Relevant bibliographies by topics / Literary multilingualism

Academic literature on the topic 'Literary multilingualism'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Literary multilingualism"

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Vlasta, Sandra. "Literatur – grundsätzlich mehrsprachig!? Das politische Potenzial literarischer Mehrsprachigkeit heute, am Beispiel von Barbi Marković’ Superheldinnen." Interlitteraria 26, no. 1 (August 31, 2021): 67–84. http://dx.doi.org/10.12697/il.2021.26.1.6.

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Literature – Multilingual on Principle?! The Political Potential of Literary Multilingualism Today, using the Example of Barbi Marković’s Superheldinnen. Research on literary multilingualism is increasingly based on the assumption that literature per se is multilingual. This is true for concepts such as Mikhail Bakhtin’s ‘polyphony’, in which multilingualism occurs in the form of social, regional and historical variants within one major language. Similarly, it applies to Rainier Grutman’s concept of hétérolinguisme, which expands Bakhtin’s notion and includes actual language changes. Recently, Till Dembeck has even called for a philology of multilingualism that would accommodate literary multilingualism in literary criticism. Using Barbi Marković’s novel Superheldinnen (2016) as an example, I discuss this recent development in multilingual literary studies and analyse concepts, forms and function of literary multilingualism. In so doing, I underline the transcending character of literary multilingualism that expresses itself on various levels: linguistically, formally, medially and with respect to culture. Thus, I aim to illustrate the enormous political potential of literary multilingualism. In fact, multilingualism in literature, as opposed to literature in times of a “monolingual paradigm” (Yasemin Yildiz), poses a political challenge on various levels. Concepts, such as national literature, literary field, but also literary studies and their institutions (i.e. language departments) reach their limits if literature is understood as being multilingual. In the second part of this article, I discuss the difficulties that come with literary prizes, literary studies and the access to the literary field. These often express themselves as concrete problems for individuals who, for instance, have difficulties accessing the literary field.
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Rossich, Albert. "An Overview of Literary Multilingualism." Comparative Critical Studies 15, no. 1 (February 2018): 47–67. http://dx.doi.org/10.3366/ccs.2018.0259.

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The study of literary works involving two or more languages, a phenomenon that has been historically much more abundant than we might think, raises a variety of problems that critics have often minimized or ignored, such as the difficulties that texts written in different languages cause when we want to ascribe them to a particular national literature. This article aims to present and classify this heterogeneous procedure, present in all periods of the history of literature, and to evaluate the various intentions behind it. It studies the forms of literary multilingualism (alternation, confusion and language mixture) and the purposes that guide them (rhetorics of display, desire for verisimilitude, willingness to parody, a reflection of diglossia), with reference to a variety of examples from different literatures.
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Machan, Tim William. "Medieval Multilingualism and Gower's Literary Practice." Studies in Philology 103, no. 1 (2006): 1–25. http://dx.doi.org/10.1353/sip.2006.0003.

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DUMITRU, Elena. "LANGUAGE LEARNING, MULTILINGUALISM AND LITERARY TRANSLATION." Tanulmányok, no. 1 (January 18, 2023): 57–69. http://dx.doi.org/10.19090/tm.2022.1.57-69.

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In the following paper we try to discern the complex translation mechanisms seen in the light of the person performing this delicate operation. The study will focus on investigating and defining the nature, skills, capacities and specific talents that a person able to execute a literary translation has. We will deal with linguistic competences, simultaneous bilingualism and sequential bilingualism, as well as with grammatical versus communicative competences. Along with bilingualism, we will focus also on the topic of multilingualism as a social phenomenon governed by globalization, interculturality and social openness. In this sense, the interest on multilingual individuals, generally referred to as polyglots, could help our approach by providing important information in order to realise a comprehensive analysis of the literary translation process in particular. Operating with terms belonging to the sphere of language use and language learning, the paper aims to explore the topic in an interdisciplinary manner, to create a bridge between the linguistic performance and the translation act itself. At the same time, it outlines how languages, during centuries, with their complex implications for identity, communication, social integration, education and development are of strategic importance for people and the planet.
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Gonzalez, Shawn C. "Decolonial Multilingualism in the Caribbean." Small Axe: A Caribbean Journal of Criticism 24, no. 1 (March 1, 2020): 11–21. http://dx.doi.org/10.1215/07990537-8190514.

