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No full textIn the bilingual Backmatter file, you will find the following information: list of reviewers, description of OLBI, description of Master of Arts in Bilingualism Studies program, list of OLBI Journal\u27s past issues, and description of CCERBAL. Dans le document bilingue "Backmatter", vous trouverez les informations suivantes: la liste des évaluatrices et évaluateurs, la description de l\u27ILOB, la description du programme de Maitrise ès arts en Études du bilinguisme, la liste des numéros antérieurs des Cahiers de l\u27ILOB et la description du CCERBAL
A Biutiful Worldview: Alternatives to a Society Pervaded by Capitalist Values
Get PDFIñárritu’s depiction of the human treatment of nature, as well as female and male bodies, is a clear and powerful denunciation of how predatory and exploitative values promoted by capitalism have come to pervade all aspects of human relationships in Western culture. Iñárritu goes beyond a critique of capitalism as an economic system and portrays the effects of these values on our quality of life. The film is not exclusively pessimistic but instead suggests that we are not condemned to an enslaving predatory chain. Through subtle artistic elements and the worldview shared by Ige and Bea, Biutiful proposes a spiritual interconnectedness that favors collaborative relationships not just among humans, but also with natureEl tratamiento humano de la naturaleza y de los cuerpos femeninos y masculinos retratado en Biutiful es una clara y poderosa denunciación de cómo la depredación y explotación, valores promovidos por el capitalismo, han llegado a permear todos los aspectos de las relaciones humanas en la cultura occidental. La visión de Iñárritu no solo se limita a una crítica del capitalismo como sistema económico, sino que retrata cómo estos valores afectan nuestra calidad de vida. Lejos de ser una visión exclusivamente pesimista, Biutiful propone una conexión espiritual que favorece la colaboración entre los humanos, así como entre la naturaleza y los humanosIñárritu’s depiction of the human treatment of nature, as well as female and male bodies, is a clear and powerful denunciation of how predatory and exploitative values promoted by capitalism have come to pervade all aspects of human relationships in Western culture. Iñárritu goes beyond a critique of capitalism as an economic system and portrays the effects of these values on our quality of life. The film is not exclusively pessimistic but instead suggests that we are not condemned to an enslaving predatory chain. Through subtle artistic elements and the worldview shared by Ige and Bea, Biutiful proposes a spiritual interconnectedness that favors collaborative relationships not just among humans, but also with natur
Ciencias naturales, aislamiento y especulación en Cartas de Amambay y otros textos sobre el Paraguay de Lucio Mansilla
Get PDFThis essay studies Cartas de Amambay (1878) and other pieces by Lucio Mansilla on Paraguay, where he unsuccessfully conducted gold exploration after the War of the Triple Alliance (1864-1870), in order to elucidate the encounter between literature and natural sciences. Although a follower of the Alliance’s ideology, Mansilla elaborates a defense of literary autonomy regarding its capacity for the representation of and knowledge about the territory where he traveled. This defense has a dark side: its constitution and legitimization were based on the suppression of local heterogeneity, a process that could be regarded as equivalent to the subduing effects of multiple late nineteenth-century natural sciences on local knowledge and its agents.Este artículo estudia Cartas de Amambay (1878) y otros textos de Lucio Mansilla sobre Paraguay, donde este realizó una fracasada exploración aurífera tras la Guerra de la Triple Alianza (1864-1870), a fin de dilucidar el encuentro entre literatura y ciencias naturales. Aunque alineado con la ideología de la Alianza, Mansilla elaboró una defensa de la autonomía literaria respecto a su capacidad de representación y conocimiento del espacio del viaje. Esta defensa posee un lado oscuro: su legitimación se sustentó en la invisibilización de la heterogeneidad local, proceso que puede leerse como análogo a la práctica de variadas ciencias naturales finiseculares que tendieron a suprimir saberes y agentes locales.Este artículo estudia Cartas de Amambay (1878) y otros textos de Lucio Mansilla sobre Paraguay, donde este realizó una fracasada exploración aurífera tras la Guerra de la Triple Alianza (1864-1870), a fin de dilucidar el encuentro entre literatura y ciencias naturales. Aunque alineado con la ideología de la Alianza, Mansilla elaboró una defensa de la autonomía literaria respecto a su capacidad de representación y conocimiento del espacio del viaje. Esta defensa posee un lado oscuro: su legitimación se sustentó en la invisibilización de la heterogeneidad local, proceso que puede leerse como análogo a la práctica de variadas ciencias naturales finiseculares que tendieron a suprimir saberes y agentes locales
Approaching French-speaking cultures in the FSL classroom: The salade niçoise recipe
