This book provides a critical overview of contemporary world issues in Language and Literary Studies. It offers specific ideas as to how to move away from the traditional literary canon, on the one hand, and traditional native-speaker norms in English language teaching, on the other. It delivers a global perspective of both the growth and the challenges in ELT studies around the world. Following the introduction, the first section of the book contains chapters from international scholars on recognizing and diversifying Englishes in today’s language and translation classrooms. Specifically, the chapters focus on issues such as the cultural hegemony of a monolithic English, English and university pedagogy, English as a gatekeeper, and the role of a reconceived English education in promoting cross-cultural understanding. The second section focuses on the interaction of literature and culture, with specific chapters focusing on decolonizing the traditional literary canon, defining a global text, representing cultural interactions in literary texts, and emerging genres in contemporary English literature. Both sections of the book question the existing boundaries in a post-2020 world, specifically in a non-western world. It is an indispensable resource for scholars in cultural studies, linguistics, and literary studies.
Author(s): Kirsten Hemmy, Chandrika Balasubramanian
Publisher: Springer
Year: 2023
Language: English
Pages: 332
City: Singapore
Foreword
Preface
Contents
About the Editors
Abbreviations and Symbols
Part I On Language and Culture
1 World Englishes in the EFL Classroom: The Reality
Emergence and Development of World Englishes
The Role of WE Scholarship in Perpetuating the Continued Dominance of L1 Englishes
Standard L1 Englishes Versus World Englishes: The Role of Academia in the Maintenance of a Status-Quo
Language Teachers and Professionals
Students
Notions of Appropriateness in Academic Discourse
World Englishes in Academia: Where Can We Go?
References
2 A Global Conversation on Native-Speakerism: Toward Promoting Diversity in English Language Teaching
Introduction
Complexities Surrounding the Term “Native Speaker”
The Ownership Debate
Linguicism and the Racialization of English
The Study
Context and Participants
Findings
Discussion: Toward Promotion of Diversity in English Language Teaching
Conclusion
References
3 World Englishes, EMI, and State-of-The-Art International English
Introduction
Dr. Aya Matsuda, Arizona State University (USA)—Interview #12
Dr. Jennifer Jenkins, University of Southampton (UK)—Interview #14
Dr. Nobuyuki Hino, University of Osaka (Japan)—Interview #31
Dr. Ana Sofia Hofmeyr, University of Kansai (Japan)—Interview #46
Dr. Diane Pecorari, City University of Hong Kong (Hong Kong)—Interview #48
Lisa M. Hunsberger, Kyushu Sangyo University (Japan)—Interview #60
Conclusion
References
4 Decolonizing the Composition Classroom Through Inclusion of Localized Global English Varieties
Introduction
Inherent Challenges to Moving Away from Established Writing Styles
World Englishes as a Communicative Competence
EFL in Oman: Assessing the WEs Needs of Students in an Outer Circle Context
Introducing WE Writing Tasks to Students Who Are Struggling to Manage a Single Variety
Recasting Across Varieties
Bidialectal Writing
Storytelling
Defining Omani English
Composition as a WEs Doorway
References
5 Lexical Bundles of Stance in Upper-Level Argumentative Literary Essays and Expert-Level Literary Criticism Articles: A Comparative Dispersion Study
Introduction
Research Questions
Literature Review
Literary Criticism Writing
Lexical Bundles
Methods
Corpora
The Expert Literary Criticism Corpus
Lexical Bundles
Dispersion
Normalized Frequency Calculation
Statistical Analysis
Results
Discussion
Shared Bundles
LBs Found in Expert-Level LCW
Conclusion
References
6 Translation Beyond the Margins
Introduction
Translation and Culture
Manipulating or Rewriting Source Text?
Conclusion
References
7 Student Translators Between Pedagogical Grammars and Language at Work: The Case of Aspect in English and Standard Arabic
Introduction
To What Extent Does Grammar Codify Language at Work?
