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Alhasova, Svetlana Mikhailovna. "DIFFERENT GENRES IN CONTEMPORARY KABARDINO-CHERKESS LITERATURE FOR CHILDREN." BULLETIN of the Kabardian-Balkarian Institute for the Humanities Research 3, no. 42 (2019): 158–63. http://dx.doi.org/10.31007/2306-5826-2019-3-42-158-163.
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OGUR, Erol. "The Instances Of Children Literature Genres In Cahit Sitki Taranci’s Poetry." Journal of Turkish Studies Volume 4 Issue 1-1, no. 4 (2009): 1155–73. http://dx.doi.org/10.7827/turkishstudies.577.
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Duckworth, Melanie. "Genre, History, and the Stolen Generations: Three Australian Stories." International Research in Children's Literature 13, no. 2 (December 2020): 259–73. http://dx.doi.org/10.3366/ircl.2020.0357.
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This article explores the role that genre plays in fictional depictions of the Stolen Generations (Australian Indigenous children removed from their homes) in three twenty-first-century Australian middle-grade novels: Who Am I?: The Diary of Mary Talence, Sydney 1937 by Anita Heiss (2001) ; The Poppy Stories: Four Books in One by Gabrielle Wang (2016) ; and Sister Heart by Sally Morgan (2016) . It argues that the genres of fictional diary, adventure story and verse novel invite different reading practices and approaches to history, and shape the ways in which the texts depict, for children, the suffering and resilience of the Stolen Generations.
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FROW, JOHN. "“Reproducibles, Rubrics, and Everything You Need”: Genre Theory Today." PMLA/Publications of the Modern Language Association of America 122, no. 5 (October 2007): 1626–34. http://dx.doi.org/10.1632/pmla.2007.122.5.1626.
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If you had typed genre into amazon.com's search engine on a certain day in March 2007, you would have come up with an initial ten listings that included two gay men's magazines (Genre and Instinct Magazine), one introductory theoretical text (my own Genre), a compact disc by a group called D-Genre, a composition textbook (Tom Romano's Blending Genre, Altering Style: Writing Multigenre Papers), three resource kits for children (Carson-Dellosa's Literary Genres, Susan Ludwig's Twenty-Four Ready-to-Go Genre Book Reports: Engaging Activities with Reproducibles, Rubrics, and Everything You Need to Help Students Get the Most Out of Their Independent Reading, and a bulletin-board set entitled BB Set Genres of Lit), and, finally, two school textbooks (Tara McCarthy's Teaching Genre (Grades 4–8) and Heather Lattimer's Thinking through Genre: Units of Study in Reading and Writing Workshops 4–12).
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Michułka, Dorota. "Literature — history — education: Encounters with the past in contemporary Polish narratives for children and young adults." Oblicza Komunikacji 12 (June 24, 2021): 433–50. http://dx.doi.org/10.19195/2083-5345.12.30.
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The article discusses the ‘relationships’ that exist between literature, history and education in contemporary Polish narratives for children and young people. The historical literary works for young readers discussed in the text are strongly rooted in the concept of culture remembrance — they represent a variety of genres, a kind of modernist genre syncretism and hybrid forms, as well as a diverse type of narration. Walter Scott’s traditional historical novel model is mixed with narration maintained in the poetics of a story of a reflective character with a clearly exposed issue of the concept of time and setting (chronotope), and didactic short stories with elements of “dialogues with a thesis”. It is also worth noting that literary examples of playing with conventions using fantasy motifs. As has been shown, contemporary Polish literature on historical topics intended for children and young people as an element of historical education may constitute a specific cultural and social form of memory about people and events of the past years.
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Ford, Jennifer. "Taboo Teens and Ancient Adults: Overpopulation Motifs in Fictional Literature for Children and Young People." Oxford Literary Review 38, no. 1 (July 2016): 27–46. http://dx.doi.org/10.3366/olr.2016.0178.
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Literature for children and young people is uniquely positioned in terms of intended readership and literary genres such as the young adult dystopian novel to scrutinise intergenerational and human fertility issues associated with overpopulation. However, fictional texts that explore overpopulation have a narrative form that is unstable and unreliable due to prevailing conventions of subjectivity and optimism in children's and young adult literature. Derrida's last interview, Learning to Live, is pertinent to an understanding of motifs of overpopulation in literature for children and young people. Derrida's recognition of the ‘rights’ of future and present generations, and of the temporal intergenerational problems between parent as child, and child as parent, are explored in recent fictional texts for children and young people.
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Timofeeva, Y. V. "Children reading of fiction in Siberian and Far Eastern libraries (late XX - early XXI centuries)." Bibliosphere, no. 3 (September 30, 2016): 31–36. http://dx.doi.org/10.20913/1815-3186-2016-3-31-36.
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The article first gives a general view of children reading of fiction in Siberia and the Far East. The relevance of studying children reading is determined by its great social and pedagogical potential. The study objectives are: 1) to identify popular children genres of literature; 2) to recreate the repertoire of favorite authors and their works; 3) to compare the range of reading of Siberian and Far Eastern young people with the reading of their age mates from other regions of the country; 4) to identify main factors forming readers demand of the younger generation. The study has shown that fairy tales, fantasy, detectives, adventures, historic and love stories are the most popular among children. National and foreign writers of the XIX - early XXI centuries are called among the children's favorite authors: A. Barto, M. Bulgakov, A. Volkov, A. Green, A. Dumas, A. Ishimova, A. Lindgren, S. Marshak, A. Milne, N. Nosov, A. Pushkin, M. Reed, M. Twain, L. Charskaya, E. Uspensky and many others. The comparison was made between reading literature by children from Transurals and the European part of Russia. Similarity in the repertoire of reading, favorite genres and authors is proved. Selection of literary works is determined by children personal interests and the curriculum content. Therefore, reading fiction is both leisure and business. Reading fiction on the pupils’ personal choice is usually considered as leisure. Reading literature for educational purposes is related to business. The article pays attention to the difficulty of separating leisure reading from business one when it concerns reading fiction by students. Growing readers’ interest in picturized literary works is marked. This article was written on a wide range of sources and research literature.
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CHAPIN, John. "Children and Adolescents’ Third-Person Perception Regarding Depictions of Violence in Different TV Genres." Journal of Media Research 14, no. 1 (39) (March 15, 2021): 30–38. http://dx.doi.org/10.24193/jmr.39.2.
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Research in third-person perception (TPP) is well-established. The current study contributes to the literature by examining differences in the perceptual bias attributable to different television genres: Teen Dramas, Crime Dramas, and Super Hero/Fantasy Shows. A field survey of middle school and high school students (N = 1,255) documented third- person perception regarding depictions of abuse on television watched by children and adolescents, as well as a unique third- person effect: Intended bystander intervention when witnessing peer bullying in real life.
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Neilsen, Philip. "Queensland Children's Literature." Queensland Review 8, no. 2 (November 2001): 53–68. http://dx.doi.org/10.1017/s1321816600006838.
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Literature written for children and adolescents still has not been treated with due seriousness by standard Australian literary histories and companions. This is despite a growing number of critics over the last two decades who have pointed out how much of the genre is ‘good literature’ which can withstand any critical scrutiny. Whatever its conventional literary merits, writing for children and young adults is a major industry and an important cultural practice that requires as much attention as adult literature. Of particular interest is the relationship between children's reading and the reproduction of social attitudes and behaviour.
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Patraș, Roxana. "Hayduk novels in the nineteenth-century Romanian fiction: notes on a sub-genre." Swedish Journal of Romanian Studies 2, no. 1 (May 16, 2019): 24–33. http://dx.doi.org/10.35824/sjrs.v2i1.18769.
