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Journal articles on the topic 'English and American Literatures'

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Published: 10 December 2022

Last updated: 28 January 2023

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1

Grice, H. "Rachel C. Lee, The Americas of Asian American Literature: Gendered Fictions of Nation and Transnation; Sheng-Mei Ma, Immigrant Subjectivities in Asian American and Asian Diaspora Literatures." English 49, no. 194 (June 1, 2000): 200–204. http://dx.doi.org/10.1093/english/49.194.200.

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2

Bogue, Ronald. "On the Superiority of Anglo-American Literature." Deleuze Studies 7, no. 3 (August 2013): 302–18. http://dx.doi.org/10.3366/dls.2013.0113.

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In Dialogues, Deleuze contrasts French and Anglo-American literatures, arguing that the French are tied to hierarchies, origins, manifestos and personal disputes, whereas the English and Americans discover a line of flight that escapes hierarchies, and abandons questions of origins, schools and personal alliances, instead discovering a collective process of ongoing invention, without beginning or determinate end. Deleuze especially appreciates American writers, and above all Herman Melville. What ultimately distinguishes American from English literature is its pragmatic, democratic commitment to sympathy and camaraderie on the open road. For Deleuze, the American literary line of flight is toward the West, but this orientation reflects his almost exclusive focus on writers of European origins. If one turns to Chinese-American literature, the questions of a literary geography become more complex. Through an examination of works by Maxine Hong Kingston and Tao Lin, some of these complexities are detailed.

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3

Clegg, Cyndia Susan. "Pacific Ancient and Modern Language Association." PMLA/Publications of the Modern Language Association of America 114, no. 4 (September 1999): 911. http://dx.doi.org/10.1632/s0030812900154057.

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The association's ninety-seventh convention will he held 5–7 November 1999 at Portland State University in Portland, Oregon, under the sponsorship of the dean of Letters and Sciences and the Departments of English and Languages and Literatures. Inger Olsen is serving as local chair. The program will represent the association members' diverse interests in all matters of language and literature in classical, Western, and non-Western languages. The thirty-one general sessions will include papers on classical, Romance, Germanic, Scandinavian, English, American, and Asian literatures, as well as on linguistics, rhetoric, gay and lesbian literature, film, matrilineal culture, autobiography, poetry and poetics, and critical theory. Among the thirty special sessions are sessions on picaresque literature, Shakespeare and popular literature, Native American literature, Russian literature, Slavic literature, Toni Morrison in the 1990s, Caribbean literature, and cybertextbooks in foreign language education. Several special sessions have been organized by Portland State University and PAMLA affiliate organizations Women in French, MELUS, and the Milton Society of America. Registration at the conference will be $35 and $25. All paper sessions are scheduled for classrooms at Portland State University and will begin Friday at 1:00 p.m. and end Sunday at 1:00 p.m.

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4

Cleary, Joe. "The English Department as Imperial Commonwealth, or The Global Past and Global Future of English Studies." boundary 2 48, no. 1 (February 1, 2021): 139–76. http://dx.doi.org/10.1215/01903659-8821461.

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Though canons and faculty have greatly diversified in recent decades, English departments around the world fundamentally prioritize English and American literatures. To this extent, they resemble the Anglo-American imperial commonwealths that some toward the end of the nineteenth century advocated for in order to stave off the decline of the British Empire and to shore up a permanent Anglo-American supremacy against all threats. Still, as the English language becomes “global,” English departments today founder for a variety of reasons and convey a persistent sense of crisis. Has the time come radically to decolonize the English department, not only at the level of curriculum but also in terms of its basic organizational structures to facilitate the study of anglophone literatures now planetary in reach? If so, how might this best be achieved in the British and American core countries and also in the more peripheral regions of Anglophonia?

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5

Bringhurst, Robert. "Karl Kroeber,Artistry in Native American myths. Lincoln: University of Nebraska Press, 1998. Pp. xii, 292. Hb $35.00, pb $12.00." Language in Society 29, no. 3 (July 2000): 460–63. http://dx.doi.org/10.1017/s0047404500373043.

