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The migration of older people in search for improved quality of life has become an important form of human mobility, and popular retirement destinations are often highly multilingual settings. This article explores language use and social inclusion in international retirement migration through a case study of Scandinavian retirees in the Alicante province in Spain. It examines the linguistic landscape they meet, their language use and their inclusion in their new home country. Interviews with retired migrants and key local individuals show that many migrants try to learn the host country language, but that these attempts are often not very successful. As a result, they frequently use either their native language or English for everyday communication. This article elaborates on three theoretical and political notions of inclusion - assimilation, multiculturalism and civic integration - and discusses how retired migrants' language use can be interpreted in the light of these notions.

This study analyses five British translations of Bertolt Brecht's 'Mutter Courage und ihre Kinder'. Two of these translations were written by speakers of German, and three by well-known British playwrights with no knowledge of the source text language. Four have been produced in mainstream British theatres in the past twenty-five years. The study applies translation studies methodology to a textual analysis which focuses on the translation of techniques of linguistic "Verfremdung", as well as linguistic expression of the comedy and of the political dimension in the work. It thus closes the gap in current Brecht research in examining the importance of his idiosyncratic use of language to the translation and reception of his work in the UK. The study assesses the ways in which the translator and director are influenced by Brecht's legacy in the UK and in turn, what image of Brecht they mediate through the production on stage. To this end, the study throws light on the formation of Brecht's problematic reputation in the UK, and it also highlights the social and political circumstances in early twentieth century Germany which prompted Brecht to develop his theory of an epic theatre. The focus on a linguistic examination allows the translator's contribution to the production process to be isolated. Together with an investigation of the reception of each performance text, this in turn facilitates a more accurate assessment of the translator and director's respective influence in the process of transforming a foreign-language text onto a local stage. The analysis also sheds light on the different approaches taken by speakers of German, and playwrights creating an English version from a literal translation. It pinpoints losses in translation and adaptation, and suggests how future versions may avoid these.

"This book studies negotiations of gender politics in the process of nation formation in the aftermath of the Partition. One of the most traumatic events in South Asian history, the Partition forms the basis of numerous literary and cinematic interpretations. Drawing on Hindi, English, Urdu, and Punjabi fiction, it shows how gender is irrevocably woven into the idea of the nation and the politics of it. It focuses on the works of Saadat Hasan Manto, Rajinder Singh Bedi, Ismat Chughtai, Yashpal, Khushwant Singh, Abdullah Hussain, Mumtaz Shah Nawaz and Attia Hussain to delve into the horrors of the Partition, towards women in particular, and their representations in literary and cinematic imaginations. An important contribution to the study of the Partition of India, the volume will be of great interest to scholars and researchers of literature, culture studies, film studies, politics, gender studies, and South Asian studies"--

This article develops an English School framework for analysing the emergence of new primary institutions in global international society, and applies this to the case of environmental stewardship. The article traces the impact that global environmentalism has had on the normative order of global international society, examines the creation of secondary institutions around this norm and identifies the ways in which these developments have become embedded in the constitution and behaviour of states. It assesses the ways in which environmental stewardship has interacted with the other primary institutions that compose global international society, changing some of the understandings and practices associated with them. The conclusions argue that environmental stewardship is likely to be a durable institution of global international society, and that it might be a harbinger of a more functional turn in its priorities.

Although most scholars of medieval English palaeography are familiar with the hand of the Privy Seal clerk and poet Thomas Hoccleve, almost nothing is known about the handwriting of his fellow clerks. This article is the first attempt to identify and describe the hands of a number of clerks who wrote for the Privy Seal and for the Council in the fifteenth century. In Part 1, I identify the handwriting of Hoccleve's fellow clerks, including William Alberton, Henry Benet, John Claydon, John Hethe, John Offord, and Richard Priour, adding writs, letters, charters, and manuscripts in their hands. I also identify the hand of the Council clerk Richard Caudray and attribute further records to the Council and Privy Seal clerk Robert Frye. Part 2 offers a reconsideration of the features of Hoccleve's handwriting in the light of the new findings. This article also identifies the scribal stints and hands in four documents produced by Privy Seal clerks: British Library, MS Add. 24,062 (Hoccleve's Formulary); BL, MS Cotton Cleopatra F. iii (Part 1 of the Book of the Council); BL, MS Harley 219; and Edinburgh University Library, MS 183 (Privy Seal and Signet formulary, or 'Royal Letter Book'). This article reveals the extent to which Privy Seal clerks participated in the copying of literature and offers a more nuanced understanding of the varieties of the secretary script used by government scribes.