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Language conflict is a common feature of Caribbean literary production, but multilingual experimentation can be obscured by the scholarly organization of the region into blocs defined by colonial languages. Recent attention to literary multilingualism in comparative literature offers potential critical tools to investigate the region’s linguistic variability. However, European-focused scholarship prioritizes a national focus that cannot account for the complex relationships between colonial languages and Caribbean Creoles. This essay considers three works from the Dominican Republic and Jamaica: the anthology Palabras de una isla / Paroles d’une île, Juan Bosch’s story “Luis Pie,” and the Groundwork Theater Company’s Fallen Angel and the Devil Concubine. The author argues that these texts emphasize different critical priorities from the standard concerns of theorists of literary multilingualism. Consequently, these writers employ a broad range of literary strategies that enrich decolonial conversations about social transformation by imagining models of communication that challenge colonial language hierarchies.
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Mu'in, Fatchul, Rusma Noortyani, and Robert Sibarani. "Multilingualism in Indonesian Literature: A Literary Review from the Perspective of Anthropolinguistics." Tradition and Modernity of Humanity 1, no. 1 (September 9, 2021): 41–49. http://dx.doi.org/10.32734/tmh.v1i1.7186.

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There is an interesting problem to raise, namely the use of unique language symptoms in Indonesian literary works. The uniqueness of language use in Indonesian literary works can be seen from two or more languages in Indonesian literary works. The use of two or more languages is called multilingualism in Indonesian literature. Multilingualism in Indonesian literary works is seen as "the overlapping use of language in Indonesian literature." Using more than one language can interfere with reading fluency for readers who do not come from the same culture. However, if we face literary works with multilingualism phenomena, we must respond and understand them. Duranti (1997: 21) explains that Anthropolinguistics emphasizes language as an expression of people's mindset. Anthropolinguistics views language as a set of cultural applications.
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Kasula, Alex Josef. "Developing a multilingual literary magazine in an English-only policy environment." BELT - Brazilian English Language Teaching Journal 8, no. 1 (August 14, 2017): 60. http://dx.doi.org/10.15448/2178-3640.2017.1.26749.

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The following article discusses the development and outcomes of a multilingual literary magazine, Olowalu Review, within an English-only policy in the United States. First, there is a review of current literature surrounding the ideas of monolingual policies in the US (the context of the article) and current research of the theory of translanguaging for multilinguals and its practice thus far in English language learning classrooms (ELL). The article elaborates on the analysis of translanguaging from Kasula (2016) and how this analysis helps to promote multilingualism. Next, there is a discussion on the achievement of the initial objectives of Olowalu Review, and how this acted as a first potential step in creating a translanguaging space for multilinguals to express themselves and making change towards a more multilingual language policy.
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Khromova, Ekaterina O. "Literary multilingualism as a modern scientific problem." Tyumen State University Herald. Humanities Research. Humanitates 5, no. 1 (2019): 101–13. http://dx.doi.org/10.21684/2411-197x-2019-5-1-101-113.

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Blum-Barth, Natalia. "Vom historischen Erbe zur selbstbestimmten Sprach(en)politik? Literarische Mehrsprachigkeit in Litauen und Lettland." Interlitteraria 26, no. 1 (August 31, 2021): 49–66. http://dx.doi.org/10.12697/il.2021.26.1.5.

