<abstract xmlns="http://www.w3.org/1999/xhtml">Claims for the value of literature in EFL teaching and learning traditionally centre around three models: the cultural, language, and the personal growth model (Carter &amp; Long, 1991). In the context of EFL teacher education, the core question is: can literature also contribute to the <italic>professional</italic> development of EFL trainee teachers and, if so, how? Based on the assumption that <italic>school-related</italic> English-language literature can be used for professional case-based work this paper reports a context-specific interdisciplinary model of literature in education which synthesizes case theory (Steiner, 2004) and the theory of dialogic aesthetic reading (Delanoy, 2002), thus providing an educational setting for both literary experience and professional learning in EFL teacher education.</abstract>

Learning from teachers and pupils in literature: case-based aesthetic reading in EFL teacher education

<abstract xmlns="http://www.w3.org/1999/xhtml">A study of eight multicultural suburban Swedish classes forms the backdrop of an analysis of the role of the library in students’ development towards becoming skilled readers. In-depth interviews with five teachers and one librarian involved in the classes provide empirical data, even though background information was collected with mixed research methods. The librarian’s narrative is the primary source of data in this article. The children′s educational trajectory from the preschool class to third grade is in focus. The present meta-analysis highlights the role of the library and the librarian, with respect to linkages made to the children’s overall literacy development. As a tool for analysis critical literacy theory was used, thus extending the influence of the librarian′s participation beyond the actual literacy practice, to the surrounding society. The results indicate that the library played a vital role in several ways, for teachers and students as well as for the parents. The collaboration between the librarian and the teachers started with the librarian having book talks with the children. However, she became a participant in the team’s planning and follow-up activities, linking the worlds in and out of school.</abstract>

Library and school partnership on the move - a study of second language learners’ early literacy development

<abstract xmlns="http://www.w3.org/1999/xhtml">In the didactics of the Slovenian language as the first language the term <italic>language awareness</italic> is related primarily to the identity function of standard language as the most important element of the national and cultural awareness, while the conception of language awareness, based on the functional linguistics, has been put forward only in the last decade. Therefore, the main issue is how to understand language and linguistic cultural awareness in a society which is traditionally considered “culturally monolithic”, and how they should be dealt with in the first language teaching. In attempt to find the answer, first main features of both the language and linguistic cultural awareness are presented: their levels, components and emphasized language functions. It is evident that a person’s linguistic activity and his/her linguistic identification are inseparable. Because of this, the development of language and cultural awareness in the context of two models of first language teaching is discussed later on. In the model aimed at the development of functional communicative competence they are developed optionally and unrelated to each other. Only the model which aims at critical communicative competence allows developing them closely related to each other and to critical thinking.</abstract>

Understanding language awareness in the first language teaching in Slovenia as a “traditional monocultural“ society

<abstract xmlns="http://www.w3.org/1999/xhtml">It is generally assumed that self-assessment plays a profound role in autonomous language learning and, accordingly, leads to learner independency. It encourages learners to prospect their own language learning processes and provides them with feedback of their learning progress. Self-assessment also raises the awareness of learners’ individual needs among both students and teachers alike and will therefore contribute to the development of the whole learning process.The purpose of the current study is to explore and compare – through self-assessment – the level of perceived difficulty of the overall foreign language learning and language skills among Sudanese students enrolled at the English and German language departments respectively, at the University of Khartoum in Sudan. A representative sample composed of 221 students from the two departments have been asked to self-evaluate and rate the overall language difficulty and areas of difficulty in language skills, as well as their own language proficiency.The results indicate that German language is relatively rated as a difficult language in comparison to the English language and that German grammar was also rated as more difficult. However, students rated the pronunciation and spelling of German language as easier than in English language. Concerning the language skills, reading and speaking skills were reported as more difficult in German, whereas writing and listening tend to be easier than in English. Finally, students’ academic achievements have been self-reported.</abstract>

International University of Africa, Sudan & University of Leipzig, Germany

A comparative self-assessment of difficulty in learning English and German among Sudanese students

