BiblioVault - Books about English-speaking countries

Language Diversity in the Classroom

From Intention to Practice

Edited by Geneva Smitherman and Victor Villanueva. Foreword by Suresh Canagarajah

Southern Illinois University Press, 2003

It’s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. Language Diversity in the Classroom: From Intention to Practice works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.

Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.

All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students’ own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a “standard English,” advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country’s diverse dialects, languages, and literatures.

Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi` Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.

The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity.

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Legal Interpreting

Teaching, Research, and Practice

Jeremy L. Brunson

Gallaudet University Press, 2022

Linguistic minorities are often severely disadvantaged in legal events, with consequences that could impact one’s very liberty. Training for interpreters to provide full access in legal settings is paramount. In this volume, Jeremy L. Brunson has gathered deaf and hearing scholars and practitioners from both signed and spoken language interpreting communities in the United States, Canada, and the United Kingdom. Their contributions include research-driven, experience-driven, and theoretical discussions on how to teach and assess legal interpreting. The topics covered include teaming in a courtroom, introducing students to legal interpreting, being an expert witness, discourses used by deaf lawyers, designing assessment tools for legal settings, and working with deaf jurors. In addition, this volume interrogates the various ways power, privilege, and oppression appear in legal interpreting.

Each chapter features discussion questions and prompts that interpreter educators can use in the classroom. While intended as a foundational text for use in courses, this body of work also provides insight into the current state of the legal interpreting field and will be a valuable resource for scholars, practitioners, and consumers.

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Literature and the Child

Romantic Continuations, Postmodern Contestations

James Holt Mcgavran

University of Iowa Press, 1999

The Romantic myth of childhood as a transhistorical holy time of innocence and spirituality, uncorrupted by the adult world, has been subjected in recent years to increasingly serious interrogation. Was there ever really a time when mythic ideals were simple, pure, and uncomplicated? The contributors to this book contend—although in widely differing ways and not always approvingly—that our culture is indeed still pervaded, in this postmodern moment of the very late twentieth century, by the Romantic conception of childhood which first emerged two hundred years ago.

In the wake of the French Revolution and the Industrial Revolution, western Europe experienced another fin de siècle characterized by overwhelming material and institutional change and instability. By historicizing the specific political, social, and economic conflicts at work within the notion of Romantic childhood, the essayists in Literature and the Child show us how little these forces have changed over time and how enriching and empowering they can still be for children and their parents.

In the first section, “Romanticism Continued and Contested,” Alan Richardson and Mitzi Myers question the origins and ends of Romantic childhood. In “Romantic Ironies, Postmodern Texts,” Dieter Petzold, Richard Flynn, and James McGavran argue that postmodern texts for both children and adults perpetuate the Romantic complexities of childhood. Next, in “The Commerce of Children's Books,” Anne Lundin and Paula Connolly study the production and marketing of children's classics. Finally, in “Romantic Ideas in Cultural Confrontations,” William Scheick and Teya Rosenberg investigate interactions of Romantic myths with those of other cultural systems.

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The Living Dead

A Study of the Vampire in Romantic Literature

James B. Twitchell

Duke University Press, 1981

In his Preface to The Living Dead: A Study of the Vampire in Romantic Literature, James Twitchell writes that he is not interested in the current generation of vampires, which he finds "rude, boring and hopelessly adolescent. However, they have not always been this way. In fact, a century ago they were often quite sophisticated, used by artists varied as Blake, Poe, Coleridge, the Brontes, Shelley, and Keats, to explain aspects of interpersonal relations. However vulgar the vampire has since become, it is important to remember that along with the Frankenstein monster, the vampire is one of the major mythic figures bequeathed to us by the English Romantics. Simply in terms of cultural influence and currency, the vampire is far more important than any other nineteenth-century archetypes; in fact, he is probably the most enduring and prolific mythic figure we have. This book traces the vampire out of folklore into serious art until he stabilizes early in this century into the character we all too easily recognize.

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Louisa May Alcott And Charlotte Bronte

Transatlantic Translations

Christine Doyle

University of Tennessee Press, 2003

“Doyle demonstrates that Alcott kept up a running dialogue with her distinguished British counterpart, both contesting and adapting Brontë’s treatments of woment’s spiritual, social, and vocational lives so as to develop her own distinctively American talent.” —Elizabeth Keyser, author of Whispers in the Dark: The Fiction of Louisa May Alcott

“Doyle provides an illuminating discussion of the full range of Louise May Alcott’s writing. Comparisons with Charlotte Brontë spark keen insights into literary traditions and cultural events. General readers will enjoy this book; Alcott and Brontë scholars will need it.” —Beverly Lyon Clark, author of Regendering the School Story: Sassy Sissies and Tattling Tomboys

The work and life of British author Charlotte Brontë fascinated America’s Louisa May Alcott throughout her own literary career. As a nineteenth-century writer struggling with many of the same themes and issues as Brontë, Alcott was drawn toward her British counterpart, but cultural differences created a literary distance between them sometimes as wide as the Atlantic.