How can the modern individual control his or her self-representation when the whole world seems to be watching? This question is a familiar one amid the the twenty-first century's architecture of 24-hour newsrooms, chat rooms and interrogation rooms, but this book traces this question back to the stages, the pages, and the streets of eighteenth-century London--and to the strange and spectacular self-representations performed there by England's first modern celebrities. These self-representations include the enormous wig that the actor, manager, and playwright Colley Cibber donned in his most famous comic role as Lord Foppington--and that later reappeared on the head of Cibber's cross-dressing daughter, Charlotte Charke. They include the black page of 'Tristram Shandy, ' a memorial to the parson Yorick (and his author Laurence Sterne), a page so full of ink that it cannot be read. And they include the puffs and prologues that David Garrick used to hiehgten his publicity while protecting his privacy; the epistolary autobiography, modeled on the sentimental novel, of Garrick's protegee George Anne Bellamy; and the elliptical poems and portraits of the poet, actress, and royal courtesan Mary Robinson, known throughout her life as Perdita. Linking all of these representations is a quality that Fawcett terms "over-expression." 'Spectacular Disappearances' theorizes over-expression as the unique quality that allows celebrities to meet their spectators' demands for disclosure without giving themselves away. Like a spotlight so brilliant it is blinding, these exaggerated but illegible self-representations suggest a new way of understanding some of the key aspects of celebrity culture, both in the eighteenth century and today. They also challenge many of the disciplinary divides between theatrical character and novelistic character in eighteenth-century studies, or between performance studies and literary studies today. Drawing on a wide variety of materials and methodologies, 'Spectacular Disappearances' provides an overlooked but indispensable history for scholars and students of celebrity studies, performance studies, and autobiography--as well as to anyone curious about the origins of the eighteenth-century self.

