Heteroglossia

This article stems from a panel we jointly convened at the i-Docs 2018 Symposium, where we presented a series of provocations with a view to generating a new theoretical framework for i-docs. These provocations were inspired by all aspects of Mikhail Bakthin's concept of polyphony, from both a theoretical and a practical point of view. This article presents these provocations and reflects further on them. A number of key issues are documented, expanded and commented upon, as a potential framework for further research, including multiplicity, the chronotope, dialogism and interaction. We propose that these lead to new ways of approaching complexity. With the aim of using juxtaposition, nonlinearity and layering to break down binaries, the article demonstrates how complexity can be embraced and, crucially, how the simplicity within it can be revealed. In other words, a key proposition here is that we should accept and celebrate complexity as the natural order of things, without needing to deny simplicity. By investigating several theoretical aspects of Bakthin's wider idea of polyphony, this article identifies some areas for potential development and offers input for further research, particularly in relation to the concepts of heteroglossia, carnival and aesthetics. This article is an expanded version of our " provocations " , a series of ideas and stimuli designed to provoke debate and set the scene for a collaborative panel session on " The Poetics and Politics of Polyphony ". We organised and hosted this session at the i-Docs 2018 Symposium held in Bristol, UK on 21–23 March 2018, based on our combined long-term and ongoing research into the subject (Aston and Odorico). 1 In the spirit of the Russian philosopher Mikhail Bakhtin, our provocations were designed to start a dialogue between us, our guests and the audience, through which we endeavoured to create an equal and open platform for the generation and exchange of ideas. A number of key issues came out of this dialogue, which we document and comment upon here as framings for further research. The structure of this article is based on the order in which we presented our provocations, using our set of six slides from the symposium, followed by a list of keywords that emerged from the ensuing discussion. As we use this structure to talk through our ideas, this is not a typical linear essay, but a series of inputs for further analysis, with certain aspects focussed on in more detail. The article also includes a few additional slides, where we have expanded upon points we first made at the symposium. Overall, the aim of the article is to explore areas of synergy with Bakhtin's thinking on polyphony, and to begin to reflect on the theoretical and practical contribution of a dialogic approach to the field of i-docs.

Wayne Vucinic Book Prize 2007, "for the most important contribution to Russian, Eurasian, and East European studies in any discipline of the humanities or social sciences." 

Endorsement by Slavoj Zizek:

"Alexei Yurchak's Everything Was Forever, Until It Was No More immediately seduced me by its very title with a profound philosophical implication that eternity is a historical category--things can be eternal for some time. The same spirit of paradox runs through the entire book--it renders in wonderful details the gradual disintegration of the Soviet system from within its ideological and cultural space, making visible all the hypocrisy and misery of this process. I consider Yurchak's book by far the best work about the late epoch of the Soviet Union--it is not just history, but a pleasure to read, a true work of art." (Slavoj Zizek, author of In Defense of Lost Causes)

Abstract:

Soviet socialism was based on paradoxes that were revealed by the peculiar experience of its collapse. To the people who lived in that system the collapse seemed both completely unexpected and completely unsurprising. At the moment of collapse it suddenly became obvious that Soviet life had always seemed simultaneously eternal and stagnating, vigorous and ailing, bleak and full of promise. Although these characteristics may appear mutually exclusive, in fact they were mutually constitutive. This book explores the paradoxes of Soviet life during the period of "late socialism" (1960s-1980s) through the eyes of the last Soviet generation.

Absztrakt Jelen tanulmány egy a heteroglosszia elméleti keretében végzett doktori kutatás módszertani alapjait részletezi. A kutatás roma gyerekek iskolai nyelvi gyakorlatait vizsgálja úgy, hogy az elemzéshez iskolában létrejött émikus kategóriákat veszi alapul. A kutatás célja az iskolába járó roma gyerekek beszédmódjainak és az azokhoz kapcsolódó társas jelentéseknek a megismerése. A heteroglosszia elméletének segítségével a beszélést több dimenzió mentén, a társas folyamatokra reflektáló és azokat alakító dinamikus cselekvésként értelmezem. Az interakciókban megjelenő társas jelentések feszültséget okoznak a beszédpartnerek között, ezáltal a társas jelentésekhez kötődő viszonyulások, ideológiák vizsgálhatóvá válnak. A feszültség az interakcióban a beszélők között jön létre, különböző nézeteik, ideológiáik, attitűdjeik szembenállásából fakad, ezzel befolyásolja a kommunikáció menetét. Dolgozatomban amellett érvelek, hogy a feszültség vizsgálatát célzó, a heteroglosszia elméletén alapuló jelen kutatáshoz nyelvészeti etnográfiai módszerek jelentik az adatgyűjtés lehetséges módját, mert az egyéni perspektíva megismerését célozzák és mert a beszélést kontextusában ábrázolják. A dolgozat felvázolja, hogy a nyelvészeti etnográfiára ható elméletek hogyan határozzák meg a beszéd vizsgálatának irányát, mely jó alapot nyújt a heteroglosszia elméleti keretében megfogalmazott feszültség elemzéséhez. 1. Bevezetés Kutatásom, melyhez ez a dolgozat kapcsolódik, iskolai környezetben vizsgálja a különböző csoportok közötti nyelvi diskurzusokat. A gyerekek beszédmódjai az iskolába kerülve az iskola nyelvi normái alapján értékelődnek. E szerint a tanárok általában egy egyetemes normához viszonyítva jellemzik a gyerekek beszédét, melynek eredményeként az egyetemes normától eltérő beszédmódok elmaradottnak, kevesebbnek értékelődnek. Kutatásom célja olyan szempontból megismerni és megragadni diákok nyelvi gyakorlatait az iskolában, mely nem kizárólag egy egyetemesnek gondolt normához képest kialakított értékelést jelent, hanem a közösségben létező szempontok, értékek és ideológiák figyelembe vételével történik. A nézőpont megváltoztatásával megismerhetővé válik, hogy a beszélői perspektívák közötti különbségek milyen feszültségekkel járnak az intézményi (tantermi) interakciók során. Az interakciós helyzeteket jelen kutatásban úgy értelmezem, hogy azokban a résztvevők beszédmódjai valamilyen viszonyba kerülnek egymással. Az így létrejövő viszonyok mindig kölcsönhatással járnak, melyek az egyes beszélőkben, illetve beszélők között feszültséget vagy akár konfliktust okozhatnak. Jelen dolgozat a módszertani kérdésekre összpontosít. A kutatás elméleti hátterével bővebben két másik tanulmányom foglalkozik. (A nyelvi hátrány koncepciójának elemzése és egy alternatív vizsgálati lehetőség bemutatása: Jani-Demetriou 2020a; a kétnyelvűségnek a heteroglosszia elmélete szerinti értelmezése: Jani-Demetriou 2020b.) A kutatáshoz az adatgyűjtés nyelvészeti etnográfiai módszerekkel, főként terepmunkán végzett résztvevői megfigyeléssel, tanórai hospitálásokkal és tanárok reflexióira fókuszáló interjúkkal történt. A beszédet időben és térben meghatározott, kontextushoz kötött és a diskurzus résztvevői által közösen létrehozott cselekvésként értelmezem. E szerint a megközelítés szerint a jelentésalkotás a beszélés komplex terében jön létre, ami a fenti paraméterek közötti erők (az egységesítés, sztenderdizálás felé irányuló és az ezzel ellentétes, az egyéni különbségeket, a kreativitást hangsúlyozó erők) működésének dinamikája mentén folyamatosan alakul. Ebből következően alapvetésnek tekintem, hogy a beszélők a közöttük kialakuló viszonyoknak maguk is alakítói, vagyis egy adott csoport a maga által kialakított viszonyok és kategóriák mentén értelmezi a tagjait (beszélőit). Ezen jelenségkör megismerését célozza az e dolgozat keretein belül bemutatott nyelvészeti etnográfiai módszereket alkalmazó vizsgálat.

