scholarly journals Charting New Venues for Teaching Literary Texts through Black English Vernacular in EFL Context: Case of H.B. Stowe’s Uncle Tom’s Cabin

2021 ◽  
Author(s):  
Yamina Iles ◽  
Amine Belmekki
Keyword(s):  
Black English ◽  
Literary Texts ◽  
Uncle Tom's Cabin ◽  
Efl Context

scholarly journals Charting New Venues for Teaching Literary Texts through Black English Vernacular in EFL Context: Case of H.B. Stowe’s Uncle Tom’s Cabin

2021 ◽  
Author(s):  
Yamina ILES ◽  
Amine BELMEKKI
Keyword(s):  
Analytical Method ◽  
Black English ◽  
Literary Texts ◽  
Cultural Elements ◽  
American Novel ◽  
Uncle Tom's Cabin ◽  
Efl Context ◽  
The Past ◽  
Selection Of

This research paper attempts at studying the operation of literary texts teaching through Black English Vernacular (BEV) in EFL context, selecting the American novel: Uncle Tom’s Cabin, henceforth (UTC), (1852) by Harriet Beecher Stowe (1811-1896) as a parameter of research. Its main aim is to reveal and project the new venues for teaching literary texts through BEV in EFL classroom. The choice of this novel constitutes a luxuriant source of investigation. Additionally, it is abundant with various cultural elements used by its characters. The significance of the study relies on the examination and analysis of lexical items regarding the role of literature in the EFL context between the past and the present time. Also, with the difficulties of using literary texts as language tools in the EFL educational milieu. After implementing a stylistic analytical method on the selected novel, the results of the study end up by the selection of certain lexical entries from Black English that can be used as a reference in the teaching of literature in EFL contexts.

scholarly journals Charting New Venues for Teaching Literary Texts through Black English Vernacular in EFL Context: Case of H.B. Stowe’s Uncle Tom’s Cabin

2021 ◽  
Vol 12 (1) ◽  
pp. 128-138
Author(s):  
Yamina ILES ◽  
Amine BELMEKKI
Keyword(s):  
Analytical Method ◽  
Black English ◽  
Literary Texts ◽  
Cultural Elements ◽  
American Novel ◽  
Uncle Tom's Cabin ◽  
Efl Context ◽  
The Past ◽  
Selection Of

This research paper attempts at studying the operation of literary texts teaching through Black English Vernacular (BEV) in EFL context, selecting the American novel: Uncle Tom’s Cabin, henceforth (UTC), (1852) by Harriet Beecher Stowe (1811-1896) as a parameter of research. Its main aim is to reveal and project the new venues for teaching literary texts through BEV in EFL classroom. The choice of this novel constitutes a luxuriant source of investigation. Additionally, it is abundant with various cultural elements used by its characters. The significance of the study relies on the examination and analysis of lexical items regarding the role of literature in the EFL context between the past and the present time. Also, with the difficulties of using literary texts as language tools in the EFL educational milieu. After implementing a stylistic analytical method on the selected novel, the results of the study end up by the selection of certain lexical entries from Black English that can be used as a reference in the teaching of literature in EFL contexts.

scholarly journals “Bloometizing” the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change

2021 ◽  
Vol 12 (3) ◽  
pp. 186-200
Author(s):  
Amina Bouali
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literary Texts ◽  
Literature Classroom ◽  
English As Foreign Language ◽  
Efl Context ◽  
Cognitive Reasoning ◽  
Analytical Strategies ◽  
Efl Students ◽  
Foundation Stone

On the 21st century scent of educational development, ‘dialogism’ hogs the limelight of leading ‎‎academics, mapping ergo a stiff stronghold for active learning pedagogies. ‎Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) ‎‎context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging ‎‎practices are still an overlooked real-world praxis. Given this reality, the current paper ‎endeavours ‎to endorse the implementation of a new dialogic model that extrapolates its foundation-‎stone ‎techniques from both of Bakhtin’s (1983) discursive dialogues and Socratic argumentations. The ‎pertinent ‎problematics in this study is to investigate the effect of this model on enhancing ‎learners’ higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has ‎embarked on an ‎Experimental Study based on a pre/post-testing, carried on painstakingly with ‎second-year EFL students ‎at Oran2 University, Algeria. Substantially, after appraising the ‎treatment results through SPSS, the ‎study reveals that adopting such a dialogic model is a robust ‎sinew for “Bloometizing” EFL ‎literature classroom, namely by stimulating and revitalizing the ‎learners’ cognitive reasoning potentials at ‎a very high complexity. Besides, in-class interactions ‎help the students build empathy with ‎literary texts and strengthen their analytical strategies. ‎From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a ‎fitting instructional capstone to bringing literature ‎back to life before the learners’ eyes and to add ‎the ‘wow’ factor inside literature classrooms.‎

scholarly journals Flight to Canada And Kindred: Similarities and Discrepancies in Two Neo-Slave Narratives Translated into Spanish

2020 ◽  
Vol 27 ◽  
pp. 135-156
Author(s):  
Miguel Sanz Jiménez
Keyword(s):  
Slave Narratives ◽  
Black English ◽  
Literary Texts ◽  
Proper Nouns ◽  
Secondary Characters

