Llibres / Capítols de llibre (Llengües i Literatures Estrangeres)

Permanent URI for this collection

Browse

Recent Submissions

Now showing 1 - 5 of 217
  • Item
    Open Access
    Deserció (2005)
    (Ediciones Universidad de Valladolid, 2022) Gurnah, Abdulrazak; Mina Riera, Núria
    Traducció d'un fragment del capítol 3: «Rehana» de la novel·la "Desertion" d'Abdulrazak Gurnah (Bloomsbury, 2005, pp. 55-81).
  • Item
    Open Access
    The Beginning of Lorna Crozier’s Late-Style: A Thematic Change in the Symbol of Snow
    (Peter Lang Group AG, 2016) Mina Riera, Núria
    ‘Snow’ has been one of Lorna Crozier’s (1948) most recurrent symbols from the very beginning of her writing career, to the extent that in her memoir, Small Beneath the Sky: A Prairie Memoir (2009), ‘snow’ is established as a ‘first cause’ (2009: 58), that is, one of the inspirational triggers for her writing career. In her work, ‘snow’ has always been mostly associated to silence, the blurring of shapes, forgiveness and softness, as in her seminal poem “Childhood” (1985: 26), in which all the above mentioned symbols are intertwined. However, a change in the symbolism of snow can be observed in Small Mechanics (2011), which was launched when Crozier was in her early-sixties. This change consists in the discernible identification of ‘snow’ with ‘grief’ as a feeling associated to Crozier’s treatment of the ageing experience in her work. This thematic change in its association with reflections on ageing suggests the beginning of Lorna Crozier’s late style.
  • Item
    Open Access
    Embodying Age(ing) in the Non-Human World in Lorna Crozier’s Poetry
    (Lexington Books (Rowman & Littlefield Publishing Group), 2023-08) Mina Riera, Núria
  • Item
    Embargo
    Problematising academic journals' evaluation systems : A case-study approach to sociolinguistics database indexing for medium-sized languages
    (Routledge, 2025-02-28) Sabaté Dalmau, Maria; Sorolla, Natxo
    This chapter problematises the hegemonic private-ownership bibliometric evaluation systems used to assess researchers’ and journals’ “high-impact productivity” by highlighting their market-orientated nature and their distortion in measuring “quality”, grounded on ethnocentric premises and English language-centred policies. We argue that the direct relationship between the demand for “international” topics and contributors, and for production only in the hypercentral language, excludes medium-sized and minoritised languages and regionally/locally grounded themes of global relevance in non-economically “central” world geographies from the publication circuits. We analyse a case study by providing a critical political-economic approach to the rationalities behind the exclusion of a Catalan-medium journal in the field of sociolinguistics from one of the major corporate index providers. This exclusion exemplifies the barriers posed to locally engaged journals that publish in a peripheral language. We show that the journal's rejection was based on non-objectivised requirements for more content in English and increased international quality and scholarly citations. This analysis may contribute to exploring the structural social inequalities that allow the academic industry's “quantification” regime to monopolise what is considered science, particularly in social sciences and humanities. Our study will therefore shed light on how the research market dismisses the circulation/generation of knowledge concerning non-central research spaces or non-output-orientated global themes in languages other than English for economic purposes.
  • Item
    Open Access
    Moving beyond language in EMI research: A multimodal and multichannel analytical framework to visualise classroom practices
    (Routledge, 2023) Moncada-Comas, Balbina; Diert-Boté, Irati
    The rapid adoption of English-Medium Instruction (EMI) courses/programs has resulted in researchers turning their attention to this field of study focusing on different aspects and using various methodologies. Specifically, this chapter reflects upon the use of qualitative research, particularly upon the application of multimodal and multichannel analysis to examine EMI classroom episodes from a micro-level perspective. Therefore, the aim of this study is to consider how the use of a visual and qualitative methodology to the study of EMI practices can exhibit the complexity of the teaching-learning process, pointing out the lecturers’ need to develop multimodal competence and multichannel awareness in order to ensure a successful meaning-making experience. This chapter provides the tools to examine teaching practices that involve the combination of various teaching languages, modes and channels. This is achieved by implementing a research design that takes into account not only what is said (i.e. language), but also how it is said (i.e. paralinguistics features), together with non-linguistic features (i.e. gestures, movements, positionality and proxemics) and the mediums (i.e. channels such as technology) employed to transmit and construct knowledge in an EMI context.