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In the context of nineteenth and early twentieth-century Romanian literature, hajduk novels and hajduk short fiction (novella, short-story, tale) are called to bring back a lost “epicness,” to give back the hajduks their lost aura. But why did the Romanian readers need this remix? Was it for ideological reasons? Did the growing female readership influence the affluence of hajduk fiction? Could the hajduk novels have supplied the default of other important fiction sub-genres such as children or teenage literature? The present article supports the idea that, as a distinct fiction sub-genre, the hajduk novels convey a modern lifestyle, attached to new values such as the disengagement from material objects, the democratization of access to luxury goods and commodities, and the mobility of social classes. Clothing, leisure, eating/ drinking/ sleeping/ hygiene, work, military and forest/ nomad life, and ritual items that are mentioned in these novels can help us correlate the technical tendencies reflected in the making of objects to a particular ethnicity (Romanian).
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O'Malley, Andrew. "‘The Innocence Project’ – An Online Exhibition and Archive on Children and Comics in the 1940s and 1950s." International Research in Children's Literature 10, no. 1 (July 2017): 20–38. http://dx.doi.org/10.3366/ircl.2017.0216.
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The 1940s and 1950s saw a widespread outcry over children's reading of comic books, most pronouncedly the often violent, gory and erotic crime and horror genres. Concern and outrage over the assumed effects of the ubiquitous magazines on young minds was expressed in a deluge of newspaper editorials, magazine articles, professional and academic journals, and elsewhere. A grassroots movement to restrict children's access to comics led to a Senate Subcommittee hearing in the US investigating links to juvenile delinquency and to legislation in several countries prohibiting the sale of certain comics to minors. Using Omeka publishing and exhibition software, this digital humanities project takes the form of an online exhibition and digital archive and considers the ways in which the comics crisis was structured around the idea of childhood innocence
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Myshkina, Albina Fedorovna, and Inessa Vladimirovna Iadranskaia. "Children of an Epoch or a Slave of His Time (about the System of Images and the Image of an Epoch in Literature)." Development of education 4, no. 2 (June 25, 2021): 10–19. http://dx.doi.org/10.31483/r-98371.
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In human culture, since ancient times, fiction has developed as a mirror of time. Therefore, a dual understanding of time is reflected in the poetics of the work: firstly, it is the time that is connected with the narrative and is developed in the plot of the work (artistic time), and secondly, it is the time, the epoch of writing the work itself (historical time). The artistic image of the time is reflected not only in historical genres, but also in all other genres and styles of literature. The historical era of writing a work can be captured in the thoughts and worldview of the characters, in the conflict being developed, the subject matter and the problems involved. The relevance of the study is related to the fact that the tragic periods of history depicted in the work must be analyzed through the worldview and moral standarts of the people. In this regard, the purpose of this article is to identify the philosophical and aesthetic connection between the artistic time continuum and the historical epoch. The subject of the research in this article is the novelette of the literary scholar and prose writer Georgy Fedorov “Ai, mantaran hir mulkaci” ("Oh, poor hare »). In the course of the study, the following results were obtained: in an artistic and philosophical work, the category of time becomes both a method of deepening the character's personality, and an indicator of the figurative model of the world, and the subject of research.
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Khan, Khatija Bibi. "SHONA FOLKTALES AS CHILDREN’S LITERATURE: THE CASE OF A.C. HODZA’S NGANO DZECHINYAKARE (1980)." Commonwealth Youth and Development 13, no. 1 (June 1, 2016): 99–112. http://dx.doi.org/10.25159/1727-7140/1161.
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Some scholars of the genre of the folktale have argued that since time immemorial, folktales have been children’s literature created by adults for children’s pleasure. The main attraction in so describing African folktale as children’s literature was that this form afforded children entertainment as they listened to the stories narrated mostly by the adults, and some sometimes by the children, to other children. Other scholars agreed that folktale are stories of what can happen, but did not actually happen, also worked as a conduit for socialising African children into the cultural values of their society, which values were invariably created by the older generation. Both views are to some extent correct. However, in reducing the impact of folktales on children to entertainment and social conformity, a myth was also promoted that fails to appreciate that children listening to stories can decode certain meanings from the folktales. The aim of this article is to highlight the significance of folktales as sources of aesthetic pleasure for children and also as imaginative sources that aid socialisation of children to the community’s mores. But the article complicates this instrumentalist approach of the role of folktales, whose meanings go beyond descriptions of them as an artistic force-field that merely secure the purchase of domesticating children for adult interests. Children are not passive listeners of stories, and as such can construct alternative worlds that provide useful critiques to society through its folktales.
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Maryina, Olga V., and Tatyana P. Sukhoterina. "Genre forms in the children’s humoristic magazine “Veselye kartinki”: 1990s." International Journal “Speech Genres” 31, no. 3 (August 25, 2021): 207–15. http://dx.doi.org/10.18500/2311-0740-2021-3-31-207-215.
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The article is included in the circle of studies related to the study of genre characteristics of texts. The relevance of the study is determined by the changeable nature of speech genres, each of which contains traditional (archaic) genre-forming features, as well as new, changing ones. The aim of the undertaken research was to consider genre forms and features in the children’s comic magazine “Veselye Kartinki”. Issues of the period from 1985 to 1999 were selected as the research material. From the point of view of genre forms, the analyzed issues of the magazines are divided into two groups. The first group includes issues of the magazine with traditional genre forms (for example, the club of funny people, true stories in pictures, riddles, fairy tales, etc.); the second group includes issues of the magazine with “new” genre forms that appeared in the magazine during the 1990s (for example, biblical legends, a short horoscope, children’s jokes, instructive stories, advertising texts, etc.). The article notes that the so-called “new” genre forms could exist as independent genre forms outside the issues of the magazine “Veselye Kartinki”: in “adult” literature and in literature created for children. During the analysis of the material, essential genre characteristics of the magazine “Veselye Kartinki” were discovered, which include creolization, visualization and polycode.
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Perry, David G., Rachel E. Pauletti, and Patrick J. Cooper. "Gender identity in childhood: A review of the literature." International Journal of Behavioral Development 43, no. 4 (April 2, 2019): 289–304. http://dx.doi.org/10.1177/0165025418811129.
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We review theory and research on the assessment, development, and consequences of individual differences in gender identity, as studied among ordinary school children. Gender identity encompasses children’s appraisals of compatibility with, and motivation to fit in with, gender collectives; it is a multidimensional construct. Five dimensions of gender identity are considered in depth: felt same-gender typicality, felt other-gender typicality, gender contentedness, felt pressure for gender conformity, and intergroup bias. A host of cognitive, affective, social, and defensive processes contribute to these forms of gender identity, all of which in turn affect children’s psychosocial adjustment. Felt same-gender typicality promotes self-esteem and protects children from harmful effects of stressors, but it is associated with negative attitudes toward other-gender peers and activities unless children feel at least somewhat similar to the other gender as well. Felt other-gender typicality distresses children who do not also feel same-gender–typical. The other three gender identity variables encourage self-serving behavior (e.g., dominance) if children view it as appropriate for their gender. Children who feel gender-atypical or discontent with their gender suffer considerable distress if they feel pressure for gender conformity. Gender contentedness may be a particularly powerful contributor to children’s adoption of gender-typed behavior.
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Shuqair, Khaled, and Abdulmuhsin Dashti. "Teachers’ Perceptions of the Use and Effectiveness of Children’s Literature in the EFL Classrooms of the Primary Schools of Kuwait." English Language Teaching 12, no. 7 (June 15, 2019): 87. http://dx.doi.org/10.5539/elt.v12n7p87.
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The research examines the teachers’ perceptions of the use and effectiveness of children’s literature in their EFL classrooms in the primary public schools of the State of Kuwait. The research was conducted towards the beginning of the second semester of the academic year 2017/2018. It poses three main and interchangeable questions:
1) To what extent do teachers use children’s literature in their EFL classrooms?
