Academic literature on the topic 'Spread of English,English language in Italian culture'
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Journal articles on the topic "Spread of English,English language in Italian culture"
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Trevisani, M. Ivana Bach. "Trekking in the Wood // Trekking nel bosco // Senderismo en el bosque." Ecozon@: European Journal of Literature, Culture and Environment 6, no. 1 (February 26, 2015): 187. http://dx.doi.org/10.37536/ecozona.2015.6.1.650.
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This poem, here offered in a bilingual version, was written on the occasion of a walk in the Adelasia beech forest in the Beigua Natural Park (Liguria, Italy), and it is part of a poetry collection titled Ecopoems (http://ecopoems. altervista.org). The English translator is Kiawna Brewster, who has worked under the supervision of Barbara Carle (Professor of English at Columbia University). Following the guidelines of the Manifesto of Italian Ecopoetry, the language used here is as simple and humble as the subjects speaking through these poems (animals, plants and the whole Earth). I intend this as a poetic communication which could be intelligible to all cultures, and therefore easy to translate and to widely spread, as wished by the UNESCO message of the World Poetry Day. Resumen Este poema, ofrecido en su versión bilingüe, se escribió aprovechando un paseo por el hayedo Adelasia en el Parque Natural de Beigua (Liguria, Italia), y es parte de una colección de poemas titulada Ecopoems (http://ecopoems.altervista.org Ecopoems). La traductora al inglés es Kiawna Brewster, que ha trabajado bajo la supervisión de Barabar Carle (profesora de inglés en la Universidad de Columbia). Siguiendo las directrices del Manifiesto Italiano de Ecopoesía, el lenguaje usado es tan sencillo y humilde como los sujetos que hablan a través de estos poemas (animales, plantas y toda la Tierra). Tengo la intención de que esta sea una comunicación poética inteligible para todas las culturas y, por lo tanto, fácil de traducir y extender ampliamente, tal y como desea el mensaje del Día Mundial de la Poesía de la UNESCO.
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Westra, Haijo. "University of Calgary." Florilegium 20, no. 1 (January 2003): 56–58. http://dx.doi.org/10.3138/flor.20.014.
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Medieval Studies at the University of Calgary is a field spread out over several faculties, specifically Humanities, Social Sciences, Arts, and Communication and Culture. There is one multidisciplinary program that draws on courses offered by most of these faculties, a Minor in Medieval, Renaissance and Reformation Studies, with an anchor course in Humanities. Since students do not have to declare a Minor, enrolments are modest. There is no interdisciplinary M.A., but efforts are under way to fit such a program into a generic interdisciplinary M.A.. There are, however, significant opportunities for studying the medieval period and for writing an Honours, M.A. and (the odd) Ph.D. thesis within the traditional disciplines. Moreover, several graduates, especially from History and English, have pursued advanced degrees in Canada (Toronto), the U.S. (Notre Dame, Santa Barbara) and Britain (Oxford). Precisely because it is not a regular discipline, Medieval Studies has not been affected by systemic cutbacks. In addition to the specialists on hand, there have been recent appointments in this area in several departments, but that departmental presence and strength usually depends on just one person. Outside this structure, there is a flourishing Philology Research Group with an impressive range of activities. It was initiated by Ken Brown (French, Italian and Spanish Languages) four years ago and has been successful in attracting funding from the Faculty of Humanities, the university, and SSHRC. Its focus has been on textual editing, including text-encoding, palaeography, codicology and printing, with scholars from the U.S., Europe and Australia teaching workshops in their specialties. The Group has a community outreach program involving high school students, funded by the Delmas Foundation, and publishes its own series of occasional papers. Most recently, a beginning has been made in establishing a Medieval and Renaissance Cultural Studies Research Group with gender as its focus.
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Griffin, Jeffrey L. "Global English infiltrates Bulgaria." English Today 17, no. 4 (October 2001): 54–60. http://dx.doi.org/10.1017/s0266078401004060.
