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Introduction. The article discusses the practices of implementing a multilingual model of multicultural education in the Russian Federation. The Russian Federation is a multinational and linguistically diverse country. The official language of the country is Russian; 37 state languages are spoken in the republics of the Russian Federation; more than 15 languages have an official status. For a number of regions of the country, the model of multilingual learning is extremely relevant. The purpose of the article is to study the practices of implementing a multilingual model of multicultural education in the territory of the Russian Federation and to conduct their comparative analysis. Materials and Methods. Within the framework of the study, the analysis of legislative documents regulating the processes of multicultural and multilingual education in the Republic of North Ossetia-Alania, Kabardino-Balkar Republic, Chechen Republic, Republic of Sakha (Yakutia), Republic of Tatarstan, Chuvash Republic, Republic of Bashkortostan (state programs, concepts, regulations, etc.) was carried out. Data gathering included round-table discussions and interviews with the representatives of academic and teaching communities of the regions; analyses of curricula, syllabi and teaching materials on language disciplines; lesson observations; questionnaires and language assessment of primary (4th grade) and secondary schoolchildren (8th grade) in foreign and native languages; analysis of academic performance and attainment (e.g. the results of the All-Russian Olympiad of schoolchildren in Russian and Foreign Languages, national assessment, state final certification, and final national examinations). Results. The research team of Bashkir State Pedagogical University named after M. Akmulla, in accordance with the state task in the field of science of the Ministry of Education of the Russian Federation, has been implementing a research investigation ‘Comparative analysis of the practices of implementing a multilingual model of multicultural education (with the main focus on the Republics of Bashkortostan, Tatarstan, North Ossetia-Alania, Sakha (Yakutia), etc.)’ since 2021. The authors have determined the main types of models of multilingual education implemented in the studied regions. In particular, the models presented in the Republic of North Ossetia-Alania, the Republic of Tatarstan and the Republic of Sakha (Yakutia) are reported to be the most developed as they have been implemented for several years. The findings in this study contribute to a greater understanding of the specifics of multilingual education in Russia and the study makes a theoretical contribution to multilingual education in general. Conclusions. The article concludes that currently there is no a single coordinated model for multilingual education in Russian schools. The development of a multilingual model of multicultural education is primarily aimed at preserving and further developing the native languages in the subjects of the Russian Federation, remaining one of the most important tasks not only in terms of solving narrow ethno-cultural problems, but also in the context of preserving the natural multicultural basis of the multinational Russian state.
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A person as a unique personality has recently become an important topic of research in modern linguistics based on the position of anthropocentrism. This philosophical belief contributes to the development of linguoculturology, which considers linguistic phenomena in their inseparable connection with the culture and history of an ethnic group development. In this case, the concept is defined as a kind of a mental unit that has value-based, figurative and conceptual components. The ethnohistorical perception of the Russian people is reflected in traditional oral folk art. The study addressed folklore epic, lyric-epic and lyrical spiritual poems published between the XIX and the XXI centuries. The relevance of the work is determined by the insufficient knowledge of the genre of spiritual poems, especially in terms of concept functioning. The novelty of the research is in that it describes a part of the linguistic and cultural space of the Russian people by taking a look at how the concept of enemy functions in spiritual verses. The paper also identifies the structure of the studied concept. The methodology of this conceptual research included the analysis of dictionary definitions, the method of etymological analysis, and contextual analysis. The conclusion is that the concept of enemy in spiritual verses is used in such meanings that do not relate to modern interpretations. This is due to the genre affiliation of folklore works – they reflect the medieval Christian worldview.
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The aim of the article is to clarify the functional and semantic differences between synonyms with the meaning of “madness” in the Latin language: dementia, amentia, insania, furor. The material comprised selected contexts from the works of ancient authors, mainly Cicero (Tusculanae Disputationes) and Seneca (Epistulae Moralesad Lucilium, De Ira), who developed this topic most comprehensively. It was established that the word insania can be used as a medical and philosophical term. In Stoic philosophy, insania is the antonym for the concept of sapientia, and its internal form is the basis of the widely used extended metaphor “ignorance is madness (unhealthiness),philosophy is treatment”. The words dementia, amentia and furor did not acquire terminological meaning. The concept of furor corresponds to affect in its modern sense and is included in a broader concept of passion, with anger being one of the forms of its manifestation. In Seneca’s works, the concepts of insania and furor correlateas general and specific, while Cicero only emphasizes their non-identity, without defining their relationship. In the commonly used plain language, furor characterizes the emotional sphere of the object of speech, has ascertaining semantics, and does not contain an evaluative component. The words dementia and amentia, on the contrary, are used primarily as a means of assessing the situation described by the speaker. Emotional evaluation (disapproval)is more associated with the word amentia, while rational evaluation (inconsistency with common sense) is associated with the word dementia.