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Karl Kroeber is a distinguished professor of English at Columbia University and the son of a distinguished anthropologist, Alfred Louis Kroeber. He has been listening to Native American stories since his boyhood, and writing about them (side by side with his work on the English Romantics) for roughly twenty years. An anthology he edited in 1981, Traditional American Indian literatures: Texts and interpretations, taught me much when it appeared, and a statement Kroeber made in the introduction to that volume has stayed with me ever since. “It is our scholarship,” he wrote, “not Indian literature, which is primitive or underdeveloped.”

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6

Spengemann, William C. "American Writers and English Literature." ELH 52, no. 1 (1985): 209. http://dx.doi.org/10.2307/2872834.

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7

Tudela, Elisa Sampson Vera. "Daniel Alarcón’s Lost City Radio and the work of translation." Journal of Romance Studies: Volume 22, Issue 2 22, no. 2 (June 1, 2022): 217–35. http://dx.doi.org/10.3828/jrs.2022.12.

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The subject of Alarcón’s English language novels is identified without difficulty in publicity materials as deeply Peruvian and yet the marketing also presents him as a ‘World’ writer. I explore how naming where Alarcón’s writing is ‘from’ and where it is going relates to the place of Latin American culture globally. Working with the idea that literature should have a ‘place’, I examine the politics of (self)translation in Alarcón with reference to the period of armed internal conflict in Peru (1980-2000) to argue that an understanding of (self)translation as a process can contribute to our idea of what World Literature is and what national literatures are from a specifically Latin American perspective. In an interplay between foreign and domestic that differs from the more familiar strategies of codeswitching in Latinx writing, Alarcón both enables and resists the translation of other parts of the world onto Peru/Latin America.

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8

Rynell, Alarik. "American into English." English Studies 66, no. 6 (December 1985): 551–52. http://dx.doi.org/10.1080/00138388508598418.

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9

Lease, Benjamin. "How ‘American’ is American Literature?" English Today 1, no. 2 (April 1985): 39–42. http://dx.doi.org/10.1017/s0266078400000183.

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What do we understand nowadays by the phrase ‘American literature’? What factors have shaped it and made it distinctive and autonomous, and what relation does it now bear to the traditional conception of ‘English literature’?

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10

Lainiyah, Laily, and Tadkiroatun Musfiro. "The Developed Relations between Social Class and Language in United Kingdom and United State of America." Journal of English Language Teaching and Linguistics 5, no. 1 (April 30, 2020): 75. http://dx.doi.org/10.21462/jeltl.v5i1.386.

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<p><em>There has been an arising issue related to the correlation between language and social among social communities in United Kingdom and America. Both of the social communities usually employ different language varieties which are in</em><em> accordance to the position of social class. In England, the higher social community tends to use Received Pronunciation while the lower social community tends to use estuary accent. On the other hand, in America, the higher social community tends to use Standard English while the lower social community tends to use African American English. The present study primarily focuses on the relationship between language and social class in United Kingdom and America in which the association of the language and social class is described qualitatively through reviewing any literatures related to the aforementioned issue. After examining the data, it is showed that, nowadays, even though Received Pronunciation is considered as the standard English in United Kingdom, the speakers of the language are only 3%. Furthermore, the Estuary accent is now used by the broadcasting station even though in the past they only used the Received Pronunciation. In addition, African American Language, which is considered as the language of lower social class, in the present day is also used by white people as upper class in America</em></p>

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11

Acharya, Pushpa Raj. "Rabindranath Tagore and World Literature." Literary Studies 28, no. 01 (December 1, 2015): 71–84. http://dx.doi.org/10.3126/litstud.v28i01.39577.

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Courses on world literature in English translations indicate to a new popular trend in the discipline of comparative literature in North American universities. Some scholars like David Damrosch promote the practice as a new way of doing comparative literature, but others like Gayatri Chakravorty Spivak think that an encyclopedic survey of world literatures in English translations confirms the logic of globalization. Whether the world literature courses and anthologies in English translation inspire enthusiasm or invite reservation, the question "What is world literature?" has come to the fore as one of the central concerns of the discipline. In 1907, eighty years after German poet Johann Wolfgang von Goethe in Germany coined the term Weltliteratur, Rabindranath Tagore in India expressed his views on “comparative literature” translating it as vishwa sahitya, “world literature.” My paper is a reading of Tagore’s lecture on world literature. Tagore envisions world literature as a creative transgression that activates a persistent human struggle for a bonding between aesthetics and alterity.