2) Does the school administration help towards the integration of children’s literature in the EFL curriculum for the primary graders?
3) How effective is the teachers’ use of children’s literature in enhancing the students’ proficiency in the skills of the English language?
The population of the study is the English teachers in the primary public schools in the six educational districts in Kuwait. The sample consisted of 66 English teachers selected from the 18 schools representing the six educational districts. The participants were asked to respond to a 15-statement survey and six open-ended questions. For the first question, results showed that most of the teachers frequently use children’s books in their EFL classrooms and are very much acquainted with the techniques of employing children’s books in their classes and with the various genres of children’s literature. For the second question, most of the participants agreed that the school administration is responsible for providing children’s books. However, the results also indicated that most school administrations do not consult teachers on the books to be purchased, and, as such, these books are sometimes not suitable for use in an EFL classroom. For the third question, results showed that teachers successfully use children’s books in enhancing the English skills of their EFL students, and, hence, they enrich the students’ learning experience.
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Del Grossi, Edy Simone, and Bernadete De Lourdes S. Strang. "A Relação entre Letramento e Gêneros Textuais." Revista de Ensino, Educação e Ciências Humanas 18, no. 1 (May 25, 2017): 36. http://dx.doi.org/10.17921/2447-8733.2017v18n1p36-40.
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Este artigo trata da alfabetização, da caracterização do sujeito leitor e do letramento, como parte do universo das salas de aulas, nas quais há vários escritores e poucos leitores. O objetivo principal foi abordar a relação entre o Letramento e os gêneros textuais, para mostrar que é possível fazer essa interação nas aulas práticas desde o Ensino Fundamental I até o Ensino Médio. Isso porque gêneros são conteúdos da Literatura Brasileira e as narrativas textuais continuam encantando crianças e adolescentes em todas as partes do mundo e nas diferentes épocas. Todo leitor conhece o processo da escrita, mas nem sempre faz uso correto da informação dada por ele. Muitas vezes, a leitura não é vista como resultado da aprendizagem, mas como meio para se atingir a esse objetivo. No entanto, na contemporaneidade a aproximação entre letramento e alfabetização não raro tem levado à concepção equivocada de que os dois fenômenos se complementam ou até se fundem. Esses, contudo, são processos diferentes, que se desenvolvem por meio de práticas sociais de leitura e de escrita, e é nesse contexto que emergem os gêneros textuais sugeridos e apresentados nos livros de literatura infantojuvenil. Entender a relação entre o letramento e os gêneros textuais, de modo a provocar impactos na formação docente e na apropriação de práticas letradas significativas é papel primordial da língua materna dentro das políticas públicas atuais. Por isso, saber utilizar os gêneros textuais na propagação dessas leituras permite melhor compreensão da necessidade de se dominar o código escrito.Palavras-chave: Alfabetização. Letramento. Gêneros Textuais. AbstractThis article deals with language skills, readers’ characterization and literacy as a part of the universe of classrooms, in which there are several writers and few readers. The main objective was to address the relationship between Literacy and textual genres, to show that it is possible to make this interaction in the practical classes from Elementary School I to High School. This is because genres are Brazilian Literature contents and textual narratives continue to enchant children and adolescents in all parts of the world and at different times. Every reader knows the writing process, but they do not always make correct use of the information given by it Often reading is not seen because of learning, but as a means to achieve that goal. However, in contemporaneity the approach between literacy and language skillshas often led to the misconception that the two phenomena complement or even merge each other. These, however, are different processes and are developed through social practices of reading and writing, and it is in this context that the textual genres suggested and presented in juvenile literature books emerge. Understanding the relationship between literacy and textual genres in order to have an impact on Teacher’s education and the appropriation of meaningful literacy practices is a primary role of the mother language within current public policies. So, knowing how to use the textual genres in the propagation of these readings allows a better understanding of the need to master the written code. Keywords: Language Skills. Literacy. Literature. Genres.
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Kibbee, Douglas A. "When Children’s Literature Transcends its Genre." Meta 48, no. 1-2 (September 24, 2003): 307–21. http://dx.doi.org/10.7202/006977ar.
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Abstract A book such as Alice in Wonderland, written for a girl, but nowadays understandable only by adults, the translation of proper nouns can reveal the audience for which translators have addressed their works. This article looks at the translation of proper nouns. These cultural traits are first names, historical references, place names and names of languages: should these be changed to facilitate comprehension by children? This study is then used to evaluate some aspects of theories proposed by Shavit and Oittinen concerning adaptation and translation.
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Greyling, S. F., and H. Du Plessis. "Karakters vir jeugdige lesers." Literator 21, no. 2 (April 26, 2000): 145–62. http://dx.doi.org/10.4102/lit.v21i2.479.
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Characters for young readers In discussions on the nature of children and youth literature, various aspects occur repeatedly. The presumption that these aspects are also factors that exert a meaningful influence on the characters in the genre is largely confirmed by research. Based on developmental characteristics, 11-14 year-olds are identifiable as a group with a unique profile. From this it follows that a relationship between the reader profile en genre conventions can be indicated and that it can be applied specifically to character as an element of the narrative. Characteristic genres and genre conventions establish a framework of expectations within the reader, which co-determines the selection, creation and portrayal of characters. The social cognitive development of the young reader appears to be of special importance in character portrayal. Reader identification with characters largely contributes to reader involvement and to the pleasure a young reader derives from the reading of stories. As a result of the educational situatedness of the young reader, ideology plays an important role in literature for the young. Successful characters have always been regarded as important in ensuring the success of a story. Through selection and the equipping of characters, and by means of portrayal, the writer can work towards this aim.
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Supriaga, Svetlana V. "DEVELOPING CREATIVE ABILITIES OF PRIMARY SCHOOL CHILDREN USING TEXTS OF DIFFERENT GENRES OF CHILDREN’S AND MATERNAL FOLKLORE." Volga Region Pedagogical Search 34, no. 4 (2020): 14–23. http://dx.doi.org/10.33065/2307-1052-2020-4-34-14-23.
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Maternal and children’s folklore is considered as one of the unique phenomena of Russian folk culture. Particular attention is paid to the fact that the genres of oral folk art not only lay the foundations for the transmission of spiritual traditions to subsequent generations, but also contribute to the formation of a child’s national identity. The definitions of “creative abilities” as a concept are given in relation to the primary school age, since at this stage in the child’s personality a number of properties that characterize him as a creator are manifested. It is proved that the use of examples from lullabies or legends, fairy tales, proverbs and riddles broadens the horizons of children, create patriotic feelings, awakens interest in History, Literature and develops speech. The former allows developing the creative abilities of primary schoolchildren. The author dwells on the psychological, pedagogical and methodological conditions necessary for the development of creative abilities. In particular, with the help of works of oral folk art included in the process of teaching and upbringing, it is possible to develop children’s creative abilities. Keywords: creativity, primary school age, education, upbringing, oral folk art, children’s folklore, maternal folklore.
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Linda, Lisma, and Tomi Arianto. "CHILD LITERATURE GENRE FORMULATION IN WALT DISNEY ANIMATION MOVIE." JURNAL BASIS 5, no. 2 (November 13, 2018): 11. http://dx.doi.org/10.33884/basis.v5i2.776.
