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Статті в журналах з теми "Literary multilingualism"
Vlasta, Sandra. "Literatur – grundsätzlich mehrsprachig!? Das politische Potenzial literarischer Mehrsprachigkeit heute, am Beispiel von Barbi Marković’ Superheldinnen." Interlitteraria 26, no. 1 (August 31, 2021): 67–84. http://dx.doi.org/10.12697/il.2021.26.1.6.
Повний текст джерелаRossich, Albert. "An Overview of Literary Multilingualism." Comparative Critical Studies 15, no. 1 (February 2018): 47–67. http://dx.doi.org/10.3366/ccs.2018.0259.
Повний текст джерелаMachan, Tim William. "Medieval Multilingualism and Gower's Literary Practice." Studies in Philology 103, no. 1 (2006): 1–25. http://dx.doi.org/10.1353/sip.2006.0003.
Повний текст джерелаDUMITRU, Elena. "LANGUAGE LEARNING, MULTILINGUALISM AND LITERARY TRANSLATION." Tanulmányok, no. 1 (January 18, 2023): 57–69. http://dx.doi.org/10.19090/tm.2022.1.57-69.
Повний текст джерелаGonzalez, Shawn C. "Decolonial Multilingualism in the Caribbean." Small Axe: A Caribbean Journal of Criticism 24, no. 1 (March 1, 2020): 11–21. http://dx.doi.org/10.1215/07990537-8190514.
Повний текст джерелаMu'in, Fatchul, Rusma Noortyani, and Robert Sibarani. "Multilingualism in Indonesian Literature: A Literary Review from the Perspective of Anthropolinguistics." Tradition and Modernity of Humanity 1, no. 1 (September 9, 2021): 41–49. http://dx.doi.org/10.32734/tmh.v1i1.7186.
Повний текст джерелаKasula, Alex Josef. "Developing a multilingual literary magazine in an English-only policy environment." BELT - Brazilian English Language Teaching Journal 8, no. 1 (August 14, 2017): 60. http://dx.doi.org/10.15448/2178-3640.2017.1.26749.
Повний текст джерелаKhromova, Ekaterina O. "Literary multilingualism as a modern scientific problem." Tyumen State University Herald. Humanities Research. Humanitates 5, no. 1 (2019): 101–13. http://dx.doi.org/10.21684/2411-197x-2019-5-1-101-113.
Повний текст джерелаBlum-Barth, Natalia. "Vom historischen Erbe zur selbstbestimmten Sprach(en)politik? Literarische Mehrsprachigkeit in Litauen und Lettland." Interlitteraria 26, no. 1 (August 31, 2021): 49–66. http://dx.doi.org/10.12697/il.2021.26.1.5.
Повний текст джерелаWilliams, Lynn, and John Edwards. "Multilingualism." Modern Language Review 91, no. 4 (October 1996): 940. http://dx.doi.org/10.2307/3733520.
Повний текст джерелаДисертації з теми "Literary multilingualism"
Arends, Enti Amar. "Sociocultural implications of French in Middle English texts." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33226.
Повний текст джерелаThutloa, Alfred Mautsane. "Promoting health citizenship and multilingualism in the health insurance industry." University of the Western Cape, 2018. http://hdl.handle.net/11394/6506.
Повний текст джерелаThe thesis explores the role of semiotic structuring of health information in relation to language, multimodality and health literacy and the affordances for agentive participation among consumers of two leading South African medical schemes - Discovery Health Medical Scheme (Discovery Health) and the Government Employees Medical Scheme (GEMS). The focus is on who has access to health information, how this information is constructed and what the semiotic health habitat looks like for citizen-consumers. Through a virtual ethnographic approach the thesis explores the design of genres of health information artefacts: application forms, application guides, a comic book, and a variety of website images. The choice to study the commercial package of a private health industry is aimed at finding and defining codes of practice in health communication that could be replicable in the public health sector. A new perspective emerging out of the thesis is how semiotic structuring of style, stance-taking, and choice of registers affects reading positions, and how these determine with what voice citizenconsumers can engage with this information.
Selemani, Chisomo Kimberly. "A Comparison Of Language And Literacy Training Programs In Children In The First Year Of Primary School In Lusaka, Zambia." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1406728953.
Повний текст джерелаCole, Alastair Charles. "Good Morning, Grade One : language ideologies and multilingualism within primary education in rural Zambia." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11684.
Повний текст джерелаCourriol, Florence. "Pour une étude traductologique du plurilinguisme littéraire : la traduction française de l'insertion du dialecte dans le récit italien contemporain." Thesis, Dijon, 2015. http://www.theses.fr/2015DIJOL027/document.
