conversation and phrase books – english'

AbstractThe outbreak of the COVID-19 pandemic has generated a spectacular rise in social media communication and an unprecedented avalanche of global conversation. This paper traces the emergence of the racist term “Chinese virus” used by the President of the United States, Donald Trump, on the Western social media platform Twitter and its reception and recontextualization on Chinese social media. Creative bilingual responses fusing English and Chinese resulted in a popular searchable meme “#用中式英语跨文化交流#” (“#Chinglish used for cross-cultural communication#”), on Weibo, a Chinese social media platform. Such linguistic creativity involves a variation of swears to mock and condemn the racist phrase. Formally, linguistic practices such as self-coinage, transliteration, verbal repetition, and acronyms can be observed. Functionally, the recontexualizations evidence a defensive ideology linked to nationalism and modernism. Ultimately, combatting the English racist term “Chinese virus” with a creative mixture of English and Chinese demonstrates how English has become ever more decentered during the COVID-19 pandemic.

05–32Allen, Linda Quinn (Iowa State U, USA). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals (New York, USA) 37.2 (2004), 232–239.05–33Al-Sehayer, Khalid (Riyadh, Saudi Arabia). ESL readers' perceptions of reading in well structured and less structured hypertext environment. CALICO Journal (TX, USA) 22.2 (2005), 191–212.05–34Barcroft, Joe (Washington U, USA). Second language vocabulary acquisition: a lexical input processing approach. Foreign Language Annals (New York, USA) 37.2 (2004), 200–208.05–35Bateman, Blair E. (Brigham Young U, USA). Achieving affective and behavioural outcomes in culture learning: the case for ethnographic interviews. Foreign Language Annals (New York, USA) 37.2 (2004), 240–253.05–36Chen, Tsai Yu & Chang, Goretti B. Y. (Ming Hsin U of Science and Technology, Taiwan). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals (New York, USA) 37.2 (2004), 279–289.05–37Csizér, Kata (Eötvös U, Hungary; weinkata@yahoo.com) & Dömyei, Zoltán (Nottingham U, UK; Zoltan.Dornyei@nottingham.ac.uk). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 19–36.05–38DeCapua, Andrea (Dept. of Teaching and Learning, New York, USA; adecapua@optonline.net) & Wintergerst, Ann. C. Assessing and validating a learning styles instrument. System (Oxford, UK) 33.1 (2005), 1–16.05–39De Florio-Hansen, Inez (U of Kassel, Germany). Wortschatzerwerb und Wortschatzlernen von Fremdsprachenstudierenden. Erste Ergebnisse einer empirischen Untersuchung [Acquisition and learning of vocabulary by university students of modern foreign languages: the first results from an empirical investigation]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 83–113.05–40Derwing, Tracey M. (U of Alberta, Canada; tracey.derwing@ualberta.ca), Rossiter, Marian J., Munro, Murray J. & Thomson, Ron I. Second language fluency: judgments on different tasks. Language Learning (Oxford, UK) 54.4 (2004), 655–679.05–41Donato, Richard & Brooks, B. Frank (U of Pittsburgh, USA). Literary discussions and advanced speaking fucntions: researching the (dis) connection. Foreign Language Annals (New York, USA) 37.3 (2004), 183–199.05–42Ecke, Peter (U of Arizona, USA). Die Schlüsselwort-Mnemonik für den fremdsprachigen Wortschatzerwerb: Zum Stand der Forschung [The mnemonic keyword method and the acquisition of foreign language vocabulary: state of the art research]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 213–230.05–43Erlam, Rosemary (U of Auckland, NZ; r.erlam@auckland.ac.nz). Language aptitude and its relationship to instructional effectiveness in second language acquisition. Language Teaching Research (London, UK) 9.2 (2005), 147–171.05–44Félix-Brasdefer, J. César (Indiana U, USA; cfelixbr.@indiana.edu). Interlanguage refusals: linguistic politeness and length of residence in the target community. Language Learning (Oxford, UK) 54.4 (2004), 587–653.05–45Fonder-Solano, Leah & Burnett, Joanne (Pennsylvania State U, USA). Teaching literature/reading: a dialogue on professional growth. Foreign Language Annals (New York, USA) 37.3 (2004), 459–469.05–46Guion, Susan G., Harada, Tetsuo & Clark, J. J. (U of Oregon, USA; guion@uoregon.edu). Early and late Spanish-English bilinguals' acquisition of English word stress patterns. Bilingualism: Language and Cognition (Cambridge, UK) 7.3 (2004), 207–226.05–47Hardison, Debra M. (Michigan State U, USA). Contextualised computer-based L2 prosody training: evaluating the effects of discourse context and video input. CALICO Journal (TX, USA) 22. 2 (2005), 175–190.05–48Jones, Randall (Brigham Young U, USA). Corpus-based word frequency analysis and the teaching of German vocabulary. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 165–175.05–49Jung, Euen Hyuk (Sarah) (Yonsei U, South Korea; junge@yonsei.ac.kr). Topic and subject prominence in interlanguage development. Language Learning (Oxford, UK) 54.4(2004), 713–738.05–50Lamb, Martin (U of Leeds, UK; m.v.lamb@education.leeds.ac.uk). ‘It depends on the students themselves’: independent language learning at an Indonesian state school. Language, Culture and Curriculum (Clevedon, UK) 17.3 (2004), 229–245.05–51Li, Xuemei & Girvan, Anita (Queen's U, Canada). The “Third Place”: investigating an ESL classroom interculture. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 1–15.05–52Li, Via (U of Alberta, Canada). Learning to live and study in Canada: stories of four EFL learners from China. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 25–43.05–53Mason, Beniko & Krashen, Stephen (Shitennoji International Buddhist U, Japan; benikonankimason@hotmail.com). Is form-focused vocabulary instruction worthwhile?RELC Journal (Singapore) 35.2 (2004), 179–185.05–54Nakatani, Yasuo (Nakamura Gakuen Junior College, Japan; nakatani@nakamura-u.ac.jp). The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 76–91.05–55Nitta, R. & Gardner, S. (U of Warwick, UK). Consciousness-raising and practice in ELT course books. ELT Journal (Oxford, UK) 59.1 (2005), 3–13.05–56Radwan, Adel Abu (Sultan Qaboos U, Oman; radwan@squ.edu.om). The effectiveness of explicit attention to form in language learning. System (Oxford, UK) 33.1 (2005), 69–87.05–57Rieder, Angelika (U of Vienna, Austria). Der Aufbau von Wortbedeutungswissen beim Lesen fremdsprachiger Texte: ausgewählte Fallstudienergebnisse [The development of word comprehension during reading of texts in a foreign language: results from empirical case studies]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 52–71.05–58Rifkin, Benjamin (U of Wisconsin-Madison, USA; brifkin@wisc.edu). A ceiling effect in traditional classroom foreign language instruction: data from Russian. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 3–18.05–59Sayer, P. (U Autónoma Benito Juarez de Oaxaca, Mexico). An intensive approach to building conversation skills. ELT Journal (Oxford, UK) 59.1 (2005), 14–22.05–60Schmidt-Rinehart, Barbara C. & Knight, Susan, M. (Ashland U, USA). The homestay component of study abroad: three perspectives. Foreign Language Annals (New York, USA) 37.2 (2004), 254–262.05–61Shen, Helen H. (U of Iowa, USA; helen-shen@uiowa.ed). An investigation of Chinese-character learning strategies among non-native speakers of Chinese. System (Oxford, UK) 33.1 (2005), 49–68.05–62Wayland, Ratree P. (U of Florida, USA; ratree@ufl.edu) & Guion, Susan G. Training English and Chinese listeners to perceive Thai tones. Language Learning (Oxford, UK) 54.4 (2004), 681–712.

Biracial Phenotypes as Ambivalent SignifiersRacialisation is the process of imbuing a body with meaning (Ahmed). Rockquemore et al.’s study on American Black-White middle-class college youth emphasises the importance of phenotypes in interracial children because “physical appearance is the primary cue for racial group membership… and remains the greatest factor in how mixed-race children are classified by others” (114). Wilson’s work on British mixed race 6 to 9-year-olds argues that interracial children classify other children based on how “they locate themselves in the racial structure and how they feel about the various racial groups” (64).However, interracial children often struggle with claiming a racial identity that does not correspond to their obvious physical appearance because society is more likely to classify or perceive the child based on their corporeal manifestations than their self-identified racial master status. In instances where they are unacknowledged or rejected by homoethinc groups, interracial persons may be deemed ‘illegitimate’ trespassers within social contexts. In response, interracial bodies may selectively hyper/under-visibilise one racial identity depending on personal connotations of the social group in particular settings (Choudhry 119). Choudhry’s book on the ‘chameleon identities’ of mixed race Black-Asian and White-Asian British young people sets out four ‘interpretative repertoires’ that interracials cognitively adopt: ‘Identity in Transition’ where individuals are still coming to terms with their master status; ‘One Ethnic Identity’ where individuals always privilege one race over the other regardless of context; ‘Interethnic Identity’ where individuals consciously and equally express their dual race and parentage at all times; and ‘Situational/Chameleon-like Identity’ where individuals selectively emphasise one race over the other when it benefits them (112-116). This paper follows on a similar mode of enquiry among Malay-Chinese women in Singapore, whose racial master status is situationally-based.In ethnically heterogeneous and culturally diverse Singapore, an individual’s racial phenotype is convenient shorthand that demarcates Others’ appropriate interactions with and expectations of them. Malbon describes these brief encounters in crowded urban settings as ‘mismeetings’, in which a body’s visual markers allow for a quick assessment and situation of a person’s identity and status. A visibly racialised body thus informs Others on how to negotiate cross-cultural sensitivities and understandings with them in a shared social space. For instance, this visibility may help inform the Other of an appropriate choice of mother tongue to be adopted in conversation with a stranger, or whether to extend non-halal food to a ‘Malay-looking’ – and by extension in most parts of South East Asia, Muslim – person.Unlike previous studies, this paper is not focused on interracial individuals’ felt-race, cognitive development, or the ethnic influence in their upbringing. Instead, it concentrates on their praxis of enacting corporeal markers to enable homophilous interactions with homoethnic social groups. Some Malay-Chinese in Singapore have phenotypic features that may not distinctly reflect their ethnic diversity. Hence, they are not readily acknowledged or accepted into some homoethnic contexts and are deemed ‘illegitimate’ trespassers. It is important for Others to be able to situate them since this “brings with it privileges or deprivations that affect [their] relationships with others and [their] relation to the world” (Mohanty 109). Every day interactions that affirm or negate one’s biraciality then become micropolitics of legitimating one’s in-group status; in the words of one woman’s reactions to Malay classmates excluding her from conversations about Hari Raya, “I also Melayu ok”. These women thus find themselves under- or hyper-visibilising facets of their biracial corporeality to negotiate legitimacy and sense of belonging. Through in-depth interviews with five young Malay-Chinese women who have had to renegotiate their biraciality in educational institutions each school year, this paper seeks to document the intentional under/hyper-performativity of biraciality through visible bodily signifiers. It argues that these biracial women who are perceived as illegitimate inhabitants of social settings have agentically adopted the ambivalence others display towards them as everyday micro-actions to exercise their autonomy, and strategically reposition themselves favourably.The five women were contacted through snowball sampling among personal networks in polytechnics and universities, which are education settings where students have the liberty to dress themselves, and thus, visibilise facets of their identity. These settings were also places in which the women had to continually under/hyper-visibilise and remark their race and ethnicity in rotating tutorial and lecture groups every semester, therefore (re)constructing their identities through peer interactions (Wilson in Choudhry 112).They were aged between 18 and 23 at the time of the interview. Their state-documented ‘official’ race, self-identified religion, and state-assigned mother tongue are tabulated below. Pseudonyms are employed.Semi-structured open-ended interviews were conducted to draw out personal nuances and interpretations of their bodies as read by Others. Our face-to-face interaction proved to be especially useful when informants physically referenced bodily markers or performed verbal cues to convey their under/hyper-visibility strategies.InformantNadiaAtiqahSaraClaireWahidaSexFemaleFemaleFemaleFemaleFemaleAge2322221822‘Official’ raceMalayMalayMalayMalayChineseReligionChristianMuslimChristianChristianMuslimMother tongueMandarinMalayMandarin MandarinMalayThe Body BeingAmong primary phenotypic cues, the women acknowledged popular perceptions of Chinese as fair-skinned and Malay as darker-skinned. This shorthand has been ingrained into society through rampant media images, especially in annual national-wide initiatives based in educational institutes such as Racial Harmony Day, International Friendship Day, and National Day. These settings utilise a ‘racial colour code’ to represent the CMIO – Chinese, Malay, Indian, Others; the four racial categories all Singaporeans are officially categorised into by the state – multiracialism in Singapore. Media imagery employs four children of different skin tones clad in ethnic dress, holding hands as symbolic of unity across diversity. So normative was this image even at the level of Primary