Get PDFThe most meaningful and profound elements of cultures are often hidden below the surface. This exploratory case study investigates how a sample of Ontario non-native French-speaking educators approached Frenchspeaking cultures in the Grade 9 Core French classroom. Confident participants were often frequent travellers to francophone communities, regularly studied French to improve their linguistic and cultural proficiencies, and redesigned cultural activities with current material. The educators also experienced difficulties including lack of information and communications technology, teacher-training and experiential learning for students. The findings raise several possibilities for profound cultural exploration, such as (a) perceiving culture through a pluricultural perspective, (b) refining teacher-training initiatives, (c) following the neurolinguistic approach for oral fluency, and (d) prioritizing travel-based activities so that students can better explore francophone communities and their cultures.Les éléments les plus significatifs des cultures sont profonds, mais cachés sous la surface. Une étude de cas exploratoire a examiné comment un échantillon d’enseignants de l’Ontario non-natifs du français ont abordé les cultures francophones dans la classe du français de base de 9e année. Les participants confiants étaient souvent de fréquents voyageurs dans les communautés francophones, étudiaient régulièrement le français afin d’améliorer leurs compétences linguistiques et culturelles, et repensaient les activités culturelles avec du contenu mis à-jour. Les enseignants ont aussi rencontré des difficultés notamment le manque des technologies de l’information et de la communication, la formation en matière d’enseignement, et l’apprentissage expérientiel pour les étudiants. Les résultats soulèvent les possibilités suivantes pour explorer la culture de manière approfondie, tels que de (a) percevoir la culture à travers une perspective pluriculturelle, (b) d’affiner la formation des enseignants, (c) de suivre l’approche neurolinguistique pour l’expression orale, et (d) de prioritiser des activités basées sur les voyages pour que les apprenants puissent mieux explorer les communautés francophones et leurs cultures
Pedagogical translanguaging: Examining the credibility of unitary versus crosslinguistic translanguaging theory
Get PDFThis article analyzes the credibility of two conceptions of pedagogical translanguaging theory, namely, unitary translanguaging theory (UTT) and crosslinguistic translanguaging theory (CTT). I argue that there is no difference in pedagogical implications between UTT and CTT, but there are significant differences in the way UTT and CTT pedagogies are framed theoretically. UTT claims that the bilingual’s linguistic system is unitary and undifferentiated and that languages have no cognitive or linguistic reality. Based on this claim, UTT rejects several theoretical concepts including the notion of academic language, additive (approaches to) bilingualism, the common underlying proficiency (CUP) and the pedagogical importance of teaching for transfer across languages. CTT, by contrast, affirms the legitimacy of these theoretical concepts, which are fully consistent with dynamic or heteroglossic orientations to bilingual cognitive processing. Within CTT, bilinguals actually do speak languages, involving multiple registers and fluid boundaries, and teaching for transfer across these boundaries is a prime function of pedagogical translanguaging.Cet article analyse la crédibilité de deux conceptions de la théorie du translanguaging pédagogique, c’est-à-dire, la théorie du translanguaging unitaire (UTT) et la théorie du translanguaging interlinguistique (CTT). Je soutiens qu’il n’y a pas de différence dans les implications pédagogiques entre l’UTT et le CTT, mais qu’il existe des différences significatives dans la façon dont les pédagogies UTT et CTT sont encadrées théoriquement. L’UTT affirme que le système linguistique des bilingues est unitaire et indifférencié et que les langues n’ont aucune réalité cognitive ou linguistique. Basé sur cette affirmation, l’UTT rejette plusieurs concepts théoriques, notamment la notion de langue académique, les (approches du) bilinguisme additif, la compétence sousjacente commune (CUP) et l’importance pédagogique de l’enseignement du transfert entre les langues. Le CTT, en revanche, affirme la légitimité de ces concepts théoriques, qui sont pleinement cohérents avec les orientations dynamiques ou hétéroglossiques du traitement cognitif bilingue. Dans le cadre du CTT, les bilingues parlent réellement des langues, ce qui implique des registres multiples et des frontières fluides, et l’enseignement pour le transfert à travers ces frontières est une fonction primordiale du translanguaging pédagogique
Editorial Comment
Get PDFThe ninth issue of Conversations responds to Cavell’s thoughts against the backdrop of the history of philosophy in general, and phenomenology, especially Hegel and Heidegger; unfolding metaphysical, epistemological, ethical, political, and aesthetic ramifications. It is against that backdrop, that the question arises about the nature and function of dialectic in wording the world, the other, or ourselves, as acknowledged by Paul Franks and Espen Hammer. The idea of the issue arose with an essay (an “attempt”) I was working on, about Cavell, Wittgenstein, and Hegel, at University of Leeds, while also reading The Phenomenology of Spirit with the Hegel Reading Group at the University of Oxford (Michaelmas term, 2020), and, meeting with the Cavellian Reading Group (that at the University of Cambridge, now an international group), upon sharing the idea of the essay with Amir Khan, this started a series of discussions, which eventually resulted in an invitation to guest edit this issue