This book provides the first comprehensive account of temporal deixis in English printed and online news texts. Linking the characteristic usage of tenses with the projection of deictic centres, it notes how conventional tenses, particularly in headlines, are affected by heteroglossia arising from various accessed voices. The resulting tense shifts are interpreted pragmatically as a conventional reader-oriented strategy that creates the impression of temporal co-presence. It is argued that since different tense choices systematically correlate with the three main textual segments of news texts, the function of tense needs to be viewed in a close connection with its local context. Traditional news texts are also contrasted with online news, particularly as far as the effect of hypertextuality on the coding of time is concerned. A two-level structural framework for the analysis of online news is proposed in order to account for their increased textual complexity. The book will be of interest to a wide range of scholars and students working in the fields of media pragmatics, discourse analysis and stylistics.

Using Édouard Glissant's vision of 'poetics of relation,' I intent to demonstrate how Olga Tokarczuk's novel Flights (2007; 2017) turns significantly responsive to what I have termed 'hyperglossia.' Hyperglossia proposes a magnification of Bakhtin's heteroglossia, in recognition that today's world is informed by discourses that not only complete and complement each other, but also exceed the individual's capacity to assemble one reality. If heteroglossia encompasses another's speech in another's language (Bakhtin), hyperglossia appeals to both the form that speech acquires and its precedence as utterance (the polyphonic aspect), as it is processed by the writer. Hyperglossia is rhizomatic, hypertextual, and exponential. It is a continuum of fluidity and indeterminacy that challenges Western patterns of reading and thought. On the light of this, I propose a reading of Tokarczuk's Flights as a hyperglossic text in functions determined by the fragmentation of the narrative voice(s).

In: Heltai János Imre – Oszkó Beatrix (szerk.): Nyelvi repertoárok a Kárpát-medencén belül és azon kívül: Válogatás a 20. Élőnyelvi Konferencia (Budapest, 2018. augusztus 30. – szeptember 1.) előadásaiból. Budapest: Nyelvtudományi Intézet. 516–528.

This chapter discusses the fraught relationship between Second Sophistic discourse and koinē fiction of the second and third centuries ce. Taking its point of departure from a comparison (synkrisis) of Dio of Prusa’s first oration On Kingship and the α-recension of the Greek Alexander Romance, the chapter goes on to argue that Second Sophistic
discourse and koinē fiction are not just two different bodies of contemporaneous writings that happened to appear side by side. Rather, they remain engaged in an intertextual agon where literary production in koinē—as opposed to Attic—Greek constitutes a dialectical negation of the overtly imperialist political agendas and monologic cultural
objectives that inform Second Sophistic composition. Further consideration of the Life of Sekoûndos and the Story of Aseneth shows how koinē fiction of this period not only aggressively contests the goals and priorities of the Second Sophistic, but pointedly turns its norms and ideals inside out.

"Meaning, if Twain’s views regarding the rights of woman and gender inequality had shifted over the course of his literary career, this change would inherently appear in the reader’s perception of Pudd’nhead Wilson, based solely on the possibilities of the literary medium per se. One aspect of the novel’s narrative form is its “flexibility,” part of which allots the novel the capacity to be “immediately responsive to patterns of cultural change” (Frye 433). It should be further noted that even though the novel as a literary medium or form is incredibly prevalent today, it has had a historical and prominent association with women, and that even in Twain’s time, women associated with the novel in greater numbers, both as writers and readers. Most of Twain’s male literary contemporaries, with certain exceptions, opted for philosophical prose or experimented with poetry, short story, and essay. When we consider other major contributors to the canon of early American literature, men constitute the majority of the canon’s notable figures, such as Poe, Emerson, Thoreau, Whitman, and so on. Most of the novelists in this canon, also with certain exceptions, tend to be women, notably Harriet Beecher Stowe and Louisa May Alcott. Surely, then, one claim for the novel’s feminist possibilities stems from the novel’s popularity and frequency amongst the female reader and writer. Imagine, for example, the way in which one of Twain’s female contemporaries may have alternatively perceived Pudd’nhead Wilson, particularly if that woman had also read “In Defense…” or had a history of reading female-centric or female-authored novels, as was characteristic of that time. "

In this paper, I analyse the highly heteroglossic lyrical and musical practice of a recent hip hop group in Hong Kong, 24 Herbs.  Through analysing their multi-voiced translanguaging lyrical practice, I analyse their “structure of feeling” (Williams, 1961) and their simultaneously trans-local and local identity in their uniquely postcolonial Hong Kong performance modes.  For instance, “Do you know me” is the name of a new song in 24 Herbs’ new album in 2011.  “Do you know me” also subtly indexes the familiar Cantonese slang expression, “Diu neih louh mei” (literally meaning: ‘Fuck your mother’).  This multi-voiced translanguaging not only evokes structures of feelings of both glossy metropolitan identities and forceful streetwise local Hong Kong identities, but also destabilizes the conventional boundaries between Cantonese and English, “low” and “high” social languages, all in the arty and artful act of hip hop poetic meaning-making.  24 Herbs’ hip hop heteroglossic translanguaging practice as both pleasure and public pedagogy is discussed.
To cite:  Lin, A. M. Y. (2014). Hip-hop heteroglossia as practice, pleasure, and public pedagogy: Translanguaging in the lyrical poetics of “24 Herbs” in Hong Kong. In A. Blackledge, & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 119-136). Dordrecht: Springer.

