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Digital code as text. Can notions of text that were developed without electronic texts in mind be applied to digital code, and how does literature come into play here? My talk is based on the general (yet disputable) assumption that the theoretical debate of literature in digital networks has shifted, just as the poetic practices it is shaped after, from perceiving computer technology solely as an extension of conventional textuality (as manifest in such notions as 'hypertext', 'hyperfiction', 'hyper-/ multimedia') towards paying attention to the very codedness of digital systems themselves. Several phenomena may serve as empirical evidence: - The early focus of conceptualist Net.art on the aesthetics and politics of code; - in turn, the impact of Net.art aesthetics on experimental literature / poetry in the Internet; - the close affinity of Net.art with political activism in the Internet; - which itself increasingly affiliates itself with an older, technical 'hacker' culture (of Chaos Computer Club, 2600, etc.); - the strong interest for (a) Free/Open Source Software and (b) network protocol standardization in all these camps; - the fact that hacker aesthetics, Net.art aesthetics, code aesthetics and network protocol aesthetics have a tremendous impact on contemporary writing in the Internet. (See the work of mez, Alan Sondheim, Talan Memmott, Ted Warnell and others.) I wll discuss how "Codeworks" (Alan Sondheim) fit notions of text that were crafted without digital code (and most importantly: machine-executable digital code) in mind and vice versa. Is it a coincidence for example that, reflecting the low-level codes of the Internet aesthetically, codeworks ended up resembling concrete poetry? And, apart from aesthetic resemblances, how do computer programs relate to literature? Is that what is currently being discussed as "Software Art" a literary genre? Since many of these positions remain debatable, I would like to put up questions in my presentation rather than give answers.

This chapter uses reflection on the author's involvement in the movement known as 'language through literature' or 'pedagogical stylistics' as a way into describing how the field emerged, its relations with different theoretical positions in English Language Teaching (ELT), and its main achievements as regards syllabus reform and methodological innovation. Arguments now made in favour of incorporating the study of literary texts into second-language (L2) English programmes are assessed, as well as some arguments commonly made against. The chapter concludes by identifying present and future challenges, ranging from specifics of course design and pedagogy through to a need to respond to the political imperative of vocational relevance in nearly all fields of education. Each kind of issue, the chapter argues, must be a concern for teachers and others who believe that both a cultural and a professional dimension in English language education are essential, if linguistics is to be 'applied' in socially relevant ways.

This study starts from the assumption that intercultural training with literary texts should have a clearly defined position in foreign language teaching and learning, and that this could facilitate the deconstruction of orientalist perspectives in contemporary political and media discourse. However, the marginalisation of intercultural objectives, methodology and methods in curricula, teacher training and course books that themselves reveal orientalist features demonstrate a long-lasting practical negligence in an area that has been at the forefront of foreign language research in the last two decades. In the short and medium term, this enormous gap between theory and practice could partially be addressed by replacing inadequate sections in course books with literary work, using texts such as The Persian Dinner that have been successfully brought into a foreign language environment at Higher Education level in Cambridge. However, intercultural training in other subject areas than foreign languages will have to support this temporary solution until substantially revised curricula and teacher training programmes start guiding authors and publishers to develop more adequate teaching and learning material.

The article analyses the function of titles in a selection of colonial and postcolonial novels in English. By availing herself of the theoretical premises of Jerrold Levinson, John Fisher and S.J. Wilsmore, the author argues that the hermeneutical purpose of titling has in postcolonial literature both an aesthetic impact and a political connotation. In this light, the title becomes a vector of specific postcolonial issues inherent in the text, and denounced by it, by means of which the writer takes a specific position in relation to imperialist ideologies and dominant modes of representation. In such a context, the aesthetic value of the postcolonial text is in the political message it transmits, and the title indeed contributes to strengthen or to focalize the meaning and resonance of this message. Some significant titles of works produced in different geographical contexts and historical periods (Heart of Darkness, A Passage to India, Things Fall Apart, My Place, Where We Once Belonged, Foe, The Lonely Londoners, The Emigrants, Brick Lane, N-W) are examined as representative of a typically postcolonial coincidence of poetic value/political message and they are considered in the light of different levinsonian categories like "undermining titles", "reinforcing titles", "focusing titles", "allusive titles".

This article is voted to the analysis of linguistic mechanisms of euphemisms and alternative methods of transmission of lexical units which has a negative denotation based on contemporary Spanish literary texts by Lorenzo Silva Donde los escorpiones and Lejos del corazón. The author proves that in those texts dominate thematic groups of euphemisms which designate age and property discrimination, also there are euphemisms related to death phenomenon, in particular are discussed the euphemisms from military sphere, which designate preventive measures, armed defense and military police. Among the alternative methods on the semantic level are used the notion of positive politeness based on conditional clauses, adopted vocabulary from English, Latin, French, Italian languages and metaphorical expressions which are aimed at neutralization of enemies and military conflicts including metonymy substitution which contain the shade of formality in the texts.