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12

Martin, P. "Winfried Siemerling and Katrin Schwenk (eds.), Cultural Difference and the Literary Text: Pluralism and the Limits of Authenticity in North American Literatures." English 48, no. 190 (March 1, 1999): 53–59. http://dx.doi.org/10.1093/english/48.190.53.

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13

MacDonald, Heather. "Recent American Library School Graduate Disciplinary Backgrounds are Predominantly English and History." Evidence Based Library and Information Practice 14, no. 2 (June 12, 2019): 119–21. http://dx.doi.org/10.18438/eblip29550.

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A Review of: Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178 Abstract Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population. Design – Cross-sectional. Setting – 7 library schools in North America. Subjects – 3,191 students and their 4,380 associated degrees. Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds. Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates. Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.

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14

Stebelman, Scott. "English and American Literature Internet Resources." Journal of Library Administration 30, no. 1-2 (December 5, 2000): 209–29. http://dx.doi.org/10.1300/j111v30n01_11.

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15

Piatote, B. H. "Queequeg's Coffin: Indigenous Literacies and Early American Literature." English 62, no. 236 (July 19, 2012): 89–91. http://dx.doi.org/10.1093/english/efs032.

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16

Maver, Igor. "The old man and Slovenia: Hemingway studies in the slovenian cultural context." Acta Neophilologica 23 (December 15, 1990): 51–62. http://dx.doi.org/10.4312/an.23.0.51-62.

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The name of Ernest Hemingway was first mentioned in Slovenian literary criticism by the writer and critic Tone Seliškar in 1933. Soon afterwards, Griša Koritnik, the foremost translator of English and American literatures in the period between the two wars, in his article »The Great War in the English Novel« described the protagonist of the novel A Farewell to Arms (1929) somewhat enigmatically as »the symbol of the old generation«. In a short survey of contemporary American literature, which Anton Debeljak in 1939 freely adapted from the article previously published by J. Wood Krutch in The Times, Hemingway was grouped together with the Nobel Prize winner Pearl S. Buck and novelist Erskine Caldwell, which is to say with the giants of the then mainstream American fiction. However, it is curious that a Slovenian reader should already from this article have learned how Hemingway, the author of »powerful stories«, had recently become monotonous, which was before he even had a fair chance to get acquainted with any of his works translated into Slovenian.

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17

Maver, Igor. "The old man and Slovenia: Hemingway studies in the slovenian cultural context." Acta Neophilologica 23 (December 15, 1990): 51–62. http://dx.doi.org/10.4312/an.23.1.51-62.

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The name of Ernest Hemingway was first mentioned in Slovenian literary criticism by the writer and critic Tone Seliškar in 1933. Soon afterwards, Griša Koritnik, the foremost translator of English and American literatures in the period between the two wars, in his article »The Great War in the English Novel« described the protagonist of the novel A Farewell to Arms (1929) somewhat enigmatically as »the symbol of the old generation«. In a short survey of contemporary American literature, which Anton Debeljak in 1939 freely adapted from the article previously published by J. Wood Krutch in The Times, Hemingway was grouped together with the Nobel Prize winner Pearl S. Buck and novelist Erskine Caldwell, which is to say with the giants of the then mainstream American fiction. However, it is curious that a Slovenian reader should already from this article have learned how Hemingway, the author of »powerful stories«, had recently become monotonous, which was before he even had a fair chance to get acquainted with any of his works translated into Slovenian.

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18

Timming, Andrew R. "The effect of foreign accent on employability: a study of the aural dimensions of aesthetic labour in customer-facing and non-customer-facing jobs." Work, Employment and Society 31, no. 3 (April 1, 2016): 409–28. http://dx.doi.org/10.1177/0950017016630260.

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Using quantitative methods, this article examines the effect of foreign accents on job applicants’ employability ratings in the context of a simulated employment interview experiment conducted in the USA. It builds upon the literature on aesthetic labour, which focuses largely on the role of physical appearance in employment relations, by shifting attention to its under-investigated auditory and aural dimensions. The results suggest that the managerial respondents actively discriminate in telephone-based job interviews against applicants speaking Chinese-, Mexican- and Indian-accented English, and all three are rated higher in non-customer-facing jobs than in customer-facing jobs. Job applicants who speak British-accented English, especially men, fare as well as, and at times better than, native candidates who speak American English. The article makes a contribution to the sociological literatures surrounding aesthetic labour and discrimination and prejudice against migrant workers.