A dolgozat olyan roma általános iskolás tanulók beszélésének és iskolai nyelvi nevelésének kérdéseivel foglalkozik, akiknek környezetében a magyar mellett a romanihoz tartozó nyelvi források is használatosak. Ezt a gyakran újnak vagy posztmodernnek nevezett szociolingvisztika eszközrendszerével teszi. Az új szociolingvisztika vizsgálódásának középpontjában nem az önmagukban létezőnek és jól körülhatárolhatónak elgondolt nyelvek és nyelvváltozatok (Makoni-Pennycook 2006), hanem a nyelvi források és a hozzájuk kötődő értéktulajdonítások, a beszélők nyelvi repertoárja és viszonyrendszerei, illetve a beszélők által létrehozott diskurzív elrendeződések (Blommaert 2016) állnak. Nyelvi forrásnak (Jørgensen 2008) tekinthető minden olyan nyelvi elem és jellegzetesség, ami így vagy úgy meghatározza egy-egy közösség tagjainak beszédmódjait. Az értéktulajdonítás az a társadalmi jelentés, ami a nyelvi forrásokhoz azok denotatív és grammatikai jelentésén túl kapcsolódik, és a közösségi vélekedésekben stabilizálódik, regisztrálódik, bizonyos társadalmi státusz jelölőjévé téve ezáltal az adott nyelvi forrást (Agha 2007). A beszélők repertoárjába különféle nyelvi-szemiotikai források és az azokhoz kapcsolódó, a szociális kapcsolatok és a kontextus függvényében alakuló értékelések, jelentések tartoznak. A diskurzív elrendeződés műszó a beszélők által alkalmazott diskurzív viselkedésmódok összességét jelöli. Egy három évre tervezett kutatás előkészítő szakaszának részeként a 2015/2016-os tanévben a Károli Gáspár Református Egyetem Magyar Nyelvtudományi Tanszékén vezetésemmel működő romológiai diákműhely hat tagjával négy általános iskolában mintegy 50 tanórát látogattunk meg arra figyelve, milyen a cigánynak/romának mondott gyermekek nyelvi viselkedése. Jelen dolgozat fókuszában egy kelet-magyarországi kisváros spontán szegregálódott óvodája és iskolája áll. Az intézménybe 2015 februárjában látogattunk el. Ide elsöprő többségben a városszéli telepen élő, a helyi diskurzusokban oláhcigányként kategorizált közösségből járnak gyermekek. Részt vettünk 15 tanórán, az intézmény alsós, illetve felsős félévzáró értekezletén, óvodapedagógiai foglalkozáson, továbbá – a szülői engedélyeket megkérve – csoportos interjúkat csináltunk az iskola tanulóival, illetve interjút készítettünk az iskola és az óvoda vezetőivel. A dolgozat három részből áll. Előbb a roma/cigány gyermekek nyelvoktatásával kapcsolatos, az elmúlt évtizedeket meghatározó szociolingvisztikai diskurzusokat tekintem át arra koncentrálva, hogy milyen ezeknek a mindennapi, a vizsgált intézményben is megjelenő nyelvpedagógiai kihívásokhoz való viszonya. A következő fejezetben bemutatom az iskola roma/cigány gyerekeinek sajátos beszélési módjait és az azokból következő pedagógiai kihívásokra adott helyi (iskolai) válaszokat. Végül áttekintem, hogy az új szociolingvisztika nyelvszemlélete alapján milyen nyelvpedagógiai alapelvek fogalmazhatók meg, és azok hogyan válhatnak a gyakorlatban is alkalmazhatóvá például a vizsgált intézményben is.

In the movement known as Spiritualism, successful performances of "mental mediumship" are rarely smooth. At services held by the Canberra Spiritualist Association, mediums attempt to provide evidence of life after death by describing a deceased person's character in ways recognizable to audience members. A medium's verbal performance de-emphasizes heteroglossia while developing vivid spirit characters. Audience members sometimes do not understand or accept what the medium says, but small "failures" in performance help build a larger sense that mediums and audiences are working to gather evidence. As they work, mediums foreground and background their agency at the same time, displaying their fluency in spirit

The term "poetic grammar" refers to the formal patterns that distinguish poetic registers from other modes of speech: for example, patterns in meter and rhyme schemes. For many poetic traditions, function is also a distinguishing feature: epic poetry is a vehicle for heroic lore, for instance, and liturgical hymns convey entreaties to gods. Thus, poetic genres are characterized in terms of patterns in sound or typical topics; connections between form and function are most often left unexplored. My dissertation examines relationships between traditional formal "structuring devices" and the quite heterogeneous functions of a selection of hymns from the Rig Veda, the most ancient of Indic liturgical texts and one of considerable self-conscious poetic intricacy. Working in the traditions of interdisciplinary poetics pioneered by such figures as Roman Jakobson and Mikhail Bakhtin, and building on the insights of historical linguistics, I will explore how the phonological, grammatical and lexical patterns that comprise formal structuring devices are used to shape a discourse, and to further specific rhetorical goals of the Rigvedic poet Vasiṣṭha, among other speakers.

The assessments designed for and analyzed in this study used a task-based language design template rooted in theories of language reflecting heteroglossic language practices and funds of knowledge learning theories, which were understood as transforming classroom teaching, learning, and assessment through continua of biliteracy lenses. Using a participatory action research model, we created assessment instruments for pre-service English teachers in Oaxaca, Mexico, integrating language practices from communities and classrooms into assessments. Participants completed two reading and writing tasks. Task 1 was intentionally designed to engage learners' English and Spanish languages resources. Task 2 was restricted to English-only. Our analyses indicated (1) that pre-service English teachers performed better on the multilingual task than the monolingual English task at a level of statistical significance and (2) that integrating multilingual resources within assessment design can allow test-takers to demonstrate more complex or high-order thinking skills in the language they are learning. We are offering some empirical evidence of an assessment approach that is consistent with the broadly supported principle of making use of all students' linguistic resources for the purpose of teaching and learning.

Resumen
El presente estudio tiene como objetivo analizar las similitudes y diferencias que se evidencian en los discursos de Benedicto XVI y su sucesor, Francisco I en materia de homosexualidad, aborto y pederastia. Se utilizará la Teoría de la Valoración (TV) y el Análisis Crítico del Discurso (ACD) como soportes metodológicos y teóricos para el análisis de un corpus compuesto por cinco discursos, mensajes, cartas pastorales y entrevistas. Se tomará al episodio como unidad de análisis los cuales serán seleccionados de acuerdo a la controversia que han generado entre católicos, así también como en grupos de resistencia y no creyentes. A través del análisis se evidencia que el comportamiento discursivo de Francisco I, si bien en apariencia parece más laxo, aún contempla rasgos conservadores que no fomentan el dialogismo abiertamente.
Palabras clave: Iglesia Católica, discurso religioso, Teoría de la Valoración, Análisis Crítico del Discurso.