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From Historical Legacy to Self-Determined Language(s) Policy? Literary Multilingualism in Lithuania and Latvia. The first part of this article looks at Soviet language(s) policy. Two further parts discuss language(s) policy and literary multilingualism in Lithuania and Latvia. The aim is not to provide a differentiated investigation, but to show similarities and differences as well as tendencies in the language(s) politics of the two states from the 19th century to the present in the mirror of literature and to explain them using case studies. In the fourth, concluding part, literary translation is highlighted as one of the formats for implementing multilingualism outside the text with particular focus on the consultative function of the Russian language.
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Williams, Lynn, and John Edwards. "Multilingualism." Modern Language Review 91, no. 4 (October 1996): 940. http://dx.doi.org/10.2307/3733520.

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Dissertations / Theses on the topic "Literary multilingualism"

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Arends, Enti Amar. "Sociocultural implications of French in Middle English texts." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33226.

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This thesis studies the interaction between language, people and culture in England in the century either side of 1300 by analysing the use of French in three Middle English texts: Laȝamon's Brut, Kyng Alisaunder, and Handlyng Synne. I explore the ways in which these texts exploit the sociocultural implications of French elements to negotiate the expression of collective identity, and consider what that suggests about the texts' audiences. This exploration also provides insights into the sociolinguistic relation between English and French. Specifically, I add to recent work on multilingualism within texts by providing a more systematic approach than has been adopted hitherto. Since this period saw the largest influx of French-derived vocabulary in English, evaluating the use of French elements requires consideration of the extent to which that vocabulary had become integrated in English. This aspect has not so far been included in studies of multilingualism in texts, and in approaching it this thesis brings together previous work on loanwords to offer a systematic methodology. Chapters 2 to 4 treat the lexis of the individual texts. Study of the broader context of the French elements in chapter 5 shows that they are distributed evenly across the texts and the majority are introduced independently of the source texts. Those that were carried over from the source texts were not adopted into Middle English more generally. Appeal to a specific register better explains the appearance of clusters. Chapter 6 concludes that the implications of the French elements in these texts centre on the negotiation of social and cultural identity. No clear support was found for the use or avoidance of French elements to express ethnic or religious identity in these texts. The style of both versions of Laȝamon's Brut was confirmed to be the result of redactors' choices and not the state of the language as a whole, since most French-derived words in either version were apparently well integrated by 1300. On a larger scale, the amount of well-integrated lexis of French origin in Handlyng Synne demonstrates the extent to which French-derived vocabulary had become accessible as early as 1300. Lastly, the atypical, specialised French elements in Kyng Alisaunder are best explained by supposing its initial audience included those with extensive knowledge of French. This supports the hypothesis of continuity of audience between French and Middle English literary culture.
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Thutloa, Alfred Mautsane. "Promoting health citizenship and multilingualism in the health insurance industry." University of the Western Cape, 2018. http://hdl.handle.net/11394/6506.

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Philosophiae Doctor - PhD
The thesis explores the role of semiotic structuring of health information in relation to language, multimodality and health literacy and the affordances for agentive participation among consumers of two leading South African medical schemes - Discovery Health Medical Scheme (Discovery Health) and the Government Employees Medical Scheme (GEMS). The focus is on who has access to health information, how this information is constructed and what the semiotic health habitat looks like for citizen-consumers. Through a virtual ethnographic approach the thesis explores the design of genres of health information artefacts: application forms, application guides, a comic book, and a variety of website images. The choice to study the commercial package of a private health industry is aimed at finding and defining codes of practice in health communication that could be replicable in the public health sector. A new perspective emerging out of the thesis is how semiotic structuring of style, stance-taking, and choice of registers affects reading positions, and how these determine with what voice citizenconsumers can engage with this information.
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Selemani, Chisomo Kimberly. "A Comparison Of Language And Literacy Training Programs In Children In The First Year Of Primary School In Lusaka, Zambia." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1406728953.

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Cole, Alastair Charles. "Good Morning, Grade One : language ideologies and multilingualism within primary education in rural Zambia." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11684.