Major Deficiencies of Descriptive Pedagogical Grammars and the Need for Translation-Oriented Grammars
A Disempowering Rule-Based Grammar
Direct Assignment of Meaning to Meaningless Categories
A Context-Insensitive Approach
The Speaker/Writer: A Fundamental Role in Language Not Reflected in Pedagogical Grammar
The Monolingual Bias
Translation Problems Related to Aspect in English and Arabic
Aspect in Arabic Language and Pedagogical Grammar
The Risk of Translating Arabic Aspect without Any Grammatical Input
Task (1): Intralingual Contrastivity
Task 2: Translating English Aspect into Arabic
Conclusion: Toward an Explicative Contrastive Grammar Tailored to the Needs of Prospective Translators
References
8 Incorporating Intercultural Competence into EFL Classrooms: The Case of Japanese Higher Education Institutions
Introduction
Internationalization and EFL Education in Japan
Foreign Language and/or Culture
Integrating Intercultural Competence into the EFL Curriculum
Beyond Superficial Cultural Content
The Role of Affective and Behavioral Intercultural Components
Global Citizenship Through UNESCO’s SDGs
Assessment
Challenges: National Identity, Teacher Training, and Native-Speakerism
National Identity
Teacher Training
Native-Speakerism and Student Confidence
Conclusions
References
9 Creative Cultural History as a Medium for Social and Emotional Learning: Teaching Students to Present the Stories of Their Community Across Cultural Boundaries
Introduction
The Theoretical Framework: Emotions in Reading and Storytelling
Teaching Social and Emotional Skills
Teaching Emotional Intelligence: The Course in Creative Cultural History
The Role of Emotions in Cultural Translation
Skills Developed and Applied by the Course in Creative Cultural History
Conclusion
References
10 Universalist Pedagogy and the Future of Literary Studies
Introduction
Worlds and Universalisms
Universalisms in Comparative Literary Studies
Cognitive, Patterned Universalism
A Final Polemic
References
Part II On Language and Culture
11 When They See Us: Using Texts of Affirmation in the Global Literature Classroom
Introduction
Background to Literary Higher Education
Canon
Global Literature
The Global Classroom
(In)Conclusion
References
12 Orality in Chinua Achebe’s Things Fall Apart and Walter Scott’s Waverley
References
13 Rejecting the (Step)Mother Tongue: Jhumpa Lahiri’s Translingual Identity
References
14 Border Skirmishes: Questioning Blurring Boundaries Between Fiction and Nonfiction
Introduction
Review of Literature
Opposing Points of View
“Untruth” in Nonfiction’s Recent Past History
Recent CNF Works and Authors’/Editors’ Comments
Positive Views of CNF and Hybrid Texts
Questioning Future Use of Fiction within Nonfiction
Explanation of Paper’s Research Question, Study, and Questionnaire
Questionnaire Elements
Anonymous Questionnaire Results
Some Respondents’ Differences in Opinion
Questionnaire’s Open-Ended Comment Results
Conclusion
References
15 The Cultural Imaginary in Mohsin Hamid’s Exit West: A Transnational Reading
Introduction
Review of Literature
Theoretical Background
Cultural Imaginary
Discussion and Analysis
Themes and Characterization
Structural Techniques
Conclusion
References
16 Jonathan Swift’s Gulliver’s Travels as Mediated by Kamil Kilānī: A Bourdieusian Account of the Translator’s Habitus
Genesis of the Field of children’s Literature Translation in Egypt During the Nineteenth and the Early Twentieth Centuries
Personal and Professional Habitus of Kāmil Kīlānī (1897–1959)
Jonathan Swift’s Gulliver’s Travels as Mediated by Kamil Kilānī’s (1897–1959)
The Textual Level
The Paratextual Level
Conclusion
References
17 Identity Politics and Education in Select Native Canadian Autobiographies
Introduction
Interpreting Residential Schools
Missionaries, Government, and Schools
Heterogeneity in Indigenous Voices
Conclusion
References
18 The Cross-Cultural Dynamics of Humor and the Benign Violation Theory: An Application to Travel Literature
Introduction
Literature Review
Humor and Travel Literature
The Psychology of Humor
Humor and Relief
Humor and Superiority
Humor and Incongruity
The Theory of Benign Violation
Implications for Travel Literature
Conclusion
References
19 (Hi)story and Fiction in the Algerian Novel: Particular Reference to Amin Zaoui’s Le Miel de la Sieste and Kamel Daoud’s Meursault Contre-enquête
Introduction
Metanarrative and History
Metafiction, Identity, and Truth
Hybridity, Metamorphosis and Genre
Conclusion
Bibliography
20 What Does It Mean to Be a “Global” Text?: The Example of Frankenstein
References
Index