Abstract
The purpose of this study is to analyse the differences and similarities in the discourse of the former Pope Benedict XVI and his successor, Francis I, regarding homosexuality, abortion and pederasty. A corpus composed of 5 speeches, messages, pastoral letters and interviews will be examined by means of the Appraisal Theory and Critical Discourse Analysis. For the purpose of this study, episodes will be used as units of analysis. These will be selected according to the controversy they created amongst Catholics, non-Catholics and resistance groups. It was found that although Pope Francis I seems to have adopted a more lenient discursive behaviour, the underlying conservative features of the Catholic Church are still present and these do not foster full dialogical exchanges.
Keywords: Catholic Church, religious discourse, Appraisal Theory, Critical Discourse Analysis

Heteroglosszia: cigány/roma tanulók beszédmódjai az iskolában Heteroglossia: Languiging of Roma Children at School. rövidített cím: Heteroglosszia: roma tanulók beszédmódjai az iskolában kulcsszavak: roma/cigány, iskola, heteroglosszia, nyelvi forrás, diskurzív magatartás Absztrakt Mint minden gyermekét, a társadalom által cigányként/romaként számon tartott gyerekek iskolai esélyeit is meghatározza az, ahogyan közösségeik és közösségeikben ők is beszélnek. Jellemzően alsó tagozatban nem képesek az iskolában érvényessé tenni saját otthoni beszédmódjaikat, felső tagozatban ellenben az iskola nem tudja hasznosítani az ekkor megjelenő speciális diskurzív magatartásmintákat. A cikkben a bahtyini heteroglosszia fogalmából kiinduló elemzéssel mutatok be néhány ebből adódó problémát. A heteroglosszia olyan leírási lehetőség, amely meghaladja az egyes nyelvek és változatok dimenzióját, és figyel arra, hogy a beszélés szituációhoz, helyhez és időhöz kötött, illetve hogy a beszélők a használt nyelvi forrásokat beszélés közben egymástól átveszik és folyamatosan stilizálják, értékelik. The educational opportunities of Roma children – just like in the case of any other children – are assigned by the ways of theirs languaging and of the language use in their communities. Particularly in lower grades Roma children can't validate the ways of their home language use, until in upper grades schools can't use and utilize the special features of discursive behaviour. In this article I submit some problems resulting from these circumstances. Heteroglossia is a way of description, which exceeds the dimension of named languages and varieties, and pays attention of the fact, that language use is tied to situation, place and time, and speaker not only use the words of others but they are also stylising and evaluating the language resources they are using.

This paper uses sociocultural theories of language learning to investigate how teachers and students navigate between monolingual institutional policies and the multilingual realities encountered in a rural Kenyan fourth-grade classroom. The paper addresses not only how learners’ communicative repertoires are deployed to make meaning in a foreign- language instruction context but also the sociocultural significance of these communicative practices. Results illustrate how the science teacher used heteroglossic practices to mediate students’ access to literacy, hence, supporting the content learning and language development of students. Both the science teacher and the students preferred a more flexible use of language to make sense of their multilingual realities as opposed to monolingual view of literacy imposed on them by the language policy. I argue for the potential of heteroglossic practices in multilingual classrooms to ease the cognitive load of English language learners in the process of learning in an additional language. The findings highlight the need for legitimizing fluid language practices in multilingual classrooms in the process of acquiring an additional language and preparing teachers for a multilingual reality.

Keywords: Heteroglossia; communicative practices; monolingual; multilingual; repertoire; indexicality

The present study attempts to read Virginia Woolf's Mrs. Dalloway and Zoya Pirzad's I Turn off the Lights, which is translated into English under the title of Things We Left Unsaid, in terms of the Bakhtinian theory of voice. This paper carries out a comparative study of these novels in order to specify the differences between the voices existing in the novels written by two women writers from two different cultures. For that purpose Bakhtin's conceptualizations and theories on Heteroglossia and Polyphony are focused upon. Although these two novels have been analyzed by variety of frameworks related to different critics, the study on the characters identity in the light of Bakhtinian theoretical concepts seems new and the comparativeness side of the research adds to the importance of the present work. By comparing these two works, some cultural differences and similarities regarding both women writers are being revealed. It seems that the authorial intentions towards the role of the characters stem from the similar viewpoints although they have been created in different social and cultural discourses. In the novels written by two writers, the process of identity creation of each character which is the product of various existing voices that are linked to one another through the social nature of language, is examined and observed in the light of Bakhtinian theory.

This thesis is dedicated to the cinema art of Kira Muratova with the focus on the theme of grotesque. Kira Muratova shot films of different genres; mixing styles, creating a new reality of cinema, mixing audio-visualization of people with animals, classical literature with slang, including photography and pornography, installation, performance, opera and ballet. Due to this fact, her films provide rich objects of research in Visual Culture Studies. This study is concerned with the audio-visual effects, images and scenes connected to the theme of grotesque in the auteur cinema of Kira Muratova.

Deliberately departing from the possible socio-historical context, the author of the project presents intertextuality of Muratova's film.This thesis includes a detailed analysis of images and shots of several films with a focus on grotesque and along with general description of the director’s main devices. It searches for meanings, denotations and connotations in the films’ images as the essential elements of the films. In addition to an overview of the whole art of director and auteur features, the project deals in more details with two recent films by Muratova— Two in One (2006) and Melody for a Street Organ (2009). Both films are examples of post-modern cinema, and represent ironically, controversially, abruptly, painfully, but truthfully, many important cultural and philosophical issues and essences: arts, man and his place in the world, his relation to other living beings. Semiotics, auteur theory, other theories of film studies, linguistics and psychoanalysis in their postmodern appearances have been applied to the analysis of Kira Muratova's film.

In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them (Blommaert 2010). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners (Paris and Alim 2017). By bringing two perspectives – Halliday’s systemic functional linguistics (SFL) (Halliday 1993) theory and García’s (2009) notion of translanguaging – into dialogue, we explore their conceptual alignments and complementarities. Building upon this, we envision culturally sustaining SFL as an integrative framework which holds the promise of fostering meaningful heteroglossic contexts of learning for multilingual learners in supporting their multiliteracies (see Khote 2017; Harman and Khote 2018). Data from one of the author’s English Language Arts (ELA) classroom will further illustrate: (a) how students’ complex linguistic repertoires were mobilized as a foundational resource for developing disciplinary literacy, and (b) how multilingual students engaged with the curriculum to interrogate discourses that diminish their authentic participation in the classroom.

Bu makale Mathiew Kassovitz’in yonetmenligini ustlendigi La Haine (1995) adli filmi Bakhtin’in “heteroglossia” kavrami ozelinde analiz etmektedir . Avrupa’yi sarsmaya devam eden multeci krizinin, yukselen islamofobinin ve yabanci dusmanliginin golgesinde film guncelligini, dolayisiyla sosyal ve politik onemini korumaktadir. Film, temasi ve merkezi karakterleri itibariyle, “diyasporik sinema”, “beur sinema”, “banliyo sinemasi” ve “Fransiz sinemasi” gibi cesitli tanimlayici kategoriler icinde degerlendirilebilmektedir. Fakat calisma kapsaminda, Fransiz sinemasi ve banliyo sinemasi baglamsal cercevesi icinde, cok sesli, cok dilli bir anlati olarak ozellikle filmsel metnin kendisine odaklanilmaktadir. Bu dogrultuda, filmdeki karakterlerin ifadeleri ve bu ifadelerin sosyal ve kulturel yananlamlari/cagrisimlari baz alinarak, sanayi sonrasi ve somurgecilik sonrasi Fransa’sinda bu karakterlerin nasil birer “oteki” olarak cercevelendigi analiz edilmektedir. Yapilan detayli metin analizi, bu ...

