1,721,126 research outputs found
The Author/Translator Interactional Process. A Case Study
No full textSee Naples and Kill (1988) is a lively and colourful novel by the con-temporary English writer, Gregory Dowling, translated into Italian in 2015.
Following the tradition of translation studies (Venuti 2000, Bass-nett 2002, Cronin 2006), this paper analyses the rewriting process of literary translation, considering in particular the fruitful but sometimes tense and even conflictual relationship between writer and translator.
The translation of the novel See Naples and Kill was an ongoing rewriting process entailing a constant dialogue between the writer and the translator. Therefore, the study aims at answering two main ques-tions: what happens if the rewriting process of translation is constant-ly questioned by the author? What happens if the author has a good mastery of the target language and s/he is her/himself a translator?
By exploring the relationship between translation and re-creation, the research focuses on the differences and similarities between the primary creation (source text) and the secondary creation (target text), and aims to verify in which way the dialogic encounter of two different personalities and cultures does not make them merge but, by retaining their own uniqueness, leads eventually to their mutually en-riching each other. A comparative analysis of the source text and the different drafts of the translated version accompanied by the author’s comments will shed light on the tense author-translator relationship in the specific case under investigation and how both actors handle this tension in order to create a new work resulting from the (dis)agreement of the two parties
CLIL in Italy
No full textThis chapter reports on content and language integration learning (CLIL) implementation and research in Italy. The chapter first summarises the Italian education system, then details the different stages that have characterised the implementation of CLIL in Italy, from the endorsement of CLIL within the wider European language policy in the 1990s to its designation as a compulsory methodology in Italian upper secondary schools in the 2010s, taking heed of the effects of these stages on teacher training and practice. The focus then shifts to a review of research, which has provided insights into the affordances, implementational challenges, and outcomes of CLIL in the Italian context. The chapter concludes with national, regional, and global implications
Communicating intergenerational justice and climate change: A study of youth-generated environmental discourses
No full textAwareness of climate change as an intergenerational issue with inequitable risk burden for younger generations is a relatively recent phenomenon. However, youth activists have already managed to come to occupy a meaningful role in climate advocacy. Accepting the invitation to search for positive new discourses to live by, this paper applies a positive discourse analytical lens to the study of the online discourses produced by the youth climate activists of Generation Climate Europe (GCE), the largest coalition of youth-led networks on climate and environmental issues at the European level, examining how GCE newsletters and podcasts use discursive strategies and multimodal resources to communicate their message. The (corpus-assisted) positive discourse analysis of this GCE-produced content revealed that the youth activists designed a complex virtual space brimming with cross-references, intertextuality, and options for its audience that projected an identity for the coalition as a productive, solution-oriented, and agentive organization. The discourses produced by GCE were carefully tailored to a specific interpretive community and they aimed to both claim and impart authority and expertise. GCE’s interactional practices strove to generate wiggle room to resist the status quo and advocate for critical issues such as intergenerational justice and institutional transparency. In disclosing these results, the authors hope to have contributed to understandings of how sustainable climate advocacy is currently being enacted by youth within digital communication across platforms
Upper-class English in natural and audiovisual dialogue
Full text linkThis Ph.D. thesis deals with the language of the British upper class in natural face-to-face dialogue and how this language is rendered fictionally in audiovisuals. In this research, the definition of ‘upper class’ is used to refer to the British aristocracy, also defined in more modern terms as the élite group, which is distinguished by the other social classes by comparatively higher rates of cultural, social and economic capitals.
This topic was chosen because, while the so-called ‘working classes’ in Britain have traditionally received more attention from scholars, the upper class has rarely been the subject of particularised studies, probably because it is a smaller social group, which is characterised by a concrete difficulty of penetration for investigation purposes. Moreover, the élite sociolect has traditionally been identified with the standard language, and has consequently been excluded from sociolinguistic studies. One of the main objectives of this thesis is that of providing a complete linguistic overview of the language of the British upper class by demonstrating that standard language and upper-class language should not be assumed to be identical.