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Following his article ‘Global English invades Poland’ (ET50, Apr 97, Vol 13.2), the author explores the comparable impact of English on advertising in a second Eastern European nation.Global English continues its unchecked spread, not only as the second language of choice for more people than any other, but also as an infiltrator whose words creep into the fabric of other languages through such avenues as film, television, popular music, the World Wide Web, advertising and youth culture.
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Jiang, Haiyang. ""China English" and ELT in China: Global Vision and Local Spirit." Theory and Practice in Language Studies 9, no. 8 (August 1, 2019): 1025. http://dx.doi.org/10.17507/tpls.0908.21.
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"China English" is an objective reality, which is an English variety in China. It is different from other varieties such as "Cantonese English", "Chinese Pidgin English", "Chinglish". In China, "China English" needs to be integrated into ELT, which not only helps to make up for the gap in the cultural exchange between China and the West, but also is conducive to the spread of Chinese culture. It is the best English carrier for Chinese culture. Although "China English" is not yet a national variety of English, its importance is self-evident. Meanwhile, it also brings some enlightenment to ELT in China.
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Tan, Kim Hua, Atieh Farashaiyan, Rahman Sahragard, and Fatemeh Faryabi. "Implications of English as an International Language for Language Pedagogy." International Journal of Higher Education 9, no. 1 (December 23, 2019): 22. http://dx.doi.org/10.5430/ijhe.v9n1p22.
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The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2014). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2017). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students’ first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students’ own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.
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Guardiano, Cristina, M. Elena Favilla, and Emilia Calaresu. "Stereotypes about English as the language of science." AILA Review 20 (December 31, 2007): 28–52. http://dx.doi.org/10.1075/aila.20.05gua.
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The progressive spread of English as the main language of international scientific communication has been interpreted in many different ways by several scholars. The paper presents a brief review of the scientific debate on such topics, focusing on the main stereotypes which have been created in order to provide explanations for the development of English as the language of science, and on the perception of non-Anglophone scholars on the reasons of the predominance of English in scientific literature and their disadvantages with respect to native speakers. Frequently used stereotypes on English as the language of science are analyzed and discussed in reference to the motivations asserted by linguists and non-linguists. A double ideological evidence can be registered: (1) arguments essentially consist in a-posteriori justifications, (2) English — far away from representing a free choice for non-native scholars — is perceived as the repository of the linguistic power that is desired and worshipped. The overview closes with the results of a pilot investigation on the languages of scientific publications, conducted on a sample of Italian scholars belonging to various scientific fields.
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Kita Ngatu, Simon Petrus, and Basikin Basikin. "THE ROLE OF ENGLISH AS LINGUA FRANCA – INFORMED APPROACH IN ENGLISH LANGUAGE TEACHING AND LEARNING TO PRESERVE CULTURAL IDENTITY." PRASASTI: Journal of Linguistics 4, no. 1 (May 11, 2019): 79. http://dx.doi.org/10.20961/prasasti.v4i1.17060.
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<p>The practice of teaching English as global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pays much attention to students’ understanding relates to their local culture, but the whole process of English Language Teaching (ELT) itself denotes that students do not really apply their local culture in the English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and of possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) – Informed Approach in ELT in terms of preserving students’ cultural identity. It starts with describing the important issues dealing with the topic, evaluate the previous studies, building argument, and drawing conclusion and recommendation. The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving students’ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing. </p>
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Napoli, Donna Jo, and Jack Hoeksema. "The grammatical versatility of taboo terms." Studies in Language 33, no. 3 (July 23, 2009): 612–43. http://dx.doi.org/10.1075/sl.33.3.04nap.
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Taboo terms in certain English expressions and constructions are intensifiers, which have spread as a unit over time to various syntactic positions (Hoeksema & Napoli 2008). Here we look at the pragmatic coherence that has allowed such semantically disparate terms to be grammaticalized as a unit. We examine language using taboo terms in English with comparisons to Dutch, Italian, and other languages. The terms studied here regard religion, disease, sex, and bodily excretions. They exhibit common characteristics with cross-linguistic variation.