Narratives focusing on People of Color often suffer from neocolonial treatment with narrow focus on race at the expense of character development, working with stereotypical monoliths rather than complex individuals. These types of narratives tend to use Whiteness as a “neutral” reference point. In this thesis, I demonstrate how novelist Junot Díaz crafts The Brief Wondrous Life of Oscar Wao around a universe that explores narratives and value systems that normalize and center around People of Color. I examine how Díaz presents a multigenerational nebulous investigation of decolonial liminality through the lens of what I term the “decolonized chronotope,” a device for analyzing texts and their cultures in a way that addresses and delinks from colonialist power structures. I analyze the novel dialogically by looking at the interplay of the underlying diaspora, the oscillations––or shifts––between genre, language(s), time, space, perspective), and what the novel’s various internal interactions convey about the larger whole. Using theories from M.M. Bakhtin, alongside Gayatri Spivak, John Muthyala, Theodor Adorno, and Walter Benjamin, among others, I deconstruct the oscillations that power the decolonized chronotope, as well as examine the nature of diaspora, hegemonic cultural control, and colonialism in the novel.

This article finds in Joinville's late crusading narrative, the Vie de Saint Louis, evidence of past and continuing dialogues and a community of understanding between putative enemies in a theater of war. I argue that the text's mutually derived, Franco-Islamic references and syncretic customs attest to the everyday cross-fertilization and dialogue that took place in the medieval contact zone of Outre-mer irrespective of official crusading ideology emerging from Europe. I then turn to examining closely some of the Vie's many inter-confessional dialogues, showing how the cited Muslim voices of these dialogues reorient meaning within their linguistic environment, casting what Bakhtin called an unofficial “sideways glance” upon what would otherwise be monologic, Latin-Christian discourse. These unofficial, textual sideways glances both open up alternative perspectives within the Vie, and effectively cast an alternative image of the crusading endeavor itself, one in which Muslim and Christian values are mirrored in each other.

This cross-disciplinary approach to literary reading of any provenance based on an "experimental cosmopolitan" epistemology de-and recontextualizes the texts from the points of view of multiple cultures and historical moments, enriching interpretation and aesthetic experience beyond the backgrounds of the present reader and the origin of a particular literary discourse. Trusting the authority of an author or an "original" text and ignoring the fundamental plurilingualism of the literary experience obstructs the wealth of cosmopolitan reading in a globalized and fragmented world. A thorough critique of both local and overarching theories. in clear dissent from the binaries of "decolonial theory" and the overextension of "nomadic theory," supports a precise research and teaching methodology at variance with past trends of Comparative and World Literature,." Considering literature as the aestheticized use of language, which is a universal, the many analyses provided can be extrapolated to other genres, eras and cultural areas.

This chapter provides a broad overview of the study of sociopolitical issues in bilingual education. It begins by examining early concepts in the field and the ways that these early concepts continue to influence the study and practice of bilingual education today. It then examines the ways that more contemporary scholarship has critiqued the positivist and top-down approach of this early work and has instead advocated for a more politicized and bottom-up approach. This critique emerged in two stages. First, there was a critique of English linguistic imperialism and the advocating of linguistic human rights that guaranteed language-minoritized students mother-tongue education alongside access to dominant societal languages. Second, there was a critique of colonial language ideologies and an attempt to reconceptualize bilingual education outside of these ideologies. Though both of these stages have made significant contributions to the field, the bulk of this work has lacked an explicit theorization of the neoliberal political economy within which current bilingual education programs exist. This chapter turns to an exploration of the general literature on applied linguistics that connects issues of language to neoliberalism and examines the
implications of this literature in exploring sociopolitical issues in bilingual education. This chapter ends with a call for scholars of bilingual education to engage in more interdisciplinary work that considers insights from scholarship on neoliberalism as well as talks back to this work by using studies of bilingual education to clarify and refine current conceptualizations of neoliberalism.

Corpo da luogo utopico a spazio eterotopico in direzione di una metodologia eroptica antropologica. Il corpo nella sua ambivalenza simbolica muta nelle contaminazioni del XXI secolo.
Foucault partendo da Marcel Proust cerca un luogo che sia il contrario di un’utopia. Quel luogo si chiama corpo. Esso si trova altrove, in uno spazio altro dal mondo, in una zona di frontiera, oltre il confine del Reale. Per Foucault sono i meccanismi di potere che si indirizzano al corpo che diventa forza utile solo quando è contemporaneamente corpo produttivo e assoggettato.
La tecnologia del potere investe sul corpo codificandolo e disciplinandolo.
Lo spazio si apre allo scarto, alla distanza e svela come il linguaggio sia la più ossessiva delle metafore. Lo spazio è un luogo altro, dislocato, come la nave che è l’eterotopia per eccellenza. Nella civiltà senza navi, i sogni si inaridiscono.
Gli spazi eterotopici sono connessi con tutti gli altri spazi in modo tale da sospendere, neutralizzare o invertire l’insieme  dei rapporti che essi stessi designano, riflettono o rispecchiano. Le utopie consolano, mentre le eterotopie inquietano. La transformazione silenziosa avviene tra un’utopia che si sviluppa nel suo valore ideale e lo spazio eterotopico in cui il corpo mantiene il suo corpus in un luogo senza luogo, per poi incarnarsi nel momento della connessione alla Rete in una dimensione virtuale: l’avatar. Nel Web il corpo si trans-forma, perde gender, gli organi si aprono al sex appeal dell’inorganico. Il corpo si guarda, si riempie di occhi e muove verso una metodologia eroptica. Il desiderio dello sguardo si moltiplica quando il corpo si connette nell’avatar. L’eroptica addestra lo sguardo nuovo, fornendo una riscrittura dell’occhio, aprendosi ad una condizione polisensoriale, dove l’avatar cambia la sua identità multi-individuale incorporata nei feticci digitali: occhio e desiderio erotico si mescolano. Lo sguardo non ha più bisogno della profondità prospettica per essere ingannato. La vertigine della simulazione non controlla più il corpo che cerca di superare la sua inadeguatezza ri-nnovandosi. È qui che una trans estetica gioca con la filosofia del sentire, spostando il suo grado in una zona di frontiera che supera lo schermo, entrando nel cyberspazio, dove il corpo si metamorfizza, transita e riceve altri corpi metaforici-mutanti e moltiplicati.