This thesis will be mostly descriptive, with the aim of reorganising the sparse information on the topic that is found in previous linguistic and sociocultural studies; these bibliographical contents will be discussed and expanded in the light of new evidence gathered from the qualitative analysis of some recorded audiovisual texts, building on the principles of Conversation Analysis and Sociophonetics. The use of computer-assisted tools will also be part of the process of the analysis. The research method adopted for this thesis can thus be considered as an empirical archival method, whose three major steps were the location, the inspection and the interpretation of the documentary sources.
In particular, after two chapters dedicated to the linguistic description, the diachronic evolution and the present-day internal variability of the upper-class sociolect, the second part of the thesis will deal with the analysis of the case studies: chapter 3 will explore the main aspects of the spontaneous aristocratic language of Queen Elizabeth, the Royal Family and a few other influential upper-class figures in British society, while chapter 4 will be devoted to the upper-class character in cinema and TV and to the linguistic analysis of some conversational scenes in the Netflix TV series The Crown (2016-present); a final chapter will close the discussion by focusing on the comparison between real and represented upper-class English through the analysis of a few public speeches by the Queen and other aristocratic figures and how these speeches were rendered in The Crown.
The results from this study, which combines the disciplines of sociolinguistics and dialectology applied to the audiovisual text, will hopefully open a new path in the study of the language of the élite group, which can still be considered as an under-researched topic in academia
Soggettività, politica e femminismo in tre donne napoletane del XX secolo: Lina Mangiacapre, Lucia Mastrodomenico e Angela Putino
No full textIl pensare investe la soggettività e, con essa, la nostra modalità relazionale. La necessità di una trasformazione della soggettività è stata al centro di molte analisi del femminismo contemporaneo e ha comportato la riflessione su una differente disposizione nei confronti dell’azione nonché l’invito a disfarsi di tutte le costruzioni immaginarie. Le tre donne, di cui scrivo qui, sono state più che critiche riguardo alla costituzione della soggettività moderna e hanno avuto una vista acuta su ciò che riproduce e sui mali strutturali propri della storia occidentale, rimettendo al centro – attraverso un pensare che è prima di tutto un sentire, un patire la realtà – la contraddittorietà della vita umana nella sua finitezza e nel suo tendere all’infinito
Generare l'imprevisto. Sarah Grimké nell'interregno della democrazia americana
No full textThe essay analyzes the politicization of the concept of woman in Sarah Grimké’s political thought, turning it from a general signifier of oppression to the name of a universal possibility of liberation. In the first part, Grimké’s biblical exegesis is regarded as the doorway to a critique of the social and institutional articulation of the male domination. In the second part, her discourse is confronted with John Locke’s conception of the free individual, to show how the legal and moral analogy between slavery and the coverture allows her unveiling the patriarchal foundation of the American democracy. In the third part, Grimké’s call for abolitionist activism is regarded as the first step towards a collective – rather than individualistic – conception of emancipation, and an understanding of equality as the concrete practice that questions the distinction of the «appropriate spheres». Lastly, Grimké’s latest unpublished writings are read to highlight how theology and evolutionism are combined in the perspective of presenting woman as a divine agent, with the capacity of generating something new, which is not already subjected to the existing relations of domination
Preparing teachers in Italy for CLIL: reflections on assessment, language proficiency and willingness to communicate
No full textThe purpose of this study is to open a window onto Italian Content and Language Integrated Learning (CLIL) teachers' language competence and the ways it is currently being assessed by presenting a specific case: one testing session of the first batch of future CLIL teachers aimed at assessing their level of competence in a foreign language, in which the authors were personally involved as decision makers, organisers and observers. To provide an insight into the issue, this paper first contextualises Italian CLIL teacher training within policy recommendations provided by the European Union and the Italian Ministry of Education. Secondly, it describes in detail the specific decision-making process related to the evaluation of aspiring CLIL teachers in Southern Italy in the vehicular language, to explore suggestions for and issues related to such evaluation. Finally, it presents the outcomes of this evaluation, drawing on survey and observational data, to uncover the descriptive characteristics of the individuals involved in the analysis (teachers in Southern Italy who volunteered to be future CLIL teachers), the extent to which they displayed willingness to communicate in the vehicular language of instruction and differences that emerged in perceived and actual proficiency, and across subgroups. The different perspectives of policy, test development and test outcomes inform suggestions for training of CLIL teachers in the Italian context and beyond
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