Representations of Language Learning and Literacy

How to Read Literacy Narratives
1. Auflage 2024
ISBN: 978-1-032-63551-4
Verlag: Routledge

Buch, Englisch, 212 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 465 g

Reihe: Literary Criticism and Cultural Theory

Representations of language learning and literacy, also known as “literacy narratives” are a staple of literature. They tell stories of conflict that illuminate the sociocultural dynamics whereby we learn to speak, read, and write. Yet, they tend to be read as stories about the “powers” of language and literacy – the power to make someone “human”, to form identity, and improve one’s social status. This book introduces the “literacy narrative approach”, a methodology for the study of literacy narratives that accounts for the conflict that pervades them. It achieves this by focussing on how the texts represent the interactions between writing and other semiotic modes (multimodality).

Sitting at the interface between theory and practice, it provides three practical applications of the literacy narrative approach and, in the process, develops a theoretical perspective for thinking about language learning, literacy, and communication as they are practised in the real world.

Zielgruppe

Postgraduate

Autoren/Hrsg.

West, Elena

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Geisteswissenschaften Literaturwissenschaft Literaturwissenschaft
• Geisteswissenschaften Literaturwissenschaft Literarische Strömungen & Epochen

Inhaltsverzeichnis

List of Figures

Acknowledgments

Credits

Introduction: Representations of language learning and literacy and the demise of the powers of verbal language

1. Victor’s story

2. The long life of the powers of language

3. A paradigm for language-based conflict and the role of literacy

4. The status of representations of language learning and literacy in literature and literary criticism

5. The rationale of the practical applications and a word about terminology

6. Overview of chapters

Chapter 1. Three approaches to the study of representations of language learning and literacy

1.1 The language learner approach

1.2 The translation approach

1.3 The literacy narrative approach

Conclusion

Chapter 2. Intersemiotic conflict in Richard Rodriguez’s Hunger of memory

2.1 Positioning Rodriguez as a Chicano

2.2 Rodriguez’s controversial view of the world: “the private” versus “the public”

2.3 The competing logics of Hunger of memory

2.4 Intersemiotic conflict in Hunger of memory

2.5 Hunger of memory reworded

Conclusion

Chapter3. The letter kills, singing gives life: literacy and multimodality in Diego Marani’s Nuova grammatica finlandese

3.1 Diego Marani and Nuova grammatica finlandese

3.2 The reception of Nuova grammatica finlandese: from tragic story about language and identity to cannibalistic pulp fiction

3.3 The competing logics of Nuova grammatica finlandese

3.4 Imagined communities: setting the scene for an allegorical novel about essay-text literacy and nationalism

3.5 The letter kills, singing gives life

Conclusion

Chapter 4. Illiteracy, class, and multimodality in Vincenzo Rabito’s Terra matta

4.1 Literacy, class, the classroom, and literature: a changing correlation?

4.2 The typescript: style, materiality and "rabitese"

4.3 Terra matta and the rewriting by Einaudi

4.4 The reception before and after the publication: an “old” typewriter and a “primitive” peasant locked in a room

4.5 Terra matta’s literacy narrative: a resourceful learner familiar with essay-text literacy and foreign languages

4.6 The typescript as a multimodal literacy narrative

4.7 Conclusion

Conclusion: Strategies for reading literacy narratives and future directions

Index

Über Autor(innen)

Elena West recently completed a PhD in Modern Languages and Translation at the University of Bristol. She has taught academic writing in UK universities and Italian and French in Adult Education. She is a member of the British Academy’s Early Career Researcher Network.