Author: Uwe Schütte
Publisher: Northcote House Publishers
W. G. Sebald was a literary phenomenon: a German literary scholar working in England, who took up creative writing out of dissatisfaction with German post-war letters. Within only a few years, his unique prose books made him one of the most celebrated authors of the late twentieth-century. Sebald died prematurely, aged 57, after the publication of his most celebrated prose fiction Austerlitz. This accessible critical introduction, written by a leading expert, highlights Sebald’s double role as writer and academic. It discusses his oeuvre in the order in which his works were published in German in order to offer a deeper understanding of the original development of his literary writings. In addition to concise but incisive interpretations of the main publications, Schütte demonstrates how Sebald’s critical writings (most of which still await translation) fed into his literary texts and concludes his study with a perceptive assessment of Sebald as a cult author.
Edited By: Uwe Schütte
Publisher: De Gruyter
The development of German pop music represents a fascinating cultural mirror to the history of post-war Germany, reflecting sociological changes and political developments. While film studies is an already established discipline, German pop music is currently emerging as a new and exciting field of academic study.
This pioneering companion is the first volume to provide a comprehensive overview of the subject, charting the development of German pop music from the post-war period 'Schlager' to the present 'Diskursrock'. Written by acknowledged experts from Germany, the UK and the US, the various chapters provide overviews of pertinent genres as well as focusing on major bands such as CAN, Kraftwerk or Rammstein. While these acts have shaped the international profile of German pop music, the volume also undertakes in-depth examinations of the specific German contributions to genres such as punk, industrial, rap and techno.
The survey is concluded by an interview with the leading German pop theorist Diedrich Diederichsen. The volume constitutes an indispensible companion for any student, teacher and scholar in the area of German studies interested in contemporary popular culture.
Editor(s): Olga Castro, Sergi Mainer, Svetlana Page
Publisher: Palgrave, 2017.
This book investigates the political, social, cultural and economic implications of self-translation in multilingual spaces in Europe. It offers innovative perspectives on the role of self-translators as cultural and ideological mediators. The self-translator’s double affiliation as author and translator places them in a privileged position to challenge power, to scrutinise Europe’s minorised languages and literatures and to negotiate conflicting minorised vs. hegemonic cultural identities.
Editor(s): David Orrego-Carmona, Yvonne Lee
Publisher: Cambridge Scholars Press, 2017.
Non-professional subtitling has come a long way since its humble beginning in the 1980s. This volume provides a comprehensive review of the current state of play of this user-generated subtitling phenomenon. It includes projects and research focusing on various aspects of non-professional subtitling, including the communities at work, the agents at play, the production conditions and the products. The collection demonstrates the ways in which non-professional subtitling connects languages, cultures and communities in a global setting.
Editor(s): Olga Castro, Emek Ergun
Publisher: Routledge, 2017.
This book situates feminist translation as political activism. Calling for a more transnational, interdisciplinary and overtly political conceptualisation of translation studies, it highlights the multiple agendas of feminist translation and the different political voices through which it speaks across times and places. The book analyses how both literary and nonliterary discourses migrate and contribute to local and transnational processes of feminist knowledge building and political activism.
Author: Frank Austermuehl
Publisher: Benjamins, 2014.
Based on extensive quantitative and qualitative analyses of a corpus of American presidential speeches, this monograph analyses the various forms and functions of intertextual references found in the discourse of American presidents from 1789 to 2008. Working within an original, interdisciplinary theoretical framework, the book discusses five different types of presidential intertextuality, all of which contribute jointly to creating a set of carefully manipulated and politically powerful images of both the American nation and the American presidency.
SCHÄFFNER, C., KREDENS, K, FOWLER, Y (eds) 2013 Selected papers from Critical Link 6. Amsterdam/Philadelphia: John Benjamins. (Benjamins Translation Library 109), ISBN 978 90 272 2460 6
This book of selected papers from the Critical Link 6 conference addresses the impact of a rapidly changing reality on the theory and practice of community interpreting. The recent social, political and economic developments have led to phenomena of direct concern to the field, for example multilingualism in traditionally monolingual societies, the emergence of rare language pairs, or new language-related problems in immigration application procedures, social welfare institutions and prisons. Responding to the need for critical reflection as well as practical solutions, the papers in this volume approach the changing landscape of community interpreting in its diversity. They deal with political, social, cultural, institutional, ethical, technological, professional, and educational aspects of the field, and will thus appeal to academics, practitioners and policy-makers alike. Specifically, they explore topics such as interpreting roles, communication strategies, ethics vs. practice, interpreting vs. culture brokering, interpreting strategies in different interactional contexts, and interpreter training and education.