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19

Murray, Hannah Lauren. "Critical Whiteness Studies and Teaching Nineteenth-Century American Literature." English: Journal of the English Association 70, no. 271 (December 1, 2021): 333–39. http://dx.doi.org/10.1093/english/efac003.

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Abstract This article argues for implementing a Critical Whiteness studies approach to canonical White literature. After providing an overview of Critical Whiteness studies, I discuss examples from teaching nineteenth-century American literature where Critical Whiteness approaches are fruitful. Alongside widening the selection of what we teach in English departments, incorporating Critical Whiteness studies as part of decolonizing the curriculum reorients how we teach canonical White literature that remains on our syllabi and supports students to recognize continuing discourses of White supremacy today.

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20

Fought, Carmen. "Language as a representation of Mexican American identity." English Today 26, no. 3 (August 24, 2010): 44–48. http://dx.doi.org/10.1017/s0266078410000131.

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Demographic data indicate that the English of Mexican Americans is destined to play a key role in the sociolinguistic study of language variation in the United States. In fact, Mexican American speakers are reported to account for more than 12.5% of the U.S. population. In 2003, the U.S. Census released data showing that Latinos and Latinas had replaced African Americans as the largest minority ethnic group in the U.S., and by 2007, 29.2 million Americans listed their ancestry as Mexican (Pew Hispanic Center, 2009). Moreover, in addition to the large numbers of Mexicans (first generation) and Mexican Americans (second generation) living in the Southwest, we are now seeing a new representation of these ethnic groups in other areas, such as the South. For example, between 1990 and 2000, North Carolina experienced a higher percentage of growth in its Mexican American population than any other state (Wolfram, Carter & Moriello, 2004).These statistics are important with respect to language because they reveal that a large and increasing population of English speakers in the U.S. are Latinos and Latinas of Mexican origin. Our notion of American English, then, must be extended to include the variety traditionally spoken by the children of Mexican immigrants in the U.S., generally referred to in the literature as Chicano English. In addition, if we look at the Mexican American population as a whole, we will find a number of other varieties of English spoken.

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21

BERLINA, ALEXANDRA. "The American Brodsky: A Research Overview." Resources for American Literary Study 38 (January 1, 2015): 195–211. http://dx.doi.org/10.5325/resoamerlitestud.38.2015.0195.

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Abstract A Russian-American poet and essayist, a Nobel laureate, Joseph Brodsky is hardly present on the map of American studies. The following overview attempts to provide materials for remedying this oversight. After all, though the overwhelming majority of Brodsky scholars are Slavists, valuable work on Brodsky in an American context has been done, and a substantial part of it has been published in English. After a short biographical excursion, the materials are assembled according to the following categories: “Brodsky in America,” “Brodsky and American Literature,” “Brodsky as an American Poet,” and “Brodsky's Self-Translations into English.” In 2016, twenty years after his death in New York, the time seems ripe for a reconsideration.

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22

Hornby, Richard. "English versus American Acting." Hudson Review 46, no. 2 (1993): 365. http://dx.doi.org/10.2307/3851697.

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23

Pyke, Sarah. "‘It’s Too Easy to Say that Institutions are Decolonizing’: An Interview with Senate House Library’s Richard Espley and Leila Kassir." English: Journal of the English Association 70, no. 270 (September 1, 2021): 264–71. http://dx.doi.org/10.1093/english/efab012.