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This study examined the formulation of the child literature genre with data sources in the form of Walt Disney Animation Movie sellection. Tangled (2010), Brave (2012) and Frozen (2013) were the 3 films chosen as data in this paper. The approach used by researchers in this study is a popular literary approach to the genre of children's literature based on Cawelty theory and other supporting theories. Child literature was generally a work created for children in which the language and story were simpler and easier to understand with the aim of entertaining and educating children at their age; help children in developing imagination, able to understand the meaning of life, and able to distinguish human characters. But more than it, children literature also displayed something that was unrealistic but could be accepted by the child as something that was reasonable and acceptance in a film. It was due to the intelligence of the producers in determining the direction of production so that the people really feel satisfied. In this study, researchers found that although plot in popular works was presented with various kinds of innovations and creativity of producers, there were formulas that became conventions so that children's literature could be accepted as reasonableness so as to obscure the boundaries of reality and reality in literary works.
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Linda, Lisma, and Tomi Arianto. "CHILD LITERATURE GENRE FORMULATION IN WALT DISNEY ANIMATION MOVIE." JURNAL BASIS 5, no. 2 (November 13, 2018): 11. http://dx.doi.org/10.33884/basisupb.v5i2.776.
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This study examined the formulation of the child literature genre with data sources in the form of Walt Disney Animation Movie sellection. Tangled (2010), Brave (2012) and Frozen (2013) were the 3 films chosen as data in this paper. The approach used by researchers in this study is a popular literary approach to the genre of children's literature based on Cawelty theory and other supporting theories. Child literature was generally a work created for children in which the language and story were simpler and easier to understand with the aim of entertaining and educating children at their age; help children in developing imagination, able to understand the meaning of life, and able to distinguish human characters. But more than it, children literature also displayed something that was unrealistic but could be accepted by the child as something that was reasonable and acceptance in a film. It was due to the intelligence of the producers in determining the direction of production so that the people really feel satisfied. In this study, researchers found that although plot in popular works was presented with various kinds of innovations and creativity of producers, there were formulas that became conventions so that children's literature could be accepted as reasonableness so as to obscure the boundaries of reality and reality in literary works.
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Bello, Idaevbor, and James O. Okpiliya. "Nigerian Children’s Literature." Matatu 49, no. 1 (2017): 15–27. http://dx.doi.org/10.1163/18757421-04901002.
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This essay argues for the potential of children’s literature in Nigeria as a genre serving as a means of building nationhood in the minds of children growing up in the country. It posits that because of the greed of the ruling elites, the potential in terms of both human and natural resources was frittered away after independence, thereby vitiating the function of children’s literature in helping reinforce Nigeria’s presence in the comity of nations. It is still possible to retrace our steps as a country by progressively deploying such literature, through its themes and character delineation, to inculcating in children a sense of nationhood and patriotism so they can relate across both ethnic and religious divisions to espouse ideals as a people with a common destiny. The literature that is the focus here is that written in English as the language of interaction among the different ethnic groups in the country, and as the language of instruction in our schools.
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Pallavicini, Federica, Alessandro Pepe, and Fabrizia Mantovani. "Commercial Off-The-Shelf Video Games for Reducing Stress and Anxiety: Systematic Review." JMIR Mental Health 8, no. 8 (August 16, 2021): e28150. http://dx.doi.org/10.2196/28150.
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Background Using commercial off-the-shelf video games rather than custom-made computer games could have several advantages for reducing stress and anxiety, including their low cost, advanced graphics, and the possibility to reach millions of individuals worldwide. However, it is important to emphasize that not all commercial video games are equal, and their effects strongly depend on specific characteristics of the games. Objective The aim of this systematic review was to describe the literature on the use of commercial off-the-shelf video games for diminishing stress and anxiety, examining the research outcomes along with critical variables related to computer game characteristics (ie, genre, platform, time of play). Methods A systematic search of the literature was performed following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) guidelines. The search databases were PsycINFO, Web of Science, Medline, IEEExplore, and the Cochrane Library. The search string was: [(“video game*”) OR (“computer game*”)] AND [(“stress”) OR (“anxiety”) OR (“relaxation”)] AND [(“study”) OR (“trial”) OR (“training”)]. Results A total of 28 studies met the inclusion criteria for the publication period 2006-2021. The findings demonstrate the benefit of commercial off-the-shelf video games for reducing stress in children, adults, and older adults. The majority of the retrieved studies recruited young adults, and fewer studies have involved children, middle-aged adults, and older adults. In addition to exergames and casual video games, other genres of commercial off-the-shelf games helped to reduce stress and anxiety. Conclusions Efficacy in reducing stress and anxiety has been demonstrated not only for exergames and casual video games but also for other genres such as action games, action-adventure games, and augmented reality games. Various gaming platforms, including consoles, PCs, smartphones, mobile consoles, and virtual reality systems, have been used with positive results. Finally, even single and short sessions of play had benefits in reducing stress and anxiety. Trial Registration International Platform of Registered Systematic Review and Meta-analysis Protocols INPLASY202130081; https://inplasy.com/?s=INPLASY202130081
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Serenio, Frances Mae A., and Cindy A. Velasquez. "Speech Acts in the Selected and Award Winning Filipino Children Short Stories." Indonesian Journal of EFL and Linguistics 4, no. 1 (May 1, 2019): 15. http://dx.doi.org/10.21462/ijefl.v4i1.89.
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Children’s literature may be one of the most difficult genres to write, if not the most difficult. The writer has to take into consideration his or her aims in writing the story while focusing on other literary elements such as the theme and the plot at the same time. Not only that, he or she has to put in mind what kind of reaction he wants from his or her reader – whether it be amusement, rejection or wholesome acceptance through learning. The purpose of this study is to identify the different speech acts commonly found in contemporary children’s short stories particularly those which have been awarded as Palanca winners and those from the book entitled Filipino Stories for Filipino children (An Anthology from the UP Integrated School Creative Writing Classes) by Eleanor Eme Hermosa. The study is anchored on John Searle’s (1969) Speech Act Theory. In the analysis, it is found that children’s literature provides a didactic role. Consistent with this function, the speech act structure has observed didactic role found to be primarily informational, assertive, and expressive in nature. In the stories, some of the values that the writers aimed to teach the readers are nationalism, love and pride for parents and siblings, and appreciation for education.
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Vdovyh, Dmitrij A. "Historical and pedagogical potential of domestic textbooks of the XVI–XVII centuries." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 5, 2019 (2019): 121–28. http://dx.doi.org/10.31862/2218-8711-2019-5-121-128.
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This article deals with the issue of studying the historical and pedagogical potential of the domestic textbooks of the 16th – 17th centuries. It is revealed that in the 16th century the domestic system of educational typography was created, the first textbooks created by Russian printers were published. The leading types and genres of educational literature of the Moscow Russia are identified and their role in the process of teaching children is described. It is established that the 17th century became an important milestone in the textbooks and literacy provision, and the general development of public education.
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Novodvorchuk, Olha. "Lexical and stylistic features of Olesya Mamchych’ poetry for children." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu. Serìâ: Fìlologìâ 12, no. 21 (2019): 63–67. http://dx.doi.org/10.34079/2226-3055-2019-12-21-63-67.