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Apostolos Tsigaras († 1637), a native of Ioannina, is not included in the galaxy of prominent representatives of the Greek people in the era of the Turkish rule. Not being a statesman or church leader, a big business manor a military man, he lived his life as a political émigré in exile, engaging in trade. Nevertheless, despite the minority position among the educated Greeks of the diaspora, he was destined to play a significant role in the enlightenment of his compatriots, as well as in the process of establishing ties between the Russian Orthodox Church and the Philadelphia Metropolitanate of the Patriarchate of Constantinople. The article examines the connections of the Apostolos with Russia and the Russian Church. In addition to the already known facts, new unexplored data are presented. Tsigaras played an important role – he introduced the Russian Church to its defender in far-off Europe, the Metropolitan Gabriel Severos of Philadelphia. After that, the Metropolitan was honored with the attention of the Moscow Patriarch Job. Asan editor and co-author he made the Chronicle of Pseudo-Dorotheus – the history of the Greeks in the Byzantine and post-Byzantine periods, which, inter alia, tells about the founding of the patriarchate of the Russian Church – available to the general reader in Europe. The paper specifically focuses on his role in the publication of the Chronicle. The testament of Apostolos Tsigaras, which has not been published in Russian before, is presented in the appendix to the article.
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The purpose of the study is to identify the specific forms of ancient drama reception in modern literature. The novelty of the work is determined by the use of understudied research material – a modern interpretation of ancient plots, investigated by means of the comparative typological method. The relevance lies in the characterization of universal features of the reception of antiquity in modern culture, which is achieved, among other things, by the interdisciplinary approach – the study of social issues (feminist discourse) and cross-genre interactions (literature and cinema).The paper proposes a classification and characteristics for several types of plot borrowings: paradigmatic interpretation as a comprehension of a well-known plot or familiarization with it at a new stage of literature existence; alternative interpretation as a look at a well-known plot from a new point of view; interpretation as a model and interpretation as a paradox, which represent modern realities, problems and discourses through the ancient myth. In modern forms of reception, the actualization of the plot is achieved through feminist discourse and the modernization of ancient realities, with genre transition being a specific feature of this process. While maintaining interest in ancient plots, the key to success in turning to classical material is emancipation from ancient literary paradigms.
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The paper proposes to appreciate the play’s butcheries as an incision into the unstable character of the category of the human. The vividness of the “strange images of death” is thus analysed with reference to the cultural poetics of Elizabethan theatre including its multifarious proximity to the bear-baiting arenas and execution scaffolds. The cluster of period’s cross-currents is subsequently expanded to incorporate the London shambles and its presumed resonance for the reception of Macbeth. Themes explored in the article magnify the relatedness between human and animals, underscore the porosity of the soon to turn modern paradigms and reflect upon the way Shakespeare might have played on their malleability in order to enhance the theatrical experience of the early 17th century. Finally, the questionable authority of Galenic anatomy in the pre- Cartesian era serves as a supplementary and highly speculative thread meant to suggest further research venues.
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This essay presents a posthumanist reading of Shakespeare’s The Tempest and Marlowe’s Doctor Faustus, two plays which feature a scientist/magus who attempts to control his environment through personal agency. After detailing the analogy between the agency of posthuman figures and the workings of computerized writing machines, as Katherine Hayles has proposed, my essay shows how Kott’s writing, especially his notion of the “Grand Mechanism” of history, anticipates the posthumanist theories that are currently dominating literary assessments. His critique of The Tempest makes this idea perfectly clear when he disputes the standard notion that Prospero represents a medieval magus; he instead argues that Prospero was more akin to Leonardo DaVinci, “a master of mechanics and hydraulics,” one who would have embraced revolutionary advances in “astronomy” as well as “anatomy” (1974: 321).
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Although as early as 1910 more citizens of Osijek declared for Croatian as their mother tongue as opposed to German, German was still being dominant. The active supporters of the Croatian language, gathered around the Osijek daily Narodna obrana, wondered at that dominance and attributed it to the political inertia of the citizens of Osijek. In their observations, their disapproval of using German mostly referred to men, while women were mentioned rarely and accidentally. It follows that they have underestimated the influence of women on the spoken language, although it is they who are mothers, educators and teachers of the first words. We find from the Narodna obrana that women from Osijek preferred the German language in communication, and from their cook notebooks, which indicate bilingualism, we also find possible reasons for this. The recipes circulating among them came from the German-speaking area, mostly bearing the characteristics of South German and Austrian cuisine, or were transcribed from printed cookbooks in German. The sharing of recipes, as an integral part of communication among women, was much easier in German, and consequently, other conversations about food and other “women's” work common to all women, regardless of origin. Considering that caring for family nutrition has taken an extremely large part in the daily lives of most women, it is not inconceivable that women form Osijek tried to ease this concern by using only one language, which was German.
