Introduction

James, Edward; Mendlesohn, Farah

doi:10.1017/ccol9780521429597.002

Cited by 6 publications

(5 citation statements)

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“…Other celebrated contemporary fantasy writers include Brandon Sanderson, NK Jemisin, Philip Pullman, and Lois McMaster Bujold, as well as Robin Hobb, Cassandra Clare, China Miéville and Susanna Clark. Emergent fantasy genres now include, alongside "high fantasy", "low fantasy" and "weird tales", urban fantasy, grimdark, mythpunk, paranormal romance and the "new weird" (James and Mendlesohn 2012). Additionally, under the inclusive description that I provide in this article, fantasy literature would also include horror fiction, when this unambiguously contains supernatural elements.…”

Section: Describing Fantasymentioning

confidence: 99%

The Specificity of Fantasy and the “Affective Novum”: A Theory of a Core Subset of Fantasy Literature

Boucher

2024

Literature

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This article proposes a new approach to the nature of a core set within fantasy fiction that regards it as a speculative literature of the exploration of subjectivity, one which at its limit conjectures fresh possibilities for the subjective world. To motivate acceptance of this proposed approach, I begin by surveying the existing state of debate in the critical field. I notice the emergence of widening agreement on the idea that fantasy is a literature of the impossible. I then develop the logical implications of this widening agreement in the critical field, arguing that it entails a representational definition of fantasy literature, which implies a modal approach to the core set that defines this literary order. I suggest that the marvellous mode, the kind of writing which represents the impossible, is a broad class that includes other speculative literatures, and that what differentiates these is the referential world within which the impossible happens. The aim here is to break up monolithic conceptions of the impossible, while pointing to a motivation for developing an understanding of the specificity of a core set of fantasy texts that proceeds by way of contrasts. After explaining why I am extremely skeptical about the definition of science fiction as a “literature of the possible”, I probe descriptions of the difference between fantasy and sci-fi. I propose that whereas some science fiction is a literature of conjectural objectivity, guided by the “cognitive novum”, a significant group of fantasy texts is a literature of speculative subjectivity, guided by an “affective novum”.

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Section: Describing Fantasymentioning

confidence: 99%

The Specificity of Fantasy and the “Affective Novum”: A Theory of a Core Subset of Fantasy Literature

Boucher

2024

Literature

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“…As noted by Alexander (2018: 256), ‘genre structure is vitally important […] representing the core modality of the organization of narrative systems’. As opposed to its sibling genre – science fiction – fantasy still resists being segmented into clearly identifiable subgenres that most fans, critics, and writers agree on (James and Mendlesohn, 2012). It should also be borne in mind that the fantasy label is at the mercy of the television industry and publishing houses, whose subjective criteria and nuances may shift as much as those of critics and theorists.…”

Section: The Fantasy Genrementioning

confidence: 99%

“…Some of the major theorists in the field such as Tzvetan Todorov, Rosemary Jackson, WR Irwin, and Colin Manlove seem to agree on the fact that fantasy is ‘about the construction of the impossible’ (James and Mendlesohn, 2012: 1). Fantasy is a narrative that relies on the manifest violation of what is often considered or accepted as possible and, critically, it has been a term applied to any kind of literature (and extended to TV series that share similar thematic characteristics) that does not prioritize realistic representation (Jackson, 1981).…”

Section: The Fantasy Genrementioning

confidence: 99%

Telecinematic stylistics: Language and style in fantasy TV series

Castro

2023

Language and Literature: International Journal of Stylistics

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The language of written fantasy has been amply studied, with extensive research on authors such as JR Tolkien, Robert E Howard, or Aldous Huxley. The study of television language, on the other hand, is attracting increasing attention, even though the scope of such research often encompasses a single TV show rather than whole genres. Given the renewed interest in all things fantasy, this study seeks to analyze the language of fantasy TV series from a corpus-stylistic perspective to open new paths for linguistic inquiry. First, I depart from a theoretical distinction that relies on Mandala’s (2012) overview of the field and James and Mendlesohn’s (2012) definitions of fantasy as a genre; I consider some of the traits they associate with written fantasy and propose a taxonomy of the different types of fantasy worlds in television. On the basis of this, I design my own TV fantasy corpus by sampling three episodes from fifteen American fantasy TV shows (2011-2021) and compare it against Davies’ TV Corpus (2021). Using a corpus-based approach, I implement a POS (part-of-speech) and semantic analysis of the corpus and consider whether, and if so how, the language of fantasy in television reflects the same characteristics scholars have identified in written fantasy and general television discourse. In doing so, I aim to contribute to the understanding of the style of fantasy as a genre and assess whether fantasy TV series are characterized by particular linguistic features.