In this comparative study, Christine Doyle explores some of the intriguing parallels and differences between the two writers’ backgrounds as she traces specific references to Brontë and her work—not only in Alcott’s children’s fiction, but also in her novels for adults and “sensation fiction.” Doyle compares the treatment of three themes important to both writers—spirituality, interpersonal relations, and women’s work—showing how Alcott translated Brontë’s British reserve and gender- and class-based repression into her own American optimism and progressivism.

In her early career, Alcott was so fascinated by Brontë’s works that she patterned many of her characters on those of Brontë; she later adapted these British elements into a more recognizably American form, producing independent, strong heroines. In observing differences between the writers, Doyle notes that Alcott expresses less anti-Catholic sentiment than does Brontë. She also discusses the authors’ attitudes toward the theater, showing how for Brontë drama is associated with falseness and hypocrisy, while for Alcott it is a profession that expresses possibilities of power and revelation.

Throughout her insightful analysis, Doyle shows that Alcott responds as a uniquely American writer to the problems of American literature and life while never denying the powerful transatlantic influence exerted by Brontë. Doyle’s work reflects a wide range of scholarship, solidly grounded in an understanding of the Victorian temperament, nineteenth-century British and American literature, and recent Alcott criticism and gives fuller voice to the multiple dimensions of Alcott as a nineteenth-century writer.

The Author: Christine Doyle is an associate professor of English at Central Connecticut State University.

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Love and Good Reasons

Postliberal Approaches to Christian Ethics and Literature

Fritz Oehlschlaeger

Duke University Press, 2003

Insisting on the vital, productive relationship between ethics and the study of literature, Love and Good Reasons demonstrates ways of reading novels and stories from a Christian perspective. Fritz Oehlschlaeger argues for the study of literature as a training ground for the kinds of thinking on which moral reasoning depends. He challenges methods of doing ethics that attempt to specify universally binding principles or rules and argues for the need to bring literature back into conversation with the most basic questions about how we should live.

Love and Good Reasons combines postliberal narrative theology—especially Stanley Hauerwas’s Christian ethics and Alasdair MacIntyre’s idea of traditional inquiry—with recent scholarship in literature and ethics including the work of Martha Nussbaum, J. Hillis Miller, Wayne Booth, Jeffrey Stout, and Richard Rorty. Oehlschlaeger offers detailed readings of literature by five major authors—Herman Melville, Jane Austen, Anthony Trollope, Henry James, and Stephen Crane. He examines their works in light of biblical scripture and the grand narratives of Israel, Jesus, and the Church. Discussing the role of religion in contemporary higher education, Oehlschlaeger shares his own experiences of teaching literature from a religious perspective at a state university.

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Lyric Interventions

Feminism, Experimental Poetry, and Contemporary Discourse

Linda A. Kinnahan

University of Iowa Press, 1998

Lyric Interventions explores linguistically innovative poetry by contemporary women in North America and Britain whose experiments give rise to fresh feminist readings of the lyric subject. The works discussed by Linda Kinnahan explore the lyric subject in relation to the social: an “I” as a product of social discourse and as a conduit for change.

Contributing to discussions of language-oriented poetries through its focus on women writers and feminist perspectives, this study of lyric experimentation brings attention to the cultural contexts of nation, gender, and race as they significantly shift the terms by which the “experimental” is produced, defined, and understood.

This study focuses upon lyric intervention in distinct but related spheres as they link public and ideological norms of identity. Firstly, lyric innovations with visual and spatial realms of cultural practice and meaning, particularly as they naturalize ideologies of gender and race in North America and the post-colonial legacies of the Caribbean, are investigated in the works of Barbara Guest, Kathleen Fraser, Erica Hunt, and M. Nourbese Philip. Secondly, experimental engagements with nationalist rhetorics of identity, marking the works of Carol Ann Duffy, Denise Riley, Wendy Mulford, and Geraldine Monk, are explored in relation to contemporary evocations of “self” in Britain. And thirdly, in discussions of all of the poets, but particularly accenuated in regard to Guest, Fraser, Riley, Mulford, and Monk, formal experimentation with the lyric “I” is considered through gendered encounters with critical and avant-garde discourses of poetics.

Throughout the study, Kinnahan seeks to illuminate and challenge the ways in which visual and verbal constructs function to make “readable” the subjectivities historically supporting white, male-centered power within the worlds of art, poetry, social locations, or national policy. The potential of the feminist, innovative lyric to generate linguistic surprise simultaneously with engaging risky strategies of social intervention lends force and significance to the public engagement of such poetic experimentation.

This fresh, energetic study will be of great interest to literary critics and womens studies scholars, as well as poets on both sides of the Atlantic.

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