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Back by Inscrutable Demand: Ali Itır’s Multilingual Return in Berlin Savignyplatz ...
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Letting the System Completely Absorb Me Would Be So Much Easier
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In: TRANSIT, vol 12, iss 2 (2020)
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Is there a right to untranslatability? Asylum, evidence and the listening state
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Whose ‘Crisis in Language’? Translating and the Futurity of Foreign Language Learning
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In: Gramling, David J; & Warner, Chantelle. (2016). Whose ‘Crisis in Language’? Translating and the Futurity of Foreign Language Learning. L2 Journal, 8(4). doi:10.5070/L28430212. Retrieved from: http://www.escholarship.org/uc/item/1828r29k (2016)
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Toward a contact pragmatics of literature: Habitus, text, and the advanced second-language classroom
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Abstract:
Drawing on field/practice theory and pragmatic stylistics, this chapter proposes a new aggregate model for upper-level second-language literature teaching called “contact pragmatics.” While fostering a native-like reading context, teachers can simultaneously encourage students to recognize literature as a form of social practice articulating to various, loosely concentric fields of interpretation: from the native “ratified” reader to the “unintended” second-language reader position. Contact pragmatics shifts pedagogical focus to the interstices, overlaps, misalignments, and disjunctions between these concentric fields, acknowledging that at their center lies a linguistic utterance designed to operate within certain fields of opposition and exchange. Contact pragmatics thus expands the scope of pedagogical inquiry from the historical, national, and cultural resonance of a given text to its social embeddedness in a shifting landscape of linguistic markets. The chapter offers concrete, classroom-based examples of the pedagogical dilemmas and experiences that gave rise to this concept as well as suggestions for how to incorporate it in curricular design.
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URL: http://hdl.handle.net/10125/69681
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