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The study looks at the use of conjunctions among L1 Luganda speakers of English as a second language (L2) in Uganda. Using a corpus compiled from oral and written discourse, the study found that the conjunction mostly used among L1 Luganda speakers of English was “and”, followed by “but”, both of which were marginally used as sentence openers, with the written data showing no single incidence of using “and” in this respect. It was also established that a number of English conjunctions were either totally absent or only used sporadically in both types of discourse. For example, correlatives such as “scarcely…when, no sooner…than” were completely absent from our corpus. Substrate influence from Luganda has been seen to have a role, not least in the co-extensive use of “although/though” with “but” in subordination, although analogy appears to work synergistically with substrate influence here (see Andersen, 1983). Innovations involving the rejection of constructions with the conjunction “if” were observed with regard to what appear to be mixed tenses (e.g. If you did not study chemistry at lower levels, you will not understand this concept), although in L1 English such constructions are legitimate since they do not encode the semantic relation of condition (Swan, 2005). Given that L1 Luganda speakers of English are Ugandans, this aspect of the findings in the study lends itself to observations made in earlier studies (e.g. Ssempuuma, Isingoma & Meierkord, 2016; Isingoma, 2021) on the structural nativization of English in Uganda as well as trends towards endonormativity in the sense of Schneider (2007).
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Andrei Corbea, Nu vrea/cicatrice. Studii despre Paul Celan la implinirea a 100 de ani de la nasterea poetului, Editura Polirom, 2020;
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This article accounts for the process of legitimization as a mere instrument of control in society where symbolic power is manifested. By conducting a critical discourse analysis in combination with frameworks for analyzing legitimating devices in discourse as developed by Theo van Leeuwen (2007) and Antonio Reyes (2011), this study scrutinizes the legitimation strategies used in Ben Affleck’s speech before the American House Foreign Affairs Committee on Congo crisis (2011). The paper also investigates the linguistic devices leaned on by this social actor to advance particular political ends. The results from the qualitative analysis have shown that this activist establishes links with his audience outlining common values firmly grounded on US history, cultural tradition and political ideologies. His reasoning constructs specific understandings of US involvement in the new “war on terror” legitimized through (1) hypothetical future, (2) rationality, (3) voices of expertise and (4) altruism.
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This paper looks at the tripartite problematic perspective in current English for Specific Purposes educational practices in order to direct educational practices toward the progressive approaches and improvement in the area of language competences. One aspect of the thematic framework concerns the problem of the varieties of English in the light of the question of the norm. The other is related to the problem of corporatization of education. The third perspective focuses on digital technologies in a globalized world, as well as their role in and impact on education. The empirical part of the research was conducted in the form of a survey in which students answered questions about these thematic clusters. The research indicated the justifiability of the conceptual framework of the paper. It also revealed the angles from which the initial concerns could be questioned. The insights may open up an avenue for future tendencies in the syllabus design and classroom activities within English for Specific Purposes. Based on them, the authors recommend a balanced approach to nonstandard variants of English in ESP; an awareness and application of the benefits of both technology and in-person, face-to-face communication; a motivation for learning English that transcends sheer concern for profit.
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Tania Radu, Chenzine literare, Editura Humanitas, Bucureşti, 2014. (Iulian BOLDEA); Veronica Buta, Formele poetice ale ironiei, Editura Casa Cărţii de Ştiinţă, Cluj, 2015. (Al. CISTELECAN); Nichita Danilov, Portrete fără ramă, Editura Tracus Arte, Bucureşti, 2012. (Iulian BOLDEA); Maria Cheţan, Ştefan Aug. Doinaş. Ipostaze ale operei: evocări, proză, teatru, aforisme, Editura Junimea, Iaşi, 2015. (Al. CISTELECAN); Iulian Boldea (coord.), Mircea Muthu. În orizontul sintezei, Editura “Arhipelag XXI”, 2014. (Dumitru-Mircea BUDA); Ionuţ Pomian (coord.), Înspre şi dinspre Cluj: contribuţii lingvistice: omagiu profesorului G.G. Neamţu la 70 de ani, Editura Scriptor şi Editura Argonaut, Cluj-Napoca, 2015. (Maria-Laura RUS).
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This paper aims to examine David Foster Wallace´s literary work and his main work titled Infinite Jest. In the first part of the paper, the reception history of the novel is outlined (including both the English and Hungarian versions). The study also draws parallels between Wallace´s novel and his activity as a literary critic. He offers a new postmodern approach in his essay E Unibus Pluram: Television and U.S. Fiction: he talks about post-postmodernism and he refers to the relationship of the literary text and intermediality as image-fiction. According to him, popular culture has appropriated the methods of classical postmodernism, especially irony. As a result, he concludes that it is important to move beyond these methods so that a new language can be created in which the reader recognizes his vulnerability. Last but not least, Infinite Jest is examined in the above-mentioned context. In a certain way, it is a hybrid work between literature and television that depicts a world where everything is medialized and ruled by popular culture.
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In my study, I examine Margaret Atwood’s novel The Handmaid’s Tale from a transmedial perspective. The movie, series, theatrical performances, opera and comic book adaptations made from the novel, and later the Testaments, suggest that the Gileadverse has become a transmedia story and a trans-medial world. Based on the already classic text by Henry Jenkins, “Transmedia Storytelling 101,” my goal is to prove how this story could become a modern myth, a story that has entered into our everyday lives.
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