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Abstract In 2020, as public protest against anti-Black police brutality surged globally, institutional public statements in support of the Black Lives Matter movement proliferated. Universities, libraries, museums, and other cultural institutions rushed to deplore racist violence and express their commitment to anti-racist and decolonial practice. Rather than release a statement of their own, staff at Senate House Library – the central library for the University of London and the School of Advanced Study – chose instead to pursue and embed a fledgling piece of reparative archival work, the Collections Inclusion Review, alongside their continuing efforts to improve the inclusivity and accessibility of their collections, particularly of literatures in English. This interview is a transcribed and edited version of a conversation with the two Senate House Library staff members leading this work: Richard Espley, now Head of Collections (and formerly Head of Modern Collections), and Leila Kassir, Academic Librarian for British, Irish, USA, Latin American, Caribbean, and Commonwealth Literature. The discussion ranged across issues of provenance, archive description, library layout, and the future of English as a discipline, urging attention to and amelioration of the exclusionary aspects of library practice. While critiquing institutional approaches to the legacies of colonialism, past and present, both interviewees expressed reservations about widespread claims to have ‘achieved’ decolonization, stressing that such calls are contingent on surrounding structures and processes, and suggesting that such radical dismantling remains a long-term aspiration, rather than a quick-fix solution.

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24

Janette, Michele. "Vietnamese American Literature in English, 1963–1994." Amerasia Journal 29, no. 1 (January 2003): 267–86. http://dx.doi.org/10.17953/amer.29.1.gp0m07193k7mg836.

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25

Glazier, Loss Pequeño. "Internet resources for English and American literature." College & Research Libraries News 55, no. 7 (July 1, 1994): 417–22. http://dx.doi.org/10.5860/crln.55.7.417.

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26

Sebryuk, Anna N. "The legacy of Sea Island Creole English: Sociolinguistic features of Gullah." Vestnik of Saint Petersburg University. Language and Literature 19, no. 1 (2022): 195–209. http://dx.doi.org/10.21638/spbu09.2022.111.

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This paper builds on the renewed interest in preserving the multiethnic origins of the United States and recognizing a profound impact of the Black experience on the American nation. The article centers on the Gullah language, one of the primary roots of modern African American English and the only remaining English-related Creole language in North America. The pidgin language, which originally evolved as a medium of communication between slaves from various regions of Africa and their owners, is still spoken by Black communities across coastal regions of South Carolina, Georgia, and Florida. While inland African American English (AAE) has received much attention in linguistic circles over past decades, relatively little research has been done on varieties of AAE spoken in the rural American South. The purpose of this paper is to re-examine the origin and history of Gullah and to present a linguistic description of its most peculiar features. The Gullah language represents a combination of English and Central and West African languages. Geographical isolation, predominance of the Black population, and social and economic independence contributed to its development and survival. Also, in contrast with inland African Americans, the Gullah Geechee communities historically have had little contact with whites. Several folktales written in Gullah have been analyzed for discussing its persistent patterns. Characterizing Gullah is important for our increased understanding of the origins of AAE. Therefore, the article will be useful for scholars interested in Atlantic creoles and in African American and Diaspora Studies.

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27

Baveystock, F. "The Cambridge History of American Literature, Volume 1, 1590-1820." English 44, no. 178 (March 1, 1995): 82–87. http://dx.doi.org/10.1093/english/44.178.82.

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28

Lifshey, Adam. "The Literary Alterities of Philippine Nationalism in José Rizal's El filibusterismo." PMLA/Publications of the Modern Language Association of America 123, no. 5 (October 2008): 1434–47. http://dx.doi.org/10.1632/pmla.2008.123.5.1434.

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The seminal novels of the Philippines, José Rizal's Noli me tangere (1887) and El filibusterismo (1891), are written in Spanish, a language that began evaporating in the archipelago when the United States defeated Spain in the Spanish-American War in 1898 and imposed English as a lingua franca. Where does a foundational author like Rizal fit in a discussion of globalized literatures when the Philippines are commonly framed as a historical and cultural hybrid neither quite Asian nor quite Western? In Rizal's El filibusterismo, the Philippines are an inchoate national project imagined not in Asia but amid complex allusive dynamics that emanate from the Americas. Rizal and his novel, like the Philippine nation they inspired, appear in global and postcolonial frameworks as both Asian and American in that epistemes Eastern and Western, subaltern and hegemonic, interact in a ceaseless flow that resists easy categorization.

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Sherly. H, Ms Monica, and Dr Aseda Fatima.R. "Patriarchal Oppression in Pearl S Buck’s Novel The Good Earth." SMART MOVES JOURNAL IJELLH 8, no. 2 (February 28, 2020): 5. http://dx.doi.org/10.24113/ijellh.v8i2.10406.

