School of Languages and Linguistics - Research Publications

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    ‘L’Identité antillaise de Frantz Fanon, selon Raphaël Confiant’
    Wimbush, A (Presses universitaires des Antilles, 2021-01-04)
    This article will examine the dual Antillean-Algerian identity of Frantz Fanon, as imagined by Raphaël Confiant in L’Insurrection de l’âme : Frantz Fanon, vie et mort du guerrier-silex (2017). Confiant describes the text as an imagined autobiography of Fanon because it combines a third-person, factual account of Fanon’s career as a psychiatrist in Algeria with more personal reflections about his Antillean childhood, recounted from the perspective of the imagined ‘I’. In the text Confiant emphasizes Fanon’s role in the Antillean resistance, an underexplored episode of Fanon’s life which nevertheless was crucial in the formation of his anticolonial thought. The article will analyse the literary techniques Confiant uses to highlight Fanon’s great sacrifice, while also arguing that the text is a salient example of the concept of ‘nœuds de mémoire’ by Debarati Sanyal, Max Silverman and Michael Rothberg. The Caribbean and Algerian memories of Fanon’s life and work do not compete with each other; rather, they complement each other.
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    Madness, Isolation and the Female Condition in Gisele Pineau's Writing
    Wimbush, A (Liverpool University Press, 2022)
    This article examines themes of madness and mental illness in fictional and non-fictional writing by Guadeloupean author Gisèle Pineau. Madness is an important trope in French Caribbean literature that critiques the enduring legacies of colonization, slavery and forced displacement. It is a prevalent theme in Pineau’s work because her writing is inspired by her parallel career as a psychiatric nurse. The article explores madness from a gendered perspective in her short stories “Ombres créoles” (1988) and “Ta mission, Marny” (2009). Arguing that here, madness is a specifically Antillean condition that both erases the agency of the female protagonists and grants them power to resist, the article then examines how Pineau explores the theme from a metropolitan viewpoint in the autobiographically inspired Folie, aller simple: journée ordinaire d’une infirmière (2010). Through her writing, Pineau bears witness to the ordeals of Caribbean women haunted by the collective trauma of slavery and patriarchal power.
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    Using Categories to Assert Authority in Murrinhpatha-Speaking Children's Talk
    Davidson, L (Taylor and Francis Group, 2022-02-15)
    Children, like speakers more generally, often use categories of person, place, and activity (e.g., doctor, school, bedtime) to frame and monitor interactions among themselves. This article explores the use of categories by a group of Murrinhpatha-speaking Aboriginal children in Wadeye, northern Australia, when attempting to assert authority. The creation and negotiation of power asymmetries are a common feature of children’s peer talk worldwide but analyzed here for the first time among speakers of a traditional Australian language. Analysis suggests that although there are similarities with children from other sociocultural/linguistic contexts, there are differences in these children’s choice of membership categories (e.g., husband, country) and how they deploy and react to them (e.g., by ambiguity and by silence respectively). Such differences highlight the connection between language, society, and the interactional resources available to speakers as well as reinforcing the merit of studying membership categorization in children’s talk. Data in Murrinhpatha with English translation.
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    Tradition and innovation: Using sign language in a Gurindji community in Northern Australia
    Green, J ; Meakins, F ; Algy, C (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2022-04-03)
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    The epistemics of social relations in Murrinhpatha, Garrwa and Jaru conversations
    Blythe, J ; Mushin, I ; Stirling, L ; Gardner, R (ELSEVIER, 2022-04)
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    Modernism and Identity: The Subject of Madame Bovary
    Cash, C (Johns Hopkins University Press, 2021)
    This article reads Flaubert's Madame Bovary as a work of 'modernist pedagogy': whereas recent readers, such as Rancière, and Vallury in MLN 134:4, understand Flaubert as an author of disidentification and impersonality, I read his work in terms of a dynamic of disidentification and reidentification, drawing on contemporary theories of 'practical identity' (Korsgaard, Hägglund). Flaubert's modernist pedagogy disidentifies the reader's immersion in the fictional world so as to promote reflection on the self-defeating ways in which his characters define themselves, and solicits this reader's cultivation of a reflexive attitude towards identity as a revisable and social activity, beyond the failings of identity Madame Bovary depicts.
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    Destabilizing Racial Discourses in Casual Talk-in-interaction
    Blain, H ; Diskin-Holdaway, C (Oxford University Press, 2022)
    Racialized descriptions are a constant practice in our societies and a fundamental aspect of racial discourses. This paper uses conversation analytic tools within a Foucauldian perspective on discourse to investigate how discourses of race are (re)produced, and consequently navigated, in talk-in-interaction among speakers of Chinese. Four instances of racialized person description, taken from a larger corpus of 16 hours of casual conversation among Chinese migrants in Melbourne and their acquaintances, are explored in detail. The analysis identifies two interactional sequences, joking and accounting sequences, which allow participants to resist racialized descriptions while still orienting to the interactional preference for sociality in casual conversation. The paper argues that casual and friendly interaction may provide empirical evidence for how discourses of race are destabilized at the level of talk-in-interaction.
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    Bridging Australian Indigenous language learner’s guides with SLA materials development frameworks
    Chiang, Y-T ; Zhao, Y ; Nordlinger, R (Taylor and Francis Group, 2022)
    The learner’s guide (LG) is a genre of pedagogical materials for Australian Indigenous languages, but LGs developed by field linguists are often questioned regarding their capacity to effectively facilitate language learning and, eventually, language revitalisation. This reflects a gap in the literature where applied linguistics perspectives are limited in Indigenous language studies, and vice versa. This study aims to address this gap by examining nine existing LGs published over the past four decades using a modified framework based on Tomlinson’s guidelines for second language acquisition (SLA) materials development. Findings show that the LGs are designed based on one of the three model types: (1) Type 1: non-communicative grammar-based, (2) Type 2: practice-integrated grammar-based, and (3) Type 3: text-driven meaning-based, among which the text-driven model has, theoretically speaking, the best potential to achieve pedagogical purposes. Yet, in general, existing LGs likely fail to equip learners with communicative competence. Other issues of greater complexity are also raised, including material comprehensibility and limited resources. A critical implication for the field is the necessity of empirical needs analyses for future LG development.