At a time when the tendency is to embrace immediacy and the easy path, the reading of literary texts from different periods, genres and countries becomes an essential activity for gaining linguistic, cultural, historical and world knowledge. Literature, as a complex phenomenon, enables the dialogue between the contemporary reader and the generations that preceded him/her, contributing towards the discovery and interpretation of differences and continuities. The acquisition of a particular semiotic baggage that comes from the reading of literary texts, as well as the ability to question oneself and to intervene in the real world, enhance a reader-text dialogic interaction, which is capable of generating important educational effects. Thus, its relevance to the training of autonomous, competent and critical readers stands out. In light of the above, using as a theoretical framework the Portuguese government guidelines relating to literary education - the National Reading Panel, the Curriculum of Portuguese language for Primary and Middle School Education and the Common Core State Standards for Portuguese - we selected a total of eight textbooks of Portuguese – six for primary school education and two for the first two years of middle school –, by five different publishing houses, and we examined their literary texts, bearing in mind that the work developed in class is strongly influenced by their availability in textbooks. In this paper, we aim to: i) present and discuss the outcomes of our study, by shedding light on the main characteristics of literary texts included in textbooks of Portuguese and their impact on literacy practices; ii) investigate the importance and diversity of the texts included in the textbooks analysed, highlighting the ways in which they might contribute towards the training of autonomous and critical readers. The main results of our research are (1) a great difference in regards to the texts available in textbooks prior to the government guidelines outlined above, prevailing recent narrative texts by authors representing different quadrants of the Lusophone world, and (2) a lack of diversity in literary forms, cultural contexts and time frame, a diversity that we find necessary for the development of lifelong reading habits. ; Center for Studies in Education, Technologies and Health (CI&DETS). APEL - Associação Portuguesa de Editores e Livreiros.

While the importance of translation in the postmodern globalized world should be self-evident, the act of translation calls for a unique talent. Translation is best described as a phenomenological act in which a translator seeks to enter the mind of the original author and translates on the basis of equivalence, with as little change to the original as possible. It calls for a certain historical sense and knowledge of linguistic transformation happening over a period of time. My research shows that of all the considerations, a translation is, broadly speaking, a three-pronged strategy, being linguistic, cultural and political act at the same time. My paper takes up case studies of translations into English of some native languge/dialects texts and analyses them from the aforesaid angles, bringing out the benefits and underlining the pitfalls on the way.

This study explores the translation of cultural-specific terms in the literary text as the translation process connects cultural differences between the source and target languages. Using Eco's notion of "translation as negotiation"; Bassnett's "translators as a mediator of cultures", and Newmark's cultural categorizations of terms as the framework and this qualitative study analyzed two Indonesian versions of the novel The Secret Garden by Francess Hodgson Burnett (1911). The first translated version was published in 2010 under the title "Taman Rahasia", whereas the second translated version was published in 2020 under the same title as the original version. This study has shown the complexity in closing the cultural gap between the source text and target text. As the impact, both translators used different forms of negotiation to accommodate readers' expectations and to functionally create optimal target texts in the target culture, which differentiate into five categories (i.e., ecological, material culture; social culture, social, politic, and administrative organizations; and gestures and habits).

This paper analyzes the use of non-literary elements (pictures, erasure method, and jumbled word formatting) in three texts. It argues that the intention of using unconventional writing styles is a method of responding to modern politics and warfare. The paper explores how non-literary elements capture abstract contemporary concepts.

The representation of fat female bodies is a highly contested and fundamentally political activity through which a number of gendered discourses are inscribed on and perpetuated through the construction of fat female corporeality. Fat still tends to be regarded as an aberrational deviation from the "normal" female body with fat women being relegated to the margins of critiques of how women are represented in popular culture discourses. Yet the fear of fat works as effectively in disciplining women as actual fat does. Far from being a niche area of women's lived experience, fat phobia works to shape the reality of all women in ways that are profoundly gendered. This article will utilise the theoretical rubric of Fat Studies to explore selected literary texts that offer very positive representations of fat female bodies. If all representation is inherently political, the positive representation of fat women, unfortunately, still continues to constitute a radical political act. I will show how, even as these authors portray fat women in a positive light, they always situate their bodies within socio-cultural spaces in which systemic fat phobia prevails. This article will thus demonstrate both the possibility of positive representation and the ubiquitous nature of the forces that challenge such representations. The novels I will explore are Big Bones by Laura Dockrill (2018), 13 Ways of Looking at a Fat Girl by Mona Awad (2016) and Dietland by Sarai Walker (2015). Opsomming Die uitbeelding van vet vroulike lywe is 'n hoogs omstrede en fundamenteel politiese aktiwiteit waardeur verskeie gendered diskoerse ingeprent word op en in stand gehou word deur die konstruksie van vet vroulike lyflikheid. Vet word steeds beskou as 'n afwyking van die "normale" vroulike lyf en vet vroue word uitgeskuif tot die kantlyne van kritiek oor hoe vroue uitgebeeld word in gewilde kulturele diskoerse. Tog werk die vrees vir vet so effektief om vroue te dissiplineer soos werklike vet. Hierdie is nie 'n nishoekie van vroue se daaglikse ...