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This practice based PhD project investigates the language ideologies which surround the specific multilingual context of rural primary education in Zambia. The project comprises of a creative documentary film and a complementary written submission. The fieldwork and filming of the project took place over 12 months between September 2011 and August 2012 in the community of Lwimba, in Chongwe District, Zambia. The project focuses on the experiences of a single grade one class, their teacher, and the surrounding community of Lwimba. The majority of the school children speak the community language of Soli. The regional lingua franca, and language of the teacher, however, is Nyanja, and the students must also learn Zambia’s only official language, English. At the centre of the project is a research inquiry focusing on the language ideologies which surround each of these languages, both within the classroom and the wider rural community. The project also simultaneously aims to investigate and reflect on the capacity of creative documentary film to engage with linguistic anthropological research. The film at the centre of the project presents a portrait of Annie, a young, urban teacher of the community’s grade one class, as well as three students and their families. Through the narrativised experiences of the teacher and children, it aims to highlight the linguistic ideologies present within the language events and practices in and around the classroom, as well as calling attention to their intersection with themes of linguistic modernity, multilingualism, and language capital. The project’s written submission is separated into three major chapters separated into the themes of narrative, value and text respectively. Each chapter will focus on subjects related to both the research inquiry and the project’s documentary film methodology. Chapter one outlines the intersection of political-historical narratives of nationhood and language that surround the project, and reflects on the practice of internal narrative construction within documentary film. Chapter two firstly focuses on the language valuations within the institutional setting of the classroom and the wider community, and secondly proposes a two-phase perspective of evaluation and value creation as a means to examine the practice of editing within documentary film making. Chapter three addresses the theme of text through discussing the role of literacy acquisition and use in the classroom and community, as well as analysing and reflecting on the practice of translation and subtitle creation within the project.
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Courriol, Florence. "Pour une étude traductologique du plurilinguisme littéraire : la traduction française de l'insertion du dialecte dans le récit italien contemporain." Thesis, Dijon, 2015. http://www.theses.fr/2015DIJOL027/document.

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Cette thèse se propose d'étudier la présence et la fonction des insertions dialectales dans les oeuvres littéraires italiennes contemporaines. Se focalisant sur les genres narratifs (prose et nouvelle) où le phénomène du plurilinguisme est le plus marqué, l'étude se concentre sur quatre auteurs (Andrea Camilleri, Salvatore Niffoi, Laura Pariani et Andrej Longo) chez qui le mélange vernaculaire / italien est le plus représentatif. Après avoir évoqué la situation linguistique particulière de l'Italie, ce travail de recherche analyse cette langue mêlant deux systèmes linguistiques différents sous lřangle de la traduction pour pouvoir dresser un parallèle entre les situations italienne et française. C'est le problème de la restitution de la langue mêlée, laquelle renvoie à un ancrage culturel et géographique très fort, qui est au centre de cette étude. Elle interroge la possibilité d'une recréation du même effet de lecture dans une culture cible qui ne connaît pas la même situation de diglossie. Nous voulons toutefois montrer, par l'analyse des traductions existantes, que le recours à un parler régional hexagonal peut être à même de restituer l'effet de défamiliarisation provoqué à la lecture des textes sources
This PhD thesis examines Italian contemporary literary works (novels and short stories) in which dialect is used as a linguistic variety in combination with the national Italian idiom. The analysis is conducted through the works of four Italian writers, in which multilingualism is particularly significant: Andrea Camilleri, Salvatore Niffoi, Laura Pariani and Andrej Longo. Taking into account the complex linguistic situation of Italy, the thesis focuses on the translation of these works characterized by the co-existence of two different linguistic systems. Through an examination of the colourful mixture of linguistic varieties and the function of dialect in these contemporary texts, the thesis aims to make a contribution to the field of Translation Studies and of History of modern and contemporary Italian Literature (examining in particular linguistic and stylistic aspects). It begs the question of the reproducibility of the linguistic mosaic created by these Italian authors in their French translations. Translation of dialect and linguistic varieties, intended as a non-standard language usage in contemporary Italian literature, represents a challenge for countries (in this case France) in which diglossia has disappeared. However, the author argues that the use of certain regional French dialects enables to recreate the defamiliarization effect of the original Italian texts
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Nankindu, Prosperous. "Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala." University of the Western Cape, 2014. http://hdl.handle.net/11394/4109.