My study is based on an ethnography of two groups of young people from working-class neighbourhoods in Barcelona. I was interested in researching the impact of Catalan language policies on the identities of young people of Spanish-speaking immigrant families. I sought to go beyond the constraints of traditional structuralist approaches in Sociolinguistics in order to make my analysis relevant to people working for gender equality, the promotion of the Catalan language, or other social causes. I combine ideas from Bakhtin, Bourdieu, Fairclough, Foucault and Goffman to build a dialectical, historical, process-centred perspective that conceptualises practices in terms of social and political struggles.

I analyse young people's peer-group activities in terms of their significance for the construction of gender identities. I propose a variety of forms of masculinity and femininity according to the various ways in which members organised their gender displays in face-to-face interaction.

I also show how their use of argot and dialectal Spanish was part of the processes whereby members defined their relationships, constructed particular subject positions in interaction and struggled to legitimate their own values.

I explore the meanings constructed through Catalan and Spanish by looking into the code-switching practices of my participants. I analysed their talk in terms of narratives that present particular sequential dramatisations of events for conversational audiences. These narratives follow the expressive intention of the author, and are populated with multiple voices of animated characters. I argue that, in the groups I studied, Catalan was generally not used to animate the voices that were central to the identities of the peer-group, and particularly to masculine identities.

In order to contextualise these practices within the wider society, I also look into the processes of language choice in face-to-face encounters. I argue that existing conventions made it difficult for people to find opportunities to speak Catalan. I also pointed to the difficulties that my participants had to find employment, which were particularly acute amongst the more politically aware individuals. I conclude that these young working-class people had little possibilities of investing in more egalitarian forms of identity given their lack of resources and opportunities to develop their identities in other social spaces, such as the workplace.

From the lens of coloniality, monoglossic and hegemonic language ideologies and policies exist within public and private bilingual education in Colombia which oppress students' and teachers' diverse linguistic identities and languaging practices. This article draws on critical scholarship which recognizes the need to decolonize language education. As such, it includes a review of key literature from the fields of language ideologies, language policy, and classroom languaging practices to consider alternative approaches to bilingual education from a heteroglossic stance, including translanguaging and critical multilingual language awareness. The literature review suggests that within the Colombian context, hegemonic and monoglossic ideologies and practices are present within international private bilingual schools and through the National Bilingual Program. In addition, an underlying logic of coloniality exists in both public and private language education as both contexts hold foreign languages, expertise, and relationships as more valuable than their local equivalents. However, recent classroom-based research in Colombia indicates promising new heteroglossic approaches which not only acknowledge the benefits but also support diverse linguistic identities and practices.

My paper intends to explore the role of Louise Labé (c. 1516-1566) as renovator and new interpreter of
Italian lyric tradition. I will focus in particular on the first sonnet of her Evvrez, centred on the myth of
Ulysses.
As most of male-authored lyric poetry, Labé’s work deals with the absence of the lover.
Nonetheless, her poetry is far from being a repetition of male tradition. By deciding to write the first
sonnet of her collection in Italian, she is choosing the language of a specific man: Petrarch. According
to Brugnolo, her choice of Italian is “strutturale”: it is intended to show that the sonnet is the first of a
canzoniere. But her touch on the shape is evident: the sonnet has an Italian rhyme scheme, but not one
featured in Petrarch, her syntax is ‘spigolosa’ (Brugnolo), her canzoniere is made of twenty-four
sonnets. The Petrarchan example is accepted and violated at the same time: Italian language is a way to
make the debt explicit, but this does not stop Labé from reinterpreting it. Labé is not Penelope waiting
for her man, but rather the cunning Ulysses, a parallel rare in the poetry of the time, and particularly
unexpected for a woman. My claim is that the Italian sonnet is not merely an empty homage to Petrarch
(as many French critics have said), but the key to a coherent reading of the entire cycle based on the
concept of μῆτις (as described by Detienne and Vernant).
Finally, I will discuss the style and thematic patterns of the first sonnet in relation to the Evvrez,
in order to examine the female ‘difference’ (Jones, Lesko Baker, Sieburth) of Labé’s poetry, as a
counterargument to Huchon’s thesis, according to which Labé is but a nom de plume for a circle of
male authors.

This dissertation provides an analysis of language attitudes of 1.3% of the adult population of the island of Pohnpei in the Federated States of Micronesia. It presents both quantitative survey and qualitative interview data collected July–August 2016 and July–August 2017. The results are situated within a poststructuralist, postcolonial theoretical framework that critically evaluates the colonial history of the island and its ideological effects on language use, as well as highlighting the diversity
of opinions found on the island. Because of this framework, the dissertation does not aim to construct a monolithic narrative of language attitudes on Pohnpei, but rather seeks diversity wherever possible.
To carry out these goals, the dissertation adapts quantitative methods (multidimensional scaling, cluster analyses, correspondence analysis, and poststratified Bayesian generalized hierarchical modeling)
and combines them with critical theoretical tools such as sociolinguistic scale and translanguaging. The results showed two main different ideological groups both in terms of language use and language
attitude patterns. Both groups highly value Pohnpeian, English, and other local languages generally. However, the first group values English over Pohnpeian and other local languages. They in general only use Pohnpeian to connect with Pohnpeians and in situations related to the soupeidi system, but use English for most other situations including education, work, media, and government. This group’s language use patterns with scale-based language ideologies, where local levels of scale (such as family and kousapw) are highly multilingual, but become increasingly monolingual as scale increases toward the translocal level. The other group, conversely, finds Pohnpeian to be the most
important language for them overall and tend to find Pohnpeian to be the most important language in every domain.
The results of the dissertation indicate a disconnect between the current mostly monolingual English-focused educational practices among both private and public schools on Pohnpei and the desire of the research participants for greater use of Pohnpeian and other local languages. The current educational system likewise devalues the symbolic resources of its students, which has perpetuated negative ideologies about local languages. These ideologies adversely affect both the students and
the linguistic future of local languages including Pohnpeian.

Language is both a means and an end in educational systems. As a means to learning, it manifests itself in countless, shifting modalities; while as an end or objective of learning, it is often perceived as an autonomous, formal entity. Through a case study of an interdisciplinary secondary school project in Luxembourg, this paper explores the tension between formal, standardizing ideologies of language and the diversifying realities found in many classrooms and beyond. Beginning with discussion of different ideological stances towards multilingualism, language education and classroom participation, this paper analyses ways in which these ideologies impact educational systems in general, and language education in Luxembourg in particular, and advocates for heteroglossic, inclusive approaches to language education. The case study presented illustrates successful heteroglossic pedagogy, marked by inclusion of numerous languages, numerous content areas, numerous modalities of expression, and shifts in school participation hierarchies. At the same time, analysis of this case also illustrates continued influences of standard, monoglossic language ideology and areas of difficulty that need to be addressed in order to further develop and normalize effective multilingual pedagogy.