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The story of American literature begins in the early 1600’s, long before there were any “Americans”. American literature blossomed with the skillful and brilliant writer during 1900s. Pearl S Buck was born to the family of Presbyterian missionary in 1892 in West Virginia. Being a successful writer in nineteenth century, she published various novels and she was the first female laureate in America and fourth woman writer to receive Nobel Prize in Literature. Oppression is an element that is common in patriarchal society where the women are always subjugated by the men in the family. This paper is to depict the men’s oppression in the novel through the character Wang Lang and how the female character O-Lan is surviving from all the struggles that she faces from her own family members. Literature always anticipates life. It does not copy it, but moulds it to its purpose. Literature is the reflection of mind. It is the great creative and universal means of communicating to the humankind. This creativity shows the difference between the writers and the people who simply write their views, ideas and thoughts. American literature began with the discovery of America. American literature begins with the orally transmitted myths, legends, tales and lyrics of Indian cultures. Native American oral literature is quite diverse. The story of American literature begins in the early 1600’s, long before there were any “Americans”. The earliest writers were Englishmen describing the English exploration and colonization of the New World.

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30

Hitotuzi, Nilton. "CHALLENGES FOR NON-AMERICAN-ENGLISH-SPEAKING TEACHERS IN ENGLISH LANGUAGE CLASSROOMS IN BRAZIL." Revista Contexto & Educação 34, no. 107 (March 28, 2019): 249–64. http://dx.doi.org/10.21527/2179-1309.2019.107.249-264.

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In this reflection paper, it is discussed the issue of prestige varieties of English mostly in terms of accent preference and, based on the literature, American and British English are pointed out as the varieties dominating English language teaching textbooks around the world. At the same time, it is suggested that the American variety is predominantly favoured worldwide, especially in Brazil. Furthermore, it is maintained that, because of the American linguistic hegemony in this country, non-American-English-speaking teachers of English can be faced with some institutional and pedagogical challenges. Finally, some suggestions on how to cope with “Americanised” classrooms are offered.

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31

Boyer-Kelly, Michelle Nicole. "Reading Contemporary African-American Literature: Black Women’s Popular Fiction, Post-Civil Rights Experience, and the African-American Canon. By Beauty Bragg." English: Journal of the English Association 67, no. 256 (2018): 81–83. http://dx.doi.org/10.1093/english/efy004.

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32

Kaufman, W. "A Concise Companion to American Fiction, 1900-1950." English 58, no. 222 (September 1, 2009): 269–72. http://dx.doi.org/10.1093/english/efp029.

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33

Ette, Ottmar. "Literature as Knowledge for Living, Literary Studies as Science for Living." PMLA/Publications of the Modern Language Association of America 125, no. 4 (October 2010): 977–93. http://dx.doi.org/10.1632/pmla.2010.125.4.977.

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In 2001, the official year of the “life sciences” in germany, ottmar ette began pulling together ideas for what was to become the programmatic essay excerpted and translated here. Ette is known for different things in different places: in Spain and Hispanic America, he is renowned for his work on José Martí, Jorge Semprún, Mario Vargas Llosa, Gabriel García Márquez, and a host of other authors. In the francophone world, he is best known for his writings on Roland Barthes and, more recently, on Amin Maalouf, while his reputation in his native Germany rests on his voluminous work on Alexander von Humboldt and on the new literatures in German. That this polyglot professor of Romance literatures is, at heart and in practice, a comparatist goes almost without saying. He is also, perhaps as inevitably, a literary theorist and a cultural critic, whose work has attracted attention throughout Europe. In his 2004 book ÜberLebenswissen—a title that might be rendered in English both as “Knowledge for Survival” and as “About Life Knowledge”—Ette first began to reclaim for literary studies the dual concepts of Lebenswissen and Lebenswissenschaft, which I have translated provisionally as “knowledge for living” and “science for living” to set them off from the biotechnological discourses of the life sciences. While ÜberLebenswissen focuses on the disciplinary history and practices of the field of Romance literatures, its companion volume from 2005, ZwischenWeltenSchreiben: Literaturen ohne festen Wohnsitz (“Writing between Worlds: Literatures without a Fixed Abode”), extends Ette's inquiry to the global contexts of Shoah, Cuban, and Arab American literatures. Both volumes urge that literary studies “be opened up, made accessible and relevant, to the larger society. Doing so is, simply and plainly, a matter of survival” (ZwischenWeltenSchreiben 270).