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The article deals with the consideration of lexical and stylistic features of poems for children of the modern writer O. Mamchych. The study contains a selective analysis of the poetry of the writer, which reveals the peculiarities of modeling the poetry of different genres (in the form of small folklore genres and contemporary lyrics), the use of a mix of traditional and contemporary images, allusions to the works of oral folk art and works of classical literature for children. The article covers the plot, thematic and ideological content of poetry. The author analyzes the peculiarities of the sound organization of poetic speech by O. Mamchych, the linguistic and stylistic instruments of the artist. The writer finds the right rhymes, builds the original soundtrack of the poem using the play of sounds. Most of the writer's works are full of alliteration, sensations, anaphors and epiphora. Such verbal music fascinates the reader. The lexical means of expressing the poetry language of O. Mamchych reflect the moods of the modern world, modern Ukraine and the child of the future. The writer uses colloquial vocabulary, novelties and historicisms in her composition. The poem «Kozak» perfectly illustrates O. Mamchych's ability to use historicism and colloquial vocabulary. The author basing on the traditions and history of the Ukrainian people builds a lively story about a little boy, a Cossack, who fights with foreigners. The linguistic features of the poetry of the writer reveal her artistic skill. Bright epithets, metaphors, comparisons convey all the beauty of the poetic word of Olesya Mamchych to the reader. The artistic word of the writer is to move the reader, to influence on his feelings, to encourage him to be kinder, to study the history and culture of the Ukrainian people, and to keep up with the times. The work of O. Mamchych is constantly in harmony with the past and the present. It relies on traditional artistic images to create new ones. The writer opens familiar images in a new way in many compositions. The master of the poetic word builds an invisible bridge of understanding between the reader and the author by the allusions to the works of oral folk art and works of classical literature for children. The article gives the confirmation that O. Mamchych's poetry is not only aesthetic, but also linguo-didactic, because it contributes to the linguistic formation (lexical, phonetic and grammatical) and speech competences (artistic speech, cognitive speech, emotional) of a child. The research gives an opportunity to understand the model of the O. Mamchych world, to find out the basic mechanisms of the 21st century poetry image formation for preschool children.
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Mhosronejad, Morteza, and Soudabeh Shokrollahzadeh. "from silencing children's literature to attempting to learn from it: changing views towards picturebooks in p4c movement." childhood & philosophy 16, no. 36 (May 9, 2020): 01–30. http://dx.doi.org/10.12957/childphilo.2020.45025.
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This paper investigates critically the approaches to picturebooks as used in the history of philosophy for children (P4C) movement. Our concern with picturebooks rests mainly on Morteza Khosronejad's broader criticism that children's literature has been treated instrumentally by early founders of P4C, the consequence of which is abolishing the independent voice of this literature (2007). As such it demands that we scrutinize the position of children's literature in the history of this educational program, as well as other genres and forms, including picturebooks as a highly valued artistic-literary form to educationalists. In our inquiry, we probe, therefore, the transition of approaches to picturebooks concomitantly with the investigation of the transition of approaches to children's literature. This research evinces that some later scholars and practitioners of P4C have departed significantly not only from Lipman's approach to children's literature and picturebooks, but also from his conceptualization of childhood and philosophy for children. Meanwhile, it demonstrates that in spite of P4C scholars' taking effective steps to address children's literature in general and picturebooks in particular, there are some steps for them to take in order to fully recognize this literature as an independent branch of knowledge and picturebooks as artistic-literary unique works. While revealing the limitations and paradoxes that P4C scholars continue to deal with, in this article, we see Khosronejad's earlier idea (2007) as a suggestion to overcome the instrumentalization of children's literature and picturebooks in P4C. Fundamental dialogue with children's literature theorists particularly those of picturebooks will open new horizons to the realization of our suggestion.
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Collins, Peter. "Aspects of later language development*." Australian Review of Applied Linguistics 16, no. 2 (January 1, 1993): 15–26. http://dx.doi.org/10.1075/aral.16.2.02col.
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Abstract This paper reports some findings of a study of six year old and ten year old children which suggests that the process of language acquisition is by no means complete at the age of five (a popular misconception in some of the early literature). In particular, it is suggested that the later years are marked by an increase in the complexity of structures at group/phrase level. The study did not reveal significant developments at clause level, but several were noted at discourse level, including an increased sensitivity to the role of topic-selection in developing the shape of a text, and to the broader structural requirements of different genres.
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Rianna Wati and Dwi Susanto. "Islamic Children Literature in Digital Media as Religious Literacy Movement." AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 1 (September 9, 2019): 140–53. http://dx.doi.org/10.21009/aksis.030114.
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Islamic children literature, which transformated, in new media was viewed as a part of religious movement. This movement was assumed as social reality in this era. The video children animation, Dodo and Syamil take as case. This paper explores social reality from the religous movement phenomena. Ian Watt’s sociology literary theory is used in this paper, especially the genre and the ideological expression to express social world. Data in this paper includes topic, genre, formula, and idea in the Dodo and Syamil phenomena. The data interpretation is done by relating between topic, formula, and ideological concept to find social reality. The result of this paper is that social reality based on religios islamic movement in modernity context. This movement manifested with several topic, such as faith, worship, and characters. NCR Production is a part from islamic movement which was banned by political and ideological situation.
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Vasylenko, Vadym. "Reincarnation of Memory, or Portrait of Generation in the Interior of Time: “Children of the Milky Way” by Dokiia Humenna." Слово і Час, no. 9 (September 8, 2019): 81–100. http://dx.doi.org/10.33608/0236-1477.2019.09.81-100.
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The paper analyzes the tetralogy of novels by Dokiia Humenna “Children of the Milky Way” in the context of the postwar Ukrainian diaspora fiction. The researcher raises such issues as the genre nature, narrator’s position, problem of the relationship between the categories of time and space, and the alternative autobiography of the novel. The process of writing the novel is considered as an attempt to normalize the writer’s own traumatic experience, caused by two decades of totalitarian terror and repressions. Dokiia Humenna’s novel is regarded in the context of such genres as family chronicle and ‘novel of generations’, which was updated in Ukrainian literature of the post-war period as an attempt to overcome the threatening tendencies of the entropy. At the same time, considering the fact that the novel was written on the verge of fiction and documentaries, the researcher suggested reviewing the work in the context of testimonial literature. It is emphasized that ideas of generational consciousness and generational dimension of time shape the novel, and the concept of generation is associated with categories of ancestry, memory, trauma, and identity. The generation of Ukrainian 1920s, which Dokiia Humenna considers as her own, emerges in the novel as a complex and heterogeneous socio-cultural phenomenon, represented by historical fi gures that became symbols and signs of their time (Mykola Khvylovyi, Mykola Zerov, and others), by literary stories of their alter ego, and fictional characters, sometimes based on several real prototypes.
The myth of primordialism is one of the most important in the novel. It is represented by the archetype of a hamlet, a patriarchal micromodel of Ukraine, traditional in classical Ukrainian literature. In addition, the author of the paper raised a question about the presence of the writer’s alternative autobiographies in the novel, which might be the ways of constructing her own identity.
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Hamlen, Karla R. "Understanding Children’s Choices and Cognition in Video Game Play." Zeitschrift für Psychologie 221, no. 2 (January 2013): 107–14. http://dx.doi.org/10.1027/2151-2604/a000136.
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This article provides a synthesis of a group of research studies conducted to better understand in what ways children’s entertainment video game play choices relate to their creativity, motivations, problem-solving strategies, learning preferences, and beliefs about how to play games. Three studies were conducted among American students: (1) a survey and creativity assessment with students aged 9–11, (2) an in-depth qualitative study with three adolescent boys, and (3) an online survey. Key findings from this research relate to both psychological factors motivating video game play, and cognition and choices children make while playing video games. Results from these studies demonstrate that, despite assumptions that children play video games to avoid mental stimulation, children are actually motivated by the challenge and thinking required by video games. The reward system used in video games is a strong continuing motivator for boys in particular. Among both genders, playing certain genres of video games is related to utilizing particular learning strategies. Additionally, though creativity does not appear to be hindered by video game play, the most creative children are generally not choosing to spend their time on video games. Finally, children create their own code of conduct and ethics within video game play, although an individual’s work ethic within video games tends to reflect patterns in other areas of life. Collectively, these studies provide a rich picture of children’s video game play and show consistency, both between game contexts and real life choices, and with other literature related to children’s motivations and strategies for learning.
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Nair, Ramesh. "A content analysis of gender representation in Malaysian children's literature." Social and Management Research Journal 5, no. 2 (December 1, 2008): 49. http://dx.doi.org/10.24191/smrj.v5i2.5159.
