The Americanization of World Literature?

Vermeulen, Pieter; Hurkens, Amélie

doi:10.1080/1369801x.2019.1659166

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…The majority of students mentioned historical, cultural, and social aspects in literary works. This percentage is supported by the theory that the suitability of aspects of social and cultural life encourages teachers to present literary works as study material (Farrugia & Trakulphadetkrai, 2020;McLean Davies et al, 2020;Vermeulen & Hurkens, 2020;Yoon & Uliassi, 2018). Literature is presented in the classroom in various works including poetry, short stories, plays, novels, legends, etc., because there is a suitability of life and culture lessons in the lives of students today.…”

Section: Discussionmentioning

confidence: 98%

“…There are several previous studies that took student research participants in high schools. Based on a survey of five high schools in the UK, most students study literature because of class demands; only a small number of students have an interest in this literary work (Vermeulen & Hurkens, 2020). In addition, through teaching literature, they can find out more vocabulary that is not learnt in formal language learning.…”

Section: Students' Views On Teaching Literature In Language Learningmentioning

confidence: 99%

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The Role of Literature Teaching in Improving Students' Language Skills

Noviadi

Sumiyadi

Permadi

2023

IJLTER

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Students' views on language learning are an important foundation in formulating language learning plans and processes. This study aims to look at students' views about the benefits of learning literature in language learning at the high school level. This study also seeks to reveal differences in the views of students from several schools. Researchers use a comprehensive approach to analyse students' views about the benefits of learning literature in learning. Researchers used a survey research method involving an open-ended questionnaire to see students' views on the benefits of learning literature in language learning. The research participants were 555 high school level students from fifteen schools. The research findings show that most students provide a positive view, that is, learning literature in learning Indonesian really supports the linguistic aspects of language learning. Generally, students' views of the benefits of literature are based on the teaching approach used sequentially from the largest to the smallest percentage, namely the language approach, the context approach, followed by the reader's approach and the text approach. The most proportionate combination of approaches is the language approach with context. Some differences from the research sample regarding the benefits of learning in aspects of supporting language skills are caused by differences in the style of approach or pedagogies used by teachers. The results implied that teachers can see and consider students' perspectives or views regarding the benefits of learning literature which are then used to support language learning.

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Section: Discussionmentioning

confidence: 98%

Section: Students' Views On Teaching Literature In Language Learningmentioning

confidence: 99%

The Role of Literature Teaching in Improving Students' Language Skills

Noviadi

Sumiyadi

Permadi

2023

IJLTER

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“…12 See https://www.thebookseller.com/rights/rights/oneworld-gets-peruvian-debut-1213820. 13 Vermeulen and Hurkens (2020) provide an intriguing examination of the relation between vernacularization and American independent publishing. audiences in the anglo-sphere.…”

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confidence: 99%

Post-monolingual Anglophone Novels

Neumann¹

2023

JLM

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A range of recent anglophone novels is committed to weaving connections between English and other languages, thus turning English into a language of encounter. Activating both multilingual and translingual configurations, these novels are what one might—in line with Yasemin Yildiz (2012)—call “post-monolingual.” Post-monolingual novels are powerful expressions of the plurality of languages that coexist within seemingly homogeneous spaces. Fluidizing the boundaries between languages, these novels pose intricate challenges for literary studies, which concern all major dimensions of the literary text, that is, its poetics, its modes of reading, and the logic of publishing. The article explores the complexities at the heart of post-monolingual novels, offering close readings of Yvonne Adhiambo Owuor’s The Dragonfly Sea (2019) and Karina Lickorish Quinn’s The Dust Never Settles (2021).

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The Uneven Travels of World Literature

Neumann

2020

J. World Lit.

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The essay engages with possibilities of translating Creole in Anglophone world literatures and investigates the socio-political frames within which translations occur. It has been argued that it is impossible to translate, read and understand the connotations of Creole without their historical and cultural contexts, from which these linguistic varieties are derived and which they conversely help produce. Texts thriving on Creole, such as Sam Selvon’s The Lonely Londoners, are highly context-sensitive and call for close, historically and locally grounded readings. The translation and translatability of Creole begs crucial questions concerning the common understanding of world literature as travelling texts. The essay discusses these questions with an eye to the role of English as a global literary vernacular, before moving on to examine Miriam Mandelkow’s recent German translation of Selvon’s The Lonely Londoners.

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The Americanization of World Literature?

Cited by 4 publications

References 11 publications

The Role of Literature Teaching in Improving Students' Language Skills

The Role of Literature Teaching in Improving Students' Language Skills

Post-monolingual Anglophone Novels

The Uneven Travels of World Literature

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