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Manca, Elena. "From phraseology to culture." Patterns, meaningful units and specialized discourses 13, no. 3 (September 17, 2008): 368–85. http://dx.doi.org/10.1075/ijcl.13.3.07man.
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This paper aims to describe the phraseology associated with adjectives in the language of tourism. The adjectives appearing in the word list of a British farmhouse holidays corpus were grouped into three different semantic fields (‘description of rooms’, ‘description of surroundings’, and ‘description of food’) and from which their collocational profiles were then identified. In order to compare and contrast the Italian and the British languages of tourism, we searched an Italian comparable agriturismi corpus for items that are used to describe rooms, food, and surroundings. The results are discussed with reference to Sinclair’s theories on the influence of context and register on language choices (Sinclair 1991), and Hall’s theory of high vs. low context cultures (Hall 1976, 1989; Katan 2003). This analysis shows that the language of tourism is highly phraseological. It also gives insights into some differences and similarities between English and Italian in terms of ‘language systems’ and cultural orientations.
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Sartor, Valerie. "Teaching English in Turkmenistan." English Today 26, no. 4 (November 3, 2010): 29–36. http://dx.doi.org/10.1017/s0266078410000313.
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The English language has fast become a global language. In Asia, from the far steppes of Mongolia to the beaches of Thailand, to the shores of the Caspian Sea, English print, music, and along with language, Western values, have spread and multiplied. New technology and media, especially the Internet (Crystal, 1996/2003), have helped carry English to people of all nationalities and economic classes. But many scholars feel that the rise of English is connected with the downfall of indigenous languages (Fishman, 1996; Crawford, 1996; McCarty, 2003). Minority languages face extinction as English rides the wave of increasing globalization (Romaine, 2001). Since 2007, Newsweek, The China Daily, and other international media sources have been citing English as the language of economic success in China. Adherents of English claim that it brings positive social change, economic opportunities, consumer goods, and new technologies (Castells, 2001). Such materialistic temptations cause some minority youth to discount the value of their languages and traditions. In Native America, for example, a small minority of Native Americans youth may feel that exchanging, dismissing, or even abandoning their native language and culture for English and a Western lifestyle represents progress and success in the form of material goods and a modern lifestyle (Crawford, 1996; McCarty, 2003). Similarly, in China, English is viewed as the language of economic success by many young Chinese. Opponents of the rise of English view the language, and its underlying cultural messages, as imperialistic. Phillipson (1992) accuses ESL educators of making a negative cultural impact upon unsuspecting indigenous peoples all over the world. Skutnabb-Kangas (2000) asserts that English can be used as a tool by Western nations for global dominance.
Dissertations / Theses on the topic "Spread of English,English language in Italian culture"
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Kulcsar, Patricia. "The spread of English in Italy: an overview of the role of English in Italian history, education system and media." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2019.
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In 2018, English remains essential for international communication by being the language of trade, science, business, and diplomacy. Europe has a high level of English proficiency due to cosmopolitanism and international cooperation which are the hallmarks of modern Europe, and the globalised world of today requires this cooperation to happen in English. This paper focuses on the spread of English in Italy, with particular reference to historical context and to the socio-cultural and linguistic profile of present-day Italy.
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Fanton, Giovanni. "Doing Italian as a foreign language : investigating talk about language and culture in three British university classrooms." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1561/.
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The study presented in this thesis focuses on teacher-student talk-in-interaction in three Italian classes for beginners taught by two teachers, one British and one Italian, in two British universities. The aims of the study are to: (1) investigate the views of language and of language teaching/learning that informed the teachers‟ practice; (2) identify the cultural worlds and images of Italian-ness constructed through the classroom talk; (3) examine the different identities the teachers assumed as they discussed language and culture. The research combines ethnographically-informed classroom observation, video-recording of classroom interaction with discourse analysis. It is guided by poststructuralist thinking and by Kramsch‟s (1993:9) vision of language teaching/learning as “social practice that is at the boundary of two or more cultures”. It reveals similarities in the composition of the classes. Both included international students and both teachers drew on the diverse funds of linguistic and cultural knowledge represented in their classes, creating „third places‟ for language teaching/learning. The research also reveals differences between the teachers – in their views of language, their representation of Italian „culture‟ and in the classroom identities they assumed. These differences are explained with reference to the teachers‟ linguistic and cultural backgrounds and their professional biographies.