With English universally considered as lingua franca, and with the increasing amount of English being spoken in education, business, medicine, technology, government policy, and public affairs around the world, it is natural that an expansion of variations of the English language follows. The phenomenon turns the world into a global village and makes communication more accessible, especially if intelligibility is taken into account. Intelligibility, the degree to which a listener can understand a speaker's speech, is essential for effective communication and should be the objective of the second language (L2) learning and teaching. One of the elements of intelligibility is pronunciation. The way teachers pronounce words impacts students' comprehension. Furthermore, studies suggest that pronunciation is the make-it-or-break-it component for effective conversations. The book "Intelligibility, Oral Communication, and the Teaching of Pronunciation" by John Levis (2018) provides concepts, reminders, and new approaches to teaching the second language and emphasizes the importance of pronunciation instruction. It also shows how the crucial findings of relevant research in the field inform teachers about what should and should not practice in an intelligibility-based classroom. It addresses the practical aspects of teaching and the factors necessary for effective communication when learning a second language. In terms of organization, the book started with an introduction and was followed by four sections: a framework for teaching spoken language; word-based errors and intelligibility; discourse-based errors and intelligibility; and teaching and research approaches to intelligibility. Furthermore, these sections are subdivided into ten chapters. Section I consists of two chapters that conceptualize the relationship between pronunciation and intelligibility and the relationship between intelligibility and communication. This part also asserts that the ultimate goal of pronunciation teaching should be to make the speaker understandable rather than produce a native-like accent. Chapter 1, "Intelligibility, Comprehensibility, and Spoken Language", defines the key terms used throughout the book. Intelligibility refers to a listener's ability to understand a speaker, whereas comprehensibility measures how easy something is to understand (Chan, 2021). However, spoken language is the utterance itself. Chapter 2, "Priorities: What Teachers and Researchers Say", discusses the priorities in teaching and learning pronunciation using an intelligibility-based approach: what characteristics should be emphasized, what should be taught, and what should not be taught. The author presents three reasons why the practice of intelligibility-oriented approach is recommended: English is the universal language franca; not all English speakers have a native-like accent; effective communication is its aim. This chapter also discusses relevant studies and existing recommendations in teaching pronunciation that may serve as a basis for future researchers. Section II, "Word-based errors and Intelligibility", consists of three chapters that explore intelligibility and English language word-based pronunciation features. Word-based pronunciation features influence intelligibility the most. We sometimes have difficulties identifying, processing, and understanding the word said by other speakers. This circumstance is likely to occur with nonnative speakers of the English language, in which uttering is unnatural English words is different from uttering words in their native language. Each chapter of this section presents various word-based pronunciation features. Chapter 3, "Segmentals and Intelligibility" discusses phonemes and allophones, which are frequently uttered incorrectly by second-language speakers; thus, interferes intelligibility on the part of the listeners. Chapter 4, "Consonant Clusters and Intelligibility" focuses on the complexity of the English language in terms of consonant clusters and grammatical morphemes, such as past tense inflections (e.g., -ed, -t, -d) and their effect on intelligibility. Second language learners often mispronounce consonant clusters due to the unfamiliarity of the language. The book argues that the consonant cluster mispronunciations are more alarming for the speaker's intelligibility than individual consonant mispronunciations. The author illustrates that consonant clusters are adjusted into speakers' native language systems, specifically into vowel epenthesis (when some Spanish speakers say sC words with an initial vowel: eschool for school; and espeak for speak) or deletions of sounds (such as when some Vietnamese speakers say cas instead of clasps). Changing the expected syllable structure is likely to influence intelligibility, so it is vital to consider specific consonant cluster pronunciation. This section is concluded with Chapter 5, "Word Stress and Intelligibility" which is about the role of word stress on intelligibility and teaching pronunciation. The author shows that stress-related mispronunciations are more alarming than segmental mispronunciations regarding the intelligibility among the listeners. Although segmental and lexical-stress errors might not negatively affect word recognition, some second language learners may perceive the mispronounced stress of words differently, such as the noun OBject and the verb obJECT. Section III, "Discourse-Based Errors and Intelligibility" consists of two chapters that address the effects of discourse-based errors on intelligibility. Pronunciation may not affect word recognition negatively, but in some way, it impacts the overall message or perceived message of a listener. Specifically, how