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Children's literature serves as a powerful medium through which children construct messages about their roles In society and gender Identity is often central to this construction. Although possessing mental schemas about gender differences is helpful when children organize their ideas of the world around them, problems occur when children are exposed to a constant barrage of uncompromising, gender-schematic sources that lead to stereotyping which in turn represses the full development of the child. This paper focuses on how gender is represented in a selection of Malaysian children's books published in the English language. Relying on the type of content analysis employed by previous feminist social science researchers, I explore this selection of Malaysian children's books for young children and highlight some areas of concern with regard to the construction of maleness and femaleness in these texts. The results reveal Imbalances at various levels Including the distribution of main, supporting and minor characters along gendered lines and the positioning of male and female characters In the visual Illustrations. The stereotyping of these characters In terms of their behavioural traits will be discussed with the aim of drawing attention to the need for us to take concerted measures to provide our children with books that will help them realize their potential to the fullest.
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T.N., Pestereva. "FORMATION OF SPEECH IN PRESCHOOL AGE AS A UNITY OF IMITATION AND CREATIVITY." “Educational bulletin “Consciousness” 23, no. 9 (September 11, 2021): 20–26. http://dx.doi.org/10.26787/nydha-2686-6846-2021-23-9-20-26.
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The study examines the aspect of the formation of speech in preschool children, as a unity of imitation and creativity. According to the Federal State Educational Standard of Preschool Education: «The speech development of children includes the possession of speech as a means of communication and culture; the enrichment of an active vocabulary; the development of coherent, grammatically correct dialogical and monological speech; the development of speech creativity; the development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, understanding by ear texts of various genres of children's literature; formation of sound analytical and synthetic activity as a prerequisite for literacy training» [3]. The «Concept of Preschool education» notes that «Imagination is the basis for the active participation of a child in various types of activities. It is included in the composition of already known forms of thinking (visual-effective, visual-figurative). On the basis of imagination, children develop the first manifestations of a creative attitude to reality» [4]. The article considers the views of teachers and methodologists on the speech development of preschool children. The method of speech development of preschool children is also described: the «Binomial fantasy» method. Binomial fantasies are used in two areas of the development of imagination and logic of thinking: - To generate ideas for new objects or the transformation of an existing object; - To get ideas for writing fairy-tale or fantastic stories (speech creation). The article reveals the algorithm of work according to the method, in accordance with two directions. The prospect of the research the theoretical substantiation of the unity of imitation and creativity in the formation of speech in preschool children.
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Yitah, Helen. "Artistic Expression through (Re)Creation: Children’s Play Songs in Ghana." Utafiti 15, no. 1 (June 23, 2020): 45–64. http://dx.doi.org/10.1163/26836408-15010022.
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Abstract This paper examines rural Ghanaian children’s creative performance of play songs in the context of recent scholarship on children’s rights in children’s literature. This scholarship, which has focused mainly on written literature in western contexts, seeks to give serious literary attention to children’s creative expression and thereby uphold their rights to contribute to the artistic life and culture of their societies. Kasena children of northern Ghana exhibit creative agency in adapting traditional play songs to new situations, as they re-create and reinterpret communal idioms, imagery and symbols, thus generating new forms, new concepts and new meanings. I illustrate the aesthetic qualities and transgressive features of this phenomenon by drawing on relevant indigenous Kasem concepts about art and creative resistance. If taken seriously, this dynamic heritage of children’s poetry can help us see emerging play genres as an affirmation of children’s creativity, and prompt a redefinition of ideas about childhood.
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Timofeeva, Yu V. "Main segments of a reading circle of Siberian and Far Eastern residents in the late XX - early XXI centuries." Bibliosphere, no. 2 (June 30, 2018): 54–61. http://dx.doi.org/10.20913/1815-3186-2018-2-54-61.
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The reading study allows determining the level of development and scales of intellectual-spiritual demands and practical needs of the population. The main segments of a reading circle, common for Siberian and Far Eastern residents in the late XX - early XXI centuries, are art, educational, industrial, scientific, local history, practically useful literature and periodicals. They perform the following functions: information, educational, leisure, relaxation, educational, communicative ones, persons’ socialization, broadcast of social experience and main systems of the values developed in the society at this stage of its development. Popular genres of fiction were entertaining: detective stories, love and historical novels, adventures, fantasy. Entertaining and information publications were the most demanded in the periodicals. It was marked demands for social-political and economic literature, books on housekeeping, popular psychology, traditional medicine, truck farming, children care. The content and ratio of the main segments of reading was defined first of all by reader’ age and occupation. Motives and frequency of regional inhabitants appealing to this or that literature are the basis for separation of reading segments.
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Vuković, Marijana. "Role Of Apocrypha and Saints’ Lives, Their Transmission and Readership in The history of Childhood and Family." Bulletin for the Study of Religion 48, no. 3-4 (June 4, 2020): 45–52. http://dx.doi.org/10.1558/bsor.38480.
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The article proposes to explore the potentials of examining Apocrypha and saints’ lives in pursuit of knowledge about children, childhood, and family in the past. It first stresses a necessity to accurately define Apocrypha and saints’ lives within early Christian literature. The transmission of Apocrypha and saints’ lives in their textual varieties, the number of manuscripts they appear in, and their absence of authorship also demand further discussion. Scholars additionally do not reach the consensus over their readership, reputation, and audience in the same period.
Although a great deal of potential remains in these genres for the pursuances named above, one has to bear in mind the restrictions. One has to be cautious when prying out social realities from hagiography. One also has to distinguish the theological and religious aspects from the social realities and realities of everyday life in such texts, as well as to pay attention to their literary and genre aspects. Finally, one may wish to trace varieties of individual texts in manuscripts, because they sometimes give different information about our matters of interest.
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Sussman, Charlotte. "Epic, Exile, and the Global: Felicia Hemans's The Forest Sanctuary." Nineteenth-Century Literature 65, no. 4 (March 1, 2011): 481–512. http://dx.doi.org/10.1525/ncl.2011.65.4.481.
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Charlotte Sussman, “Epic, Exile, and the Global: Felicia Hemans's The Forest Sanctuary” (pp. 481–512) Why are there no children in the poems that Felicia Hemans wrote about the New World in the 1820s? Despite the longstanding representation of the Americas as a place where British culture might be renewed and reproduced, Hemans's poems depict it as a place where lineages end and human fecundity fails. From one perspective, these poems can be read as a topical political intervention into the widespread debate during this decade over the value of emigration. From another perspective, however, Hemans's poems can be seen as interrogating literary representations of the gendering of exile, particularly those inherited from epic poetry. The first issue is synchronic: it asks what the absence of child-bearing in these poems can tell us about the political landscape of the early nineteenth century. The second issue is diachronic: it raises questions about literary history—the development of genres over time. This essay argues that the two issues intersect in Hemans's The Forest Sanctuary (1826), in the poem's implicit reevaluation of the role of the female body in the individual and mass migrations that characterized the long eighteenth century. In this way, Hemans engages with epic to narrate neither the founding nor the decline of a nation. Rather, through this genre, she explores the detachment of persons from nations and from the demands of that social formation on the procreative capacity of the female body.
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Shahnaz, Ambreen, Syeda Tamkeen Fatima, and Samina Amin Qadir. "‘The myth that children can be anything they want’: gender construction in Pakistani children literature." Journal of Gender Studies 29, no. 4 (March 3, 2020): 470–82. http://dx.doi.org/10.1080/09589236.2020.1736529.