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Baveystock, F. "The Cambridge History of American Literature, Volume 2: Prose Writing 1820-1865." English 45, no. 182 (June 1, 1996): 157–63. http://dx.doi.org/10.1093/english/45.182.157.

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Keeble, Arin. "9/11: Topics in Contemporary North American Literature. Edited by Catherine Morley." English: Journal of the English Association 66, no. 255 (2017): 379–82. http://dx.doi.org/10.1093/english/efx037.

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

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

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Kim, Dae-Joong. "Study on Utopias in Modern English/American Literature." Modern Studies in English Language & Literature 66, no. 3 (August 31, 2022): 1–19. http://dx.doi.org/10.17754/mesk.66.3.1.

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O'Hara, D. T. "Atlantic Republic: The American Tradition in English Literature." Modern Language Quarterly 69, no. 4 (January 1, 2008): 567–69. http://dx.doi.org/10.1215/00267929-2008-019.

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Davila, Bethany. "Indexicality and “Standard” Edited American English." Written Communication 29, no. 2 (April 2012): 180–207. http://dx.doi.org/10.1177/0741088312438691.

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This article explores the indexicality (the ideological process that links language and identity) of “standard” edited American English and the ideologies (specifically, standard language ideology and Whiteness) that work to create and justify common patterns that associate privileged White students with written standardness and that disassociate underrepresented—especially African American—students from “standard” edited American English. Drawing on interviews with composition instructors about their readings of anonymous student texts, the author argues that indexicality and standardness are mutually informative: The non/standard features of student texts operate as indexicals for student-author identities just as perceived student-author identities influence the reading of a text as non/standard. Ultimately, this article offers inroads to challenging destructive and enduring indexical patterns that offer unearned privilege to some students at the expense of others and, in the process, perpetuate race- and class-based privilege.AQ Note that APA style capitalizes Black and White.

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Imamura, Makiko, Yan Bing Zhang, and Jake Harwood. "Japanese sojourners’ attitudes toward Americans." Journal of Asian Pacific Communication 21, no. 1 (March 16, 2011): 115–32. http://dx.doi.org/10.1075/japc.21.1.09ima.

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Guided by the intergroup contact hypothesis, the authors examined the associations among Japanese sojourners’ (N = 94) perceived linguistic competence with English, communication accommodation of their most frequent American contact, relational solidarity with the contact, and their attitudes toward Americans as a cultural group. Results indicated that participants’ linguistic competence with English and perceptions of Americans’ communication accommodation positively predicted their relational solidarity with their most frequent American contact. In addition, relational solidarity mediated the relationships between both linguistic competence and communication accommodation and cognitive and behavioral attitudes. Results were discussed in light of communication accommodation theory, the contact hypothesis and prior literature in intergroup and intercultural communication.

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Layera, Ramón. "Latin American Literature in English Translation in the Latin American Literary Review." Translation Review 36-37, no. 1 (March 1991): 60–66. http://dx.doi.org/10.1080/07374836.1991.10523519.

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Burger, Alissa. "Maximum Feasible Participation: American Literature and the War on Poverty. By Stephen Schryer." English: Journal of the English Association 68, no. 260 (2019): 93–95. http://dx.doi.org/10.1093/english/efz011.

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Buell, Lawrence. "Teaching English in American Universities—1895." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 76–84. http://dx.doi.org/10.2307/463055.

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Although modem literary studies in the United States began well before the turn of the century, it was only through gradual evolution that the field acquired a self-conscious pedagogy differentiated from the methods of classical and philological education. A provocative barometer of this emergence is English in American Universities (Boston: Heath, 1895), a late-Victorian collection of twenty-five position statements by professors from leading universities and colleges from coast to coast, assembled by William Morton Payne in large part from papers previously published in the Dial. The following excerpts from this book concern pedagogical ethos (Martin W. Sampson, Univ. of Indiana), pedagogical drill (F. A. March, Lafayette Coll.), the undergraduate English curriculum (Melville B. Anderson, Stanford Univ.), and the premises of comparative literature (Charles Mills Gayley, Univ. of California, Berkeley).