Повний текст джерелаThis PhD thesis examines Italian contemporary literary works (novels and short stories) in which dialect is used as a linguistic variety in combination with the national Italian idiom. The analysis is conducted through the works of four Italian writers, in which multilingualism is particularly significant: Andrea Camilleri, Salvatore Niffoi, Laura Pariani and Andrej Longo. Taking into account the complex linguistic situation of Italy, the thesis focuses on the translation of these works characterized by the co-existence of two different linguistic systems. Through an examination of the colourful mixture of linguistic varieties and the function of dialect in these contemporary texts, the thesis aims to make a contribution to the field of Translation Studies and of History of modern and contemporary Italian Literature (examining in particular linguistic and stylistic aspects). It begs the question of the reproducibility of the linguistic mosaic created by these Italian authors in their French translations. Translation of dialect and linguistic varieties, intended as a non-standard language usage in contemporary Italian literature, represents a challenge for countries (in this case France) in which diglossia has disappeared. However, the author argues that the use of certain regional French dialects enables to recreate the defamiliarization effect of the original Italian texts
Nankindu, Prosperous. "Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala." University of the Western Cape, 2014. http://hdl.handle.net/11394/4109.
Повний текст джерелаThis thesis is concerned with Language in Education Policy (LiEP) and literacy acquisition in multilingual Uganda with the urban district of Kampala as the case study. Specifically, the study investigates the implementation of a monoglot LiEP for early literacy acquisition in a multilingual situation. The thesis analyses three LiEP instruments for Uganda, namely; (i) The 1992 Government White Paper on Education, (ii) The 1995 Constitution of the Republic of Uganda and (iii) The Uganda Education Sector Strategic Plan 2004-2015. After that analysis the study presents views and perceptions of LiEP Stakeholders in Uganda; Policy makers, Curriculum developers, Literacy researchers, NGO Officials, Head teachers, Literacy teachers and Parents/Guardians. The study is mainly prompted by the LiEP which recommends English as the Medium of Instruction (MoI) but not the common language to be used throughout the Primary School cycle. The thesis trys to shed light on the following aspects; principles of a LiEP in a multilingual setting, a relevant LiEP model for multilingual situations, multilingualism as a resource for literacy acquisition, appropriateness of a bilingual LiEP in Kampala with a local language, classroom and home literacy practices and lastly, literacy acquisition. The research question is to find out the extent to which the current LiEP in Uganda provides for literacy acquisition in multilingual settings.
Jegels, Dmitri Garcia Aloysius. "The literacy orientation of preschool children in a multilingual environment: the case of post-apartheid Manenberg." University of the Western Cape, 2011. http://hdl.handle.net/11394/2886.
Повний текст джерелаThis thesis is the result of an ethnographic study of the multilingual literacy practices of a group of families in their particular spaces within the urban context of the community of Manenberg, with the specific view of investigating the links between spatial and urban capital and the literacy practices to be encountered amongst these families. The following questions form the core of the study: 1. What are the parental ethnotheories about literacy and schooling? 2. Are there family literacy practices that may enhance preschool children’s ability to make meaning within the school system? The results of the thesis show a range of beliefs resulting in parents adopting a range of strategies in terms of language choice and literacy socialisation of their children. The thesis also shows that the vast majority of parents view acquisition of English as important, that there is a definite concern about access to libraries and about safe places for children to engage in extramural activity. Parental ethnotheories have a direct bearing on how the preschool child is oriented towards literacy. This includes implications for what languages the preschool child is exposed to, what medium of instruction parents prefer for their children (which is often not the language of highest competence of the child), whether or not various supposedly accessible resources for the promotion of children’s literacy are tapped into, and whether or not parents become actively involved in the literacy acquisition of their children. However, these findings need to be seen in the larger context of the research participants’ perceptions and discourses about space, multilingualism, and literacy. Some unexpected findings are shown as a result of listening to people’s voices on the ground. The respondents’ ethnotheories of multilingualism, space, and literacy produce narratives of local patriotism, pride in Cape Afrikaans, and of emplacement rather than displacement. Urban planning structures, whether envisaged under apartheid or by successive regimes in the post apartheid era, are shown to have become less rigid, fluid, and porous. The local moral economy works to legitimise poverty, so that living in a shack is not stigmatised, and gang members are seen to be full members of the local community, ignoring normative structures that would treat such agents in a punitive manner beyond the borders of Manenberg. Residents, though mostly impoverished and lacking in high levels of education, are shown to remain marginalised through a lack of material resources, with many in need of a strategic orientation to resources, including those which would enable them to orient their children to literacy in such a way as to enable them to make a successful transition to the school system.