School (7-12 year-olds) that Sara found her legitimacy in Chinese lessons questioned: “I used to be quite tanned in Primary School, quite Malay-looking… during Chinese lessons, the teacher always explained [difficult things] to me in English, as if I don’t understand Mandarin. But I even took higher Chinese...”The non-congruence of Sara’s apparently Malay phenotype and Mandarin mother tongue was perceived by her teacher as incompetence; Sara was an ‘illegitimate’ pupil in Mandarin class. Despite having been qualified enough to enrol in the higher Chinese stream that she says only takes in 10% of her cohort annually, Sara felt her high performance was negated because the visual marker of her Malayness took precedence during interactions with the teacher. Instead, English was adopted as a ‘neutral’ third language for conversing.In other instances, the women reported that while their skin tone generally enabled an audience to assign them a race, closer observations of their facial features such as their eyes signposted their racial hybridity. Claire states: “People always ask if I’m mixed blood because my eyelashes are very long and thick.” Sara experienced similar questioning gazes from strangers: “… maybe it’s my big eyes, and thick eyebrows… and my double eyelids are also very ‘Malay’?"Both Claire and Sara pointed out anatomic subtleties such as the folds of their eyelids, the size of their eyes, the volume of their eyebrows, and the length of their eyelashes as markers of their racial hybridity. There also emerged a consensus based on personal experience that Malays are more likely to have double eyelids, larger eyes, thicker eyebrows, and longer lashes, than to Chinese.Visual emphases on subtle characteristics thus help audiences interpret the biraciality of these women despite the apparent ‘incongruence’ of their skin tone and facial features. However, since racial identity is “influenced by historical, cultural, and contextual factors” (Rockquemore et al. 121), corporeal indications only serve as a primary racial cue. The next segment places these women in the context of secondary cues where the body is actively engaged in performing biraciality.The Body SpeakingThe women code-switched with choice of language, mother tongue, and manner of accents and vocal inflexions to contest initial readings of their racial status. Atiqah shares: “People always think I’m Chinese, until I open my mouth and speak Malay to ‘shock’ them. After that, they just ‘get’ that I am Malay.”Atiqah’s raised vocal inflexions and increasingly enthusiastic body language – she was clenching her fist as if to symbolically convey her victory at this point of the interview – seemed to imply that she relished in the ‘shock value’ of her big racial ‘reveal’. In a setting where her racial status was misidentified, she responded by asserting her racial legitimacy by displaying her competency of the Malay language.However, this has not always had a lasting impact in her interactions. She adds that within familiar social groups where she has long asserted her racial identity, she does not always feel acknowledged. Atiqah then attempts to ‘fit in’ by quietly deciphering her peers’ verbal exchanges: “… sometimes my Chinese friends forget that I’m ‘different’ because I’m so fair. They always talk in Mandarin… and I’ll try to figure out what they are saying from facial expressions and gestures.”Given her fair skin tone, Atiqah finds herself hypervisiblising her Malayness by utilizing the Malay language among Malay friends, even though they often converse in English themselves. In contrast, among Chinese friends where she feels her phenotypic Chinese features are visually dominant, she appears to under-visibilise this same Malayness by not speaking up about her language barrier. Language’s potential to demarcate social boundaries thus becomes a negotiative tool for Malay-Chinese women, while they simultaneously “shift their involvement and alliances” (Choudhry 119) to exercise choice over their identity.In another instance, Wahida is a fair skinned, tudung-clad, officially documented Chinese woman who identifies more as Malay. Her apparent ‘incongruence’ is of particular concern because Wahida had been attending a Madrasah up till the age of 18. Madrasahs are Islamic learning schools which also provide full-time education from Kindergarten to Junior College level, as an alternative to the mainstream track offered by the Ministry of Education in Singapore; a vast majority of Madrasah students self-identify as Malay Muslims. The desire for a sense of belonging encouraged Wahida to undervisibilise her Chineseness when she was younger:There was once my father came to pick me up from Madrasah… I forgot why but he scolded me so loudly in Mandarin! Everybody stared at me… I was so embarrassed! I already tried so hard to hide my Chinese-ness, he ruined it.Although Wahida never spoke Mandarin in school to underplay her Chineseness, ‘passing’ as a Malay necessitated intimate Others to sustain the racial construct. In this instance, her father had broken the ‘Malay’ persona she had deliberately crafted by conversing fluently in Malay in the Madrasah.Butler’s work on ‘gender as performed’ may be applied here in that what she describes as the “sustained set of acts” or a “stylization of the body” (xv) is also necessary to enact a sustained visual signifier of one’s racial identity. Although portrayed as a natural, innate, or unquestioned heritage in CMIO media portrays for Singapore, race is in fact an intentional construction. It is the practice of a certain regime of actions that contributes to the establishment of one’s raced personality. One is not naturally ‘Malay’ or ‘Chinese’ for these identities have to be carefully rehearsed and performed in order to translate one’s hereditary race into an outward expression of visible-race as practiced. As evidenced, this constant performance of Wahida’s racial self is fragile and dialectic, especially when other actors (such as her father) do not respond favourably to her intended presentation of self.Within a supposedly neutral third language such as English, the women also demonstrated their manipulation of accents emphasising or underplaying what they deem to be Malay or Chinese intonations and syllabic stresses. Sara explains:When I’m with my Malay friends, I speak with the mat [shortened from the local colloquial term matrep which loosely stands for the Malay version of a chav or a redneck] accent. Sometimes it’s subconscious… but sometimes it’s on purpose... they all speak like that… when I speak my ‘proper’ English, I feel out of place.Sara then demonstrates that Malay-accented English nasally accentuates the ‘N’ consonant, where words such ‘morning’ and ‘action’ have weighted pronunciations as ‘mornang’ and ‘actione’. Words that begin with a ‘C’ consonant are also developed into a voiced plosive ‘K’ sound, where words such as ‘corner’ and ‘concept’ are articulated as ‘korner’ and ‘koncept’, similar to the Malay language. Claire, who demonstrated similar Malay-accented utterances, supported this.Claire also noted that within Singlish – the colloquial spoken Singaporean English – Malay-accented English also tends towards end-sentence inflexions such as “seh”, “sia”, and “siol” in place of the more Mandarin-accented English that employs the end-sentence inflexions “ba”, and “ma”.Racialising spoken English is a symbolic interaction that interracial bodies may utilise to gain recognition and acceptance into a racial group that has not yet acknowledged their ‘legitimate’ membership. This is a manifestation of Cooley’s ‘looking glass self’ where an individual’s presentation of the body is based how they think other actors’ perceive them. In doing so, biracial bodies are able to exaggerate or obscure some corporeal traits to convey their preferred racial master status.The Body DoingPhysical gestures that constitute a ‘racial code’ are mirrored and socialised among children during their upbringing, since these designate one’s bodily boundaries and limits of exchange. Thus, while unseen by outsiders, insiders of the racial group may appropriate subtle gesticulations to demarcate and legitimate each other’s membership. Atiqah contends: “We [the Malays] always salaam each other when we first meet, it’s like a signal to show that we are ‘the same’ you know, so as long as I ‘act’ Malay, then my [colour] doesn’t really matter.”The salaam is a salutation of Islamic origin, signifying ‘peace to you’. It usually involves taking the back of the hand of a senior and bringing it to one’s forehead, heart, or lips. It is commonly practiced among Malays and Muslims. However, when a body’s phenotypic markers do not adequately signify racial identity, insiders may not extend such affective body language to them. As Nadia laments:When I first came to uni, the Malay kampong [literally translates into ‘village’, but figuratively stands for a social group in which reciprocal Malay cultural relationality is attached] couldn’t tell I was one of them… when I tried to salaam one of [the boys], he asked me why I was shaking his hand!Butler illuminated the notion of bodily signifiers (skin tone) marking access and limitations of corporeal exchange (salaam). Visual signifiers on biracial bodies must thus be significant enough to signpost one’s racial master status, in order to be positively assessed, acknowledged, and legitimated by Others.Among the women, only Wahida had committed to wearing a tudung at the time of the interview. Although a religious Islamic practice (as opposed to a culturally Malay one), such ethnic dress as ethnic signifier takes precedence over one’s ambivalent bodily markers. Wahida expressed that dressing in her jubah hyper-visualised her Malayness, especially when she was schooling in a Madrasah where fellow students dressed similarly.Omar’s concept of Masuk Melayu – literally ‘to enter Malayness’ – describes non-ethnic Malays who ‘become’ Malay through converting into Islam and practising the religion. Despite Wahida’s ambivalent fair skin tone, donning a tudung publically signifies her religious inclination and signals to Other Malays her racial master status. This thus earns her legitimacy in the social group more so than other ambivalent Malay-Chinese women without such religious symbolism.Agentic IllegitimacyIn negotiating their biraciality within the setting of educational institutions, these five Malay-Chinese women expressed the body ‘being’, ‘speaking’, and ‘doing’ strategies in which selected traits more commonly associated with Malayness or Chineseness were hyper-visibilised or under-visibilised, depending on the setting in which they find themselves (Wilson), and social group in which they want to gain membership and favour. Sara recalls having to choose an ethnic dress to wear to her Primary School’s Racial Harmony Day. Her father suggested “a mix” such as “a red baju kurung” or a “green cheong sum” (in Singapore, red is associated with the festivities of Chinese New Year and green with Hari Raya) where she could express her biraciality. Owing to this childhood memory, she says she still attempts to convey her racial hybridity by dressing strategically at festive family gatherings. Atiqah similarly peppers conversations with Chinese friends with the few Mandarin phrases she knows, partly to solicit an affective response when they tease her for “trying”, and also to subtly remind them of her desire for acknowledgement and inclusivity. Despite expressing similar frustrations over their exclusion and ‘illegitimate’ status in homoethnic settings, the women reacted agentically by continuously asserting emic readings of their corporeal ambivalence, and entering into spaces that give them the opportunity to reframe Others’ readings of their visual markers through microactions. However, enacting this agentic ethnic repertoire necessitates an intimate understanding of both Malay and Chinese social markers (Choudhry 120).None of the women suggested completely dissociating themselves from either Malayness or Chineseness, although they may selectively hyper-visibilise one over the other to legitimate their group membership. Instead, they engage in a continuously dialectic repositioning that requires reflexivity, self-awareness, and an attentiveness to how they are perceived from the etic. By inculcating Malay and Chinese social cues into their repertoire, these biracial women can strategically enact their desired racial master status fluently, treating ethnic identity as fluid and in flux (Choudhry 120). In transgressing popular perceptions of CMIO imagery, Malay-Chinese women use their bodies as a sustained site for contesting visual racial stereotypes and reframe their everyday ‘illegitimacy’ into agentic ambivalence, albeit only selectively in spaces where their racial membership would be favourable.ReferencesAhmed, Sara. “Racialized Bodies.” Real Bodies: A Sociological Introduction. Ed. Mary Evans, and Ellie Lee. New York: Palgrave, 2002. 46-63.Butler, Judith. Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge, 1999.Choudhry, Sultana. Multifaceted Identity of Interethnic Young People: Chameleon Identities. Farnham, England: Ashgate, 2010.Cooley, Charles. Human Nature and the Social Order. New York: Scribner's, 1902. Katz, Ilan. The Construction of Racial Identity in Children of Mixed Parentage – Mixed Metaphors. London: J. Kingsley Publishers, 1996.Malbon, Ben. “The Club. 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05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.05–270Belanger, Joe (U of British Columbia, USA), ‘When will we ever learn?’: the case for formative assessment supporting writing development. English in Australia (Norwood, Australia) 141 (2004), 41–48.05–271Bodwell, Mary Buchinger (Massachusetts College of Pharmacy and Health Sciences, USA; mary.bodwell@bos.mcphs.edu), ‘Now what does that mean, “first draft”?’: responding to text in an adult literacy class. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 59–79.05–272Broadley, Guy, Seeing forward looking back: the New Zealand literacy picture. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 8–18.05–273Bruton, Anthony & Emilia Alonso Marks (Universidad de Sevilla, Spain), Reading texts in instructed L1 and FL reading: student perceptions and actual selections. Hispania (Exton, PA, USA) 87.4 (2004), 770–783.05–274Chandrasegaran, Antonia (Nanyang Technical U, Singapore), Mary Ellis & Gloria Poedjosoedarmo, Essay Assist: developing software for writing skills improvement in partnership with students. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 137–155.05–275Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Understanding the role of text length, sample size and vocabulary size in determining text coverage. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 1–22.05–276Cromley, Jennifer G. & Roger Azevedo (U of Maryland College Park, USA), What do reading tutors do? A naturalistic study of more and less experienced tutors in reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 83–113.05–277Crompton, Peter (crompton@fastmail.fm), ‘Where’, ‘In which’, and ‘In that’: a corpus-based approach to error analysis. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 157–176.05–278Day, Richard (U of Hawaii, Manoa, USA) & Jeong-suk Park, Develop ing reading comprehension questions. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 60–73.05–279Dunlosky, John & Katherine A. Rawson (U of North Carolina at Greensboro, USA), Why does rereading improve metacomprehension accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect. 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Futuristic fiction almost by definition enters into a dialogue with the present as a future past. As a consequence, history haunts even the most inane visions of the future in often quite subtle ways. An excellent prompt to speculate on this issue is provided by Luc Besson's popular film The Fifth Element (1997). Like many science-fiction films, it is about a future troubled by its own promises. It almost goes without saying that while not specifically figured around Y2K, the attention to dates and time in the film combined with its late '90s release date also inscribe it within Millennial anxieties about the end of the world. History plays a series of roles in The Fifth Element. In common with many science-fiction fables, the film stages an inverted fictional genealogy, in which the viewer is actively encouraged to revel in identifying extrapolated features and concerns of the present. This heralds a basic historicity: that is, it invites us to grasp our present as history through its defamiliarisation. Moreover, like another futuristic film of the same year, Gattaca, it is aesthetically marked by the pathos of what might be called millennial "nostalgia for the future" -- that lost utopian real of Modernist aesthetic desire which seems to haunt these "post-post-apocalyptic", Space-Age futures1. This is only enhanced by quoting generously from earlier moments of the science fiction genre (such as Blade Runner). Striking, however, is that despite all of this, everyday America -- globalised and projected two hundred and fifty years hence -- is not so much dystopian or utopian as just ordinary. People still smoke, but filters makes up three-quarters of a cigarette's length; we still get stuck in chaotic traffic, even if it flies above the ground; we still eat Chinese takeaway, only now the restaurants fly to you; and cops still eat take-away at drive-through McDonald's, which are now floating fixtures in the cityscape. That individuals are so stylish (thanks to costume design, everyone is wearing Jean-Paul Gaultier) also seems significant, because this aestheticised ordinariness helps focus attention on the lived time of everyday utopian yearnings. In these ways and more, our contemporary moment is immanent in the film. However, at certain other crucial moments in the film, History is directly presented as an excess. Let me explain. Two hundred and fifty years into the future, a "Supreme Being" -- Leeloo (Milla Jovovich) -- is genetically reconstructed by scientists. Dubbed the missing "fifth element", she belongs to a highly developed extra-terrestrial species who have a protectoral relation to humanity. In the beginning, Leeloo is cut off from human language -- speaking in a tongue that combines a mixture of European dialects with baby-speak (her favourite phrase, as anyone who has seen the film will recall, is "[Big] badda-boo!"). She speaks what a priest in the film calls the "Divine language", "spoken before time was time" -- evoking the theological dream of a universal pre-symbolic language, of a pure speech that speaks the world rather than speaks of it. Her very first English word is "Help!" -- which she reads off a taxi sticker advertisement for starving black orphans. And it is perhaps no accident that she identifies with this future's expropriated. Leeloo is a body cast into marginality. Caged as an exhibit from the moment of her arrival on Earth, with her exotic appearance, wide-eyed wonderment and capacity for mimicry, she displays all the tropes of the infantilised and sexualised Other. Romanticised as a primitivist fantasy, she represents a classically vulnerable redemptive figure2. Two hundred and fifty years into the future, a "Supreme Being" -- Leeloo (Milla Jovovich) -- is genetically reconstructed by scientists. Dubbed the missing "fifth element", she belongs to a highly developed extra-terrestrial species who have a protectoral relation to humanity. In the beginning, Leeloo is cut off from human language -- speaking in a tongue that combines a mixture of European dialects with baby-speak (her favourite phrase, as anyone who has seen the film will recall, is "[Big] badda-boo!"). She speaks what a priest in the film calls the "Divine language", "spoken before time was time" -- evoking the theological dream of a universal pre-symbolic language, of a pure speech that speaks the world rather than speaks of it. Her very first English word is "Help!" -- which she reads off a taxi sticker advertisement for starving black orphans. And it is perhaps no accident that she identifies with this future's expropriated. Leeloo is a body cast into marginality. Caged as an exhibit from the moment of her arrival on Earth, with her exotic appearance, wide-eyed wonderment and capacity for mimicry, she displays all the tropes of the infantilised and sexualised Other. Romanticised as a primitivist fantasy, she represents a classically vulnerable redemptive figure2. Leaving aside for the moment the perhaps inevitably romantic resolution to this predicament, we can interpret this scene as a critique of the Enlightenment pretension to "total History". The "arbitrary" order of alphabetisation, which replaces the seemingly determined disorder of historical narratives, is akin to the Kantian dream of a cosmopolitan state of "universal history". Think, too, of the aging Hegel, writing in 1830: We witness a vast spectacle of events and actions, of infinitely varied constellations of nations, states and individuals, in restless succession. ... Everywhere we see a motley confusion ... But ... we grow weary of particulars and ask ourselves to what end they all contribute. We cannot accept that their significance is exhausted by their own particular ends; everything must be part of a single enterprise. (325-7) Leaving aside for the moment the perhaps inevitably romantic resolution to this predicament, we can interpret this scene as a critique of the Enlightenment pretension to "total History". The "arbitrary" order of alphabetisation, which replaces the seemingly determined disorder of historical narratives, is akin to the Kantian dream of a cosmopolitan state of "universal history". Think, too, of the aging Hegel, writing in 1830: We witness a vast spectacle of events and actions, of infinitely varied constellations of nations, states and individuals, in restless succession. ... Everywhere we see a motley confusion ... But ... we grow weary of particulars and ask ourselves to what end they all contribute. We cannot accept that their significance is exhausted by their own particular ends; everything must be part of a single enterprise. (325-7) If The Fifth Element critiques the universal history lesson, it also revolves around a dialectical relation between past and present. Although the opening scene in late colonial Egypt locates the film's narrative historically, these later scenes suggest a break with conventional, clean historiographical separations between the past and the present5. Leeloo's reading of History implies that embodied historical reception is in a perpetual in-between state. Not only the representation of the past as History but the experience of Time itself becomes less a matter of chronology than of a Freudian retroactivity, a "present past" with everyday variations which belong as much to future possibilities as to what we perceive as the present. The necessary absence of a determinate "past object" (referent) in historical understanding means that historicity is a traumatic process of deferral. In psychoanalytic terms, Leeloo's forced recognition of the unnatural deaths of Others is a traumatic encounter which generates a hole in the symbolic order of Leeloo's "real". Leeloo's traumatised body metaphorically becomes the singular "truth" of the symbolic world6. A global history is in fact nobody's history in particular -- belonging to everybody and nobody. This is the fate of the CD-ROM: a "memory" overwhelmingly composed of media images, and an allegory for our own situation of image saturation (whose stereotypical symbol is the isolated individual glued to a flickering screen). Yet when Leeloo enters history with a kiss, a fragile dialogical exchange in which her own life "story" begins, the fate of media images is to become socialised as part of non-synchronous particular narratives7. The grand "nightmare" of History has become comprehensible through her particular access to universal History -- and the result is an appropriated, ongoing experience with an undisclosed future. The Fifth Element thus presents a distinctly everyday solution to the problem of historical time -- and is this not how media history is experienced? No doubt in the future no less than the present, history will be less a matter of the Past itself, than of the allegorical reverberation of events documented and encountered in the everyday mediasphere. Footnotes Mark Dery recently berated the trend for retro-futurism as a Wallpaper-inspired plot, poised to generate a nostalgia for ironic dreams of fading technological utopias, while revealing the banality of design fashions that demand the ever new. See "Back to the Future", posted to Nettime (5 Sep. 1999) It is also worth noting the sublime role of the Diva in the film, whose pained operatic performance embodies what Slavoj Zizek once called the jouissance of modernity. Humanity's potential will to "creative destruction" has previously been embodied in Gary Oldman's evil business figure of Zorg, who undoubtedly represents the excesses of corporate capitalism (he illustrates his Ayn Rand-style vitalist philosophy at one point by letting a glass fall from his desk and shatter on to the ground: gleefully watching as a team of mechanical robots whiz around the floor sweeping it up, he croons: "see -- a lovely ballet ensues, adding to the great chain of life -- by creating a little destruction, I am in fact encouraging life". See Jean-François Lyotard, The Postmodern Condition: A Report on Knowledge, trans. Geoff Bennington and Brian Massumi. Vol. 10, Theory and History of Literature. Minneapolis: U of Minnesota P, 1984; Jacques Derrida, Spectres of Marx: The State of the Debt, the Work of Mourning, and the New International, trans. Peggy Kamuf. London: Routledge, 1994. Historiographical time can be distinguished from psychoanalytic time on the basis of two different ways of organising the space of memory. While the former conceives the temporal relation as one of succession and correlation, the latter treats the relation as one of imbrication and repetition. Michel de Certeau, Heterologies: Discourse on the Other. Translated by Brian Massumi. Vol. 17, Theory and History of Literature. Minneapolis: U of Minnesota P, 1986. 4. An interesting sf intertext here is Andrei Tarkovsky's Solaris, in which a woman who is a projection of a man's memory unsuccessfully attempts to kill herself to prove that she is made of historical reality. In this traumatic scene, she consumes liquid nitrogen and writhes on a metallic floor in a frozen state until she gradually thaws into human movement. Leeloo is finally brought into the "un-Historical" time of everyday embodied subjectivity with a single kiss. To borrow the language of psychoanalytic film studies, her "screen memories" are reconfigured by an imaginary resolution in the present. I use the term screen memories with a nod to both the computer screen and Freud's compelling if problematic account of repressed mnemic material. Freud writes: "As the indifferent memories owe their preservation not to their own content but to an associative relation between their content and another which is repressed, they have some claim to be called 'screen memories'". Sigmund Freud, The Psychopathology of Everyday Life. Vol. 5, The Pelican Freud Library. Harmondsworth: Penguin, 1960. 83. References Fukuyama, Francis. The End of History and the Last Man. New York: Avon Books, 1992. Hegel, G.W.F. "The Philosophical History of the World: Second Draft (1830)." German Idealist Philosophy. Ed. Rüdiger Buber. London: Penguin, 1997. 317-39. Citation reference for this article MLA style: Daniel Palmer. "Nostalgia for the Future: Everyday History and The Fifth Element." M/C: A Journal of Media and Culture 2.9 (2000). [your date of access] <http://www.uq.edu.au/mc/0001/nostalgia.php>. Chicago style: Daniel Palmer, "Nostalgia for the Future: Everyday History and The Fifth Element," M/C: A Journal of Media and Culture 2, no. 9 (2000), <http://www.uq.edu.au/mc/0001/nostalgia.php> ([your date of access]). APA style: Daniel Palmer. (2000) Nostalgia for the future: everyday history and The Fifth Element. M/C: A Journal of Media and Culture 2(9). <http://www.uq.edu.au/mc/0001/nostalgia.php> ([your date of access]).

