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An 'Anglo Welsh' writer who emerged in the 1930s to considerable acclaim in Wales and London, Glyn Jones was a contemporary and friend of Dylan Thomas. An innovative Welsh Modernist, he found the genres of poetry and the short story best suited to the exhibition of his concise, imagist and often grotesque experimentalism. Unlike Thomas, he wrote two novels, was a 'gentle' satirist of Welsh culture, and was deeply embroiled in the 'post-colonial' cultural conflicts of his nation. Jones struggled to find expression between two languages and worked insistently (often antagonistically) in the Welsh literary scene throughout its most controversial century, when it fought to save the Welsh language and resolve its conflicting cultural factions into a consolidated national identity. Jones was, to adopt the rubric of Bhabha, stranded in the cultural margins at the intersection of the English and Welsh languages, and this thesis situates itself accordingly. The first of six chapters examines the ways in which the Welshlanguage culture of Wales engaged Glyn Jones, and explores how a liminal voice can establish its cultural validity via rewriting autobiography into a 'mythical' history. The second chapter adopts Harold Bloom, the concept of intertext and psychological notions of the 'other', to address Jones's conflicted relationship with Dylan Thomas. The third attempts to analyse his twentieth-century dialogue with Dafydd ap Gwilym as he seeks affirmation from his fourteenth-century double. The fourth continues this 'othering' of Welsh ancients and considers how Wales is refracted in some of his work through the literary excavation of Llywarch Hen, tenth-century defender of his princedom, but willing forfeiter of his sons. The fifth chapter considers how Jones inherited but re-invented the role of the cyfarwydd (storyteller), and the sixth explores how Hen Benillion (Welsh folk poetry) fostered his peculiarly Welsh Modernism.

Orientador: Ataliba Teixeira de Castilho / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-05T01:43:23Z (GMT). No. of bitstreams: 1 Oliveira_GilvanMullerde_D.pdf: 10440304 bytes, checksum: 3eae582a5036397ae095609667899796 (MD5) Previous issue date: 2004 / Resumo: Esta tese analisa epistemologicamente a forma de fazer história da língua portuguesa no Brasil pela ótica da Escola dos Anais. Observa as periodizações propostas para a história do português para ver se estão feitas na ótica da História Global ou da História Geral (Foucault, 1987). Propõe uma periodização para a elaboração da história lingüística do Brasil Meridional e escolhe o período de 1750 a 1830 para fazer um estudo de caso demonstrativo de um procedimento serial indiciário (Ginzburg, 1990). Deste período elabora um banco de dados de 5.504 documentos transcritos filologicamente e um pequeno corpus de cartas açorianas, paulistas e lusitanas escritas na região nos séculos 18 e 19. Termina com uma reflexão sobre as conseqüências do uso do conceito de 'português brasileiro'(pb), amplamente utilizado na elaboração da história da língua no Brasil, em políticas lingüísticas internas e em políticas lingüísticas externas do Brasil. A tese introduz o conceito de 'Política Historiográfica' que insere a escrita da história da(s) língua(s) no campo de interesses da politologia lingüística (Calvet, 2002) / Abstract: This thesis is an epistemological analysis of the way of writing the history of the portuguese language in Brazil from the perspective of the École des Annales. We study the choices of periods proposed for the history of portuguese to see if they correspond to the perspective of global History or ofGeneral History (Foucault, 1987). We propose a sequence ofperiods to elaborate the linguistic history of Southern Brazil and we choose the period between 1750 and 1830 to do a case study exemplifying a serial evidence procedure (Ginzburg, 1990). For this period we construct a data bank consisting of 5.204 documents transcribed philologically, and a small corpus ofletters written in this region during the 18th and 19th Century in the style of the Açores, of São Paulo and of Portugal. We end with some considerations about the consequences of the use of the concept of 'brazilian portuguese' (pb), generally used in elaborating the history of the language used in Brazil and in its internal and external linguistic policies. This thesis proposes the concept of "Historiographic Policy" that inserts the writing ofthe history oflanguage(s) in the realm ofinterest oflinguistic politology (Calvet, 2002) / Resumen: Esta tesis analiza epistemológicamente eI modo de hacer historia de Ia Iengua portuguesa en Brasil desde Ia perspectiva de Ia Escuela de Ios Anales. Observa Ias periodizaciones propuestas para Ia historia deI portugués para determinar si están hechas en Ia óptica de Ia Historia Global o de Ia Historia General (Foucault, 1987). Propone una periodización para Ia elaboración de Ia historia lingüística deI Brasil Meridional y escoge el período de 1750 a 1830 para realizar un estudio de caso demostrativo de un procedimiento seriaI indicial (Ginzburg, 1990). De este período, elabora un banco de datos de 5204 documentos transcriptos filológicamente y un pequeno corpus de cartas azorianas, paulistas y lusitanas escritas en Ia región en los siglos XVIII y XIX. Termina con una reflexión sobre Ias consecuencias deI uso deI concepto de 'portugués brasileno' (pb), ampliamente utilizado en Ia elaboración de Ia historia de Ia lengua en Brasil, en políticas lingüísticas internas y en políticas lingüísticas externas de Br_sil. La tesis introduce el concepto de 'Política Historiográfica' que inserta Ia escritura de Ia historia de la(s) lengua(s) en el campo de intereses de Ia politología lingüística (Calvet, 2002) / Doutorado / Doutor em Linguística