Labeau, E & Bres, J (éds) (2013)
From the publisher: The book focuses on evolution in the Romance verbal systems. In the wake of Bybee’s and Dahl’s studies, it advocates the benefits of adopting a cross-linguistic and diachronic approach to the study of linguistic phenomena. Within the scope of the Romance family, similar cross-linguistic evolution paths are explored, as related languages at different stages of grammaticalisation may shed light on each other’s developments. A diachronic dimension also proves desirable for several reasons. First, a diachronic approach significantly enhances the explanatory power of linguistic theory by showing how a specific form came to convey a certain function. Second, change is better revealed in diachronic movement than in static synchrony. Third, meaning constantly evolves and a one-off probe will be less revealing than a sustained study through time. Finally and most importantly, similarities across languages appear more obviously in diachrony. All the chapters of this volume participate in their own way to that crosslinguistic and diachronic approach and help make it an original, focused contribution that covers all main Romance languages. More details here
Roger Barnard, Anne Burns, (2012), ISBN: 9781847697899
This book presents a novel approach to discussing how to research language teacher cognition and practice. An introductory chapter by the editors and an overview of the research field by Simon Borg precede eight case studies written by new researchers, each of which focuses on one approach to collecting data. These approaches range from questionnaires and focus groups to think aloud, stimulated recall, and oral reflective journals. Each case study is commented on by a leading expert in the field - JD Brown, Martin Bygate, Donald Freeman, Alan Maley, Jerry Gebhard, Thomas Farrell, Susan Gass, and Jill Burton. Readers are encouraged to enter the conversation by reflecting on a set of questions and tasks in each chapter.
By Jack C. Richards, Anne Burns (2012)
This text introduces English language teachers to contemporary research and specific techniques for teaching listening. Topics include listening processes, skills, text types, academic listening, course planning, and assessment.
Online Language Teacher Education: TESOL Perspectives. New York: Routledge.
Contijoch, C. / Burns, A. / Candlin, C.N. (2012). ‘Feedback in the Mediation of Learning in Online Language Teacher Education.’
Copland, F. / Garton, S. (2012). ‘Life after on-line learning.’
Garton, S. / Edge, J. (2012). ‘Why Be an Online Learner in TESOL?’ in: England, L. (ed.) (2012).
From the publisher: More and more, ESL/EFL teachers are required by their employers to obtain a Master’s degree in TESOL. Thousands of ESL/EFL teachers are acquiring professional skills and knowledge through online and distance education instructional models. Filling a growing need and making an important contribution, this book is a forerunner in addressing some of the issues and problems for online distance learning and instructional delivery in TESOL and applied linguistics departments in universities around the world. Carefully addressing the complexity of the field, this volume includes primary research and case studies of programs where a variety of online distance models are used. Structured in a logical sequence, the readable and accessible content represents the collected expertise of leading language teacher educators. Each chapter brings the reader a better understanding and ability to apply knowledge about online distance TESOL education.
Burns, A. & Richards, J.C. (2012)
From the CUP website: This collection of original articles provides a state-of-the-art overview of key issues and approaches in contemporary language teaching. Written by internationally prominent researchers, educators, and emerging scholars, the chapters are grouped into five sections: rethinking our understanding of teaching, learner diversity and classroom learning, pedagogical approaches and practices, components of the curriculum, and media and materials. Each chapter covers key topics in teaching methodology such as reflective pedagogy, teaching large classes, outcomes-based language learning, speaking instruction, and technology in the classroom. Chapters assume no particular background knowledge and are written in an accessible style.
Labeau, E. & Saddour, I. (eds) (2012).
From the publisher: Tense, aspect and mood have attracted much attention in the areas of both first and second language acquisition, but scholars in the two disciplines often fail to learn from each other. Western European languages have also been the focus of most studies, but there would be lessons to learn from less studied languages.
This volume offers new insights on tense, aspect and mood by bringing together the findings of first and second language acquisition, and comparing child and adult, monolingual and multilingual learning processes that are approached from various theoretical points of view. In addition, it spans over a wide range of less studied languages (Bulgarian, Hebrew, Korean, Russian), and Western European languages are studied from new angles.
Goh, C. & Burns, A. (2012).
From the CUP website: This book provides theoretical and pedagogical perspectives on teaching speaking within a coherent methodological framework. Teaching Speaking A Holistic Approach brings together theoretical and pedagogical perspectives on teaching speaking within a coherent methodological framework. The framework combines understandings derived from several areas of speaking research and instruction. By explaining, interpreting, evaluating, and synthesizing these diverse perspectives from linguistics and language learning, the text offers a comprehensive and versatile approach for teaching speaking. Different types of learning tasks are explained and illustrated with examples, and each chapter includes short tasks and ends with a number of tasks that enable readers to extend their ideas.
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