School of Languages and Linguistics - Research Publications
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ItemIntroduction: Postcolonial realms of memory in the francophone world(Liverpool University Press, 2016-01-06)In September 2020, the mayor of Paris, Anne Hidalgo, announced plans to unveil a statute of Solitude, a former slave who fought against the French reinstatement of slavery in Guadeloupe in 1802. Solitude was arrested during the revolt, sentenced to death, and hanged. The inauguration of a statue in her memory would constitute the first statue of a black woman to be put up in the French capital.
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ItemNo Preview AvailableThe AICCM Bulletin, Volume 37.1 Editorial(Informa UK Limited, 2016-01-02)
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ItemIt's a word isn't it? Language affection as an outcome of language programmes.(School of Languages and Linguistics, 2000)Structural linguistics has a particular view of the integrity of language which may be detrimental to the construction of appropriate language maintenance programmes for small indigenous languages. In this paper I outline ways in which ‘affective’ use of language may be the most useful target of language programmes in some situations, based on my experience with Australian indigenous languages. Fluency in a language may not be the achievable outcome of a language course for a number of reasons, not least among them being the enormity of the task perceived by learners of the language. For languages with few or no speakers we should be able to construct language programmes in which the use of a small number of terms in the target language, for purposes of identity, is a sufficient and realistic outcome.
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ItemThe Aboriginal Studies Electronic Data Archive (ASEDA)(De Gruyter, 1995)
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Item«Дом для Кузьки». Анимация в обучении русскому языку детей-билингвов 6–7 лет (развивающий урок)(Pushkin State Russian Language Institute, 2014)The following article deals with the method of employing animated cartoon at preschool and primary school level for teaching Russian language and culture to bilingual children. An example of a developmental lesson for children of 6–7 years of age based on the animated cartoon “A house for Kuzka” is presented here.
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ItemСоветские кинофильмы на уроке РКИ: комедия Л. Гайдая «Иван Васильевич меняет профессию»(Pushkin State Russian Language Institute, 2018)The author of the article argues the necessity of Soviet feature film usage at Russian as a foreign language classroom. A teaching material for instructors is presented based on L. Gaidai´s comedy Ivan Vasilievich changes profession.
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ItemThree readings of M.Bulgakov's play 'Ivan Vasilievich'(Sokolova M.V., 2016)This article considers three readings of Bulgakov’s play ‘Ivan Vasilievich’. The first occurred in 1930s when the play was banned by Soviet censors. At that time, it would have contained much symbolism and meaning for the readers, who, like those in the play, were trapped in an oppressive dictatorship. A second reading – an interpretation of ‘Ivan Vasilievich’ occurred when the comedy ‘Ivan Vasilievich changes profession’ – based on Bulgakov’s play was filmed by the Soviet director Leonid Gaidai in 1973. Through this reading symbols and allusions drawn by Bulgakov became known to millions of Soviet citizens. A third reading considers the contemporary Russian language speaker, who today quotes Bulgakov’s and Gaidai’s lines from ‘Ivan Vasilievich’ and its’ adaptation in day-to-day life. This article will hereafter refer to these phrases as ‘winged phrases’ – they have taken flight from their original source and embedded themselves in vernacular speech.
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ItemProsodically Conditioned Consonant Duration in Djambarrpuyŋu.(SAGE Publications, 2019-03-01)Cross-linguistically, segments typically lengthen because of proximity to prosodic events such as intonational phrase or phonological phrase boundaries, a phrasal accent, or due to lexical stress. Australian Indigenous languages have been claimed to operate somewhat differently in terms of prosodically conditioned consonant lengthening and strengthening. Consonants have been found to lengthen after a vowel bearing a phrasal pitch accent. It is further claimed that this post-tonic position is a position of prosodic strength in Australian languages. In this study, we investigate the effects of proximity to a phrasal pitch accent and prosodic constituent boundaries on the duration of stop and nasal consonants in words of varying lengths in Djambarrpuyŋu, an Australian Indigenous language spoken in northeast Arnhem Land, Northern Territory, Australia. Our results suggest that the post-tonic consonant position does not condition longer consonant duration compared with other word-medial consonants, with one exception: Intervocalic post-tonic consonants in disyllabic words are significantly longer than word-medial consonants elsewhere. Therefore, it appears that polysyllabic shortening has a strong effect on segment duration in these data. Word-initial position did not condition longer consonant duration than word-medial position. Further, initial consonants in higher-level prosodic domains had shorter consonant duration compared with domain-medial word-initial consonants. By contrast, domain-final lengthening was observed in our data, with word-final nasals preceding a pause found to be significantly longer than all other consonants. Taken together, these findings for Djambarrpuyŋu suggest that, unlike other Australian languages, post-tonic lengthening is not a cue to prosodic prominence, whereas prosodic domain-initial and -final duration patterns of consonants are like those that have been observed in other languages of the world.
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ItemIn Search of a New Rationale for the Prose Translation Class at University Level(Brussels Translation School, 1992)In view of labour-market demands, greater flexibility is required of translators. This includes active translational competence in their foreign language(s), especially in domains where oral communication is more important than written communication. The present study investigates how to give a new rationale to prose translation classes, in the wake of a long-standing tradition whereby prose translation was given an ancillary status as a didactic means in foreign-language teaching. The increasing presence of foreign exchange students in translation classes creates an excellent opportunity to increase the importance of A-B directionality. The prose class (thème, traducción inversa, Hinübersetzung) is ostensibly involved with teaching translation from the students’ mother language to the students’ second language (A-B). However, it has traditionally been little more than a rather laborious way of checking on B language acquisition, surviving as a relic from the days when translation was itself taught as little more than a mode of language learning. This traditional background creates serious problems when, as in Spain, prose classes exist in specialist translation institutes at university level. Although the old model would appear to be no longer valid (since translation students are now supposed to learn translation, not just languages), little thought has been given to the development of a new rationale. Indeed, most contemporary theories talk about translation as if directionality were not important; even theoretically developed syllabus projects like that of Amman & Vermeer (1990) give scant attention to directionality, preferring instead to consider “the translational problems of language pairs” where exercises are presumably to be carried out indifferently both to and from the mother language. This indifference on the level of theory might itself indicate the demise of the traditional rationale. But it leaves three very basic questions unresolved: [74] 1. Should one conclude that the prose class within the university translation institute has permanently lost its traditional specificity? 2. What relation might such classes have to the professional practice of trained translators? 3. Is there any correlation or contradiction between these two aspects? If a new rationale is possible, it will depend on coherent answers to all three questions.
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ItemHOW MUCH OF AUSTRALIA FITS INTO SPAIN(MEANJIN, 1989-06-01)