South Africa
Williams, Meggan Serena. "Reading the linguistic landscape: Women, literacy and citizenship in one South African township." Thesis, University of Western Cape, 2011. http://hdl.handle.net/11394/3242.
Повний текст джерелаThe purpose of this study was two-fold: firstly, to do a multimodal analysis of the multilingual signage, advertisements and graffiti present on different surfaces in the main business hub of a multicultural community called Wesbank, situated in the Eastern Metropole of the city of Cape Town. Signage of this nature, taken together, constitute the „linguistic landscape‟ (Gorter, 2006) of a particular space. My analysis of the signage included interviews with a number of the producers of these signs which reveal why their signs are constructed in particular ways with particular languages. Secondly, I interviewed 20 mature women from the community in order to determine their level of understanding of these signs as well as whether the linguistic landscape of the township had an impact on their levels of literacy. The existing literacy levels of the women being surveyed as well as those of the producers of the signs were also taken into account. My main analytical tools were Multimodal Discourse Analysis (Kress, 2003), applied to the signage, and a Critical Discourse style of Analysis (Willig, 1999; Pienaar and Becker, 2007), applied to the focus group and individual analysis. Basic quantitative analysis was also applied to the quantifiable questionnaire data. The overriding motivation for the study was to determine the strategies used by the women to make sense of their linguistic landscape and to examine whether there was any transportation of literacy from the signage to these women so that they could function more effectively and agentively in their own environment. This study formed part of a larger NRF-funded research project entitled Township women’s discourses and literacy resources, led by my supervisor, Prof. C. Dyers. The study revealed the interesting finding that the majority of the vendors in Wesbank, especially in terms of house shops, hairdressers and fruit and vegetable stalls, are foreigners from other parts of Africa, who rely on English as a lingua franca to advertise their wares. The signage makers had clearly put some thought into the language skills of their multilingual target market in this township, and did their best to communicate with their potential customers through the complete visual image of their signs. The overall quality of the codes displayed on the signage also revealed much about the literacy levels in the township as well as language as a local practice (Pennycook 2010). While English predominated on the signs, at times one also found the addition of Afrikaans (especially in the case of religious signage) and isiXhosa (as in one very prominent advertisement by a dentist). The study further established that the female respondents in my study, as a result of their different literacy levels, made use of both images and codes on an item of signage to interpret the message conveyed successfully. Signage without accompanying images were often ignored, or interpreted with the help of others or by using one comprehensible word to work out the rest of the sign. As has been shown by another study in the larger research project, these women displayed creativity in making sense of their linguistic landscape. The study further revealed that, as a result of frequent exposure to some words and expressions in the linguistic landscape, some of the women had become familiar with these terms and had thereby expanded their degree of text literacy. In this way, the study has contributed to our understanding of the notion of portable literacy as explored by Dyers and Slemming (2011, forthcoming).
Ottin, Pecchio Giovanna. "Oralidad y escritura compartida en la alfabetización inicial. Estudio en un contexto multilingüe." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/665184.
Повний текст джерелаThis study investigated the characteristics of oral discourse generated around the process of re-writing a narrative text and its joint production by six pairs of grade 1 students in the Italian School of Barcelona. The social and educational context of this school is multilingual and the students have a dissimilar degree of individual competences in the three languages provided by the school curriculum (Italian, Spanish and Catalan). Within this particular context, two of the pairs produced their texts in Italian, two in Spanish and two in Catalan. The overarching question that guided this research was concerned with how writing can be introduced at the early stages of literacy in a multilingual context, such as the examined in this dissertation. With this aim, a pedagogical task of the collective rewriting of a popular story of children’s literature well known in the three languages was proposed. This group work task was carried out in pairs and was preceded by the reading out loud of the story and a whole class discussion about what was read, what was said and what was written. In the analysis the following aspects of the collective writing were investigated: 1) the thematic content in the student-generated discourse and the aims they pursued in their discussions, 2) the discursive resources displayed, in terms of discursive actions and the use of metalanguage, 3) the criteria for turn-taking in the process of collective writing and the division of communicative work between the pair members, and 4) the construction of the text itself. The adopted analytical perspective was not normative-based, that is, the categorization of the children’s errors was avoided; instead, the analysis aimed to understand their representations about writing, the text and its constituting units. The results indicate that the interactive peer work (Blum Kulka y Snow, 2004; Escobar Urmeneta, 2002; 2012; 2014), the students’ first contact with writing as essential part of literacy (Ferreiro, 2002, Olson, 2001, Sepúlveda, 2012, Teberosky y Sepúlveda, 2011) and the co-presence of several languages in the context (Hall, Cheng y Carlson, 2006, Swain 2000, 2002) notably favored the development of students’ knowledge and reflections on the languages and the diverse linguistic aspects involved in the writing process. This clearly showed children’s creativity even at such early stages of schooling, both in their oral interactions and in the solutions that they found in their texts.