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Philosophiae Doctor - PhD
This thesis is concerned with Language in Education Policy (LiEP) and literacy acquisition in multilingual Uganda with the urban district of Kampala as the case study. Specifically, the study investigates the implementation of a monoglot LiEP for early literacy acquisition in a multilingual situation. The thesis analyses three LiEP instruments for Uganda, namely; (i) The 1992 Government White Paper on Education, (ii) The 1995 Constitution of the Republic of Uganda and (iii) The Uganda Education Sector Strategic Plan 2004-2015. After that analysis the study presents views and perceptions of LiEP Stakeholders in Uganda; Policy makers, Curriculum developers, Literacy researchers, NGO Officials, Head teachers, Literacy teachers and Parents/Guardians. The study is mainly prompted by the LiEP which recommends English as the Medium of Instruction (MoI) but not the common language to be used throughout the Primary School cycle. The thesis trys to shed light on the following aspects; principles of a LiEP in a multilingual setting, a relevant LiEP model for multilingual situations, multilingualism as a resource for literacy acquisition, appropriateness of a bilingual LiEP in Kampala with a local language, classroom and home literacy practices and lastly, literacy acquisition. The research question is to find out the extent to which the current LiEP in Uganda provides for literacy acquisition in multilingual settings.
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Jegels, Dmitri Garcia Aloysius. "The literacy orientation of preschool children in a multilingual environment: the case of post-apartheid Manenberg." University of the Western Cape, 2011. http://hdl.handle.net/11394/2886.

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Magister Artium - MA
This thesis is the result of an ethnographic study of the multilingual literacy practices of a group of families in their particular spaces within the urban context of the community of Manenberg, with the specific view of investigating the links between spatial and urban capital and the literacy practices to be encountered amongst these families. The following questions form the core of the study: 1. What are the parental ethnotheories about literacy and schooling? 2. Are there family literacy practices that may enhance preschool children’s ability to make meaning within the school system? The results of the thesis show a range of beliefs resulting in parents adopting a range of strategies in terms of language choice and literacy socialisation of their children. The thesis also shows that the vast majority of parents view acquisition of English as important, that there is a definite concern about access to libraries and about safe places for children to engage in extramural activity. Parental ethnotheories have a direct bearing on how the preschool child is oriented towards literacy. This includes implications for what languages the preschool child is exposed to, what medium of instruction parents prefer for their children (which is often not the language of highest competence of the child), whether or not various supposedly accessible resources for the promotion of children’s literacy are tapped into, and whether or not parents become actively involved in the literacy acquisition of their children. However, these findings need to be seen in the larger context of the research participants’ perceptions and discourses about space, multilingualism, and literacy. Some unexpected findings are shown as a result of listening to people’s voices on the ground. The respondents’ ethnotheories of multilingualism, space, and literacy produce narratives of local patriotism, pride in Cape Afrikaans, and of emplacement rather than displacement. Urban planning structures, whether envisaged under apartheid or by successive regimes in the post apartheid era, are shown to have become less rigid, fluid, and porous. The local moral economy works to legitimise poverty, so that living in a shack is not stigmatised, and gang members are seen to be full members of the local community, ignoring normative structures that would treat such agents in a punitive manner beyond the borders of Manenberg. Residents, though mostly impoverished and lacking in high levels of education, are shown to remain marginalised through a lack of material resources, with many in need of a strategic orientation to resources, including those which would enable them to orient their children to literacy in such a way as to enable them to make a successful transition to the school system.
South Africa
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Williams, Meggan Serena. "Reading the linguistic landscape: Women, literacy and citizenship in one South African township." Thesis, University of Western Cape, 2011. http://hdl.handle.net/11394/3242.