On 12 March 2020, Philippine President Rodrigo Duterte announced a lockdown of Manila to stop the spread of COVID-19. The cities, provinces, and islands of the Philippines remained under various levels of community quarantine for the remainder of the year. Under the strictest lockdown measures, known as Enhanced Community Quarantine (ECQ), no one aged below 21 or over 60 years was allowed out, a curfew was implemented between 10pm and 5am, and only one person per household, carrying a quarantine pass, was allowed to go out for essential items (Bainbridge & Vimonsuknopparat; Ratcliffe & Fonbuena). The policing of these measures was strict, with a heavy reliance on police and military to enforce health protocols (Hapal). In early April, Duterte warned that violators of the lockdown who caused trouble could be shot (Reuters). Criticisms concerning the dissemination of information about the pandemic were exacerbated when on 5 May, 2020, Filipinos lost an important source of news and entertainment as the country’s largest media network ABS-CBN was shut down after the government denied the renewal of its broadcast franchise (Gutierrez; “ABS-CBN”; “Independent Broadcaster”). The handling of the pandemic by the Duterte government has been characterised by inaction, scapegoating, and framed as a war on an existential threat (Hapal). This has led to feelings of frustration, anger, and despair that has impacted and been incorporated into the artistic expression of some Filipino creatives (Esguerra, “Reflecting”). As they did in the rest of the world, social media platforms became a vital source of entertainment for many facing these harsh lockdown measures in the Philippines in 2020. Viral forms included the sharing of videos of recipes for whipped Dalgona coffee and ube-pandesal on TikTok, binge-watching KDramas like Crash Landing on You on Netflix, playing Animal Crossing on Nintendo Switch, and watching Thailand’s Boys’ Love genre web series 2Gether: The Series on YouTube. Around the world, many arts and cultural organisations turned to online platforms to continue their events during the COVID-19 pandemic. #RomanceClass, a Filipino community of authors, artists, and actors who consume, produce, and enact mostly self-published English-language romance fiction in the Philippines, also turned to these platforms to hold their community’s live literature events. This article analyses this shift by #RomanceClass. It contends that, due to their nature as an independent, born-digital literary organisation, they were able to adapt swiftly and effectively to online-only events in response to the harshness of the Filipino lockdown, creating new forms of artistic innovation by adopting the aesthetics of Zoom into their creative practice (for example, name tags and gallery camera view). This aesthetic swiftly became familiar to people all over the world in 2020, and adopting digital platforms encodes within it the possibility for a global audience. However, while #RomanceClass are and have been open to a global audience, and their creative innovations during the pandemic have clearly been informed by transcultural online trends, this article argues that their adoption of digital platforms and creative innovations represented a continuation of their existing ethos, producing material explicitly intended for a Filipino audience, and more specifically, their existing community, prioritising community connection over any more expansive marketing efforts (McAlister et al.). The Live Literature of #RomanceClass The term #RomanceClass refers to a biblio-community of authors, readers, artists, and actors, all involved in the production and consumption of English-language romance novels in the Philippines. #RomanceClass began online in 2013 via a free writing class run predominantly on Facebook by author Mina V. Esguerra (for more on this, see McAlister et al.). As the community has developed, in-person events have become a major part of the community’s activities. However, as a born-digital social formation, #RomanceClass has always existed, to some extent, online. Their comfort in digital spaces was key to their ability to pivot swiftly to the circumstances in the Philippines during the lockdowns in 2020. One of the most distinctive practices of #RomanceClass is their live reading events. Prior to 2020, community members would gather in April for April Feels Day, and in October for Feels Fest for events where local actors would read curated passages from community-authored romance novels, and audiences’ verbal and physical responses became part of the performance. The live readings represent a distinctive form of live literature – that is, events where literature is the dominant art form presented or performed (Wiles), a field which encompasses phenomena like storytelling festivals, author readings, and literary festivals (Dane; Harvey; Weber; Wilson). In October 2019, we interviewed several #RomanceClass community members and attended one of these live reading events, Feels Fest, where we observed that the nature of the event very clearly reflected the way the community functions: they are “highly professionalised, but also tightly bound on an affective level, regularly describing [themselves] as a found family” (McAlister et al. 404). Attendance at live readings is capped (50 people, for the event we attended). The events are thus less about audience-building than they are community-sustaining, something which they do by providing community comforts. In particular, this includes kilig, a Filipino term referring to a kind of affective romantic excitement, usually demonstrated by the audience members in reaction to the actors’ readings. While the in-person component is very important to the live reading events, they have always spanned online and offline contexts – the events are usually live-tweeted by participants, and the readings are recorded and posted to YouTube by an official community videographer, with the explicit acknowledgment that if you attended the event, you are more than welcome to relive it as many times as you want. (Readings which contain a high degree of sexual content are not searchable on YouTube so as not to cause any harm to the actors, but the links are made privately available to attendees.) However, the lockdown measures implemented in the Philippines in 2020 meant that only the online context was available to the community – and so, like so many other arts communities around the world, they were forced to adapt. We tend to think of platforms like Zoom as encoded with the potential to allow people into a space who might not have been able to access it before. However, in their transition to an online-only context, #RomanceClass clearly sought to prioritise the community-sustaining practices of their existing events rather than trying in any major way to court new, potentially global, audiences. This prioritisation of community, rather than marketing, provided a space for #RomanceClass authors to engage cathartically with their experiences of lockdown in the Philippines (Esguerra, “Reflecting”). Embracing the Zoom Aesthetic: #RomanceClass in 2020 #RomanceClass’s first online event in 2020 was April Feels Day 2020, which occurred not long after lockdown began in the Philippines. Its production reflects the quick transition to an online-only co-presence space. It featured six books recently published by community authors. For each, the author introduced the book, and then an actor read an excerpt – a different approach to that hitherto taken in live events, where two actors, playing the roles of the romantic protagonists, would perform the readings together. Like the in-person live readings, April Feels Day 2020 was a synchronous event with a digital afterlife. It was streamed via Twitch, and participants could log on to watch and join the real-time conversations occurring in the chat. Those who did not sign up for a Twitch account could still watch the stream and post about the event on Twitter under the hashtag #AprilFeelsDay2020. After the event, videos featuring each book were posted to YouTube, as they had been for previous in-person live reading events, allowing participants to relive the experience if they so desired, and for authors to use as workshopping tools to allow them to hear how their prose and characters’ voices sounded (something which several authors reported doing with recordings of live readings in our interviews with them in 2019). April Feels Day 2020 represented a speedy pivot to working and socialising from home by the #RomanceClass community, something enabled by the existing digital architecture they had built up around their pre-pandemic live reading events, and their willingness to experiment with platforms like Twitch. However, it also represented a learning experience, a place to begin to think about how they might adapt creatively to the circumstances provoked by the global pandemic. They innovated in several ways. For instance, they adopted mukbang – a South Korean internet phenomenon which has become popular worldwide, wherein a host consumes a large amount of food while interacting with their audience in an online audiovisual broadcast – in their Mukbang Nights videos, where a few members of #RomanceClass would eat food and discuss their books (Anjani et al.). Food is a beloved part of both #RomanceClass events and books (“there’s lots of food, always. At some point someone always describes what the characters are eating. No exceptions”, author Carla de Guzman told us when we interviewed her in 2019), and so their adoption of mukbang shows the ways in which their 2020 digital events sought to recreate established forms of communal cohesion in a virtual co-presence space. An even more pointed example of this is their Hello, Ever After web series, which drew on the growing popularity of born-digital web series in Southeast Asia and other virtual performances around the globe. Hello, Ever After was both a natural extension of and significantly differed from #RomanceClass in-person live events. Usually, April Feels Day and October Feels Fest feature actors reading and performing passages from already published community books. By contrast, Hello, Ever After featured original short scripts written by community authors. These scripts took established characters from these authors’ novels and served as epilogues, where viewers could see how these characters and their romances fared during the pandemic. Like in-person live reading events – and unlike the digital April Feels Day 2020 – it featured two actors playing virtually side-by-side, reinforcing that one of the key pleasures derived from the reading events is the kilig produced through the interaction between the actors playing against each other (something we also observed in our 2019 fieldwork: the community has developed hashtags to refer specifically to the live reading performance interactions of some of their actors, such as #gahoates, in reference to actors Gio Gahol and Rachel Coates). The scenes are purposefully written as video chats, which allows not only for the fact that the actors were unable to physically interact with each other because of the lockdowns, but also tapped into the Zoom communication aesthetic that commandeered many people’s personal and professional communications during COVID-19 restrictions. Although the web series used a different video conferencing technology, community member Tania Arpa, who directed the web series episodes, adapted the nameplate feature that displayed the characters’ names to more closely align with the Zoom format, demonstrating #RomanceClass’s close attentiveness to developments in the global media environment. Zoom and other virtual co-presence platforms became essentially universal in 2020. One of their affordances was that people could virtually attend events from anywhere in the world, which encodes in it the possibility of reaching a broader, more global audience base. However, #RomanceClass maintained their high sensitivity to the local Filipino context through Hello, Ever After. By setting episodes during the Philippines’ lockdown, emphasised by the video chat mise en scène, Hello, Ever After captures the nuances of the sociopolitical and sometimes mundane aspects of the local pandemic response. Moreover, the series features characters known to and beloved by the community, as the episodes function as epilogues to #RomanceClass books, taking place in what An Goris calls the “post-HEA” [happily ever after] space. #RomanceClass books are available digitally – and have a readership – outside the Philippines, and so the Hello, Ever After web series is theoretically a text that can be enjoyed by many. However, the community was not necessarily seeking to broaden their audience base through Hello, Ever After; it was community-sustaining, rather than community-expanding. It built on the extant repository of community knowledge and affect by using characters that #RomanceClass members know intimately and have emotional connections to, who are not as familiar and legible to those outside the community, intended for an audience with a level of genre knowledge (McAlister et al.; Fletcher et al.). While the pandemic experience these characters were going through was global, as the almost universal familiarity with the Zoom aesthetic shows, Hello, Ever After was highly attentive to the local context. Almost all the episodes featured “Easter eggs” and dialogues that pointed to local situations that only members of the targeted Filipino audience would understand and be familiar with, echoing the pandemic challenges of the country’s present reality. Episodes featured recurrent themes like dissatisfaction with the government’s slow response and misaligned priorities, anger towards politicians exacerbating the impact of the pandemic with poor health and transportation policies, and recognition of voluntary service and aid rendered by private individuals. For example, the first episode, Make Good Days, an epilogue to Mina V. Esguerra’s novel What Kind of Day, focusses on the challenges “essential worker” hero Ben (played by Raphael Robes) faces as a local politician’s speechwriter, who has been tasked to draft a memorial speech for his boss to deliver in honour of an acquaintance who has succumbed to COVID-19. He has developed a “3:00 habit” of a Zoom call with his partner Naya (Rachel Coates), mirroring the “3:00 habit” or “3:00 Prayer to the Divine Mercy” many Catholic Filipino devotees pray and recite daily at that specific hour, a habit reinforced through schools, churches, and media, where entertainment shows allow time for the prayer to be televised. Ben and Naya’s conversation in this particular 3:00 call dwells on what they think Filipino citizens deserve, especially from local government officials who repeatedly fail them (Baizas; Torres). They also discuss the impact that the pandemic has had on Naya’s work life. She runs a tourism and travel business – which is the way that the two characters met in What Kind of Day – which she has been forced to close because of the pandemic. Naya grieves not just for the dream job she has had to give up, but also sympathises with the enormous number of Filipinos who suddenly became unemployed because of the economy closing down (Tirona). Hello, Ever After draws together the political realities of living in the Philippines during the pandemic with the personal, by showing the effects of these realities on characters like Ben and Naya, who are well-known to the #RomanceClass community. #RomanceClass books encompass a wide variety of protagonists, and so the episodes of Hello, Ever After were able to explore how the lives of health workers, actors, single parents, students, scientists, office workers, development workers, CEOs and more could be impacted by the pandemic and the lockdowns in the Philippines. They also allowed the authors to express some of their personal frustrations with living through quarantine, something they admit fueled some parts of the scripts (“Behind the Scenes: Hello, Ever After”). #RomanceClass novels like What Kind of Day all end happily, with the romantic protagonists together (in contrast to a lot of