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Fröderberg, Shaiek Christopher. "The Distribution and Spread of English Loanwords : Some Indications from Written Bangla in Articles concerned with Science, Culture, Lifestyle, and Religion." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104589.
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English has served as a donor language of loanwords to many different languages in the world. One of these languages is Bangla. Despite the importance of the English influence on Bangla, few researchers have investigated English loanwords in Bangla and even fewer have looked at the distribution of them between different categories such as science, lifestyle, culture, and religion. The purpose of the present study was to establish whether the distribution of English loanwords varied between these categories, how these results would relate to findings in other languages, and what this would tell us about word-formation processes in relation to English loanwords in general. Articles related to these categories were found and analyzed to find English loanwords which were at the same time counted manually and compared with the overall amount of words in each article. The results showed a clear tendency for a higher number of English loanwords in texts concerned with the topic of science, followed by; lifestyle, culture; and lastly religion; the differences were statistically significant. These findings were also similar to what has been shown in other languages. Future research should aim to include a larger, more balanced sample, but also having a more reliable method of collecting and analyzing texts and words.
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Graziani, Elena. "I colori nelle espressioni idiomatiche inglesi ed italiane." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8853/.
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The purpose of this work is to analyse the figurative and metaphorical meanings of colours in English and Italian, focusing on the analysis and comparison of colour idioms in these two languages and cultures. The study starting point is the assumption that language and culture are inextricably related: they influence and modify each other, and both contribute to shaping our world-view.
English and Italian colour idioms will be presented, compared and contrasted. Each colour is introduced by its figurative meaning in the two cultures. It is also shown whether and how the symbolic meaning is reflected in idiomatic language. The approach to English and Italian idioms is contrastive in order to show cases of direct correspondence (i.e. same colour, same meaning), partial correspondence (i.e. different colour or different idiom but same meaning) and cases peculiar to each language that lack of an idiomatic equivalent in the other language.
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Panzeca, Andrea. "You Don't Have to Be Good." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/1979.
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You Don't Have to be Good, is a nonfiction collection of prose, poetry and graphic memoir set in New Orleans, central Florida, and points in between. In this coming-of-age memoir, I recall the abrupt end of my dad's life, the 24 years of my life in which he was alive, and the years after his death—remembering him while living without him in his hometown of New Orleans. Along the way there are meditations on language, race, gender, dreams, addiction, and ecology. My family and I encounter Hurricane Katrina and Mardi Gras, and at least one shuttle launch. These are the stories I find myself telling at parties, and also those I've never voiced until now.
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Langdell, Sebastian James. "Religious reform, transnational poetics, and literary tradition in the work of Thomas Hoccleve." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:a2e8eb46-5d08-405d-baa9-24e0400a47d8.