Identity is a very complex structure. There are many aspects of identity and those start to form and develop in early childhood This study explores specific age-related characteristics of children which influence the forming and shaping of different layers of identity and points out the important role that legislature and various social environment factors have in this process. Special attention is dedicated to the positive influence that preschool teachers and institutions have and to a range of possibilities that literary texts offer in this whole process. Concrete examples illustrate how complex semantic structure of a literary text can initiate conversation about different layers of identity. The advantages of this kind of work are numerous and are reflected in the fact that the development and the strengthening of the identity is approached from an integrative standpoint, given the fact that we are simultaneously working on children's speech development through reading activities and literary text analysis. The main implication of this study is 1) the need for conducting future research with the aim of identifying literary texts which, apart from their aesthetic quality, also possess semantic potential as a tool for learning about identity and 2) further work on strengthening the competences of preschool teachers so that they can integrate activities directed towards development of the child's identity in all the areas of their educational activities within preschool institutions and carrying them out with continuity.

Language and literature are two inseparable subjects, one of which cannot be fully functional with the absence of the second part. This article shows the dysfunction of semantics in Harold Pinter's Mountain Language. For many years, scholars and linguists work separately on different cases regarding literary texts or linguistics obstacles. From this paper, a new path will be saved for future references and works to bring both cases together and show their roles on one another. Moreover, literary works pay less attention to grammatical rules and plenty of dysfunctional languages can be examined and seen. In addition, several external factors can be the obstacle of using functional and accurate language use semantically and systematically. Moreover, political or social violence have become major points in many literary topics in the modern era. This study deals with theoretical aspects of society starting from family up to community and government. Additionally, the absence of semantics in the language of this drama is not neglected arbitrarily; whilst, there is a loop of violence. There are some basic theories related to the topic that this paper will examine. It includes the theory of Grice's maxims (Gricean maxims) and the role of semantics when it comes to politics and power. Finally, the paper alienates all the curtains and shows the role of power, gender differences, class status, and diversity on language use in many areas.

Balancing long-overlooked and well-known works, Same-Sex Desire in Early Modern England, 1550-1735: An Anthology of Literary Texts and Contexts and its Online Companion comprise a collection of English texts about homoerotic love, relationships, desires, and sexual acts. The anthology's core texts are selections from drama, fiction, romance, poetry, essays and translations. These core texts are carefully introduced and annotated, and supplemented with illuminating contextual material from other early modern disciplines such as law, medicine, and theology. Juxtaposing literary and non-literary representations of same-sex erotic desire, this anthology explores a rich tradition of works both celebrating and condemning same-sex erotic love. The Online Companion provides additional texts and critical resources, from classical translations to politically motivated satire to religious poetry to moral and theological treatises, as well as legal statutes. ; Creative and Critical Studies, Faculty of (Okanagan) ; Critical Studies, Department of (Okanagan) ; Unreviewed ; Faculty

This paper considers some of the questions posed by literary translations both from and into Swahili. While the questions a translator might address as she proceeds with each translation may be the same, their differing answers often highlight the translator's different position towards, and history with, each target language, as well as her aesthetic and political commitments in each. The projects discussed are Mlenge Fanuel Mgendi's comic short story Starehe gharama (Comfort is Expensive) about a young schoolboy's misadventure on a daladala bus in Dar es Salaam and Tope Folarin's Caine Prize shortlisted story Genesis (Mwanzo), in which two Nigerian boys living in the American Midwest witness their mother's struggle with her new surroundings.

Using Fredric Jameson's theory of the ideologeme to trace representations of working- and white working-class characters through a selection of contemporary literary texts, this article shows how the construction of (white) working-class identity in literature has been influenced by, and fed back into, mainstream representations of the (white) working class in politics and media, thus contributing to cycles of socio-cultural, financial and political exclusion. This article continues by arguing that there is a lack of rounded and developed white working-class characters in British fiction, specifically in London and the South-East, and that contemporary authors continue to rely on typified representations rather than interrogate them, therefore remaining complicit in feedback loops that work to marginalise the (white) working class. To conclude, an argument is put forward in support of opening up space in the public arena for both imagined and real individual voices from marginalised groups to be heard, providing more direct access to channels of representation and an interrogation of the blame narratives that are used to maintain these groups' socio-economic and political exclusion.