other Filipino media, which ends unhappily – for more on this, see McAlister et al.). Make Good Days and the other episodes of Hello, Ever After reflect the grim realities of pandemic life in the Philippines; however, they do not undercut this happy ending, and instead seek to reinforce it. Through Hello, Ever After, the community literally seeks to “make good days” for themselves by creating opportunities to access the familiar comfort and warmth of kilig scenes. Kilig refers to a kind of affective romantic emotion that usually has a physical manifestation (Trinidad, “Shipping”; “Kilig”). It does not have an equivalent word or phrase in English, but can be used as a noun to denote a thrilling state of excitement or as an adjective to describe moments or scenes that evoke this feeling. Creating and becoming immersed in kilig is central to #RomanceClass texts and events: authors attempt to produce kilig through their writing, and actors attempt to provoke it during live reading performances (something which, as mentioned above, was probably made more difficult in the one-actor live readings of the fully online Aprils Feels Day 2020, as much of the kilig is generated by the interactions between the actors). Kilig scenes are plentiful in Hello, Ever After. For instance, in Make Good Days, Naya asks Ben to name a thing he hated before the pandemic that he now misses. He replies that he misses being stuck in traffic with her – that he still hates traffic, but he misses spending that time with her. Escapism was a high priority for many people and communities creating art during the 2020 lockdowns. Given this, it is interesting that #RomanceClass chose to create kilig in their web series by leaning into the temporal moment and creating material specifically revolving around the lockdown in the Philippines, showing couples like Ben and Naya supporting each other and sharing their pandemic-caused burdens. Hello, Ever After both reflected the harsh reality in which the community found themselves but also gave them something to cling to in the hardest days of lockdown, showing that kilig could be found even in the toughest of circumstances when both characters and community members found themselves separated. Conclusion As a community which began in a digital space, #RomanceClass was well-positioned to pivot to an online-only environment during the pandemic, even though in-person events had become such a distinctive part of their community outputs. They experimented and innovated significantly in 2020, producing a range of digital outputs, including the Hello, Ever After web series. On the surface, this does not seem especially unusual: many arts organisations innovated digitally during the pandemic. What was particularly notable about #RomanceClass’s digital outputs, however, was that they were not designed to be marketing tools. They were not actively courting a new audience; rather, outputs like Hello, Ever After were designed to be community-sustaining, providing the existing audience comfort, familiarity, and kilig in a situation (local and global) that was not in any way comfortable or familiar. We Will Be Okay is the title of the second Hello, Ever After video, an epilogue to Celestine Trinidad’s Ghost of a Feeling: a neat summary of the message the episodes offered to the #RomanceClass audience through these revisitings of beloved characters and relationships. As we have discussed elsewhere, #RomanceClass is a professionalised community, but their affective ties are very strong (McAlister et al.). Their digital outputs during the pandemic showed this, and demonstrated again the way their community bonds are reinforced through their repeated re-engagement with their texts, just as their pre-pandemic forms of live literature did. There was kilig to be found in revisiting well-known couples, even in depressing circumstances. As the community engage together with these new epilogues and share their affective reactions, their social ties are reinforced – even when they are forced to be separated. References “ABS-CBN: Philippines’ Biggest Broadcaster Forced Off Air.” BBC, 5 May 2020. 22 Mar. 2021 <http://www.bbc.com/news/world-asia-52548703>. Anjani, Laurensia, et al. “Why Do People Watch Others Eat Food? An Empirical Study on the Motivations and Practices of Mukbang Viewers.” Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems. April 2020. DOI: 10.1145/3313831.3376567. Bainbridge, Amy, and Supattra Vimonsuknopparat. “This Is What Life Is Like in the Philippines amid One of the World’s Toughest Coronavirus Lockdowns.” ABC News, 29 Apr. 2020. 22 Mar. 2021 <http://www.abc.net.au/news/2020-04-29/philippines-social-volcano-threatening-to-erupt-amid-covid-19/12193188>. Baizas, Gaby. “‘Law Is Law Unless Friends Kayo’: Netizens Slam Gov’t Double Standards.” Rappler, 13 May 2020. 22 Mar. 2021 <http://www.rappler.com/nation/netizens-reaction-law-is-law-double-standards-government-ecq-guidelines>. “Behind the Scenes: Hello, Ever After.” Facilitated by Mina V. Esguerra. RomanceClass, 7 Aug. 2020. 22 Mar. 2021 <http://www.youtube.com/watch?v=3-9FuCSX08M>. Dane, Alexandra. “Cultural Capital as Performance: Tote Bags and Contemporary Literary Festivals.” Mémoires du Livre 11.2 (2020). <http://www.erudit.org/fr/revues/memoires/2020-v11-n2-memoires05373/1070270ar.pdf>. Esguerra, Mina V. What Kind of Day. Self-published, 2018. ———. “Reflecting on Hello, Ever After.” Mina V. Esguerra, 23 April 2021. 17 May 2021 <http://minavesguerra.com/news/reflecting-on-hello-ever-after/>. Fletcher, Lisa, Beth Driscoll, and Kim Wilkins. “Genre Worlds and Popular Fiction: The Case of Twenty-First Century Australian Romance.” Journal of Popular Culture 51.4 (2018): 997-1015. Goris, An. “Happily Ever After… and After: Serialisation and the Popular Romance Novel.” Americana: The Journal of American Popular Culture 12.1 (2013). 22 Mar. 2021 <http://www.americanpopularculture.com/journal/articles/spring_2013/goris.htm>. Gutierrez, Jason. “Philippine Congress Officially Shuts Down Leading Broadcaster.” New York Times, 10 July 2020. 22 Mar. 2021 <http://www.nytimes.com/2020/07/10/world/asia/philippines-congress-media-duterte-abs-cbn.html>. Hapal, Karl. “The Philippines’ COVID-19 Response: Securitising the Pandemic and Disciplining the Pasaway.” Journal of Current Southeast Asian Affairs (2021). <http://doi.org/10.1177/1868103421994261>. Harvey, Hannah. “On the Edge of the Storytelling World: The Festival Circuit and the Fringe.” Storytelling, Self, Society 4.2 (2008): 134-151. “Independent Broadcaster ABS-CBN Shut Down by Philippines Government in ‘Crushing Blow’ to Press Freedom.” ABC News, 6 May 2020. 22 Mar. 2021 <http://www.abc.net.au/news/2020-05-06/philippines-news-outlet-closure-abs-cbn-duterte/12218416>. “Make Good Days.” Dir. Tania Arpa. RomanceClass, 26 June 2020. 22 Mar. 2021 <http://www.youtube.com/watch?v=6bqpij-S7DU&t=5s>. McAlister, Jodi, Claire Parnell, and Andrea Anne Trinidad. “#RomanceClass: Genre World, Intimate Public, Found Family.” Publishing Research Quarterly 36 (2020): 403-417. Ratcliffe, Rebecca, and Carmela Fonbuena. “Millions in Manila Back in Lockdown as Duterte Loses Control of Coronavirus Spread.” The Guardian, 4 Aug. 2020. 22 Mar. 2021 <http://www.theguardian.com/world/2020/aug/04/millions-in-manila-philippines-back-in-lockdown-as-duterte-loses-control-of-coronavirus-spread>. Reuters. “‘Shoot Them Dead’ – Philippine Leader Says Won’t Tolerate Lockdown Violators.” CNBC, 2 April 2020. 22 Mar. 2021 <https://www.cnbc.com/2020/04/02/philippines-duterte-threatens-to-shoot-lockdown-violators.html>. Tirona, Ana Olivia A. “Unemployment Rate Hits Record High in 2020.” Business World, 9 Mar. 2021. 22 Mar. 2021 <http://www.bworldonline.com/unemployment-rate-hits-record-high-in-2020/>. Torres, Thets. “5 Times the Government Disobeyed and Ignored Their Own Laws.” NoliSoli, 13 May 2020. 22 Mar. 2021 <http://nolisoli.ph/80192/ph-government-disobeyed-and-ignored-their-own-laws-ttorres-20200513/>. Trinidad, Andrea Anne. “‘Kilig to the Bones!’: Kilig as the Backbone of the Filipino Romance Experience.” Paper presented at the International Association for the Study of Popular Romance conference, 2020. ———. “‘Shipping’ Larry Stylinson: What Makes Pairing Appealing Boys Romantic?” Paper presented at the International Association for the Study of Popular Romance conference, 2018. Trinidad, Celestine. Ghost of a Feeling. Self-published, 2018. Weber, Millicent. Literary Festivals and Contemporary Book Culture. Cham: Palgrave, 2018. “We Will Be Okay.” Dir. Tania Arpa. RomanceClass, 3 July 2020. 22 Mar. 2021 <http://www.youtube.com/watch?v=Ed2SamGU3Tk>. Wiles, Ellen. “Live Literature and Cultural Value: Explorations in Experiential Literary Ethnography.” PhD thesis. University of Stirling, 2019. Wilson, Michael. Storytelling and Theatre: Contemporary Professional Storytellers and Their Art. Houndsmills: Palgrave, 2005.

This story not for myself … all over Australia story.No matter Aborigine, White-European, secret before,Didn’t like im before White-European…This time White-European must come to Aborigine,Listen Aborigine and understand it.Understand that culture, secret, what dreaming.— Senior Lawman Neidjie, Story about Feeling (78)IntroductionIn Senior Lawman Neidjie’s beautiful little book, with big knowledge, Story about Feeling (1989), he shares with us, his readers, the importance of feeling our connectedness with the land around us. We have heard his words and this is our effort to articulate our respect and responsibility in return. We are a small group of undergraduate students and a lecturer at the University of Newcastle (a mixed “mob” with non-Aboriginal and Aboriginal heritages) participating in an English course designed around listening to the knowledge stories of Country, in the context of Country as the energy and agency of the lands around us and not just a physical setting, as shared by those who know it best. We are a diverse group of people. We have different, individual, purposes for taking this course, but with a common willingness to listen which has been strengthened through our exposure to Aboriginal literature. This paper is the result of our lived experience of practice-led research. We have written this paper as a collective group and therefore we use “we” to represent and encompass our distinct voices in this shared learning journey. We write this paper within the walls, physically and psychologically, of western academia, built on the lands of the Darkinjung peoples. Our hope is to rethink the limits of epistemic boundaries in western discourses of education; to engage with Aboriginal ways of knowing predominantly through the pedagogical and personal act of listening. We aspire to reimagine our understanding of, and complicity with, public memory while simultaneously shifting our engagement with the land on which we stand, learn, and live. We ask ourselves: can we re-imagine the institutionalised space of our classroom through a dialogic pedagogy? To attempt to do this we have employed intersubjective dialogues, where our role is mostly that of listeners (readers) of stories of Country shared by Aboriginal voices and knowledges such as Neidjie’s. This paper is an articulation of our learning journey to re-imagine the tertiary classroom, re-imagine the relationship between Aboriginal and non-Aboriginal Australian knowledges, perspectives and peoples, re-imagine our collective consciousness on Aboriginal lands and, ultimately, to re-imagine ourselves. Re-imagining the Tertiary English Literature Classroom Our intersubjective dialogues have been built around listening to the stories (reading a book) from Aboriginal Elders who share the surface knowledge of stories from their Countries. These have been the voices of Neidjie, Max Dulumunmun Harrison in My People’s Dreaming (2013), and Laklak Burarrwanga et al. in Welcome to My Country (2013). Using a talking circle format, a traditional method of communication based upon equality and respect, within the confines of the four-walled institute of Western education, our learning journey moved through linear time, meeting once a week for two hours for 13 weeks. Throughout this time we employed Joshua Guilar’s notion of an intersubjective dialogue in the classroom to re-imagine our tertiary journey. Guilar emphasises the actions of “listening and respect, direction, character building and authority” (para 1). He argues that a dialogic classroom builds an educative community that engages both learners and teachers “where all parties are open to learning” (para 3). To re-imagine the tertiary classroom via talking circles, the lecturer drew from dialogic instruction which privileges content as:the major emphasis of the instructional conversation. Dialogic instruction includes a sharing of power. The actions of a dialogic instructor can be understood on a continuum with an autocratic instructional style at one end and an overly permissive style on the other. In the middle of the continuum are dialogic-enabling behaviors, which make possible a radical pedagogy. (para 1) Re-imaging the lecturer’s facilitating role has not been without its drawbacks and issues. In particular, she had to examine her own subjectivity and role as teacher while also adhering to the expectations of her job as an academic employee in the University. Assessing students, their developing awareness of Aboriginal ways of knowing, was not without worry. Advocating a paradigm shift from dominant ways of teaching and learning, while also adhering to expected tertiary discourses and procedures (such as developing marking rubrics and providing expectations regarding the format of an essay, referencing information, word limits, writing in standard Australian English and being assessed according to marks out of 100 that are categorised as Fails, Passes, Credits, Distinctions, or High Distinctions) required constant self-reflexivity and attempts at pedagogical transparency, for instance, the rubrics for assessing assignments were designed around the course objectives and then shared with the students to gauge understanding of, and support for, the criteria. Ultimately it was acknowledged that the lecturer’s position within the hierarchy of western learning carried with it an imbalance of power, that is, as much as she desired to create a shared and equal learning space, she decided and awarded final grades. In an effort to continually and consciously work through this, the work of Gayatri Spivak on self-reflexivity was employed: she, the lecturer, has “attempted to foreground the precariousness of [her] position throughout” although she knows “such gestures can never suffice” (271). Spivak’s work on the tendency of dominant discourses and institutions to ignore or deny the validity of non-western knowledges continues to be influential. We acknowledge the limits of our ability to engage in such a radical dialogical pedagogy: there are limits to the creativity and innovativeness that can be produced within a dominant Eurocentric academic framework. Sharing knowledge and stories cannot be a one-way process; all parties have to willingly engage in order to create meaningful exchange. This then, requires that the classroom, and this paper, reflect a space of heterogeneous voices (or “ears” required for listening) that are self-sufficiently open to hearing the stories of knowledge from the traditional custodians. Listening becomes a mode of thought where we are also aware of the impediments in our ability to hear: to hear across cultures, across histories, across generations, and across time and space. The intersubjective dialogues taking place, between us and the stories and also between each other in the classroom, allow us to deepen our understanding of the literature of Country by listening to each other’s voices. Even if they offer different opinions from our own they still contribute to our broader conception of what Country is and can mean to people. By extension, this causes us to re-evaluate the lands upon which we stand, entering a dialogue with place to reinterpret/negotiate our position within the “story” of Country. This learning and listening was re-emphasised with the words of Miriam-Rose