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“…Literature has been proven to be an excellent tool for fostering language acquisition and literacy (Dovchin & Lee, 2019;Carter, 2016). Using literary texts also raises essential problems about the function of cultural, identity, and language diversity in the classroom (Kramsch, 1993;James & Mendlesohn, 2003).…”

Section: Translanguaging and Pedagogical Stylistics: Do They Intersect?mentioning

confidence: 99%

Breaking Language Barriers: The Transformative Impact of Translanguaging on ELT in India

Singh

2023

Attarbawiy

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This paper surveys studies on translanguaging and ELT in India between 2005 and 2022. Specifically in English Language Teaching (ELT), translanguaging—defined as using various languages to promote learning and communication—has received significant attention in the Indian educational system. This abstract summarizes research into the use and success of translanguaging strategies in India's English language teaching (ELT). To do this, we searched for relevant studies, articles, and other publications utilizing academic databases like Google Scholar, ERIC, and JSTOR. Some of the terms that were used in the search were "translanguaging," "multilingualism," "language education," "language policy," "bilingualism," and "language acquisition." After locating the relevant literature, it had to be evaluated for quality. Finding out if an article is relevant requires reading abstracts and summaries. Translanguaging has been shown to have favorable effects on English as a foreign language (ELT), including enhanced language learning, enhanced academic achievement, and a heightened drive to study. However, some schools and teachers in India are reluctant to incorporate multilingual practices, so adopting translanguaging strategies in English language teaching has been patchy. In addition, studies show that translanguaging-centric teacher training and professional development initiatives need more funding. Teachers must receive proper training and support for translanguaging methods to be successfully implemented in the classroom. For translanguaging approaches to be successfully implemented in the classroom, policymakers must give schools and teachers more support and resources. By encouraging bilingualism, translanguaging may improve English as a Second Language (ESL) programs in India. Enhancing learning results and stimulating student interest. However, effective implementation of these principles in ELT still needs to be improved, such as a lack of support for teachers and inconsistent adoption across different regions and institutions. Investing more in teacher education and professional development programs and more support and resources from legislators is necessary to meet these challenges. Translanguaging's long-term effects on student outcomes and the role of teachers in fostering multilingualism in ELT warrant additional study. Abstrak Kertas kerja ini meninjau kajian mengenai translanguaging dan ELT di India antara tahun 2005 dan 2022 khususnya dalam Pengajaran Bahasa Inggeris (ELT). Translanguaging - ditakrifkan sebagai pengunaan pelbagai bahasa untuk menggalakkan pembelajaran dan komunikasi – ia telah mendapat perhatian yang signifikan dalam sistem pendidikan India. Abstrak ini meringkaskan penyelidikan ke dalam penggunaan dan kejayaan strategi translanguaging dalam pengajaran bahasa Inggeris India (ELT). Untuk menjayakan kajian ini, kami mencari artikel dan penerbitan lain yang berkaitan dengan menggunakan pangkalan data akademik seperti Google Scholar, ERIC dan JSTOR. Beberapa istilah yang digunakan dalam carian adalah "translanguaging," "pelbagai bahasa," "pendidikan bahasa," "dasar bahasa," "dwibahasa," dan "pemerolehan bahasa." Selepas mencari kajian lepas yang berkaitan, ia perlu dinilai untuk kualiti. Mengetahui sama ada artikel adalah relevan dengan membaca abstrak dan ringkasan. Translanguaging telah terbukti mempunyai kesan yang baik terhadap bahasa Inggeris sebagai bahasa asing (ELT), termasuk pembelajaran bahasa yang dipertingkatkan, pencapaian akademik yang dipertingkatkan, dan dorongan yang tinggi untuk belajar. Walau bagaimanapun, sesetengah sekolah dan guru di India enggan menggabungkan amalan pelbagai bahasa, jadi amalan translanguaging dalam pengajaran bahasa Inggeris tidak begitu berkesan di sesetengah kawasan. Di samping itu, kajian menunjukkan bahawa latihan guru yang berpusatkan translanguaging dan inisiatif pembangunan profesional memerlukan lebih banyak pembiayaan. Guru mesti menerima latihan dan sokongan yang betul bagi kaedah translanguaging untuk berjaya dilaksanakan di dalam bilik darjah. Untuk menterjemahkan pendekatan yang berjaya dilaksanakan di dalam bilik darjah, penggubal dasar mesti memberi lebih banyak sokongan dan sumber kepada sekolah dan guru. Dengan menggalakkan dwibahasa, translanguaging boleh meningkatkan bahasa Inggeris sebagai Bahasa Kedua (ESL) program di India. Meningkatkan keputusan pembelajaran dan merangsang minat pelajar. Walau bagaimanapun, pelaksanaan prinsip-prinsip ini dalam ELT yang berkesan masih perlu diperbaiki, seperti kekurangan sokongan untuk guru dan penggunaan yang tidak konsisten di seluruh rantau dan institusi yang berbeza. Melabur lebih banyak dalam pendidikan guru dan program pembangunan profesional dan lebih banyak sokongan dan sumber dari penggubal undang-undang adalah perlu untuk memenuhi cabaran ini. Kesan jangka panjang translanguaging terhadap hasil pelajar dan peranan guru dalam memupuk penggunaan pelbagai bahasa dalam ELT memerlukan kajian yang lebih lanjut.

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Introduction

Cited by 6 publications

References 0 publications

The Specificity of Fantasy and the “Affective Novum”: A Theory of a Core Subset of Fantasy Literature

The Specificity of Fantasy and the “Affective Novum”: A Theory of a Core Subset of Fantasy Literature

Telecinematic stylistics: Language and style in fantasy TV series

Breaking Language Barriers: The Transformative Impact of Translanguaging on ELT in India

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