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This study considers Thomas Hoccleve’s role, throughout his works, as a “religious” writer: as an individual who engages seriously with the dynamics of heresy and ecclesiastical reform, who contributes to traditions of vernacular devotional writing, and who raises the question of how Christianity manifests on personal as well as political levels – and in environments that are at once London-based, national, and international. The chapters focus, respectively, on the role of reading and moralization in the Series; the language of “vice and virtue” in the Epistle of Cupid; the moral version of Chaucer introduced in the Regiment of Princes; the construction of the Hoccleve persona in the Regiment; and the representation of the Eucharist throughout Hoccleve’s works. One main focus of the study is Hoccleve’s mediating influence in presenting a moral version of Chaucer in his Regiment. This study argues that Hoccleve’s Chaucer is not a pre-established artifact, but rather a Hocclevian invention, and it indicates the transnational literary, political, and religious contexts that align in Hoccleve’s presentation of his poetic predecessor. Rather than posit the Hoccleve-Chaucer relationship as one of Oedipal anxiety, as other critics have done, this study indicates the way in which Hoccleve’s Chaucer evolves in response to poetic anxiety not towards Chaucer himself, but rather towards an increasingly restrictive intellectual and ecclesiastical climate. This thesis contributes to the recently revitalized critical dialogue surrounding the role and function of fifteenth-century English literature, and the effect on poetry of heresy, the church’s response to heresy, and ecclesiastical reform both in England and in Europe. It also advances critical narratives regarding Hoccleve’s response to contemporary French poetry; the role of confession, sacramental discourse, and devotional images in Hoccleve’s work; and Hoccleve’s impact on literary tradition.
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Joynt, Rose Ellen. "Using authentic multi-media material to teach Italian culture : student opinions and beliefs." 2008. http://hdl.handle.net/2152/18128.
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This qualitative research aims to present students' beliefs about the role that culture plays in language learning and to understand their responses towards the use of authentic multi-media materials. Based on the results of the study, this dissertation describes the impact that authentic multi-media materials had on students' cultural knowledge and their overall language learning experience. The implications discussed in this study are based on students' responses and are relevant to foreign language instructors who are interested in the areas of culture teaching, authentic multi-media materials, students' perspectives, and autonomous learning. In particular, the dissertation presents a link between authentic multi-media materials and motivation based on Ryan and Deci's Self-Determination Theory (2000). The results found in this study suggest that authentic multi-media materials are resources that could be utilized in the early stages of instruction in order to capitalize on students' inherent interest in the Italian culture, which in turn serves to motivate students to persist in their language study.text
Books on the topic "Spread of English,English language in Italian culture"
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Ghelli, Samuel. Barron's AP Italian language and culture. Hauppauge, N.Y: Barron's, 2008.
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Marchegiani, Jones Irene, ed. Crescendo!: A thematic approach to intermediate Italian language and culture. Boston, Mass: Heinle & Heinle, 1995.
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Ambrosini, Richard. The UK: Learning the language, studying the culture. Roma: Carocci, 2005.
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Fedi, Andrea. Mercurio: An intermediate to advanced reader in Italian language and culture. New Haven: Yale University Press, 2005.
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Italiano, Francesca. Crescendo!: A thematic approach to intermediate Italian language and culture. Lexington, Mass: D.C. Heath and Co., 1995.
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Michael, Lettieri, ed. Living language.: Conversation, grammar, culture, reading, writing. New York: Crown, 1994.
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Knauer, Ellen Valtri. The best test preparation for the AP Italian language and culture exam. Piscataway, N.J: Research & Education Association, 2008.
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Knauer, Ellen Valtri. The best test preparation for the AP Italian language and culture exam. Piscataway, N.J: Research & Education Association, 2008.
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Knauer, Ellen Valtri. The best test preparation for the AP Italian language and culture exam. Piscataway, N.J: Research & Education Association, 2008.
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Associazione italiana di anglistica. Congresso. Cross-cultural encounters: Linguistic perspectives. Rome: Officina, 2005.
Find full textBook chapters on the topic "Spread of English,English language in Italian culture"
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Cove, Patricia. "Italian Exiles from Young Italy to 1848: Risorgimento Refugees in Giovanni Ruffini’s Lorenzo Benoni and Doctor Antonio." In Italian Politics and Nineteenth-Century British Literature and Culture, 62–94. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474447249.003.0003.