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Magister Artium - MA
The purpose of this study was two-fold: firstly, to do a multimodal analysis of the multilingual signage, advertisements and graffiti present on different surfaces in the main business hub of a multicultural community called Wesbank, situated in the Eastern Metropole of the city of Cape Town. Signage of this nature, taken together, constitute the „linguistic landscape‟ (Gorter, 2006) of a particular space. My analysis of the signage included interviews with a number of the producers of these signs which reveal why their signs are constructed in particular ways with particular languages. Secondly, I interviewed 20 mature women from the community in order to determine their level of understanding of these signs as well as whether the linguistic landscape of the township had an impact on their levels of literacy. The existing literacy levels of the women being surveyed as well as those of the producers of the signs were also taken into account. My main analytical tools were Multimodal Discourse Analysis (Kress, 2003), applied to the signage, and a Critical Discourse style of Analysis (Willig, 1999; Pienaar and Becker, 2007), applied to the focus group and individual analysis. Basic quantitative analysis was also applied to the quantifiable questionnaire data. The overriding motivation for the study was to determine the strategies used by the women to make sense of their linguistic landscape and to examine whether there was any transportation of literacy from the signage to these women so that they could function more effectively and agentively in their own environment. This study formed part of a larger NRF-funded research project entitled Township women’s discourses and literacy resources, led by my supervisor, Prof. C. Dyers. The study revealed the interesting finding that the majority of the vendors in Wesbank, especially in terms of house shops, hairdressers and fruit and vegetable stalls, are foreigners from other parts of Africa, who rely on English as a lingua franca to advertise their wares. The signage makers had clearly put some thought into the language skills of their multilingual target market in this township, and did their best to communicate with their potential customers through the complete visual image of their signs. The overall quality of the codes displayed on the signage also revealed much about the literacy levels in the township as well as language as a local practice (Pennycook 2010). While English predominated on the signs, at times one also found the addition of Afrikaans (especially in the case of religious signage) and isiXhosa (as in one very prominent advertisement by a dentist). The study further established that the female respondents in my study, as a result of their different literacy levels, made use of both images and codes on an item of signage to interpret the message conveyed successfully. Signage without accompanying images were often ignored, or interpreted with the help of others or by using one comprehensible word to work out the rest of the sign. As has been shown by another study in the larger research project, these women displayed creativity in making sense of their linguistic landscape. The study further revealed that, as a result of frequent exposure to some words and expressions in the linguistic landscape, some of the women had become familiar with these terms and had thereby expanded their degree of text literacy. In this way, the study has contributed to our understanding of the notion of portable literacy as explored by Dyers and Slemming (2011, forthcoming).
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Ottin, Pecchio Giovanna. "Oralidad y escritura compartida en la alfabetización inicial. Estudio en un contexto multilingüe." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/665184.