Linguistic anthropologists have shown that the way a person reports speech or represents discourse—for example, whether they ‘put on an accent' or merely repeat attributed words—is crucial for understanding what social action that person is undertaking. And yet, our tools for talking about the form of represented discourse are still crude. This paper offers a new tool in the notion of figure composition, defined as the formal semiotic elements that comprise a given voice. Reflecting on figure composition, alongside Agha ’s (2005) notion of figure transparency, invites us to shift from asking what kind of represented discourse any given stretch of represented discourse is to asking (1) What elements of represented discourse appear to be coming from the quoted figure(s)? and (2) How are these elements used to produce interactional effects?

This article evaluates the film La Haine (1995) directed by Mathieu Kassovitz with specific reference to the Bakhtinian concept of “heteroglossia”. The term addresses “language [as] perceived [and] stratified through and through into multiple social discourses each representing a specific ideological belief system” (Morris, 2003: p. 73).
The film is still socially and politically significant and relevant especially in relation to the refugee crisis, the increasing xenophobia and islamophobia that continue burdening Europe today. The film can be considered under the rubrics of diasporic cinema, beur cinema, banlieue cinema and French cinema based on its thematic concerns and
its central characters. This article, however, particularly focuses on the work itself as a heteroglot, polyglot utterance in the contexts of French film and banlieue film. Secondly, it analyses the framing of the characters as Others in the context of post-industrial, post-colonial France by focusing on their utterances and the social and cultural connotations of these utterances throughout the film. The close textual analysis reveals that there are several registers of heteroglossia detectable in this audio-visual narrative, underlying its multilayered character

Amorim, Aline dos Santos; Moura, SML. (Advisor). ‘Fanfics and Identities: What do our Fan Stories unveil?’. Rio de Janeiro, 2016, p. Monograph – Departamento de Letras, Pontifícia Universidade Católica do Rio de Janeiro.

This monograph was shaped with the objective of understanding how identities arise from fan fictions produced by high school students from a public institution in Rio de Janeiro, Colégio Estadual Compositor Luiz Carlos da Vila, after introducing the genre at school as a Pop, creative and personal resource to stimulate English learning. Sections include theory background on Applied Linguistics, Reflective Teaching, Fan Fiction and Identity; methodology include the collection of interviews after the presentations of eleven outstanding stories based on Universal Studios’ Jurassic World, collected throughout the months of November and December of 2015, respectively. Fan fiction writers try to portray characters’ identities, but they can also portray personal experiences in stories, borrowing elements from their own lives. This dialogic phenomenon is present in all the analyzed stories, and it may be noticed in other texts related to the genre.

Key words: Applied linguistics, creative writing, fan fiction, identities, pop culture.

1. Bevezetés Azok a diákok, akik nem vagy nem úgy beszélik a tanítás során használt nyelvet, ahogy várják tőlük az iskolában, a többi diákhoz képest nehezebb helyzetbe kerülnek. Nemcsak a teszteken nem tudnak optimális szintet elérni, de nem értik teljes mértékben azt sem, amit a pedagógus mond az órán vagy ami a tan-könyvbe van írva, ezért nehezebben tudják a tananyagot megtanulni. Az észak-amerikai angol nyelvű szakirodalom egyik ága language gapként (nyelvi hiány) vagy word gap-ként (szókészleti hiány) beszél arról a jelenségről, amikor a gyerekek nyelve eltér az iskolaitól, és amely gyakran kétnyelvűségi vagy hátrányos szociális helyzethez kapcsolódik (Hart-Risley 1995). Számos esetben pedig együtt jár az etnikai kisebbségi helyzet és a többséghez képest gyengébb szociális státusz (Avineri-Johnson 2015). Magyarországon a nem kiteljesedett magyar nyelvi kompetenciájú és/vagy alacsony szocioökonómiai státuszú gyerekekre is jellemzőek ezek az iskolai nehézségek. Mivel a language gap nyelvi szocializációhoz kötött, és a gyerekek az iskolaihoz képest eltérőként jellemzett, ezért negatívan értékelt beszédmódjait jelölő fogalom, párhuzamba állítható a magyar "nyelvi hátrány" fogalmával. A nyelvi hátrányt jelen dolgozatban olyan nyelvi eltérésként értelmezem, mely külső okokra vezethető vissza, például társadalmi-kulturális, szocializációs, ideológiai vagy gazdasági okok (Bartha 2002). A nyelvi hátránnyal foglalkozó tanulmányokban rendszerint kétnyelvűségi, nyelvjárási, illetve hátrányos szociális helyzethez kötik az iskolában elvárthoz képest más nyelvi kompetenciák kialakulását. Mind a szociolingvisztikai, mind a pedagógiai szakirodalom sokat foglalkozik a roma gyerekek iskolai nehézségeivel, a problémákat nyelvi vagy pedagógiai szempontok szerint megközelítve (például Kontra 2010, Bartha 2015, Torgyik-Karlovitz 2006, illetve Nahalka-Torgyik 2004).. Ezekben a megközelítésekben közös, hogy a diszkrét egységekként értelmezett nyelveket és változatokat feltételeznek és azokat a sztenderdhez viszonyítják, tehát a gyerekek nyelvi mássága az iskolá-ban normaként megjelenő nyelvhasználathoz képest negatívumként értékelődik (l. Laihonen e kötetben). Ezáltal egy olyan kétpólusú rendszer jön létre, ahol a

This study investigates the use of Arabic numerals by Chinese internet users to create meanings beyond the numerals' cardinal/ordinal values. Numerals are often used – individually, or in combination with other symbols – to convey a range of communicative meanings such as farewells, agreements, and compliments, as well as paralinguistic features. Over a three­month period, data were collected from three different types of social media sites: WeChat and QQ (online chatting software), Weibo (the Chinese version of Twitter), and bilibili.com (a video­sharing website). A total of 3,021 instances of non­cardinal/ordinal Arabic numeral uses were identified and classified into four categories: numeric homophones of Mandarin pinyin, numeric homophones that include other languages, onomatopoeia, and symbolic numeric conventions. These uses demonstrate complex linguistic/semiotic hybridity and a dialogic nature, facilitated by the technological affordances of the CMC context.

Please visit Language@Internet (http://www.languageatinternet.org/articles/2017/zhang) for this paper.