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This chapter explores the re-imagining of the Italian refugee during the early Risorgimento. Victorian works by Robert Browning, Charles Dickens, George Eliot, Anthony Trollope and Elizabeth Barrett Browning register a new discomfort with Italian place that corresponds to the displacement of thousands of Italians from their home countries as conflict intensified in the middle of the nineteenth century. The chapter focuses on two English-language novels by Italian refugee Giovanni Ruffini, a former Young Italy member who fictionalises his own involvement in the movement in 1830s Piedmont and flight into exile in Lorenzo Benoni (1853) and depicts a returned Sicilian exile’s participation in the 1848 revolutions in Doctor Antonio (1855), to argue that Ruffini makes exile a constitutive feature of Italian political identity and re-writes the Italian landscape by mapping out the tracks of the dispossessed patriots who were expelled from their homes and communities during this period.
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Hinton, David A. "Material Culture and Social Display." In Gold and Gilt, Pots and Pins. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780199264537.003.0012.
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The trend towards increasing secular interest in jewellery was probably maintained throughout the thirteenth century, though precise dating of individual pieces remains difficult. With only small amounts of gold to be found in the south of France and Hungary, western Europeans continued to depend upon both gold and gems coming by overland routes from or through the Arab world, with Italian merchants acting as intermediaries. In 1257 Henry III was able to attempt to imitate continental kings by issuing gold coins, not to facilitate trade but to attract gold into the mint to back up his loans and pledges, and to use as alms. The care that went into the coins’ design shows that they were thought of as having prestige value, and the decision to represent the king carrying the orb and sceptre was most probably made in homage to one of the issues of his revered predecessor Edward the Confessor; the royal seal was also changed, to a design that adapted Edward’s image of an enthroned king ruling as a judge like Solomon rather than as a military leader with a sword. Henry’s gold coins were only produced in small numbers and for a very short time, but they show that the importance of the symbolism of a currency was still understood, though no more effort was made with the designs of everyday silver coins than in previous reigns. The amount of coinage in circulation is shown both by single finds and hoards, not only in England but in Wales and Scotland as well. Excavation of the church at Capel Maelog, Powys, produced coins of Henry III, Edward I (1272–1307), and Richard II (1377–99), suggesting that the use of English money had spread into Welsh culture. The Welsh kings did not mint their own coins, however, unlike the kings of Scotland, whose coins were allowed to circulate in England just as English ones did north of the border. Presumably exclusion of a rival’s image was no longer a matter of pride. No hoard in Britain hidden during the middle part of the thirteenth century has objects in it to help to establish a chronology for jewellery.
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Kuisel, Richard F. "The French Way: Economy, Society, and Culture in the 1990s." In The French Way. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691151816.003.0006.
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In 1990s, the French saw America as both an incentive for change and an example to be shunned. If the New World's successes—for example, in economic growth—were admired, the ways Americans employed to attain such prosperity were to be avoided. In short, America was simultaneously a model and an antimodel. What the French accomplished in the 1990s was to adapt features of the American way, without admitting it, in an effort to find their own way forward. This chapter addresses policies of the Fifth Republic that were explicitly, or in some instances only implicitly, inspired by the American model. It deals with economic and social policy, business practice, and cultural affairs. In economic and social policy, the focus is on issues like economic and technological competitiveness, unemployment, and the welfare state. In cultural affairs, the focus will be on language—that is, the spread of American English—and on the audiovisual sector.
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Dickson, David. "Food For Thought." In The First Irish Cities, 184–99. Yale University Press, 2021. http://dx.doi.org/10.12987/yale/9780300229462.003.0009.
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This chapter focuses on the emergence of a remarkable print culture in Dublin. It states that the capital city had become a major center of publishing in the English-speaking world by 1730. The chapter mentions John Smith, one of the leading importers of books directly from Holland and France for near forty years. Smith and his contemporaries had played a critical role in introducing some of the canonical writers of the French Enlightenment to Irish readers, both by sourcing foreign-language imports and by reprinting English translations at rates cheaper than London. The chapter also uncovers how the rise of the print culture resonated in provincial centers but less clearly so in rural Ireland. Critical to the growth of provincial print culture was the spread of newspapers. The chapter then assesses the implications of the great contraction of Dublin book publishing on booksellers, library societies in urban centers, and libraries in provincial centers.