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History, Art and Consumerism— Richard Powers’ Three Farmers on Their Way to a Dance

Abstract

This article analyzes three narrative lines as depicted in Richard Powers’ Three Farmers on Their Way to a Dance (1985) and the way his depiction of real, photographed, present and past characters along with a narrative reference to a photograph create a metafictional and intertextual frameworks through the use of which Powers symbolically points out a sensibility of the late 20th century and its difference from early 20th century related to the vision of the world, understanding of reality, art, and history. In addition, the article emphasizes Powers’ use of postmodern allegory and the way it creates another meaning which points out a commercial and consumerist character of the 20th century and which also symbolically represents a history of technical and artistic depiction of the world.

Open access
in CLEaR
The Dates of the Four Branches of the Mabinogi

Abstract

In a previous issue of this journal, Natasha Sumner of Harvard claimed of the Four Branches of the Mabinogi that the “exact date of composition for the text is not known”; she yet quoted Professor Catherine McKenna, also of Harvard, for the tales as certainly predating the Fall of Gwynedd in 1282. A response to Professor Sumner’s comment thus has three functions. It cites publications on the question from 1897 to 2018; reveals the scholarly disagreement therein; but concludes with evidence to put the tales in the 1120s or early 1130s.

Open access
What Students Tell Teachers about Practices that Integrate Subjects with English in a Lower Secondary School in Portugal

Abstract

CLIL (Content and Language Integrated Learning) is an approach thought to provide, mainly during Content (non-language, subject) classes, a meaningful environment at school for the use and learning of a foreign language (FL), and may also improve conditions and practices of the specific subject. Moreover, CLIL can represent a research context to gauge the importance of language-aware teaching as is the case with the Portuguese “English Plus” project (EP), in which History and Science are taught/ learnt with/in English at lower secondary school. Our doctoral research is designed as a descriptive-explanatory case study on the EP project and its participants (English and Science teachers, former and current students). More specifically, this work focuses on students and shows their relationship with the EP approach and (dis)advantages in learning a subject with a FL. Data were collected through a semi-structured questionnaire and interview, with subsequent content analysis. The importance of “integrated learning” and of diverse strategies used by the teacher to support/scaffold learning is present in students’ perspectives which may further influence teaching practices

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in e-TEALS