The aim of this paper is to study the Spanish translations of Ishmael Reed’s Flight to Canada and Octavia E. Butler’s Kindred, two neo-slave narratives that were published in the 1970s. It examines how Black English, the lexicon of slavery, and proper nouns have been recreated in the Spanish target texts. The linguistic variety spoken by the secondary characters in Flight to Canada and by the slaves in Kindred makes readers aware of the language of the dispossessed Other. Butler’s and Reed’s novels were published simultaneously in Spain in 2018 and translated by Amelia Pérez de Villar and Inga Pellisa, respectively. This paper observes how translators’ choices play a key role in the portrayal of alterity in literary texts.

scholarly journals The role of literature and literary texts in an EFL context: Cultural awareness and language skills

2020 ◽  
Vol 16 (3) ◽  
pp. 1320-1333
Author(s):  
Chomphu ISARİYAWAT ◽  
Chaleomkiet YENPHECH ◽  
Kampeeraphab INTANOO
Keyword(s):  
Cultural Awareness ◽  
Language Skills ◽  
Literary Texts ◽  
Efl Context

scholarly journals Role of the Literature in ELT Course of Mid-Western University

2018 ◽  
Vol 5 ◽  
pp. 56-64
Author(s):  
Resham Bahadur Bist
Keyword(s):  
Learning Style ◽  
Language Proficiency ◽  
Language Skills ◽  
Literary Texts ◽  
Learner Motivation ◽  
English Curriculum ◽  
Efl Context ◽  
Linguistic Input ◽  
Language Areas

 This article identifies the role of literature course included in B.Ed. English Curriculum of Mid-Western University for the promotion of language skills and areas. It begins with the general introduction of literary course either it supports to EFL/ESL context. The research questions and objectives are set to examine the role of literature course in ELT classroom. Then it is closely observed literature contents in B.Ed. English curriculum. It is discussed via self-inspection and reflection of my own experience. It reaches in conclusion that literary texts provide rich linguistic input and effective stimuli for students to express themselves, and a potential source of learner motivation. These texts also provide an opportunity for multi-sensorial classroom experiences and can appeal to learners with different learning style. The students can promote their creativity and language proficiency in ESL/EFL context of ELT classroom. Therefore, it is essential to design the literary texts in ELT course to promote both the language skills (i.e. listening, speaking, reading, and writing) and language areas (i.e. vocabulary, grammar, and pronunciations).Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 56-64

scholarly journals “Bloometizing” the EFL Literature Classroom through a Dialogic Model: A Barometer for Academic Change

2021 ◽  
Author(s):  
Amina Bouali
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Literary Texts ◽  
Literature Classroom ◽  
English As Foreign Language ◽  
Efl Context ◽  
Cognitive Reasoning ◽  
Analytical Strategies ◽  
Efl Students ◽  
Foundation Stone

On the 21st century scent of educational development, ‘dialogism’ hogs the limelight of leading academics, mapping ergo a stiff stronghold for active learning pedagogies. Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging practices are still an overlooked real-world praxis. Given this reality, the current paper endeavours to endorse the implementation of a new dialogic model that extrapolates its foundation-stone techniques from both of Bakhtin’s (1983) discursive dialogues and Socratic argumentations. The pertinent problematics in this study is to investigate the effect of this model on enhancing learners’ higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has embarked on an Experimental Study based on a pre/post-testing, carried on painstakingly with second-year EFL students at Oran2 University, Algeria. Substantially, after appraising the treatment results through SPSS, the study reveals that adopting such a dialogic model is a robust sinew for “Bloometizing” EFL literature classroom, namely by stimulating and revitalizing the learners’ cognitive reasoning potentials at a very high complexity. Besides, in-class interactions help the students build empathy with literary texts and strengthen their analytical strategies. From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a fitting instructional capstone to bringing literature back to life before the learners’ eyes and to add the ‘wow’ factor inside literature classrooms.

Final Consonant Deletion in African American Children Speaking Black English

1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran
Keyword(s):  
African American ◽  
Black English ◽  
African American Children ◽  
Vowel Length ◽  
Minimal Pairs ◽  
Speech Evaluation ◽  
American Children

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.

Ale na razie tu cisza” – fotografie sprzed katastrofy w wybranych zapisach literackich (Stefan Chwin, Ryszard Kapuściński, Wisława Szymborska)

2020 ◽  
pp. 65-80
Author(s):  
Magdalena Strąk
Keyword(s):  
Time Perspective ◽  
Terrorist Attack ◽  
First World War ◽  
General Concept ◽  
Literary Texts ◽  
World War ◽  
The Past ◽  
The First World War ◽  
History Of ◽  
First World

The work aims to show a peculiar perspective of looking at photographs taken on the eve of the broadly understood disaster, which is specified in a slightly different way in each of the literary texts (Stefan Chwin’s autobiographical novel Krótka historia pewnego żartu [The brief history of a certain joke], a poem by Ryszard Kapuściński Na wystawie „Fotografia chłopów polskich do 1944 r.” [At an exhibition “The Polish peasants in photographs to 1944”] and Wisława Szymborska’s Fotografia z 11 września [Photograph from September 11]) – as death in a concentration camp, a general concept of the First World War or a terrorist attack. Upcoming tragic events – of which the photographed people are not yet aware – become for the subsequent recipient an inseparable element of reality contained in the frame. For the later observers, privileged with time perspective, the characters captured in the photograph are already victims of the catastrophe, which in reality was not yet recorded by the camera. It is a work about coexistence of the past and future in the field of photography.

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