I den här undersökningen har lärarkommentarer i studentuppsatser under hundra år undersökts med syfte att ta reda på vad dessa kan säga om språkliga normer och deras utveckling vid Karlstads högre allmänna läroverk mellan åren 1868 och 1968.  Undersökningen har begränsats till tre nedslag med femtio års mellanrum, 1868, 1918 och 1968, där lärarnas kommentarer kategoriserats efter funktion. Kategorierna har också analyserats separat med hjälp av utvalda exempel från respektive kategori. Slutligen har resultatet jämförts med tidigare forskning om elevspråk i studentuppsatser.  Resultatet visar dels på att elevernas skriftliga språknorm framför allt under 1900-talets senare hälft blivit enklare och mer talspråklig, och att lärare alltid i viss mån har velat motverka eller bromsa den utvecklingen, men dels också på lärarens språkmakt och tolkningsföreträde i att bedöma vad som är rätt och fel. Det visar också att lärarnas språkvårdande funktion varit stark under hela undersökningsperioden. / In this study, teacher comments in student essays have been examined with the aim of finding out what these can say about linguistic norms and their development at Karlstad's secondary upper school between 1868 and 1968. The study is limited to years at fifty-year intervals, 1868, 1918 and 1968, in which the teachers' comments were categorized by function. The categories have also been analyzed separately using examples from each category. Finally, the result has been compared with previous research on student language in student essays. The result shows that the norm of students' written language, especially during the latter half of the 20th century, is less complex and closer to colloquial language, and that teachers to some degree always have wanted to slow down this development. However it also shows the teacher's language power in assessing what is right and wrong. Furthermore, the study shows that the teachers' language cultivational function has remained strong throughout the investigation period.

I den här undersökningen har lärarkommentarer i studentuppsatser under hundra år undersökts med syfte att ta reda på vad dessa kan säga om språkliga normer och deras utveckling vid Karlstads högre allmänna läroverk mellan åren 1868 och 1968.  Undersökningen har begränsats till tre nedslag med femtio års mellanrum, 1868, 1918 och 1968, där lärarnas kommentarer kategoriserats efter funktion. Kategorierna har också analyserats separat med hjälp av utvalda exempel från respektive kategori. Slutligen har resultatet jämförts med tidigare forskning om elevspråk i studentuppsatser.  Resultatet visar dels på att elevernas skriftliga språknorm framför allt under 1900-talets senare hälft blivit enklare och mer talspråklig, och att lärare alltid i viss mån har velat motverka eller bromsa den utvecklingen, men dels också på lärarens språkmakt och tolkningsföreträde i att bedöma vad som är rätt och fel. Det visar också att lärarnas språkvårdande funktion varit stark under hela undersökningsperioden. / In this study, teacher comments in student essays have been examined with the aim of finding out what these can say about linguistic norms and their development at Karlstad's secondary upper school between 1868 and 1968. The study is limited to years at fifty-year intervals, 1868, 1918 and 1968, in which the teachers' comments were categorized by function. The categories have also been analyzed separately using examples from each category. Finally, the result has been compared with previous research on student language in student essays. The result shows that the norm of students' written language, especially during the latter half of the 20th century, is less complex and closer to colloquial language, and that teachers to some degree always have wanted to slow down this development. However it also shows the teacher's language power in assessing what is right and wrong. Furthermore, the study shows that the teachers' language cultivational function has remained strong throughout the investigation period.

In this thesis attention is focused on two religious movements, Mysticism and Pietism, both of which made significant contributions toward the enrichment of the German language. The 14th century was the "golden age" of German Mysticism. For this reason special consideration is given to this period of history and to the three most prominent 14th century German mystics: Meister Eckhart, Johann Tauler, and Heinrich Seuse. In order to understand their struggle with the language a brief synopsis of mystic theology is given in particular their concept of how the unio mystica, the mystical union of the soul with God, can be realized. It is shown that in their attempts to “express the inexpressible” they employed several stylistic devices which greatly enhanced the language by expanding the vocabulary and exploiting the various possibilities of expression. Though separated by several centuries in time, Mysticism and Pietism shared a common bond. The late 17th century and early 18th century pietists were responsible for reviving the terminology of the mystics, and for helping incorporate their vocabulary into the German language. The religious lyric of Gerhard Tersteegen has been singled out as representative of the influence which pietism exerted on the German language. Tersteegen was greatly influenced by the 17th century quietists, who in turn were influenced by the mystics of the Middle Ages. His language bears a striking resemblance to that of Meister Eckhart. From the 18th century even down to the present his songs have struck a responsive chord in the hearts of German speaking people and have helped mold German religious thinking. One of the key words found repeatedly in the vocabulary of both the mystics and the pietists is the term Gelassenheit. I have, therefore, chosen this word as an example of the impact which Mysticism and Pietism have had on the language. As used by both the mystics and the pietists Gelassenheit meant “submissive acquiescence to the will of God”. In the course of time the word lost its religious connotation and acquired the meaning of “calmness, serenity, or inner tranquility” The importance of Gelassenheit is not so much the change in meaning, but the fact that it is still used in modern German thanks to the influence of the mystics and pietists.

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