This text contains articles in English and Portuguese.
Dive into a captivating exploration of language and literature with this unique bilingual book! Delve into articles presented in both Portuguese and English, covering a range of subjects to ignite your curiosity. Educators will discover fresh ways to engage students with literature, while linguists will explore the fascinating world of metaphor. Aspiring journalists can gain a deeper understanding of journalistic theory, and everyone with a love for language will find something to savor. Whether you're a seasoned professional or simply a curious mind, this book offers a comprehensive journey. Each article is presented with depth and clarity, ensuring a rewarding experience for readers of all backgrounds. Embrace the richness of bilingual exploration and embark on a thought-provoking adventure. Let this book be your guide as you discover the power of ideas and the beauty of language, in both Portuguese and English.
Table of Contents
The Possibilities in Classroom Directed Literary Studies: Two Examples From Classical Literature to the Second Language Classroom
Discovering Belle’s feminism
Views on Education in Brazil and Abroad: From Brazilian Students’ Perspective
Meu Brasil Brasileiro: Identificação de Metáforas Conceptuais nos Discursos do Presidente Michel Temer Proferidos em Julho de 2017
As relações semânticas e lexicias no discurso presidencial: o presente e o ausente, o evidente e o ambíguo
Teoria das narrativas jornalísticas e Análise Crítica do Discurso: Duas teorias distintas em busca de um parâmetro para análise de textos jornalísticos
Objectives and Core Topics
This book provides a comprehensive, bilingual analysis of diverse linguistic and sociological phenomena, focusing on literature in the second language classroom, gender representation in contemporary media, cross-cultural educational relationships, political discourse, and journalistic narrative theory.
- The role of literature and poetry in second language acquisition and pedagogical engagement.
- Critical Discourse Analysis (CDA) applied to gendered portrayals in Disney films.
- Educational system comparisons and teacher-student dynamics in Brazil versus abroad.
- Conceptual metaphors and political rhetoric in presidential discourse.
- The intersection of narrative journalism and Critical Discourse Analysis in digital media.
Excerpt from the Book
The Possibilities in Classroom Directed Literary Studies: Two Examples From Classical Literature to the Second Language Classroom
Studies, dating from the 1980s, advocate for the use of literary texts in the second language classroom. Such period was a mark in second language (henceforth, SL) teaching especially due to the advent of the communicative approach. As the SL classroom became focused at the practicality and usefulness of the target language, the use of literary texts was being relentlessly debunked.
In such context, numerous authors have addressed the uses of literature in SL classroom (see Aghagolzadeh & Tajabadi, 2012; Kennedy, 2014; Khatib, Derakhshan, & Rezaei, 2011; Khatib, Rezaei, & Derakhshan, 2011; McKay, 1982; O’Sullivan, 1991; Vural, 2013). McKay (1982) specifically points out and discredits three of the most common reasons against the use of literature in the SL classroom: (i) the complexity of the language found in literature is generally inappropriate for the teaching of grammar; (ii) literary texts have little, if any, correspondence with real life language use; and (iii) interpretation is more difficult because of its meaning being tied to a cultural perspective.
Conversely, literature has its place in the SL classroom. With the appropriate text, learners are faced with different sentence structures and, perhaps most importantly and interestingly, a different culture. Reading proficiency is possible if nurtured; once learners are motivated and instructors are attentive to developing appropriate pre- and post-reading tasks, the reading task becomes pleasurable and exciting.
Learners’ creativity and passion for reading are also fostered once they are engaged in, as O’Sullivan (1991) highlights, a process of discovery. Instructors can involve students in this quest for discovering new aspects of the target language and its cultural values interwoven in the text under analysis by a spectrum of different activities.
Summary of Chapters
The Possibilities in Classroom Directed Literary Studies: Two Examples From Classical Literature to the Second Language Classroom: Discusses the pedagogical value of using literary texts to foster language proficiency and cultural understanding in second language classrooms.
Discovering Belle’s feminism: Analyzes the representation of female characters and feminist ideologies within Disney's animated films through the lens of Critical Discourse Analysis.
Views on Education in Brazil and Abroad: From Brazilian Students’ Perspective: Examines student perceptions of teacher-student relationships in Brazil compared to institutions in the US, Canada, and England.
Meu Brasil Brasileiro: Identificação de Metáforas Conceptuais nos Discursos do Presidente Michel Temer Proferidos em Julho de 2017: Investigates the use of conceptual metaphors by President Michel Temer to conceptualize the Brazilian nation in official rhetoric.
As relações semânticas e lexicias no discurso presidencial: o presente e o ausente, o evidente e o ambíguo: Explores the linguistic use of synonyms and antonyms in presidential speeches to analyze semantic nuances and political intent.
Teoria das narrativas jornalísticas e Análise Crítica do Discurso: Duas teorias distintas em busca de um parâmetro para análise de textos jornalísticos: Proposes a framework for analyzing journalistic texts by combining narrative theory with Norman Fairclough’s critical discourse analysis.
Keywords
Critical Discourse Analysis, Second Language Teaching, Conceptual Metaphor, Narrative Journalism, Bilingualism, Gender Representation, Educational Reform, Political Rhetoric, Semantics, Cognitive Linguistics, Teacher-Student Relationship, Ideology, Lexical Choices, Cultural Studies.
Frequently Asked Questions
What is the primary focus of this publication?
This work explores the intersection of language, society, and media, offering a collection of research articles that examine literature, political discourse, journalism, and semantics in bilingual contexts.
What are the main thematic areas covered in the book?
The chapters cover pedagogical approaches to literature, feminist representations in media, cross-national educational experiences, political metaphor analysis, and narrative theory in journalism.
What is the main research goal of the work?
The primary goal is to provide a multi-faceted analysis of how language shapes thought and representation, specifically looking at how different discourse participants (teachers, presidents, journalists) utilize text to construct meaning and ideology.
Which scientific methods are primarily employed?
The research heavily utilizes Critical Discourse Analysis (CDA) as developed by Norman Fairclough, alongside systemic-functional linguistics and cognitive metaphor theory.
What is the thematic content of the main chapters?
The main part of the book addresses the role of literature in language classrooms, ideological hidden messages in fairy tales, the influence of educational environments on student success, conceptual metaphors in political speeches, and the structural hybridity of narrative journalism.
Which characteristics define this work?
The book is defined by its bilingual nature, its interdisciplinary approach between social and linguistic analysis, and its focus on critical thinking regarding media and educational structures.
How does the author analyze the "Disney feminist" archetype?
The author uses CDA to deconstruct the character of Belle, arguing that while she displays traits of a feminist, she is still constrained by conventional fairy tale tropes of romantic dependence and physical standards.
What specific metaphors did President Temer use to describe Brazil?
The analysis identifies five key conceptual metaphors: The Brazil as a Traveler, an Organism, an Entrepreneur, a Soldier, and a Construction.
What conclusion is drawn from the study on education?
The study concludes that students perceive a respectful distance in foreign educational systems, often viewing foreign teachers as more interested in the personal lives and learning outcomes of students compared to their Brazilian counterparts.
Why is narrative journalism combined with Critical Discourse Analysis?
They are combined to provide a robust framework that captures both the stylistic elements of modern journalistic storytelling and the underlying power structures and social implications inherent in the text.
- Arbeit zitieren
- Camila Quevedo Oppelt (Autor:in), 2024, The Power of Language. A Bilingual Exploration of Literature, Metaphor, Journalism and Semantics, München, GRIN Verlag, https://www.grin.com/document/1471807