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Sterzuk, Andrea. "Whose English Counts? Indigenous English in Saskatchewan schools." Articles 43, no. 1 (December 17, 2008): 9–19. http://dx.doi.org/10.7202/019570ar.

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Abstract Drawing on the body of North American literature related to English dialect-speaking Indigenous students schooled in majority group classrooms, this commentary paper explores two aspects of institutional racism at work in Saskatchewan schools: (a) the disproportionate representation of First Nations and Metis students in remedial language and speech programs and (b) the relationship and power imbalance between differences in home and school English varieties and educational attainment.

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Escobar-Alméciga, Wilder Yesid. "Framing English as a Medium of Instruction Within the Iberian-American Spanish-Speaking Education Contexts." Profile: Issues in Teachers' Professional Development 24, no. 1 (January 19, 2022): 211–25. http://dx.doi.org/10.15446/profile.v24n1.93434.

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Education in Spain and Latin America has been experiencing an ever-increasing use of English as a medium of instruction at all levels and across curricula. Bringing the vast research-literature into a reflective dialogue is paramount to advancing the discipline and to refining English teaching practices. As such, this literature review systematically situates English-as-a-medium-of-instruction literature related to higher education within the Iberian-American school contexts where Spanish was the students’ first language. Thus, the paper asserts that while research that addresses methodological approaches, processes, procedures, and their effects in instruction is significant, there is still a pressing need for framing English-as-a-medium-of-instruction research within the reciprocal relationship existing among communication, classroom culture, social values, the classroom climate for learning, and ultimately, the students’ learning.

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Dung, Võ Thị. "VOCABULARY EXTENSIONTHROUGH ENGLISH – AMERICAN LITERATURE COURSEFOR ENGLISH MAJOR STUDENTS AT QUANG BINH UNIVERSITY." Hue University Journal of Science: Social Sciences and Humanities 127, no. 6B (August 23, 2018): 67. http://dx.doi.org/10.26459/hueuni-jssh.v127i6b.4958.

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<p><strong>Abstract</strong>. Vocabulary is one of the most important elements in learning foreign languages, which is the foundation to developing language competence. The main premise of the paper focuses on the background of vocabulary knowledge and then analyses the hurdles that English major students may encounter when engaging in learning languages and the factors that provoke communicative misunderstanding. The paper below suggests certain effective strategies to better help the Englishmajor students through an English – American literature courseat Quang Binh University.</p><p> </p>

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Colăcel, Onoriu. "Teaching the Nation: Literature and History in Teaching English." Messages, Sages and Ages 3, no. 2 (November 1, 2016): 43–53. http://dx.doi.org/10.1515/msas-2016-0014.

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Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

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Morinaka, Eliza Mitiyo. "Agnes Blake Poor e os poemas Pan-American." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 2 (May 31, 2019): 127–52. http://dx.doi.org/10.5007/2175-8026.2019v72n2p127.

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The considerations and arguments of this article were developed based on the information printed in Diário de Notícias, a newspaper from Salvador, Bahia, in Brazil, which states that Agnes Blake Poor was the first North-American woman to translate Brazilian literature into English. Poor edited the anthology Pan-American Poems (1918) that brought a collection of Latin-American poems in English translation. Brazil is represented by Gonçalves Dias, Bruno Seabra, the Portuguese Francisco Manuel de Nascimento, and a gypsy folk-song. Using the theoretical and methodological tools from Descriptive Translation Studies, the objective of this article is to analyse the political and literary dimensions in which the anthology was published in the United States and compare the source and target poems to pinpoint the translational norms. The results show that the governmental translation project was aimed to foster Pan-Americanism and to unite the Americas during war time, which was key to determine the choice of the poems and the translation norms.

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Green, Eugene, David Simpson, and Olivia Smith. "The Politics of American English, 1776-1850." Studies in Romanticism 28, no. 1 (1989): 161. http://dx.doi.org/10.2307/25600766.

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Bridgman, Richard, and David Simpson. "The Politics of American English, 1776-1850." American Literature 58, no. 4 (December 1986): 623. http://dx.doi.org/10.2307/2926448.

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