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Este estudio investigó las características del discurso oral en torno a la re-escritura de un texto narrativo y la producción conjunta del mismo por parte de seis parejas de alumnos en primero de Primaria en la Escuela Italiana de Barcelona. El contexto social y de enseñanza de esta escuela es multilingüe y los niños tenían competencias individuales variables en las tres lenguas previstas por el currículo de la escuela (italiano, castellano y catalán). Dos de las parejas reescribieron el texto en italiano, dos en castellano y dos en catalán. La pregunta central que guio la investigación se refería a cómo se puede introducir lo escrito en la alfabetización inicial en un contexto multilingüe como el aquí referenciado. Para tal fin se propuso una tarea de reescritura en parejas de un cuento popular de la literatura infantil (presente en las tres lenguas), a partir de la lectura en voz alta del mismo y de la discusión sobre lo leído, lo dicho y lo escrito. En el análisis se indagaron los siguientes aspectos: 1) los contenidos temáticos en el discurso de los aprendices y los propósitos que ellos persiguen en sus discusiones 2) los recursos discursivos desplegados, en términos de acciones discursivas y uso del metalenguaje, 3) los criterios para la alternancia en la escritura compartida y la división del trabajo comunicativo entre los miembros de las parejas, y 4) la construcción misma del texto. Nuestra perspectiva, que no era normativa, evitó categorizar los errores de los niños; en cambio pretendió comprender sus representaciones sobre la escritura, el texto y sus unidades. Los resultados indicaron que el trabajo interactivo entre pares (Blum Kulka y Snow, 2004; Escobar Urmeneta, 2002; 2012; 2014), el primer contacto con lo escrito (Ferreiro, 2002; Olson, 2001; Sepúlveda, 2012; Teberosky yy Sepúlveda, 2011) y la presencia de más lenguas en el contexto (Hall, Cheng y Carlson, 2006; Swain 2000; 2002) favorecieron el desarrollo de conocimientos y de reflexiones sobre las lenguas y sus escrituras. Ello puso de manifiesto la creatividad infantil tanto en la situación de interacción como en las soluciones que los niños encontraron en los textos.
This study investigated the characteristics of oral discourse generated around the process of re-writing a narrative text and its joint production by six pairs of grade 1 students in the Italian School of Barcelona. The social and educational context of this school is multilingual and the students have a dissimilar degree of individual competences in the three languages provided by the school curriculum (Italian, Spanish and Catalan). Within this particular context, two of the pairs produced their texts in Italian, two in Spanish and two in Catalan. The overarching question that guided this research was concerned with how writing can be introduced at the early stages of literacy in a multilingual context, such as the examined in this dissertation. With this aim, a pedagogical task of the collective rewriting of a popular story of children’s literature well known in the three languages was proposed. This group work task was carried out in pairs and was preceded by the reading out loud of the story and a whole class discussion about what was read, what was said and what was written. In the analysis the following aspects of the collective writing were investigated: 1) the thematic content in the student-generated discourse and the aims they pursued in their discussions, 2) the discursive resources displayed, in terms of discursive actions and the use of metalanguage, 3) the criteria for turn-taking in the process of collective writing and the division of communicative work between the pair members, and 4) the construction of the text itself. The adopted analytical perspective was not normative-based, that is, the categorization of the children’s errors was avoided; instead, the analysis aimed to understand their representations about writing, the text and its constituting units. The results indicate that the interactive peer work (Blum Kulka y Snow, 2004; Escobar Urmeneta, 2002; 2012; 2014), the students’ first contact with writing as essential part of literacy (Ferreiro, 2002, Olson, 2001, Sepúlveda, 2012, Teberosky y Sepúlveda, 2011) and the co-presence of several languages in the context (Hall, Cheng y Carlson, 2006, Swain 2000, 2002) notably favored the development of students’ knowledge and reflections on the languages and the diverse linguistic aspects involved in the writing process. This clearly showed children’s creativity even at such early stages of schooling, both in their oral interactions and in the solutions that they found in their texts.
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Jönsson, Stina. "Modersmål genom barnböcker : en kvalitativ studie om modersmålsstödet på en förskola." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8811.

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The purpose of my study has been to find out how mother tongue teachers working in preschools where a majority of the children have a mother tongue other than Swedish make use of fictional children’s books during the mother tongue support lessons. In order to determine this, I am asking the following questions: - What is the range of children's books in the children's mother tongue available at the preschool? - In what ways are the native language teachers encouraging literacy development through the usage of children's books? - How do native language teachers view the childrens’ linguistic development as well as the enhancement of cultural identity through the usage of the books? These questions have formed the basis of the methodical approach, which is based on a qualitative research method. The data collection consists of three parts; the observation of mother tongue support, interviews with language teachers as well as with the nursery manager and lastly a survey of children's books in languages other than Swedish at the preschool. The essay has as its theoretical basis the socio-cultural view of learning and development. Previous research is composed of studies showing that children with a mother tongue different from that of the majority population should be supported in the development of their native language for several reasons, including for the development of the Swedish language and for the enhancement of cultural identity. Also referred to is research which suggests that reading aloud and conversations about books is important for children's language development and future success in reading and writing activities. The results show that the range of children's books written in the mother tongue of the children which are available at the preschool is small. However, the language teachers' work with children’s books in the native languages has a prominent place in the native language support. By reading aloud, through conversation and interaction with the books, the children are given the opportunity to obtain many of the skills required for the future development of reading and writing skills. Moreover, the results show that native language teachers consciously involve the children's cultural and linguistic backgrounds in the native language education through the usage of books concerning the minority group's traditions and other specific phenomena related to the children and the cultural background of their family However, reading aloud in the mother tongue sometimes has to give way to other activities and the mother tongue education suffers when staff are absent. The conclusion I can draw from these results is that knowledge of the language support exists but that this knowledge must be connected and realized in the preschool environment.
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Books on the topic "Literary multilingualism"

1

Edwards, John R. Multilingualism. London: Routledge, 1994.