<abstract xmlns="http://www.w3.org/1999/xhtml">It goes without saying that in modern sociolinguistics there is a consensus with regard to the fact that the language of males and females differs. The initial sections of the article briefly address the peculiarities of gendered speech as to provide a theoretical background for checking whether the causative <italic>get</italic> is used similarly or differently by men and women in the two of F. Scott Fitzgerald’s novels: <italic>The Beautiful and Damned</italic> and <italic>Tender Is the Night</italic>. The basic expectation formed is that the motifs for triggering the use of causative <italic>get</italic> are of social rather than structural nature. Before the analysis is carried out, the group of the English periphrastic causatives are sketchily characterized. Generally, what has been found is that there is a clear, socially-motivated pattern of how F. Scott Fitzgerald uses the causative <italic>get</italic> in the dialogued occurrences in his two novels. <italic>Get</italic> is a characteristic of men’s talk, but it is also the expected form while female characters address male ones - hence the verb is labelled as “masculine” <italic>get.</italic> Moreover, it has been discovered that there does not seem to be any particular pattern in either the speaker’s mood or the speaker’s attitude expressed that would trigger the use of the causative verb in question. Yet, what seems to be a well-defined tendency, when it comes to the speaker-hearer power relation, is that the speaker usually assumes a more superior position than the hearer when he or she uses the causative verb. The superiority in most cases is strongly associated with masculinity. Hence, what is postulated is that the causative <italic>get</italic> is labelled not only as “masculine" but also as “superior”.</abstract>

Causative <italic>get</italic>-constructions in the dialogued passages in F. Scott Fitzgerald’s novels <italic>The Beautiful and Damned</italic> and <italic>Tender Is the Night</italic> as gender-conditioned structures

<abstract xmlns="http://www.w3.org/1999/xhtml">Márquez was greatly influenced by his grandmother’s story-telling ability, and was highly indebted to the socio-political history of Latin America, particularly Colombia. In <italic>One Hundred Years of Solitude</italic>, he wants to reconstruct the lost world of childhood by using magical realism which gives expression to the world-view of a rural people who live in isolation from modern world. By retelling the official history from the perspective of the oppressed, he reveals the fact that history is never factual and impartial but serves the interest of those who write it. Through the banana company massacre and the subsequent hide and seek over the number of dead workers, Márquez exposes the way official history becomes fabricated and distorted by authorities, and fails to provide the original occurrences. He was disgusted with the political violence and civil wars which had distraught people; he was also against capitalism, scientific and technological inventions, and so-called modernization, which are the means through which foreign culture brings corruption and brutality, dominates, exploits and oppresses the natives, and threatens the native culture and identity. By employing magical realism, he was able to recreate Colombian history to protest against the way capitalism dominated the socio-political and economic structure of the region.</abstract>

Rewriting rural community and dictatorial history through magical realism in Márquez’s <italic>One Hundred Years of Solitude</italic>

<abstract xmlns="http://www.w3.org/1999/xhtml">The aim of the paper is to analyse the novel <italic>Angels and Insects</italic> by Antonia Susan Byatt in terms of intertextual references. The author’s assumptions are based on the categorisation by Ryszard Nycz, who distinguishes three major types of intertexts: text versus text, text versus literary genre and text versus mimesis. Byatt uses intertextuality mainly to comment on the role of nature in the world, as well as to enhance the importance of human relationship with nature. Moreover, the writer moves towards literary criticism, discussing poems by famous artists, such as Alfred Tennyson or John Milton. In this way, the novel by Byatt is also an example of metafiction. All the narration techniques used by the English writer make the novel a typically postmodern work of art.</abstract>

In the postmodern mirror: intertextuality in <italic>Angels and Insects</italic> by Antonia Susan Byatt

AHEAD OF PRINT

Volume 11 (2023): Issue 3 (December 2023)

Volume 11 (2023): Issue 2 (October 2023)

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Volume 7 (2019): Issue 3 (December 2019)

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Volume 6 (2018): Issue 3 (September 2018)

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Volume 3 (2015): Issue 3 (September 2015)

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Volume 3 (2015): Issue 1 (January 2015)

Journal of Language and Cultural Education

 Journal of Language and Cultural Education (JoLaCE) is a double-blind peer-reviewed international journal promoting international scholarly exchange among researchers, academics, and professionals. It carries only original, previously unpublished full-length research and survey articles that reflect the latest research and developments in both theoretical and practical aspects of language, literary and cultural education. Review studies, research-in-progress reports, short research notes, commentaries, and in-field publications reviews are invited to be published as well.  Rejection Rate   53,2%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 

Journal of Language and Cultural Education

Volume 3 (2015): Issue 2 (May 2015)

Learning from teachers and pupils in literature: case-based aesthetic reading in EFL teacher education

Library and school partnership on the move - a study of second language learners’ early literacy development

Understanding language awareness in the first language teaching in Slovenia as a “traditional monocultural“ society

A comparative self-assessment of difficulty in learning English and German among Sudanese students

Causative get-constructions in the dialogued passages in F. Scott Fitzgerald’s novels The Beautiful and Damned and Tender Is the Night as gender-conditioned structures

Rewriting rural community and dictatorial history through magical realism in Márquez’s One Hundred Years of Solitude

In the postmodern mirror: intertextuality in Angels and Insects by Antonia Susan Byatt

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