pronunciation in terms of rhythm and intonation contain this section. Chapter 6, "Rhythm and Intelligibility" describes the concept of rhythm (including speech rate, fluency, and connected speech) and its connection to intelligibility. The author mentioned that he had not wanted to write this chapter but was influenced that the elements related to rhythm, such as connected speech, may not be related to production but are vital for speaker perception. Rhythm assists the listeners in receiving, processing, and organizing each linguistic unit produced by the speaker. Chapter 7, "Intonation and Intelligibility: The Roles of Prominence and Tune" examines the importance of prominence and tone for pragmatics and social interaction. Prominence is when we give more emphasis to some parts of a major grammatical unit than others. On the other hand, the tune is "the pitch movement from the first syllable to the phrase's end" (p. 171). The book demonstrates how incorrect prominence and intonation patterns interfere with intelligibility or even cause unintended insults. The placements of prominence and tune on phrases depend on how information is arranged in speech. Since there are no definite rules regarding the placement of prominence and tune on grammatical units on a text, speakers and listeners must consider contextualization and familiarity to improve intelligibility. The author concluded this chapter by stressing the need to include an intonation-based way of teaching pronunciation, in addition to word-based and sentence-based practices of teaching pronunciation. The last section of the book, Section IV, "Teaching and Research Approaches to Intelligibility" consists of three chapters that conclude all the key concepts on the first three sections of the book and addresses its' relationship with teaching specifically, using the intelligibility-centered approach. In Chapter 8, "Teaching for Intelligibility: Guidelines for Setting Priorities" the author provided a list of principles for intelligibility-based teaching. These principles provide guidelines for selecting teaching/learning content that can be adapted to various contexts. Chapter 9, "The Intelligibility-Based Classroom" explores the role of the intelligibility-based approach in language teaching. It supports the adaptation of the approach and provides realistic pronunciation teaching recommendations. The author also critiques the nativeness approach in second language teaching, emphasizing drills and traditional pronunciation exercises to develop native-like pronunciation. The goal of second language learning is cannot and does not have to speak like a native; all that is necessary is intelligibility. Finally, Chapter 10, "What Should and Should Not Be Taught: An Intelligibility-Based Approach," presents "what-to-dos" associated with planning and implementing pronunciation teaching. Teachers must not be selective, rather be adaptive in their approaches to teaching pronunciation. They must base the approaches on researches and experience. Additionally, the author recommends "more important" (e.g., initial consonant clusters) and "less important" (e.g., medial consonants cluster) suggestions for intelligibility-centered pronunciation teaching. This chapter discusses practical methods that second language educators can use to teach language in general and pronunciation in particular. John Levis' (2018) book "Intelligibility, Oral Communication, and the Teaching of Pronunciation" is a timely, user-friendly, and practical book that caters overview of knowledge and approaches in second language teaching to foster intelligibility. It showcases the existing practice of pronunciation teaching reinforced by relevant studies. It promotes the adaption of the intelligibility approach that focuses on understanding and comprehension rather than native-like fluency with these traditional practices. The book outlines guidelines for planning and implementing the intelligibility approach. The author derives research findings and implications into helpful strategies teachers can use in teaching pronunciation. For example, the third section shows how intonation and prominence are "heavily implicated in the loss of intelligibility" (p. 2) and might be an eye-opener for educators and interest in future research. Moreover, the book is easy to understand because of the language use and well-described technical terms that facilitate understanding. This book can be more practical if the guidelines for the intelligibility approach include a chapter that discusses pronunciation assessment and provides a list of specific classroom tasks teachers can facilitate in an intelligibility-centered classroom. However, the author clarifies that the book would not provide this part and suffices it by referring readers to a reference that addresses this topic. Another content that can make the book more comprehensive is a chapter dedicated to how individual differences affect second language pronunciation learning. Factors such as age, sex, motivation, beliefs, personality, culture, learning style, and autonomy contribute to learners' individuality (Griffiths & Soruc, 2021). This book, with comprehensive concepts on pronunciation and intelligibility concerning the second language, is recommended for teachers, students, and researchers interested in the development of communication skills of English as second language learners. Educational practitioners and linguists will be informed of the language trends, which can be used as a reference for future studies. While native-like speaking is generally considered standard, readers will recognize that intelligibility is more important, particularly for second language learners.