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Abreu, Roberto L., Dani E. Rosenkrantz, Jonathan T. Ryser-Oatman, Sharon S. Rostosky, and Ellen D. B. Riggle. "Parental reactions to transgender and gender diverse children: A literature review." Journal of GLBT Family Studies 15, no. 5 (October 8, 2019): 461–85. http://dx.doi.org/10.1080/1550428x.2019.1656132.
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Ramon Ferrer, Lluís. "Adaptaciones LIJ de Tirant lo Blanc." SCRIPTA. Revista Internacional de Literatura i Cultura Medieval i Moderna 7, no. 7 (June 29, 2016): 102. http://dx.doi.org/10.7203/scripta.7.8444.
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Resumen: En este trabajo se analizan las adaptaciones de Tirant lo Blanc a la narrativa infantil y juvenil. Han quedado excluidas aquellas obras que no han considerado la novela en su totalidad así como otros géneros que también han pretendido que la obra de Martorell llegara a un público infantil y juvenil. En primer lugar, se ha establecido el corpus de estudio y, seguidamente, se ha elaborado un catalálogo en el cual se valoran la selección de secuencias del hipotexto verbal, los elementos paratextuales que han concurrido en cada uno de los volúmenes, así como la adecuación al tramo lector al que supuestamente va dirigida la publicación. Palabras clave: Tirant lo Blanch, adaptaciones, clásicos en la literatura infantil y juvenil Abstract: This paper analyses Tirant lo Blanc narrative adaptations on Children’s and Young Adults Literature. The works which have not considered the novel as a whole have been excluded, as well as other genres which have also wanted to adapt Martorell’s work for the same audience. The study begins by establishing the corpus of the books. Then, a catalogue has been made in order to assess the hypotext sequences selection, the paratextual elements within each of the volumes, and the adaptation adequacy of the contents of the books to the target reader Keywords: Tirant lo Blanch, adaptations, classic literature for children and young
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Mullin, Amy. "Filial Responsibilities of Dependent Children." Hypatia 25, no. 1 (2010): 157–73. http://dx.doi.org/10.1111/j.1527-2001.2009.01089.x.
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The existing literature on filial morality has an important gap. It explores responsibilities adult children have toward their elderly parents, and ignores questions about responsibilities of dependent children. Filling this gap involves specifying what competent and morally decent social parents can legitimately expect from children. I argue that it is appropriate to expect and encourage young dependent children to demonstrate cooperation, mutuality, and trust, along with gratitude and reciprocity of value.
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Bolton, Elizabeth. "Meaning-making across disparate realities: A new cognitive model for the personality-integrating response to fairy tales." Semiotica 2016, no. 213 (November 1, 2016): 397–418. http://dx.doi.org/10.1515/sem-2015-0141.
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AbstractThis paper reviews the extant literature on ways readers make meaning from fairy tales, and proposes a new cognitive model for the response to the traditional fairy tale. Much of the available research on literary responses to fairy tales comes from within the boundaries of psychoanalysis (Bettelheim 1975. The uses of enchantment: The meaning and importance of fairy tales. New York: Vintage; Dieckmann 1986. Twice-told tales: The psychological use of fairy tales. Wilmette: Chiron; Miller 1984. Thou shalt not be aware: Society’s betrayal of the child. New York: Farrar, Straus, Giroux), as well as folklore studies and anthropology (Zipes 1983. Fairy tales and the art of subversion: The classical genre for children and the process of civilization. New York: Wildman Press; Zipes 2006. Why fairy tales stick: The evolution and relevance of a genre. New York: Routledge; Zipes 2012. The irresistible fairy tale: The cultural and social history of a genre. Princeton: Princeton University Press.). Although these fields do not often overlap, the therapeutic potential of fairy tales and relatively recent popularization of practices such as bibliotherapy (Jack and Ronan 2008. Bibliotherapy: Practice and research. School Psychology International 29(2). 161–182) have provided a fertile ground for linking the two disciplines. I propose a cognitive model for the emotionally integrating response to the fairy tale by first introducing Rosenblatt’s (1978. The reader, the text, the poem. Carbondale: Southern Illinois University Press) transactional theory of making meaning from literature, and then in light of this theory, reviewing the psychoanalytic and anthropological evidence for fairy tales’ unique effect on readers. Previous theories explaining the emotional benefits of reading fairy tales have failed to consider characteristics of the genre which are unique to it, and which give fairy tales a hierarchically higher status than other genres due to the distance between the reality they depict, and the current reality of the reader. Transactional theory indicates that this higher status may play a crucial role in the genre’s ability to support healthy emotional development, as readers who establish close personal connections with the hierarchically valorized genre actually become active participants in a reading experience which provides them with comforting, indisputable affirmation of the uprightness of their own moral principles.
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Bolanle Tajudeen, Opoola. "A Sociolinguistic Analysis of Gender Differentiation in Yoruba Burial Rites." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 102. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.102.
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This paper focuses on socio-hermeneutic study of gender differentiation in Yoruba burial rites. There are many types of oral genres in Yoruba society. These genres have different functions for different occasion. In essence, Ìrèmọ̀jé eré ìṣípà ọdẹ (hunters funeral dirge) and ìsàà ró (women funeral dirge) are used during men and women funeral rites respectively in Yoruba land. Ogun deity is the founder of Ìrèmọ̀jé chant. Ogun was the first hunter with many adherents who were hunters too. Before the death of Ogun, he ordered his adherents to chant Ìrèmọ̀jé during his funeral rites. He also instructed them to do the same during the funeral rites of fellow great hunters, that is, the hunters that were succeeded by viable children. Ìrèmọ̀jé ìsipaọdẹ is specifically for men and not for women. Ìsàà ró is the final burial rite for the aged women in Yoruba land. This burial rite marks the exit of the aged women from this world to the world beyond. In essence, ìsàà ró is a traditional send-forth for the dead. This type of burial rite was popular in Yoruba land in those days but it was more popular among the Oyo-Yoruba than other Yoruba ethnic groups. Ìsàà ró burial rite is often performed by the Alágbaà (chief head of masquerade) from Ọ̀jẹ̀ family (family of masquerades). It is mandatory for the children of the dead to perform this final burial rite for their dead mother because if they fail to do it, things may not be moving well for either the dead in the world beyond or for the children she left behind in this world. The emergence of western civilization has made great changes both negatively and positively on the popularity of Ìrèmọ̀jé and Ìsàà ró burial rites respectively. This paper discovered that there is that of valuable documentation of Iremoje/Isipa (Hunting chants and funeral rites for Men) and Isaaro (The final funeral rites for Women) in spite of the existence of enormous works on Yoruba Verbal arts and oral literature. The implication of this finding reveal that if a study of this type is not promoted, Yoruba traditions and valuable oral renditions would be endangered. This could further prompt Yoruba journeys to extinction as many studies have shown that English dominance of Yoruba is changing the language attitude of Yoruba native speakers oral and written discusses. The Yoruba natives have flair for us of English than the use of Yoruba because of the inherent values of English in Nigeria and the world at large. This paper concludes that, despite the negative effect of western education and foreign religions in the foregoing, the technological advancement on Ìrèmọ̀jé and Ìsàà ró has shown that the future of both genres are bright as long as the Yoruba race exists.
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Sidorova, O. "KAZUO ISHIGURO. THE WRITER IN THE ‘FLOATING WORLD’." Voprosy literatury, no. 4 (October 2, 2018): 301–18. http://dx.doi.org/10.31425/0042-8795-2018-4-301-318.