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Edwards, John R. Multilingualism. London: Taylor & Francis Group Plc, 2004.

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Multilingualism. London: Routlege, 1994.

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Hale, John K. Milton's languages: The impact of multilingualism on style. Cambridge, U.K: Cambridge University Press, 1997.

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Sprachmigration und literarische Kreativität: Erfahrungen mehrsprachiger Schriftstellerinnen und Schriftsteller bei ihren sprachlichen Grenzüberschreitungen. Frankfurt am Main: P. Lang, 1998.

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Peer, Lindsay, and Gavin Reid, eds. Multilingualism, Literacy and Dyslexia. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478.

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Mareš, Petr. "Also nazdar!": Aspekty textové vícejazyčnosti. Praha: Univerzita Karlova v Praze, Nakladatelství Karolinum, 2003.

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Sayce, Olive. Plurilingualism in the Carmina Burana: A study of the linguistic and literary influences on the codex. Göppingen: Kümmerle, 1992.

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Lindsay, Peer, Reid Gavin 1950-, and British Dyslexia Association, eds. Multilingualism, literacy and dyslexia: A challenge for educators. London: David Fulton, 2000.

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Riatsch, Clà. Mehrsprachigkeit und Sprachmischung in der neueren bündnerromanischen Literatur. Chur, CH: Uniun per la perscrutaziun da la cultura grischuna, 1998.

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Book chapters on the topic "Literary multilingualism"

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Allaire, Gloria. "Literary Evidence for Multilingualism: The Roman de Tristan in its Italian Incarnations." In Medieval Multilingualism, 145–53. Turnhout: Brepols Publishers, 2010. http://dx.doi.org/10.1484/m.tcne-eb.3.4607.

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Mus, Francis. "Chapter 2. Translation, monolingualism and multilingualism as symptoms of literary internationalisation after the First World War." In Literary Translation in Periodicals, 47–68. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/btl.155.02mus.

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Martin, Deirdre. "Multilingualism and Dyslexia." In Multilingualism, Literacy and Dyslexia, 35–48. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-4.

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Horner, Kristine, and Jean-Jacques Weber. "Mother tongue education or literacy bridges?" In Introducing Multilingualism, 158–73. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315276892-10.

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Nadler-Nir, Elizabeth, and Michelle Pascoe. "Language-Based Literacy Interventions." In Multilingualism, Literacy and Dyslexia, 89–103. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-8.

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Howard, Rosaleen. "Literacy, textualisation, and mediatisation." In Multilingualism in the Andes, 179–214. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429030321-12.

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Juffermans, Kasper, and Ashraf Abdelhay. "Literacy and Multilingualism in Africa." In Literacies and Language Education, 353–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_33.

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Juffermans, Kasper, and Ashraf Abdelhay. "Literacy and Multilingualism in Africa." In Literacies and Language Education, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02321-2_33-1.

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Macfarlane, Sonja, Te Hurinui Clarke, and Angus Macfarlane. "Language, Literacy, Identity and Culture." In Multilingualism, Literacy and Dyslexia, 74–85. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-7.

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Peer, Lindsay, and Gavin Reid. "Introduction." In Multilingualism, Literacy and Dyslexia, 3–8. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-1.

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Conference papers on the topic "Literary multilingualism"

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Nikolaev, Nikolay, and Svetlana Dulova. "Novels by Gaito Gazdanov and Mental Changes in Literary Consciousness of Russian First-Wave Émigré Writers of the 20th Century." In Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emssese-19.2019.50.

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