Ungunmerr-Baumann’s explanation of “Dadirri”: an inner, deep, contemplative listening and awareness (para 4). To be able to hear these stories has required a radical shift in the way we are listening. To create a space for an intersubjective dialogue to occur between the knowledge stories of Aboriginal peoples who know their Country, and us as individual and distinct listeners, Marcia Langton’s third category of an intersubjective dialogue was used. This type of dialogue involves an exchange between Aboriginal and non-Aboriginal Australians where both are positioned as subjects rather than, as historically has been the case, non-Aboriginal peoples speaking about Aboriginality positioned as “object” and “other” (81). Langton states that: ‘Aboriginality’ arises from the subjective experience of both Aboriginal people and non-Aboriginal people who engage in any intercultural dialogue, whether in actual lived experience or through a mediated experience such as a white person watching a program about Aboriginal people on television or reading a book. Moreover, the creation of ‘Aboriginality’ is not a fixed thing. It is created from out histories. It arises from the intersubjectivity of black and white in dialogue. (31)Langton states that historically the ways Aboriginality has been represented by the ethnographic gaze has meant that “Aboriginality” and what it means is a result of colonisation: Aboriginal peoples did not refer to themselves or think of themselves in such ways before colonisation. Therefore, we respectfully tried to listen to the knowledge stories shared by Aboriginal people through Aboriginal ways of knowing Country. Listening to Stories of Country We use the word “stories” to represent the knowledge of a place that traditional custodians of their land know and willingly share through the public publication of literature. Stories, in our understanding, are not “made-up” fictional narratives but knowledge documents of and from specific places that are physically manifested in the land while embodying metaphysical meaning as well. Stories are connected to the land and therefore they are connected to its people. We use the phrase “surface (public) knowledge” to distinguish between knowledges that anyone can hear and have access to in comparison with more private, deeper layered, secret/sacred knowledge that is not within our rights to possess or even within our ability to understand. We are, however, cognisant that this knowledge is there and respect those who know it. Finally, we employ the word Country, which, as noted above means the energy and agency of the lands around us. As Burarrwanga et al. share:Country has many layers of meaning. It incorporates people, animals, plants, water and land. But Country is more than just people and things, it is also what connects them to each other and to multiple spiritual and symbolic realms. It relates to laws, customs, movement, song, knowledges, relationships, histories, presents, future and spirits. Country can be talked to, it can be known, it can itself communicate, feel and take action. Country for us is alive with story, Law, power and kinship relations that join not only people to each other but link people, ancestors, place, animals, rocks, plants, stories and songs within land and sea. So you see, knowledge about Country is important because it’s about how and where you fit in the world and how you connect to others and to place. (129) Many colonists denied, and many people continue to deny today, the complexity of Aboriginal cultures and ways of knowing: “native traditions” are recorded according to Western epistemology and perceptions. Roslyn Carnes has argued that colonisation has created a situation in Australia, “where Aboriginal voices are white noise to the ears of many non-Indigenous people. […] white privilege and the resulting white noise can be minimised and greater clarity given to Aboriginal voices by privileging Indigenous knowledge and ways of working when addressing Indigenous issues. To minimise the interference of white noise, non-Indigenous people would do well to adopt a position that recognises, acknowledges and utilises some of the strengths that can be learned from Aboriginal culture and Indigenous authors” (2). To negotiate through this “white noise”, to hear the stories of Country beneath it and attempt to decolonise both our minds and the institutional discourses we work and study in (Langton calls for an undermining of the “colonial hegemony” [8]) and we have had to acknowledge and position our subjectivity as Aboriginal and non-Aboriginal peoples and try to situate ourselves as “allied listeners” (Carnes 184). Through allied listening in intersubjective dialogues, we are re-learning (re-imagining) history, reviewing dominant ideas about the world and ways of existing in it and re-situating our own positions of Aboriginality and non-Aboriginality. Rereading the Signs Welcome to My Country by Burarrwanga et al. emphasises that knowledge is embedded in Country, in everything on, in, above, and moving through country. While every rock, tree, waterhole, hill, and animal has a story (stories), so do the winds, clouds, tides, and stars. These stories are layered, they overlap, they interconnect and they remain. A physical representation such as a tree or rock, is a manifestation of a metaphysical moment, event, ancestor. The book encourages us (the readers) to listen to the knowledge that is willingly being shared, thus initiating a layer of intersubjectivity between Yolngu ways of knowing and the intended reader; the book itself is a result of an intersubjective relationship between Aboriginal and non-Aboriginal women and embedded in both of these intersubjective layers is the relationship between us and this land. The book itself offers a way of engaging with the physical environment that combines western processes (standard Australian written English for instance) with Aboriginal ways of knowing, in this instance, Yolngu ways. It is an immediate way of placing oneself in time and space, for instance it was August when we first read the book so it was the dry season and time for hunting. Reading the environment in such a way means that we need to be aware of what is happening around us, allowing us to see the “rules” of a place and “feel” it (Neidjie). We now attempt to listen more closely to our own environments, extending our understanding of place and reconsidering our engagement with Darkinjung land. Neidjie, Harrison, and Burarrwanga et al. share knowledge that helps us re-imagine our way of reading the signs around us—the physical clues (when certain plants flower it might signal the time to catch certain fish or animals; when certain winds blow it might signal the time to perform certain duties) that the land provides but there is also another layer of meaning—explanations for certain animal behaviours, for certain sites, for certain rights. Beneath these layers are other layers that may or may not be spoken of, some of them are hinted at in the text and others, it is explained, are not allowed to be spoken of or shared at this point in time. “We use different language for different levels: surface, middle and hidden. Hidden languages are not known to everyone and are used for specific occasions” (Burarrwanga et al. 131). “Through language we learn about country, about boundaries, inside and outside knowledge” (Burarrwanga et al. 132). Many of the esoteric (knowledge for a certain few) stories are too different from our dominant discourses for us to understand even if they could be shared with us. Laklak Burarrwanga happily shares the surface layer though, and like Neidjie, refers to the reader as “you”. So this was where we began our intersubjective dialogue with Aboriginality, non-Aboriginality and Country. In Harrison’s My People’s Dreaming he explains how Aboriginal ways of knowing are built on watching, listening, and seeing. “If we don’t follow these principles then we don’t learn anything” (59). Engaging with Aboriginal knowledges such as Harrison’s three principles, Neidjie’s encouragement to listen, and Burarrwanga et al.’s welcoming into wetj (sharing and responsibility) has impacted on our own ideas and practices regarding how we learn. We have had to shelve our usual method of deconstructing or analysing a text and instead focus on simply hearing and feeling the stories. If we (as a collective, and individually) perceive “gaps” in the stories or in our understanding, that is, the sense that there is more information embodied in Country than what we are receiving, rather than attempting to find out more, we have respected the act of the surface story being shared, realising that perhaps deeper knowledge is not meant for us (as outsiders, as non-Aboriginal peoples or even as men or as women). This is at odds with how we are generally expected to function as tertiary students (that is, as independent researchers/analytical scholars). We have identified this as a space in which we can listen to Aboriginal ways of knowing to develop our understanding of Aboriginal epistemologies, within a university setting that is governed by western ideologies. Neidjie reminds us that a story might be, “forty-two thousand [years]” old but in sharing a dialogue with each other, we keep it alive (101). Kwaymullina and Kwaymullina argue that in contrast, “the British valued the wheel, but they did not value its connection to the tree” (197), that is, western ways of knowing and being often favour the end result, disregarding the process, the story and the cycle where the learning occurs. Re-imagining Our Roles and Responsibility in Discourses of ReconciliationSuch a space we see as an alternative concept of spatial politics: “one that is rooted not solely in a politics of the nation, but instead reflects the diverse spaces that construct the postcolonial experience” (Upstone 1). We have almost envisioned this as fragmented and compartmentalised palimpsestic layers of different spaces (colonial, western, national, historical, political, topographical, social, educational) constructed on Aboriginal lands and knowledges. In this re-imagined learning space we are trying to negotiate through the white noise to listen to the voices of Aboriginal peoples. The transformative power of these voices—voices that invite us, welcome us, into their knowledge of Country—provide powerful messages for the possibility of change, “It is they who not only present the horrors of current circumstances but, gesturing towards the future, also offer the possibility of a way to move forward” (Upstone 184). In Harrison’s My People’s Dreaming, his chapter on Forgiveness both welcomes the reader into his Country while acknowledging that Australia’s shared history of colonisation is painful to confront, but only by confronting it, can we begin to heal and move forward. While notions of social reconciliation revolve around rebuilding social relations between Aboriginal and non-Aboriginal Australians, “ecological reconciliation involves restoring ecological connectivity, sustaining ecological services, sustaining biodiversity, and making tough decisions from an eco-centric point of view that will not always prioritise human desire” (Rose 7). Deborah Bird Rose identifies four reasons why ecological reconciliation must occur simultaneously with social reconciliation. First, “without an imaginable world for the future, there is no point even to imagining a future for ourselves” (Rose 2). Second, for us to genuinely embrace reconciliation we must work to respond to land rights, environmental restoration and the protection of sacred sites. Third, we must recognise that “society and environment are inextricably connected” (Rose 2) and that this is especially so for Aboriginal Australians. Finally, Aboriginal ways of knowing could provide answers to postcolonial environmental degradation. By employing Guilar’s notion of the dialogic classroom as a method of critical pedagogy designed to promote social justice, we recognise our own responsibilities when it comes to issues such as ecology due to these stories being shared with us about and from Country via the literature we read. We write this paper in the hope of articulating our experience of re-imagining and enacting an embodied cognisance (understood as response and responsibility) tuned towards these ways of knowing. We have re-imagined the classroom as a new space of learning where Aboriginal ways of knowing are respected alongside dominant educational discourses. That is, our reimagined classroom includes: the substance of [...] a transactive public memory [...] informed by the reflexive attentiveness to the retelling or representation of a complex of emotionally evocative narratives and images which define not necessarily agreement but points of connection between people in regard to a past that they both might acknowledge the touch of. (Simon 63) Through an intersubjective dialogic classroom we have attempted to reimagine our relationships with the creators of these texts and the ways of knowing they represent. In doing so, we move beyond dominant paradigms of the land around us, re-assessing our roles and responsibilities in ways that are both practical and manageable in our own lives (within and outside of the classroom). Making conscious our awareness of Aboriginal ways of knowing, we create a collective consciousness in our little circle within the dominant western space of academic discourse to, wilfully and hopefully, contribute to transformative social and educational change outside of it. Because we have heard and listened to the stories of Country: We know White-European got different story.But our story, everything dream,Dreaming, secret, ‘business’…You can’t lose im.This story you got to hang on for you,Children, new children, no-matter new generationAnd how much new generation.You got to hang on this old story because the earth, This ground, earth where you brought up, This earth e grow, you growing little by little, Tree growing with you too, grass…I speaking storyAnd this story you got to hang on, no matter who you, No-matter what country you.You got to understand…this world for us.We came for this world. (Neidjie 166) Acknowledgements The authors acknowledge the traditional custodians of the lands upon which this paper was researched and written. References Burarrwanga, Laklak, Ritjilili Ganambarr, Merrkiyawuy Ganambarr-Stubbs, Banbapuy Ganambarr, Djawundil Maymuru, Sarah Wright, Sandie Suchet-Pearson, and Kate Lloyd. Welcome to My Country. Sydney: Allen & Unwin, 2013. Carnes, Roslyn. “Changing Listening Frequency to Minimise White Noise and Hear Indigenous Voices.” Journal of Australian Indigenous Issues 14.2-3 (2011): 170-84. Guilar, Joshua D. “Intersubjectivity and Dialogic Instruction.” Radical Pedagogy 8.1 (2006): 1. Harrison, Max D. My People’s Dreaming: An Aboriginal Elder Speaks on Life, Land, Spirit and Forgiveness. Sydney: HarperCollins Australia, 2013. Kwaymullina, Ambelin, and Blaze Kwaymullina. “Learning to Read the Signs: Law in an Indigenous Reality.” Journal of Australian Studies 34.2 (2010): 195-208.Langton, Marcia. Well, I Saw It on the Television and I Heard It on the Radio. Sydney: Australian Film Commission, 1993. Neidjie, Bill. Story about Feeling. Broome: Magabala Books, 1989. Rose, Deborah Bird. “The Ecological Power and Promise of Reconciliation.” National Institute of the Environment Public Lecture Series, 20 Nov. 2002. Speech. Parliament House. Simon, Roger. “The Touch of the Past: The Pedagogical Significance of a Transactional Sphere of Public Memory.” Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory (2000): 61-80. Spivak, Gayatri. C. “'Can the Subaltern Speak?' Marxism and the Interpretation of Culture.” Marxism and the Interpretation of Culture. Eds. Nelson, Cary and Lawrence Grossberg. Urbana, IL: U of Illinois P, 1988. 271-313. Ungunmerr-Baumann, Miriam-Rose. Dadirri: Inner Deep Listening and Quiet Still Awareness. Emmaus Productions, 2002. 14 June 2015 ‹http://nextwave.org.au/wp-content/uploads/Dadirri-Inner-Deep-Listening-M-R-Ungunmerr-Bauman-Refl.pdf›.Upstone, Sara. Spatial Politics in the Postcolonial Novel. Burlington, VT: Ashgate Publishing, 2013.