The Claim of Reason as a Study of the Human Voice
Get PDFCavell’s goal in The Claim of Reason has been to “bring the human voice back into philosophy.” For Cavell, the stakes of ordinary language philosophy (particularly Wittgenstein and Austin’s work; see Toril Moi, Avner Baz) are to make it understood that language is spoken; pronounced by a human voice within a form of life. In The Claim of Reason, his aim is to shift the question of the common/shared use of language—central to Wittgenstein’s Philosophical Investigations—toward the less-explored question of the definition of the subject as voice, and the re-introduction of the voice into philosophy as a redefinition of subjectivity in language
Proposition d’hybridation de la perspective actionnelle et de la pédagogie des multilittératies : une nouvelle voie pour la formation des migrants en France ? : Premières mises à l’essai
Get PDFThe end of the 20th century saw the birth of two new methods of teaching and learning. The first, the pedagogy of multiliteracies, is the work of a group of ten academics revolted against social inequalities at school. The second, the action-oriented perspective, is a European political and economic project for teaching and assessing languages. In this article, I propose to reconcile them through a reflection on the notion of mediation. The aim will be to show from a testing phase carried out in a university context that the hybridization between the action-oriented perspective and the pedagogy of multiliteracies can be considered by language teachers from the French Office for Immigration and Integration as a possible improvement in their teaching practices. In the long term, this implementation would result in making difference and diversity vectors for inclusive learning and teaching.La fin du 20e siècle a vu naître deux nouvelles méthodes d’enseignement et d’apprentissage. La première, la pédagogie des multilittératies, est l’oeuvre d’un groupe de dix universitaires révoltés contre les inégalités sociales à l’école. La seconde, la perspective actionnelle, est un projet politique et économique européen d’enseignement et d’évaluation des langues. Je propose dans cet article de les concilier à travers une réflexion sur la notion de médiation. Il s’agira de montrer à partir de mises à l’essai menées en contexte universitaire que l’hybridation entre la perspective actionnelle et la pédagogie des multilittératies peut être envisagée par les formateurs linguistiques de l’Office français de l’immigration et de l’intégration comme une amélioration possible de leurs pratiques enseignantes. Sur le long terme, cette mise en application aurait pour conséquence de faire de la différence et de la diversité des vecteurs d’apprentissages et d’enseignements inclusifs
Eros in the Apiary: Bees and Beehives in Early Modern Spanish Erotic Literature
Get PDFIn early modern Spain, bees inspired admiration for their exemplary sexual life since their supposedly asexual spontaneous generation made them models of chastity within the hive, an idealized masculine commune led by a king bee. However, bee imagery frequently appears in erotic literature and an astonishing number of Spanish texts on prostitution, including two of the most iconic, La Celestina (1499) and La Lozana andaluza (1528), which apply apiary metaphors to a female procuress. This article examines this seeming contradiction to argue that apiary metaphors applied to prostitution dehumanize the prostitute as an exemplary beast in the bestiary tradition.En la España áurea, la supuesta reproducción asexual de la abeja la convirtió en símbolo de castidad. El enjambre modeló una comuna masculina idealizada bajo el liderazgo de un “rey”. Contrariamente, el simbolismo apiario aparece frecuentemente en literatura erótica, particularmente en textos sobre la prostitución incluso dos de los más icónicos, La Celestina (1499) y La Lozana andaluza (1528), que tachan a la alcahueta de ‘abeja.’ El presente artículo examina esta contradicción aparente, alegando que las metáforas apiarias aplicadas a la prostitución deshumanizan a la prostituta, la cual sirve de bestia ejemplar en la tradición del bestiario medieval.In early modern Spain, bees inspired admiration for their exemplary sexual life since their supposedly asexual spontaneous generation made them models of chastity within the hive, an idealized masculine commune led by a king bee. However, bee imagery frequently appears in erotic literature and an astonishing number of Spanish texts on prostitution, including two of the most iconic, La Celestina (1499) and La Lozana andaluza (1528), which apply apiary metaphors to a female procuress. This article examines this seeming contradiction to argue that apiary metaphors applied to prostitution dehumanize the prostitute as an exemplary beast in the bestiary tradition