Afrikan Literature doesn't exist": nicht provokativer betitelt die britisch-amerikanische Schriftstellerin Taiye Selasi ihre Eröffnungsrede zum Internationalen Literaturfestival 2013 in Berlin. Für Selasi, Tochter einer schottisch-nigerianischen und eines ghanaischen Vaters, ist das Label "afrikanische Literatur" bloß ein leerer, nichtssagender Terminus: "African Literature is an empty designation as is Asian Literature, European Literature, Latin American Literature, South American Literature, North American Literature and so forth". Als erstes Argument führt Selasi ein, dass Literatur eine allgemein-menschliche Praxis ist, und keine Kategorisierung aufgrund von Rassenunterschieden braucht und zulässt. Literatur reflektiere das Genie eines menschlichen Geistes, der keiner Rasse zugehört, oder zumindest nicht von Rassenzugehörigkeit bedingt ist. So schlägt Selasi eine Taxonomie der Literatur vor, die nicht auf Herkunft des Autors oder dessen Texte, sondern auf der Thematik des Textes und auf dem Genre basiert: "wouldn't it be wonderful if we classified literature not by country but by content: the love story, the city novel, the novel of the nation state, the war novel, the bildungsroman?", lautet ihre rhetorisch ausgedrückte Frage. Zweitens gibt es laut Selasi keine eindeutigen Kriterien, wonach Autoren und literarische Texte zu dieser oder jener National-oder Regionalliteratur zugeordnet werden können. Autoren wie Emile Zola und Samuel Beckett werden trotz ihrer nicht-französischen Herkunft sehr oft als französische Autoren angesehen, während der in der französischen Kolonie Senegal geborene Léopold Sédar Senghor und der in Lyon geborene und gleich wie Senghor französische Staatsangehörige Azouz Begag, zur frankophonen Literatur zugeordnet werden. Wie im französischen Beispiel gibt es, so führt Selasi aus, keine klaren Kriterien, um Autoren und Texte als afrikanische zu bezeichnen: literarischer Text mit "afrikanischen Figuren", literarische Texte, die in afrikanische Realitäten bearbeiten bzw. inszenieren? Literatur in afrikanischen Sprachen? oder Literatur von Afrikanern: alle diese Maßstäbe erweisen sich nach Selasi als unzulänglich: "Literature with Africa characters" would become literature with human characters. No good. "Literature set in Africa" would fail on the Joseph Conrad grounds. "Literature written in African Languages" would satisfy wa Tiongo'o, but would preclude the global engagement to which novels, I think, aspire. "Literature written by African people" would be the next best bet, but things get sticky quickly here: who is an African person? Someone born in Africa and raised in Africa? Someone born elsewhere and raised in Africa? Egyptians? White South Africans? White South Africans living elsewhere? And what if these people write novels that don't have African characters […]? Selasi wirft der westlichen Kritik und Literaturwissenschaft vor, mit der Bezeichnung afrikanische Literatur alle Autoren, die mehr oder weniger mit Afrika zu tun haben, auf einen gemeinsamen Nenner zu bringen, und somit Afrika als ein homogenes Ganzes darzustellen. Selasi weigert sich, sich auf ihre Herkunft reduzieren und in Verbindung mit Autoren, mit denen sie nichts anderes teilt als die Rassenzugehörigkeit, setzen zu lassen: Just so, to call me an African novelist is first to invent some monolithic Africa, and second to restrict me -my characters, their color -from overstepping its bounds. We imply that I have something important in common with all other African authors, who, together with me. Produce African literature. The question is: what might that be? Zu Recht deutet Selasi darauf hin, dass das, was allgemein als afrikanische Literatur genannt wird, ein heterogenes Feld unterschiedlichster Praktiken ist, wo sich Akteure unterschiedlichster Herkunft und mit unterschiedlichsten Intentionen, Bestrebungen und Zielsetzungen, ästhetischen, ideologischen und politischen Einstellungen treffen bzw. zusammengebracht werden. Interessant ist auch die Erkenntnis, dass der Roman ein "global engagement" bestrebt. Dies ist für den "afrikanischen" Roman besonders zutreffend. Die Geschichte des Romans in Afrika ist eine Geschichte der Auseinandersetzung mit dem Globalen, und afrikanische Romanautoren sind für die meisten Autoren, die zwischen Lokalem und Globalem stehen. Ob es Selasi gefällt oder nicht, gibt es eine afrikanische Literatur, die zwar nicht klar definiert und umrissen werden kann, die aber das Resultat von einem Prozess ist, der von Akteuren unterschiedlicher Herkunft: europäische Literaturakteure, afrikanische Autoren selbst, europäische Medien etc. entfachtet wurde. Die ersten Schriftsteller aus den europäischen Kolonien in Afrika bezeichneten sich selbst als afrikanische Schriftsteller und gaben sich als Aufgabe, für die afrikanische Gemeinschaft, die keinen Zugang hat zur Schule und Bildung hat, zu sprechen. Der erste Internationale Kongress schwarzer Autoren und Künstler zum Beispiel brachte literarische Autoren, Künstler, aber auch Politiker und Essayisten aus afrikanischen Kolonien, aus den USA, aus den karibischen Inseln unter anderem zusammen, und verfolgte das Ziel, über die Aufgaben des afrikanischen Schriftstellers in Bezug auf die Bildung und Bewahrung einer schwarzen Identität und Kultur zu diskutieren. Es folgte später die Gründung der Revue Présence Africaine, und das gleichnamige Verlagshaus durch Alioune Diop, der den oben genannten Kongress einberufen hat. Die Revue und der Verlag Présence Africaine gaben literarische Texte, Essays und politische Texte schwarzer Autoren heraus und versuchten, die Präsenz einer "afrikanischen" Literatur in Paris zu signalisieren. Den ersten Autoren aus Afrika ging es also in erster Linie um die Defence et Illustration de la Nation, um mit Du Bellay zu sprechen. Sie sahen sich vor der Aufgabe, zur

This study examined the use of a student-driven inquiry-based science education instructional approach designed specifically to meet the contextualized needs of Luxembourg primary schools. The key issues, namely an increasing linguistically diverse student population and limited instructional time for science, were considered in the design of the instructional approach. Drawing on theories of dialogic inquiry, the instructional approach engages students in asking questions and designing investigations to build their science understanding. This interpretive qualitative study utilized a multi-perspective approach to analyse how teachers used the instructional approach in their classrooms and
explored two overarching research questions, first, what instructional opportunities does Science Workshop, an inquiry-based student-driven science instructional approach, afford when used in Luxembourg primary classrooms? And second, what does analysis of interactions in these contexts reveal about inquiry-based science instruction in multilingual classrooms?

Qualitative methodologies, specifically case studies of classroom implementation, were used to examine the use of the program teachers’ adaptations of the program in their classrooms. Bakhtinian notions of heteroglossia and dialogic pedagogies were used as lenses to
examine the instructional opportunities afforded. Interaction analysis was used to examine instruction in a focal classroom when the inquiry-based approach was used. Analyses rooted in sociocultural theoretical frameworks of science and language learning revealed
three key contributions toward the use of IBSE in Luxembourg primary schools. First, the key characteristics of teacher professional learning opportunities that supported teachers’ use of the program in Luxembourg, which included workshops, material support, and opportunities to share implementation cases were identified. Second, the ways in which ritualized
instructional components afford students spaces to engage on micro-scales in building synchronous interactions during science investigations were revealed. Third, that the science notebooks can position students to engage in dialogic discussions surrounding science investigations was shown through detailed analysis. Taken together, these interrelated points contribute to an understanding of the use of student-driven instructional approaches in multilingual science classrooms in general, while revealing implications for the use of inquiry-based science instructional approaches in Luxembourg primary schools specifically.