This article is a contribution to the recent interdisciplinary discourse between psychoanalysis, trauma theory and narrative by discussing the traumatic experiences of characters in the novel “Fugitive pieces” by Anne Michaels, with a specific focus on the metaphorical style of this novel.

The article addresses the role of metaphor in the memory of trauma while comparing the relation between trauma, narrative and memory with reference to the work of Cathy Caruth, Van der Kolk and Margaret Wilkinson. Recent neurobiological research in the working of the brain during trauma and the insights of Borbelly in the role of metaphor during therapy are discussed.

Insights of Lacan, Modell and Laplanche are integrated with those of psychologists like Knox, Borbelly and Van der Hart to counter arguments against the criticism brought against some of the metaphorical themes in “Fugitive pieces”.

Metaphor is seen as one possible way of saying the inexpressible and the progression in the use of metaphor by patient and character alike is seen as one of the signs of healing from trauma

No abstract

Training the Teachers of the Future: Language Policy and Literacy Development is an international collaborative project between universities in Belgium and South Africa, and is aimed at developing a comprehensive programme for the integration of Language across the curriculum (LAC) and Disciplinary Literacy (DL) in a Bachelor of Education degree. In this article, we explore the challenges faced by subject content lecturers in a Faculty of Education, in integrating a Language across the curriculum Disciplinary Literacy approach to teaching subject specific content in non-language subjects. A needs analysis was conducted using a sequential exploratory mixed method approach and 39 lecturers were surveyed. Thereafter, 15 lecturers were purposively sampled to be interviewed and observed during their lectures in order to determine how LAC was implemented in the curricula. The challenges identified in this needs analysis relate to an absence of knowhow on dealing with the language diversity of students, a lack of knowledge regarding LAC and DL, specifically related to academic reading skills and academic vocabulary acquisition, and the time constraints of developing appropriate materials for the curricula. We propose and explore a ‘Four Levels of Support’ programme for lecturers which should lead to the development of sustained Language across the curriculum and Disciplinary Literacy integration in the curricula. Keywords: Multilingualism, Language across the curriculum, Disciplinary Literacy, pre-service teachers, academic reading strategies, academic vocabulary, language support, academic literacy

No abstract

No abstract