Thesis (M. A. (Language Education)) -- University of Limpopo, 2017 / This study investigates the methods of teaching poetry to English First Additional (EFAL) secondary school learners in the Shiluvane Circuit, in order to establish whether their teaching and learning methods equip them as second or additional language poetry teachers at secondary school level. Although English plays a significant role as a language of instruction at the secondary level in South Africa, underperformance at secondary school examinations has generated a continuous debate with many suggesting that the standards of English language competence has declined. Also the role of teachers is usually questioned whenever issues of learners’ performance are raised. The study focuses on the methods of teaching that English first additional language teachers use in poetry to instil the passion for the genre. This study was conducted in rural secondary schools. Forty learners from grade ten classes and their teachers participated. The study used qualitative approaches for gathering information through lesson observations, learners’ focus group interviews and teacher interviews at four secondary schools to evaluate the application of English poetry teaching. A case study design was used using 4 schools. This study is informed by Lev Vygotsky’s constructivist or socio-cultural theory (1978). Literature consulted points to the fact that the Shiluvane Circuit secondary teachers seem to avoid teaching poetry. This reveals that only four out of eleven secondary schools exposed their learners to poetry during their EFAL lessons. The findings also revealed that most respondents lacked interest in English poetry. Instead the learner interacting through cooperative or collaborative group work they competed against each other and believe in witchcraft should they share their learning experiences with fellow learners. The study recommended the use of different methods, such as cooperative learning, to teach poetry. Culturally relevant poems also add to the interest of the learners.

<p>Based on the on the assumption that the two recent Swedish poetry collections <em>mil</em> by Anna Hallberg and <em>mallamerik, mallamer, malameri, mallame, amerik, mallameka, merikka, </em>by Lars Mikael Raattamaa, are constructed with theoretical questions about identity, national identity, language hierarchy and power in mind, this study aims to investigate the ways in which these issues come to expression. Simplified, the term <em>language-poetry</em>, or <em>språkmaterialism</em>, can be used to describe a language-philosophical poetry that aims to eliminate the hierarcic structures between writer and reader in a text and invite the reader to become the co-worker of it. The study shows that by different ways of eliminating the <em>centre</em> of the text, the text is made democratical. But one question that this study asks is how can a nation's conventional and standardised written  language – the language of the centre – be used to write itself out of this centre into the margin? Stepping from a theoretical background of postcolonial theories on identity and national identity, including reflections as those given by Benedict Anderson, Madan Sarup, Timothy Brennan, Stefan Helgesson and Mia Cuoto, the analysis points out how this poetry laborates with the terms <em>bugging, repetition, national language identity, and space </em>as poetic material, in order to work in line with ─ and contrary to - conceptions of a unified and shared language. Adapting and transforming the architectural term sprawl into literature, and spreading similar phrases over the pages by, for example, thematizing names, Swedish suburbs, and the use of language referents made empty, an elimination of the textual centre is shown to take place. This study concludes that in these poems it is by pointing out markers of a Swedish identity which is transparent that identity becomes both constituted and articulated, as well as problematized; concepts of collectivity, orality, and lack of textual coherence create a dimension of  boundlessness in language.  </p><p> </p>

Based on the on the assumption that the two recent Swedish poetry collections mil by Anna Hallberg and mallamerik, mallamer, malameri, mallame, amerik, mallameka, merikka, by Lars Mikael Raattamaa, are constructed with theoretical questions about identity, national identity, language hierarchy and power in mind, this study aims to investigate the ways in which these issues come to expression. Simplified, the term language-poetry, or språkmaterialism, can be used to describe a language-philosophical poetry that aims to eliminate the hierarcic structures between writer and reader in a text and invite the reader to become the co-worker of it. The study shows that by different ways of eliminating the centre of the text, the text is made democratical. But one question that this study asks is how can a nation's conventional and standardised written  language – the language of the centre – be used to write itself out of this centre into the margin? Stepping from a theoretical background of postcolonial theories on identity and national identity, including reflections as those given by Benedict Anderson, Madan Sarup, Timothy Brennan, Stefan Helgesson and Mia Cuoto, the analysis points out how this poetry laborates with the terms bugging, repetition, national language identity, and space as poetic material, in order to work in line with ─ and contrary to - conceptions of a unified and shared language. Adapting and transforming the architectural term sprawl into literature, and spreading similar phrases over the pages by, for example, thematizing names, Swedish suburbs, and the use of language referents made empty, an elimination of the textual centre is shown to take place. This study concludes that in these poems it is by pointing out markers of a Swedish identity which is transparent that identity becomes both constituted and articulated, as well as problematized; concepts of collectivity, orality, and lack of textual coherence create a dimension of  boundlessness in language.