Jönsson, Stina. "Modersmål genom barnböcker : en kvalitativ studie om modersmålsstödet på en förskola." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8811.
Повний текст джерелаКниги з теми "Literary multilingualism"
Edwards, John R. Multilingualism. London: Routledge, 1994.
Знайти повний текст джерелаEdwards, John R. Multilingualism. London: Taylor & Francis Group Plc, 2004.
Знайти повний текст джерелаMultilingualism. London: Routlege, 1994.
Знайти повний текст джерелаHale, John K. Milton's languages: The impact of multilingualism on style. Cambridge, U.K: Cambridge University Press, 1997.
Знайти повний текст джерелаSprachmigration und literarische Kreativität: Erfahrungen mehrsprachiger Schriftstellerinnen und Schriftsteller bei ihren sprachlichen Grenzüberschreitungen. Frankfurt am Main: P. Lang, 1998.
Знайти повний текст джерелаPeer, Lindsay, and Gavin Reid, eds. Multilingualism, Literacy and Dyslexia. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478.
Повний текст джерелаMareš, Petr. "Also nazdar!": Aspekty textové vícejazyčnosti. Praha: Univerzita Karlova v Praze, Nakladatelství Karolinum, 2003.
Знайти повний текст джерелаSayce, Olive. Plurilingualism in the Carmina Burana: A study of the linguistic and literary influences on the codex. Göppingen: Kümmerle, 1992.
Знайти повний текст джерелаLindsay, Peer, Reid Gavin 1950-, and British Dyslexia Association, eds. Multilingualism, literacy and dyslexia: A challenge for educators. London: David Fulton, 2000.
Знайти повний текст джерелаRiatsch, Clà. Mehrsprachigkeit und Sprachmischung in der neueren bündnerromanischen Literatur. Chur, CH: Uniun per la perscrutaziun da la cultura grischuna, 1998.
Знайти повний текст джерелаЧастини книг з теми "Literary multilingualism"
Allaire, Gloria. "Literary Evidence for Multilingualism: The Roman de Tristan in its Italian Incarnations." In Medieval Multilingualism, 145–53. Turnhout: Brepols Publishers, 2010. http://dx.doi.org/10.1484/m.tcne-eb.3.4607.
Повний текст джерелаMus, Francis. "Chapter 2. Translation, monolingualism and multilingualism as symptoms of literary internationalisation after the First World War." In Literary Translation in Periodicals, 47–68. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/btl.155.02mus.
Повний текст джерелаMartin, Deirdre. "Multilingualism and Dyslexia." In Multilingualism, Literacy and Dyslexia, 35–48. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-4.
Повний текст джерелаHorner, Kristine, and Jean-Jacques Weber. "Mother tongue education or literacy bridges?" In Introducing Multilingualism, 158–73. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315276892-10.
Повний текст джерелаNadler-Nir, Elizabeth, and Michelle Pascoe. "Language-Based Literacy Interventions." In Multilingualism, Literacy and Dyslexia, 89–103. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-8.
Повний текст джерелаHoward, Rosaleen. "Literacy, textualisation, and mediatisation." In Multilingualism in the Andes, 179–214. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429030321-12.
Повний текст джерелаJuffermans, Kasper, and Ashraf Abdelhay. "Literacy and Multilingualism in Africa." In Literacies and Language Education, 353–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02252-9_33.
Повний текст джерелаJuffermans, Kasper, and Ashraf Abdelhay. "Literacy and Multilingualism in Africa." In Literacies and Language Education, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02321-2_33-1.
Повний текст джерелаMacfarlane, Sonja, Te Hurinui Clarke, and Angus Macfarlane. "Language, Literacy, Identity and Culture." In Multilingualism, Literacy and Dyslexia, 74–85. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-7.
Повний текст джерелаPeer, Lindsay, and Gavin Reid. "Introduction." In Multilingualism, Literacy and Dyslexia, 3–8. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY :: Routledge, 2016. http://dx.doi.org/10.4324/9781315708478-1.
Повний текст джерелаТези доповідей конференцій з теми "Literary multilingualism"
Nikolaev, Nikolay, and Svetlana Dulova. "Novels by Gaito Gazdanov and Mental Changes in Literary Consciousness of Russian First-Wave Émigré Writers of the 20th Century." In Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emssese-19.2019.50.
Повний текст джерела