IntroductionThe perception of the archive as the warehouse of tradition is inflected with the notion that what it stores is also removed from the everyday, at once ancient but also irrelevant, standing still outside time. Yet, if the past is of any relevance, the archive cannot maintain a rigid fixity that does not intersect with the present. In the work of the Atlas Group, the fabrication of “archival material” reflects what Hal Foster has termed an “archival impulse” that is constructed of multiple temporalities. The Atlas Group archive interrogates forms that are at once still, excavated from life, while still being in the present. In the process, the reductive singularity of the archive as an immobile monument is opened up to the complexity of a radical stillness through which the past enters the present in a moment of recognition. What is still, and what is still there, intersect in the productivity of a stillness that cuts through an undifferentiated continuity. This juncture echoes the Benjaminian flash which heralds the arrival of past in the presentTo articulate the past historically does not mean to recognize it ‘the way it really was’ (Ranke). It means to seize hold of a memory as it flashes up at a moment of danger. (Benjamin, Theses)Klee’s Angelus Novus stands still between past and future as a momentary suspension of motion brings history and prophecy into the present. For “the historian of the dialectic at a standstill”, Walter Benjamin, historical materialism was not simply a means of accessing the past in the present, but of awakening the potential of the future (Tiedemann 944-945). This, Rolf Tiedemann suggests, was the revolution of historical perception that Benjamin wanted to bring about in his unfinished Arcades Project (941). By carrying the principle of montage into history, Benjamin indicates an intention “to discover in the analysis of the small individual moment the crystal of the total event” (Benjamin Arcades 461). This principle had already been alluded to in his “Theses on the Philosophy of History” where he had written that a historical materialist cannot do without a present in which time stands still, and later, that it is in the arrest of thought that what has been and what will be “crystallizes into a monad” (Benjamin “Theses” 262-263).Everywhere in Benjamin’s writings on history, there is something of the irreducibility of the phrase “standing still”. Standing still: still as an active, ongoing form of survival and endurance, still as an absence of movement. The duality of stillness is amplified as semantic clarity vacillates between one possibility and another: to endure and to be motionless. Is it possible to reduce “standing still” to a singularity? Benjamin’s counsel to take hold of memory at the “moment of danger” might be an indication of this complexity. The “moment of danger” emerges as the flash of the past in the present, but also the instant at which the past could recede into the inertia of eternity, at once a plea against the reduction of the moment into a “dead time” and recognition of the productivity of stillness.Something of that “flash” surfaces in Gilles Deleuze’s reading of Michel Foucault: “a first light opens up things and brings forth visibilities as flashes and shimmerings, which are the ‘second light’” (Deleuze 50). The first flash makes “visibilities visible” and determines what can be seen in a given historical period, while the second makes “statements articulable” and defines what can be said (Deleuze 50). These visibilities and statements, however, are distributed into the stratum and constitute knowledge as “stratified, archivized, and endowed with a relatively rigid segmentarity” (Deleuze 61). Strata are historically determined, what they constitute of perceptions and discursive formations varies across time and results in the presence of thresholds between the stratum that come to behave as distinct layers subject to splits and changes in direction (Deleuze 44). Despite these temporal variations that account for differences across thresholds, the strata appear as fixed entities, they mimic rock formations shaped over thousands of years of sedimentation (Deleuze and Guattari 45). Reading Deleuze on Foucault in conjunction with his earlier collaborative work with Felix Guattari brings forth distant shadows of another “stratification”. A Thousand Plateaus is notably less interested in discursive formations and more concerned with “striation”, the organisation and arrangement of space by the diagrams of power. Striated space is state space. It is offset by moving in the opposite direction, effectively turning striated space into smooth space (Deleuze and Guattari 524).Whether on striation or stratification, Deleuze’s work exhibits more than a cautionary distrust of processes of classification, regulation, and organization. Despite the flash that brings visibilities and statements into being, stratification, as much as striation, remains a technique of knowledge shaped by the strategies of power. It is interesting however, that Deleuze sees something as indeterminate as a flash, creating structures that are as determined as stratum. Yet perhaps this is a deceptive conjecture since while the strata appear relatively rigid they are also “extremely mobile” (Deleuze and Guattari 553). Foucault had already given an indication that what the archaeological method uncovers is not necessarily suspended, but rather that it suspends the notion of an absolute continuity (Archaeology 169). He suggests that “history is that which transforms documents into monuments” (7). The task of archaeology, it would seem, is to recover documents from monuments by demonstrating rather than reversing the process of sedimentation and without necessarily relying on a motionless past. While there is a relative, albeit interstratically tentative, stillness in the strata, absolute destratification proceeds towards deterritorialisation through incessant movement (Deleuze and Guattari 62-63).If A Thousand Plateaus is any indication, the imperative for the creative thinker today seems to be stirring in this direction: movement, motion, animation. Whatever forms of resistance are to be envisioned, it is motion, rather than stillness, that emerges as a radical form of action (Deleuze and Guattari 561). The question raised by these theoretical interventions is not so much whether such processes are indeed valuable forms of opposition, but rather, whether movement is always the only means, or the most effective means, of resistance? To imagine resistance as “staying in place” seems antithetical to nomadic thinking but is it not possible to imagine moments when the nomad resists not by travelling, but by dwelling? What of all those living a life of forced nomadism, or dying nomadic deaths, those for whom movement is merely displacement and loss? In Metamorphoses Rosi Braidotti reflects upon forced displacement and loss, yet her emphasis nonetheless remains on “figurations”, mappings of identity through time and space, mappings of movement (2-3). Braidotti certainly does not neglect the victims of motion, those who are forced to move, yet she remains committed to nomadism as a form of becoming. Braidotti’s notion of “figurations” finds a deeply poignant expression in Joseph Pugliese’s textual maps of some of these technically “nomadic” bodies and their movement from the North African littoral into the waters of the Mediterranean where they eventually surface on southern European shores as corpses (Pugliese 15). While Braidotti recognizes the tragedy of these involuntary nomads, it is in Pugliese’s work that this tragedy is starkly exposed and given concrete form in the figures of Europe’s refugees. This is movement as death, something akin to what Paul Virilio calls inertia, the product of excessive speed, the uncanny notion of running to stand still (Virilio 16).This tension between motion and stillness surfaces again in Laura Marks’ essay “Asphalt Nomadism.” Despite wanting to embrace the desert as a smooth space Marks retorts that “smooth space seems always to be elsewhere” (Marks 126). She notes the stability of the acacia trees and thorny shrubs in the desert and the way that nomadic people are constantly beset with invitations from the “civilising forces of religion and the soporific of a daily wage” (Marks 126). Emphatically she concludes that “the desert is never really ‘smooth’, for that is death” (Marks 126). On this deviation from Deleuze and Guattari’s notion of the desert as smooth space she concludes: “we who inherit their thinking need to stay on the ground: both in thought, moving close to the surface of concepts, and literally, remaining alert to signs of life in the sand and the scrub of the desert” (Marks 126). In Marks’ appeal for groundedness the tension between motion and stillness is maintained rather than being resolved through recourse to smoothness or in favour of perpetual movement. The sedentary and still structures that pervade the desert remain: the desert could not exist without them. In turn we might ask whether even the most rigorous abstraction can convince us that the ground between radical nomadism and perpetual displacement does not also need to be rethought. Perhaps this complexity is starkest when we begin to think about war, not only the potentiality of the war-machine to destabilize the state (Deleuze and Guattari 391), but war as the deterritorialisation of bodies, lives and livelihoods. Is the war of nomadism against the state not somehow akin to war as the violence that produces nomadic bodies through forced displacement? One of the questions that strikes me about the work of the Atlas Group, “an imaginary non-profit research foundation established in Beirut to research and document the contemporary history of Lebanon” (Raad 68) through the production and exhibition of “archival” material, is whether their propensity towards still forms in the creation of documentary evidence cannot be directly attributed to war as perpetual movement and territorial flexibility, as the flattening of structure and the creation of “smooth space” (Deleuze and Guattari 389). One need only think of the reigns of terror that begin with destratification – abolishing libraries, destroying documents, burning books. On the work of the Atlas Group, Andre Lepecki offers a very thorough introduction:The Atlas Group is an ongoing visual and performative archival project initiated by Walid Raad …whose main topic and driving force are the multiple and disparate events that history and habit have clustered into one singularity named “The Lebanese Civil Wars of 1975-1991”. (Lepecki 61).While the “inventedness” of the Atlas Group’s archive, its “post-event” status as manufactured evidence, raises a myriad of questions about how to document the trauma of war, its insistence on an “archival” existence, rather than say a purely artistic one, also challenges the presumption that the process of becoming, indeed of producing or even creating, is necessarily akin to movement or animation by insisting on the materiality of producing “documents” as opposed to the abstraction of producing “art”. The Atlas Group archive does not contribute directly to the transformation of visibilities into statements so much as statements into visibilities. Indeed, the “archival impulse” that seems to be present here works against the constitution of discursive formations precisely by making visible those aspects of culture which continue to circulate discursively while not necessarily existing. In other words, if one reads the sedimentary process of stratification as forming knowledge by allowing the relationships between “words” and “things” to settle or to solidify into historical strata, then the Atlas Group project seems to tap into the stillness of these stratified forms in order to reverse the signification of “things” and “words”. Hal Foster’s diagnosis of an “archival impulse” is located in a moment where, as he says, “almost anything goes and almost nothing sticks” in reference to the current obliviousness of contemporary artistic practices to political culture (Foster 2-3). Foster’s observation endows this paper with more than just an appropriate title since what Foster seems to identify are the limitations of the current obsession with speed. What one senses in the Atlas Group’s “archival impulse” and Foster’s detection of an “archival impulse” at play in contemporary cultural practices is a war against the war on form, a war against erasure through speed, and an inclination to dwell once more in the dusty matter of the past, rather than to pass through it. Yet the archive, in the view of nomadology, might simply be what Benjamin Hutchens terms “the dead-letter office of lived memory” (38). Indeed Hutchens’s critical review of the archive is both timely and relevant pointing out that “the preservation of cultural memories eradicated from culture itself” simply establishes the authority of the archive by erasing “the incessant historical violence” through which the archive establishes itself (Hutchens 38). In working his critique through Derrida’s Archive Fever, Hutchens revisits the concealed etymology of the word “archive” which “names at once the commencement and the commandment” (Derrida 1). Derrida’s suggestion that the concept of the archive shelters both the memory of this dual meaning while also sheltering itself from remembering that it shelters such a memory (Derrida 2) leads Hutchens to assert that “the archival ‘act’ opens history to the archive, but it closes politics to its own archivization” (Hutchens 44). The danger that “memory cultures”, archives among them, pose to memory itself has also been explored elsewhere by Andreas Huyssen. Although Huyssen does not necessary hold memory up as something to be protected from memory cultures, he is critical of the excessive saturation of contemporary societies with both (Huyssen 3). Huyssen refers to this as the “hypertrophy of memory” following Nietzsche’s “hypertrophy of history” (Huyssen 2-3). Although Hutchens and Huyssen differ radically in direction, they seem to concur nonetheless that what could be diagnosed as an “archival impulse” in contemporary societies might describe only the stagnation and stiltedness of the remainders of lived experience.To return once more to Foster’s notion of an “archival impulse” in contemporary art practices, rather than the reinstitution of the archive as the warehouse of tradition, what seems to be at stake is not necessarily the agglutination of forms, but the interrogation of formations (Foster 3). One could say that this is the archive interrogated through the eyes of art, art interrogated through the eyes of the archive. Perhaps this is precisely what the Atlas Group does by insisting on manufacturing documents in the form of documentary evidence. “Missing