Orientador: Suzi Frankl Sperber / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-17T15:46:23Z (GMT). No. of bitstreams: 1 SilvaRomero_JorgeHenriqueda_M.pdf: 957479 bytes, checksum: baefb9b935cfaa6757e00bfe169cd9c3 (MD5) Previous issue date: 2011 / Resumo: Este trabalho procura investigar a linguagem e a criação poética em Inspiração Nordestina. Publicado em 1956, esse livro representa um momento importante na trajetória poética de Patativa do Assaré. A questão que permeia toda a dissertação é como o poeta transita entre as formas de uma tradição popular, com um repertório composto por cordéis, desafios e pelejas, e uma tradição poética composta por formas pouco utilizadas pelos "poetas populares", como décimas, sonetos, oitavas. É utilizando essa diversidade de recursos poéticos e a possibilidade de se expressar em duas "línguas" ("matuta" e outra de acordo com a norma padrão) que o poeta redimensiona panorama da poesia brasileira dos séculos XX e XXI / Abstract: This study investigates the language and poetic creation in Inspiração Nordestina. Published in 1956, this book represents an important moment in the history of poetic Patativa do Assaré. The question that permeates the entire thesis is how the poet moves between forms of a popular tradition, with a repertoire consisting of "cordéis", "desafios" and "pelejas", and a tradition of poems composed by some forms used by the "folk poets" as decimals, sonnets , octaves. It is using this diversity of poetic devices and the possibility to express themselves in two "languages"("Matuta"and standard) that the poet resize the panorama of Brazilian poetry of XX and XXI century / Mestrado / Teoria e Critica Literaria / Mestre em Teoria e História Literária

Les migrations planétaires, massivement produites par les renversements historiques et politiques de la fin du siècle dernier, sont en train de bouleverser les ordres nationaux actuels et de soumettre les populations à un nouveau mélange identitaire et linguistique dont résultent des cultures hybrides et la remise en question de la légitimité des canons littéraires nationaux. Les littératures transnationales plurilingues sont en train de dessiner la carte de plus en plus vaste d’un nouvel univers littéraire constitué d’écrivains omniprésents, inclassables, dont la production narrative et poétique échappe aux définitions de genre et met l’accent sur les dynamiques linguistiques inhérentes à ces écritures en transit. Comment s’intègre l’Italie dans cette nouvelle scène littéraire plurilingue ? Avec quels résultats et quelles perspectives ? Après un premier chapitre introductif – un cadre général de la littérature transnationale italophone à partir de ses débuts officiels, à l'aube des années 90 –, cette recherche s'orientera spécifiquement vers l’étude de l'italophonie poétique. En remontant de manière inédite aux débuts des années 60, la production transnationale italophone sera analysée pour la première fois à travers un panorama chronologique et raisonné des voix poétiques, où se dégagent les plus représentatives. Nous mettrons l’accent sur la littérarité des textes, qui seront toujours remis en perspective avec la poésie italienne contemporaine pour délimiter la relation entre les différentes expressions de l’écriture poétique en italien qui vient s’imposer au fil du temps. / The mass planetary migrations set into motion by the historical and political transformations of the last years of the 20th century are disrupting current national status quos, while populations are undergoing a re-mixture of identities and languages that has produced hybrid cultures and, from the strictly literary point of view, a challenge to the legitimacy of national canons. The pluri-language transnational literatures are drawing an ever-wider map of a new literary universe made up of ubiquitous, unclassifiable writers whose production in prose and poetry escapes genre definitions, emphasizing the linguistic dynamics inherent to these writings in transit. How does Italy fit into this new pluri-language literary scenario? With what results and prospects? After a first introductory chapter, in which a general framework of Italian-language transnational literature is presented from its official beginnings at the start of the Nineties until today, my research focuses specifically on poetic Italophony. Locating its birth back in the early Sixties – the decade when the first « compelled » migrations to Italy began –, transnational Italian-language production is for the first time analyzed through a chronologically ordered panorama of poetic voices, against which the most representatives ones are silhouetted. Stress is laid on the literariness of the texts, and Italian contemporary poetry is always present, in perspective, to trace the relationship that is being created over time between the different expressions of poetic writing « in Italian ».

博士(学術) / 甲第531号 / 331p / Hitotsubashi University(一橋大学)

The thesis deals with possible applications of literary texts in teaching of czech as a foreign language. The first part summarizes the position of literature within the framework of respective methodical directions both in the past and today and also what status is attributed to literature in teaching of foreign languages by contemporary education legislation (especially the Common European Framework of Reference for Languages). The work also includes an analysis of czech language textbooks for foreigners and of other publications based on the inclusion frequency of literary excerpts, on their type and potential didactic utilization. The theoretical part of the thesis contains chapters, which deal with the significance of literature in the teaching of foreign languages, in particular with literary texts and the definition of reader's competence, which are an important basis for the practical part of the work. The practical part contains four lesson proposals built upon working with specific literary texts (one prosaic and three poetic texts). The proposed lessons are suitable for level B1 and B1+ and combine reading of czech literature with education of intercultural competence (particularly important is the historical and cultural context of the period between years 1948 and 1989, in which the...

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