When learning a language we often need to rely on teaching books that, through illustrative examples and exercises, teach us how the respective language is spoken correctly. The content of these illustrations is however also a part of the material we learn, and the implications and ethics visible in them a part of the intended language knowledge. Through a discourse-oriented focus, these aspects of language knowledge become interesting. Apart from the linguistic, what other taught information can be found in regular teaching material? This essay aims to explore the content of German teaching books; it intends to analyze a selection of four books published by three different publishers for patterns and indications of consumption. These will be put under the microscope through selected parts of primarily the discourse linguistics developed by Ingo H. Warnke and Jürgen Sptizmüller. Subjects such as power, responsibility, and awareness will be discussed, but the main questions of the essay are: to what extent do illustrative examples from the selected four books express notions, implications, and tendencies of consumption? In the case they do: how is this manifested? What is implied, evaluated and indicated? In the end, these questions are investigated, evaluated, and answered.

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A growing concern in educational institutions is the lack of a unified collegial effort to address issues pertaining to discrimination. The Swedish National Agency of Education (SNAE) has released several reports and articles this past decade (2009, 2010, 2016), in which no significant improvement has been observed in schools with regard to discrimination pertaining to race, gender, ethnicity, sexual orientation and disability. An important finding illustrated in all reports is that norms are the cardinal reason behind all discriminating conduct. Consequently, to address this problem, SNAE suggests that a norm-critical perspective should be implemented in order to hamper and change such behaviours (101). A core problem, however, is that not all syllabi provide specific examples of how teachers can work with norms in the classroom. Significantly, however, literature has shown to be a valuable gateway to norm-criticism as it provides students with the opportunity to critically assess problems presented in novels with a certain detachment; promoting a more objective attitude and thus a deeper understanding of their own real-life situations (Rosenblatt 47). Thus, the aim of this thesis is to provide English teachers with a more concrete point of departure in the discussion of norms by the use of literature, namely Charlotte Brontë’s novel Jane Eyre (1847). More specifically, this essay critically examines the notions of heteronormativity, gender and ableism to illustrate how hetero-norms, gender-norms and disability-norms are both subverted and challenged in Jane Eyre, often in unexpected ways. The concepts of the ‘male gaze’ and the ‘Other’ are introduced, to demonstrate how this novel may be approached norm-critically in the ambition to avert discriminatory behaviour. To exemplify how the reading of each concept may have positive implications in teaching, I demonstrate how a fusion of norm-critical pedagogy, critical literacy pedagogy and reader-response theory can be fruitful to foster critical thinking.

This thesis examines the translation of cultural-specific elements known as realia from Swedish to Italian based on the theoretical framework of translation studies. Realia, often without correspondence in the target language and sometimes difficult to even distinguish in a text, are known to cause challenges for translators.   The thesis focuses on the realia in the book Hundraåringen som klev ut genom fönstret och försvann, written by Jonas Jonasson in 2009. It examines which translation strategies the translator has used for the cultural-specific elements and the question is raised whether the translation is orientated towards the source culture (“adequacy”) or towards the target culture (“acceptability”). The initial hypothesis was that the translation of the book would be orientated towards the target culture (acceptability) and that in the Italian version the geographic-cultural element would be dominant to the plot, which would be a subdominant.   The analysis is based on parallell reading of the original Hundraåringen som klev ut genom fönstret och försvann and the Italian translation Il centenario che saltò dalla finestra e scomparve, translated by Margherita Podestà Heir in 2011. Whilst reading the books, realia were collected, listed and organised in groups according to categories of realia as described by Osimo (2011) and the translation strategy used, again as described by Osimo. The analysis confirmed that the translation was orientated towards the target culture with an “acceptable” translation, rather than “adequate”. It was equally found that the plot was as important to the translator of the Italian version and hence a dominant also in the latter.   The thesis highlights the importance of insight in the “language-culture” of the source language as the inadequacy thereof could contribute to failed translations of both realia and other words and phrases.

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<p>Godkännandedatum 2019-02-01</p>