Lebanese Wars”, an Atlas Group project produced in 1998, takes as its point of departure the hypothesisthat the Lebanese civil war is not a self-evident episode, an inert fact of nature. The war is not constituted by unified and coherent objects situated in the world; on the contrary, the Lebanese civil war is constituted by and through various actions, situations, people, and accounts. (Raad 17-18)The project consists of a series of plates made up of pages taken from the notebook of a certain Dr Fadl Fakhouri, “the foremost historian of the civil war in Lebanon” until his death in 1993 (Raad 17). The story goes that Dr Fakhouri belonged to a gathering of “major historians” who were also “avid gamblers” that met at the race track every Sunday – the Marxists and the Islamists bet on the first seven races, while the Maronite nationalists and the socialists bet on the last eight (Raad 17). It was alleged that the historians would bribe the race photographer to take only one shot as the winning horse reached the post. Each historian would bet on exactly “how many fractions of a second before or after the horse crossed the line – the photographer would expose his frame” (Raad 17). The pages from Dr Fakhouri’s notebook are comprised of these precise exposures of film as the winning horse crossed the line – stills, as well as measurements of the distance between the horse and the finish line amid various other calculations, the bets that the historians wagered, and short descriptions of the winning historians given by Dr Fakhouri. The notebook pages, with photographs in the form of newspaper clippings, calculations and descriptions of the winning historians in English, are reproduced one per plate. In producing these documents as archival evidence, the Atlas Group is able to manufacture the “unified and coherent objects” that do not constitute the war as things that are at once irrelevant, incongruous and non-sensical. In other words, presenting material that is, while clearly fictitious, reflective of individual “actions, situations, people, and accounts” as archival material, the Atlas Group opens up discourses about the sanctity of historical evidence to interrogation by producing documentary evidence for circulating cultural discourses.While giving an ironic shape to this singular and complete picture of the war that continues to pervade popular cultural discourses in Lebanon through the media with politicians still calling for a “unified history”, the Atlas Group simultaneously constitute these historical materials as the work of a single person, Dr Fakhouri. Yet it seems that our trustworthy archivist also chooses not to write about the race, but about the winning historian – echoing the refusal to conceive of the war as a self-evident fact (to talk about the race as a race) and to see it rather as an interplay of individuals, actions and narratives (to view the race through the description of the winning historian). Indeed Dr Fakhouri’s descriptions of the winning historians are almost comical for their affinity with descriptions of Lebanon’s various past and present political leaders. A potent shadow, and a legend that has grown into an officially sanctioned cult (Plate 1).Avuncular rather than domineering, he was adept at the well-timed humorous aside to cut tension. (Plate 3).He is 71. But for 6 years he was in prison and for 10 years he was under house arrest and in exile, so those 16 years should be deducted – then he’s 55 (Plate 5). (Raad 20-29)Through these descriptions of the historians, Lebanon’s “missing” wars begin to play themselves out between one race and the next. While all we have are supposed “facts” with neither narrative, movement, nor anything else that could connect one fact to another that is not arbitrary, we are also in the midst of an archive that is as random as these “facts.” This is the archive of the “missing” wars, wars that are not documented and victims that are not known, wars that are “missing” for no good reason.What is different about this archive may not be the way in which order is manufactured and produced, but rather the background against which it is set. In his introduction to The Order of Things Michel Foucault makes reference to “a certain Chinese encyclopaedia” in a passage by Borges whereanimals are divided into: (a) belonging to the Emperor, (b) embalmed, (c) tame, (d) suckling pigs, (e) sirens, (f) fabulous, (g) stray dogs, (h) included in the present classification, (i) frenzied, (j) innumerable… (xvi)“The uneasiness that makes us laugh when we read Borges”, writes Foucault, is the sense of loss of a “common” name and place (Order, xx). Whereas in Eusethenes, (“I am no longer hungry. Until the morrow, safe from my saliva all the following shall be: Aspics, Acalephs, Acanathocephalates […]”) the randomness of the enumerated species is ordered by their non-location in Eusthenes’ mouth (Foucault, Order xvii), in Borges there is no means through which the enumerated species can belong in a common place except in language (Foucault, Order, xviii). In the same way, the work of the Atlas Group is filtered through the processes of archival classification without belonging to the archives of any real war. There is no common ground against which they can be read except the purported stillness of the archive itself, its ability to put things in place and to keep them there.If the Atlas Group’s archives of Lebanon’s wars are indeed to work against the fluidity of war and its ability to enter and reshape all spaces, then the archival impulse they evoke must be one in which the processes of sedimentation that create archival documents are worked through a radical stillness, tapping into the suspended motion of the singular moment – its stillness, in order to uncover stillness as presence, survival, endurance, to be there still. Indeed, if archives turn “documents into monuments” (Enwezor 23), then the “theatre of statements” that Foucault unearths (Deleuze 47) are not those recovered in the work of the Atlas Group since is not monuments, but documents, that the Atlas Group archive uncovers.It is true that Benjamin urges us to seize hold of memory at the moment of danger, but he does not instruct us as to what to do with it once we have it, yet, what if we were to read this statement in conjunction with another, “for every image of the past that is not recognized by the present as one of its own concerns threatens to disappear irretrievably” (Benjamin, “Theses” 255). By turning monuments into documents it is possible that the Atlas Group reconfigure the formations that make up the archive, indeed any archive, by recognizing images of the past as being still in the present. Not still as a past tense, motionless, but still as enduring, remaining. In the work of the Atlas Group the archival impulse is closely aligned to a radical stillness, letting the dust of things settle after its incitation by the madness of war, putting things in place that insist on having a place in language. Against such a background Benjamin’s “moment of danger” is more than the instant of sedimentation, it is the productivity of a radical stillness in which the past opens onto the present, it is this moment that makes possible a radical reconfiguration of the archival impulse.ReferencesBenjamin, Walter. The Arcades Project. Trans. Howard Eiland and Kevin McLaughlin. Cambridge, Mass.: Belknap Press of Harvard U Press, 2002.———. “Theses on the Philosophy of History.” Illuminations. Ed. Hannah Arendt. New York: Schocken Books, 2007.Braidotti, Rosi. Metamorphoses: Towards a Materialist Theory of Becoming. Cambridge: Polity, 2002.Deleuze, Gilles. Foucault. Trans. Seán Hand. New York: Continuum, 1999.Deleuze, Gilles, and Felix Guattari. A Thousand Plateaus. Trans. Brian Massumi. New York: Continuum, 2004.Derrida, Jacques. Archive Fever: A Freudian Impression. Trans. Eric Prenowitz. Chicago: U of Chicago P, 1996.Enwezor, Okwui. Archive Fever: Uses of the Document in Contemporary Art. Göttingen: Steidl Publishers, 2008.Foster, Hal. “An Archival Impulse.” October 110 (Fall 2004): 3-22.Foucault, Michel. The Archaeology of Knowledge. Trans. Alan Sheridan. London: Routledge, 1992.———. The Order of Things. London: Routledge, 2002.Hutchens, Benjamin. “Techniques of Forgetting? Hypo-Amnesic History and the An-Archive.” SubStance 36.3 (2007): 37-55.Huyssen, Andreas. Urban Palimpsests and the Politics of Memory. Stanford: Stanford U P, 2003.Lepecki, Andre. “In the Mist of the Event: Performance and the Activation of Memory in the Atlas Group Archive.” Scratching on the Things I Could Disavow. Ed.Walid Raad. Köln: Verlag der Buchhandlung Walther König, 2007.Marks, Laura. “Asphalt Nomadism: The New Desert in Arab Independent Cinema.” Landscape and Film. Ed. Martin Lefebvre. New York: Routledge, 2006.Pugliese, Joseph. “Bodies of Water.” Heat 12 (2006): 12-20. Raad, Walid. Scratching on the Things I Could Disavow. Köln: Verlag der Buchhandlung Walther König, 2007.Schmitz, Britta, and Kassandra Nakas. The Atlas Group (1989-2004). Köln: Verlag der Buchhandlung Walther König, 2006.Tiedemann, Rolf. “Dialectics at a Standstill.” The Arcades Project. Walter Benjamin. Trans. Howard Eiland and Kevin McLaughlin. Cambridge, Mass.: Belknap Press of Harvard U P, 2002.Virilio, Paul. Open Sky. Trans. Julie Rose. London: Verso, 1997.

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In a scenario which more and more the process of selecting candidates for job becomes more demanding (JOSEPH, 2013), the study of job interviews in English is of great importance. However, it has been receiving little attention in language studies. The purpose of this research is to compare the English job interview register with the other English language registers along the five dimensions of variation identified by Biber (1988 et seq.) through Multidimensional Analysis (MDA). To do so, this research is based on Corpus Linguistics (CL) that deals with the collection and exploitation of corpora with the purpose of helping to research a language or part of it. (BERBER SARDINHA, 2000; 2004). The corpus of this study was the Job Interview Corpus (JIC), composed of 40 real job interviews conducted in Germany with native speakers from Australia, Ireland, the United Kingdom and the United States, totaling approximately 50,000 words. In order to enable MDA, the study corpus, JIC, was grammatically tagged with the Biber Tagger and later processed by the Biber Tag Count, which calculated the frequency of 67 linguistic variables considered in this study. The MDA results showed how the English job interviews of the study corpus, JIC, resemble or differentiate from the other English language registers along the five dimensions of variation (BIBER, 1988 et seq.). Since there are no precedents of studies within the CL devoted to the investigation of English job interviews in a multidimensional analysis, this research intends to fill this gap in the academic field
Em um cenário em que cada vez mais o processo de seleção de candidatos a uma vaga de emprego se torna mais exigente (JOSEPH, 2013), o estudo das entrevistas de emprego em inglês é de grande importância. No entanto, o tema tem recebido pouca atenção nos estudos linguísticos. O objetivo desta pesquisa é comparar o registro entrevista de emprego em inglês com os outros registros da Língua Inglesa ao longo das cinco dimensões de variação identificadas por Biber (1988 et seq.) por meio da Análise Multidimensional (AMD). Para tanto, esta pesquisa se fundamenta na Linguística de Corpus (LC) que se ocupa da coleta e exploração de corpora com a finalidade de servir para uma pesquisa de uma língua (BERBER SARDINHA, 2000; 2004). O corpus de estudo utilizado nesta pesquisa foi o Job Interview Corpus (JIC), composto por 40 entrevistas de emprego reais realizadas na Alemanha com falantes nativos oriundos da Austrália, Estados Unidos, Irlanda e Reino Unido, totalizando aproximadamente 50 mil palavras. A fim de viabilizar a AMD, o corpus de estudo, JIC, foi etiquetado gramaticalmente com a ferramenta computacional Biber Tagger e posteriormente processado pelo Biber Tag Count que calculou a frequência das 67 variáveis linguísticas consideradas neste estudo. Os resultados da AMD demonstraram como as entrevistas de emprego em inglês presentes no corpus de estudo, JIC, se assemelham ou se diferencia dos demais registros da Língua Inglesa ao longo das cinco dimensões de variação (BIBER, 1988 et seq.). Uma vez que não há precedentes de estudos dentro da LC dedicados à investigação das entrevistas de emprego em inglês em uma análise multidimensional, a presente pesquisa pretende preencher esta lacuna na área acadêmica

This study seeks to disprove the reasons offered by previous scholars for the emergence of the first German grammar for the English, the High Dutch Minerva (1680), by considering biographical material on the author of this grammar, Martin Aedler (1643 - 1724), and placing the author and his work in their German and English social context. It operates on the hypothesis that Aedler, a native of Saxony, published his grammar in England for the use of the English intellectual  lite, but did so essentially to satisfy the patriotic imperatives of the German intelligentsia; namely, members of the language societies of pre—national Germany. Previous scholars have hypothesised about the emergence of the grammar based on English requirement for such a work, but have not drawn biographical material into their argument, and thus unwittingly ignored evidence suggesting influence by the language societies, and the desire to legitimate the German language for a new audience. This line of argument is conducted by means of the provision of a chapter considering the general attitudes to language learning and requirement for skills in German in England, then the interest of German intellectuals in England during the same period. This leads into a biography of Aedler in his milieu both in England and Germany. He is shown to have patriotic concerns, a high level of skill in languages and, above all, is invested in matters which he believes are for the "public good". Aedler's motive for writing the grammar are next considered: it is established here that while there is a great deal of evidence supporting an intended English readership, there is also evidence to suggest that Aedler wrote his work to be able to propagate German abroad, and to demonstrate it to be an economical and rational language, acceptable to the English. The following chapter demonstrates how Aedler conducted his defence of the language in terms of his selection of grammatical theory. The final chapter considers the reception of the High Dutch Minerva in England and Germany. This hypothesis is supported by previously unpublished manuscript correspondence and other documents, archival records, and the High Dutch Minerva itself.