Geschichtspoltische Studien gewannen in den letzten 20 Jahren an großer Bedeutung. Die vorliegende Arbeit ist ein Beitrag zur geschichtspolitischen Debatte um Lehrmeinungen in der Geschichte von Barbados im 17. Jahrhundert. Anhand Aleida Assmanns methodischer Analyse von Geschichtspolitik, untersucht diese Arbeit das Vorhandensein von Geschichtsmanipulation, Mythologisierung, Aufklärung und Multiperspektivität in der modernen Lehrmeinung zur Geschichte von Barbados im 17. Jahrhundert. Hierzu werden Zeitzeugenberichte anhand der Quellenanalysemethode mit der Lehrmeinung führender Forscher auf dem Gebiet verglichen. Thematisch behandelt die Arbeit die Entdeckungs,- und Besiedelungsgeschichte, die Zeit des Englischen Bürgerkrieges, der Gelbfieberpandemie von 1647, und der Sklavereigeschichte. Zentrale Ergebnisse der Arbeit sind, dass sich Quellenanalysen nicht völlig mit der modernen Lehrmeinung decken. Die untersuchten Quellen lassen Zweifel an der offiziellen Inanspruchnahme Englands 1625 durch James Powell aufkommen. Besitzstreitigkeiten führten zur Geschichtsmanipulation mit dem Ziel die Legitimität im Anspruch des Earl of Carlisle durchzusetzen. Francis Willoughby, Gouverneur von Barbados während des Englischen Bürgerkrieges, wird in der aktuellsten Forschung als Wohlstandsbringer und Verfechter der Religionsfreiheit gesehen. Quellenanalysen belegen das genaue Gegenteil. Ein Revisionismus, mit dem Ziel Oliver Cromwell zu diskreditieren, könnte hierfür ausschlaggebend sein. Die Gelbfieberpandemie von 1647 entpuppt sich bei einer genauen Analyse der Quellen als zweifelhaft. Eine Fremdschuldzuweisung durch Manipulation muss in Betracht gezogen werden. Sklaverei im englischen Rechtsraum wird in der aktuellen Lehrmeinung als auf den portugiesischen und spanischen Systemen des transatlantischen Sklavenhandels aufbauend bezeichnet. Quellenanalysen der Vagabond und Vagrancy Acts deuten vielmehr auf eine Kontinuität der englischen Leibeigenschaft. Geschichtspolitische Aufklärung, mit dem Ziel eine Erinnerungskultur zu schaffen, könnte die Motivation sein. Geschichtsmanipulation lässt sich somit in den untersuchten Themenkomplexen nicht ausschließen. ; Studies of political memory have become more and more prominent over the past 20 years. This thesis sees itself as a contribution to the ongoing politics of history debate being present in the current doctrine of Barbadian history in the 17th Century. Utilising Aleida Assmann´s method of analysing politics of history, the existence of history manipulation, mythologisation, enlightenment, and multiperspectivity is being researched. Through source analysis, primary sources are being contrasted with current facts proposed by leading researchers in the field. The scope of this thesis focuses on the early discovery and settlement history of Barbados, as well as the time of the English Civil War, the yellow fever pandemic of 1647, and the history of slavery. The central conclusion being, that primary sources do not fully support the modern doctrine in the chosen areas of research. James Powell is widely seen as the first English to land and claim Barbados. Primary sources however point the first landing and ownership of Barbados to Simon Gordon. A possible reason for the manipulation could be the consequence of early disputes in ownership between the Earl of Marlborough, the Earl of Carlisle, and the Earl of Pembroke. Francis Willoughby is widely regarded as a beacon of religious tolerance and the cornerstone of Barbadian wealth during the English Civil War. A source analysis has however proven him to be quite the contrary. Not only was he anti-Jewish, he also played a key role in enforcing and tightening the Acts of Navigation after the restauration. Sources proof that the supposed Declaration of Independence in 1651 under his governance was merely a letter of refutation. Reasons for altering the history could be a result of anti-Cromwellian historiography. Analysing the current doctrine in regards to the yellow-fever pandemic of 1647, doubts as to the classification of the disease become apparent when contrasting the primary sources to the modern school of thought. Seeing a possible self-caused disease as problematic, a shift of blame towards a foreign entity is plausible. The last chapter of this thesis aims to compare the current doctrine on England's history of slavery with primary sources. In contrast to seeing it as a system developed on Portuguese and Spanish systems of chattel slavery, the possibility of Vagabond and Vagrancy Acts as foundations are being studied. Limiting slavery to early modern times ignores the eventuality of slavery in feudal England. Following the principle of enlightenment through politics of history, a revisionism towards fostering a set perspective becomes likely. Studies of political memory have become more and more prominent over the past 20 years. This thesis sees itself as a contribution to the ongoing politics of history debate being present in the current doctrine of Barbadian history in the 17th Century. Utilising Aleida Assmann´s method of analysing politics of history, the existence of history manipulation, mythologisation, enlightenment, and multiperspectivity is being researched. Through source analysis, primary sources are being contrasted with current facts proposed by leading researchers in the field. The scope of this thesis focuses on the early discovery and settlement history of Barbados, as well as the time of the English Civil War, the yellow fever pandemic of 1647, and the history of slavery. The central conclusion being, that primary sources do not fully support the modern doctrine in the chosen areas of research. James Powell is widely seen as the first English to land and claim Barbados. Primary sources however point the first landing and ownership of Barbados to Simon Gordon. A possible reason for the manipulation could be the consequence of early disputes in ownership between the Earl of Marlborough, the Earl of Carlisle, and the Earl of Pembroke. Francis Willoughby is widely regarded as a beacon of religious tolerance and the cornerstone of Barbadian wealth during the English Civil War. A source analysis has however proven him to be quite the contrary. Not only was he anti-Jewish, he also played a key role in enforcing and tightening the Acts of Navigation after the restauration. Sources proof that the supposed Declaration of Independence in 1651 under his governance was merely a letter of refutation. Reasons for altering the history could be a result of anti-Cromwellian historiography. Analysing the current doctrine in regards to the yellow-fever pandemic of 1647, doubts as to the classification of the disease become apparent when contrasting the primary sources to the modern school of thought. Seeing a possible self-caused disease as problematic, a shift of blame towards a foreign entity is plausible. The last chapter of this thesis aims to compare the current doctrine on England's history of slavery with primary sources. In contrast to seeing it as a system developed on Portuguese and Spanish systems of chattel slavery, the possibility of Vagabond and Vagrancy Acts as foundations are being studied. Limiting slavery to early modern times ignores the eventuality of slavery in feudal England. Following the principle of enlightenment through politics of history, a revisionism towards fostering a set perspective becomes likely. ; Arbeit an der Bibliothek noch nicht eingelangt - Daten nicht geprüft ; Abweichender Titel laut Übersetzung des Verfassers/der Verfasserin ; Masterarbeit Karl-Franzens-Universität Graz 2021

Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- 4 Opp. 233-3

The original document was digitized with financial support from Media24. ; From the editor's preface: . series of letters from a gentleman who resided a considerable time at the Cape of Good Hope .

[8], 92 p. ; Place of publication from Wing. ; Reproduction of the original in the British Library.