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Novels by the Nobel Prize winner in literature 2017 K. Ishiguro are analyzed chronologically, from the first novel A Pale View of Hills (1982) to the latest one The Buried Giant (2015). As the article shows, the author, who represents two cultural traditions, the Japanese and the British ones, reflects this quality in his works. The writer himself states that his works were mainly formed by the European literary tradition and, consequently, his novel The Remains of the Day has become a concentrated study of Englishness, one of the most vivid in contemporary British literature. Experimenting with traditional literary forms, Ishiguro uses the stream-of-conscience technique, elements of science fiction, fantasy, detective genres, but each of his novels is unique and is characterized by deep overtones. Some constant elements of the writer’s works are discussed: unreliable narrators, the opposition of memory and history, the special role of children and of old people in his novels, the significant role of periods before and after historic events that are omitted in his novels, and recognizable language and style – compact, reserved and precise.
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M. Almehmadi, Khulud. "The Genesis of the Translation of Children’s Classics: A Bourdieusian Account of ʿAbd al- Fattāḥ Ṣabrī’s Translation of Gulliver’s Travels (1909)." Arab World English Journal For Translation and Literary Studies 4, no. 4 (October 15, 2020): 97–113. http://dx.doi.org/10.24093/awejtls/vol4no4.8.
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Recently, Bourdieu’s sociological theory has been applied in translation studies. Based on Bourdieu’s assumption that individuals’ practices result from the interwoven relation between their habitus and the field in which they grow up and work, ʿAbd al-Fattāḥ Ṣabrī’s translation of Gulliver’s Travels (1909) was chosen as a testing ground, through which this assumption will be proven or rejected. This paper aims to contribute to the growing area of sociological research by contextualizing this translation within its socio-cultural context. To carry out this analysis, Bourdieu’s concepts – field, habitus, and doxa – are used as research tools to understand the relationship between the decisions a translator makes at the micro-level and the stimuli at the macro-level. This entails examining the genesis of the field of children’s literature in Egypt during the late nineteenth century to identify the prevalent doxic practices that conditioned cultural productions. It also requires focussing on the socio-political factors that influenced the translator’s habitus. The analysis is expected to determine to what extent the decisions taken at the textual level were affected by both the prevalent doxic practices and the translator’s habitus. This research concludes that the habitus may exert powerful effects on the translator’s strategic decisions to a greater extent than the prevalent doxic practices in the field. Examining the influences of the translator’s habitus in the translation has produced some results worthy of further analysis. It may be possible to expand on this study by including different genres in the same field, such as fantasy books for children. The same sociological theory also could be applied to other genres outside the field of children’s literature, such as the translation of political books.
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Johnson, Cynthia J. "Expanding Norms for Narration." Language, Speech, and Hearing Services in Schools 26, no. 4 (October 1995): 326–41. http://dx.doi.org/10.1044/0161-1461.2604.326.
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Narrative development in school-age children and adolescents is important to speech-language pathologists providing language intervention. At this time, information on later narrative development and growth in particular dimensions of narration is only partially available. The purpose of the present article is to pave the way for the collection of a comprehensive set of norms for later narrative development. The article first considers the purposes and uses for norms in narration. Next, for practical consideration, it reviews information that currently exists for later narrative development, including published literature and diagnostic tests. Proceeding further, the article explores factors that make the expansion of current norms problematic, such as substantial ranges in storytelling ability at particular ages, situational variations, and the diversity of narrative genres. it concludes by suggesting factors to consider in future investigations undertaken in pursuit of an ideal set of norms.
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Price, Johanna R., and Sandra C. Jackson. "Procedures for Obtaining and Analyzing Writing Samples of School-Age Children and Adolescents." Language, Speech, and Hearing Services in Schools 46, no. 4 (October 2015): 277–93. http://dx.doi.org/10.1044/2015_lshss-14-0057.
Full textAbstract:
Purpose Many students' writing skills are below grade-level expectations, and students with oral language difficulties are at particular risk for writing difficulties. Speech-language pathologists' (SLPs') expertise in language applies to both the oral and written modalities, yet evidence suggests that SLPs' confidence regarding writing assessment is low. Writing samples are a clinically useful, criterion-referenced assessment technique that is relevant to helping students satisfy writing-related requirements of the Common Core State Standards (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010a). This article provides recommendations for obtaining and analyzing students' writing samples. Method In this tutorial, the authors provide a comprehensive literature review of methods regarding (a) collection of writing samples from narrative, expository (informational/explanatory), and persuasive (argument) genres; (b) variables of writing performance that are useful to assess; and (c) manual and computer-aided techniques for analyzing writing samples. The authors relate their findings to expectations for writing skills expressed in the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010a). Conclusion SLPs can readily implement many techniques for obtaining and analyzing writing samples. The information in this article provides SLPs with recommendations for the use of writing samples and may help increase SLPs' confidence regarding written language assessment.
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Mollenhauer, Jeanette. "Stepping to the fore: The promotion of Irish dance in Australia." Scene 8, no. 1-2 (December 1, 2020): 47–60. http://dx.doi.org/10.1386/scene_00022_1.
Full textAbstract:
This article contributes to scant literature on Irish dance praxis in Australia by demonstrating how the confluence of global and local factors have permitted Irish dance in Australia to step to the fore. Irish step dance is a globally recognizable genre that has dispersed through, first, the migration of Irish people throughout the world and, more recently, through itinerant theatrical troupes. In Australia, a significant node of the Irish diaspora, Irish step dance has managed to achieve unusual prominence in a dance landscape that has traditionally been dominated by genres from within the Western concert dance canon. Drawing on both extant literature and ethnographic data, this article examines three threads from the narrative of Irish dance in Australia. First, the general choreographic landscape of the nation is described, showing that the preferences of Australian dance audiences have been shaped to privilege styles that are popular onstage and on-screen, with the resulting marginalization of culturally-specific genera. Second, localized effects of the global contagion instigated by the development of the stage show Riverdance are explored. Here, the domains of aesthetics and decisive marketing strategies are discussed, showing how engagement with Australian audiences was achieved. Finally, the article introduces an idiosyncratic localized influence, the children’s musical group The Wiggles, which was conceived independently but which also promoted interest and enthusiasm for Irish dance in Australia by engaging with young children and presenting propriety of Irish dance as available to all, regardless of cultural ancestry.
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Fernandes, Carlos Antonio. "Triste Fim de Policarpo Quaresma: uma obra quadrinística." Revele: Revista Virtual dos Estudantes de Letras 8 (January 23, 2015): 40. http://dx.doi.org/10.17851/2317-4242.8.0.40-62.
Full textAbstract:
A adaptação de obras literárias em outros gêneros do discurso acontece com certa frequência, tanto na literatura estrangeira, bem como na literatura brasileira. Neste artigo, iremos analisar uma adaptação da obra Triste Fim de Policarpo Quaresma, de Lima Barreto, ainda numa linguagem inovadora, que é a obra romanceada em forma de HQ. Para compor a narrativa, os quadrinistas César Lobo, responsável pelo roteiro e desenhos, e Luiz Antônio Aguiar, adaptação e roteiro, recriaram-na não só por meio da linguagem verbal, mas também pelas técnicas quadrinísticas, como enquadramentos e cores, produzindo os efeitos de sentido desejados. O suporte teórico para desenvolvermos o trabalho será o da Análise do Discurso, especificamente, a Teoria Semiolinguística.AbstractIn this paper, we analyze an adaptation of the work Sad End of Policarpo Quaresma, Lima Barreto, in graphic novel form.Whereas the graphic novel genre appropriates techniques of various genres: literary novel, film, photography and visual arts, we demonstrate that such appropriation worked as a strategy to produce the desired effects of meaning and capture the children and youth whom the work is intended. That said, our objective was to enhance the Graphic Novel genre as relevant to teaching and cultural background of the intended audience. The theoretical support that was used by the Framework Comunicacional Charaudeau (2008), analysis of images and colors, with Guimarães (2000) theory of fictionality, effects of real and gender, according to Mendes (2008) and on the comics with Costa (2013) and Vergueiro (2012).