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  • 1.
    Kunitz, Silvia
    Stockholm University, Faculty of Humanities, Department of English.
    Collaborative Attention Work on Gender Agreement in Italian as a Foreign Language2018In: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781, Vol. 102, p. 64-81Article in journal (Refereed)
    Abstract [en]

    In cognitivist Second Language Acquisition (SLA), attention and noticing are described as psycholinguistic processes that (may) have a role in language learning. The operationalization of such constructs, however, poses methodological challenges, since neither online nor off-line measures are coextensive with these cognitive processes that occur in the individual mind-brain. In contrast with such a perspective, the present conversation-analytic study re-specifies attention in social terms, as a nexus of publicly displayed actions that are jointly achieved by college level students of Italian as a foreign language as they engage in collaborative writing while planning for a group presentation to be performed in the second language (L2). More specifically, the article describes gender-focusing sequences that are initiated by attention-mobilizing turns with which a student directs her coparticipants' attention to an oral or written item that is oriented to as possibly inaccurate in terms of gender assignment. The study shows the agentive role of students in identifying learnables and solving language-related issues and provides an example of how participants do learning as a socially situated and collaborative activity by enacting immanent pedagogies (Lindwall & Lymer, 2005).

  • 2.
    Han, Gül Bilge
    Stockholm University, Faculty of Humanities, Department of English.
    Jacques Rancière and the Political Dimensions of Aesthetic Autonomy in Stevens' Depression-Era Poetry2018In: Wallace Stevens, Poetry, and France "Au pays de la métaphore" / [ed] Juliette UTARD Bart EECKHOUT Lisa GOLDFARB, France: l'École Normale Supérieure , 2018, p. 207-216Chapter in book (Refereed)
  • 3.
    Soler, Josep
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Vihman, Virve-Anneli
    Language ideology and language planning in Estonian higher education: nationalising and globalising discourses2018In: Current Issues in Language Planning, ISSN 1466-4208, E-ISSN 1747-7506, Vol. 19, no 1, p. 22-41Article in journal (Refereed)
    Abstract [en]

    In recent years, interest in the study of language policy issues in the context of universities has grown considerably. One reason for this is the coexistence of two apparently contradictory discourses, centring around nationalising and globalising orientations. Universities are seen by many as the key institutions for safeguarding the sustainability of national languages, while in order to operate on a global scale, an increasing use of foreign languages (particularly English) is necessary in those same institutions. In our paper, we explore the tensions and ambiguities provoked by this scenario in the context of Estonian higher education (HE), focusing on the University of Tartu. More specifically, we look at how different stakeholders orient themselves towards the language question at the university: university officials, members of the university (staff and students), and members of society outside the university. Using discourse analytical tools, we map the ideological constructs with which these different stakeholders take a stance towards the two dominating discourses. In our analysis, we show that these different groups re-create and shape both the nationalising and the globalising discourses currently present in the field of HE by strategically mobilising a set of semiotic resources available to them.

  • 4.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    Morphosyntactic variation in spoken English as a lingua franca interactions: Revisiting linguistic variety2018In: Routledge Handbook of English as a Lingua Franca / [ed] Jennifer Jenkins, Will Baker, Martin Dewey, Abingdon: Routledge, 2018Chapter in book (Refereed)
  • 5.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    A Note on Some Unidentified Sources in Mansfield’s Reading from 19072017In: Katherine Mansfield and Russia / [ed] Galya Diment, Gerri Kimber, W Todd Martin, Edinburgh: Edinburgh University Press, 2017, p. 190-193Chapter in book (Refereed)
    Abstract [en]

    This chapter examines a number of unattributed quotations taken from Katherine Mansfield’s journals of 1907, documenting her previously unknown reading of the works of three popular Edwardian novelists: Anthony Hope Hawkins, Henry Seton Merriman and Horace Annesley Vachell.

  • 6.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English.
    An Ecology of World Literature: From Antiquity to the Present Day by Alexander Beecroft2017In: Comparative literature studies (Urbana), ISSN 0010-4132, E-ISSN 1528-4212, Vol. 54, no 1, p. 234-239Article, book review (Other academic)
  • 7.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    An Oblique Allusion to Barbauld in The Mystery of Edwin Drood2017In: Dickens quarterly, ISSN 0742-5473, E-ISSN 2169-5377, Vol. 34, no 2, p. 172-175Article in journal (Refereed)
  • 8.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    An Unidentified French Quotation in Wilde’s Essay on ‘Historical Criticism’2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 1, p. 141-142Article in journal (Refereed)
  • 9.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    An Unnoted Quotation from Pater in Wilde’s Review of William Morris2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 4, p. 640-641Article in journal (Refereed)
  • 10.
    Oostendorp, Marcelyn
    Stockholm University, Faculty of Humanities, Department of English. Stellenbosch University, South Africa.
    As an undergrad, I don't have the right to an opinion': Reconstructing Students as Creative Meaning-makers in the Applied English Language Classroom2017In: RELC Journal A Journal of Language Teaching and Research in Southeast Asia, ISSN 0033-6882, E-ISSN 1745-526X, Vol. 48, no 2, p. 278-285Article in journal (Refereed)
    Abstract [en]

    The transformation of higher education has been a pressing concern for policy makers and practitioners. This article provides examples of the transformative potential of assessments designed within the framework of a multi-literacies and heteroglossic pedagogy in an Applied English Language course at a South African university. These assessments, which used multiple semiotic resources and created spaces for contesting voices, allowed students to bring their own expertise into the learning experience. This, it is argued, ultimately led to enhanced student voice and agency, two crucial components in transformative practices.

  • 11.
    Negretti, Raffaella
    Stockholm University, Faculty of Humanities, Department of English. Chalmers Technical University, Sweden.
    Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students2017In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 38, no 4, p. 512-539Article in journal (Refereed)
    Abstract [en]

    Several strands of applied linguistic research have emphasized the importance of genre awareness for academic writing students. Although metacognitive behaviors have been linked to L2 writing proficiency and performance, there is still the need for an account of how and why different metacognitive behaviors can help L2 academic writers to apply genre knowledge in authentic situations. Adopting an interdisciplinary approach, this study borrows the framework of calibration from educational psychology to highlight the relationship between the accuracy of graduate students’ metacognitive judgments and the quality of their texts. Within an authentic setting, the nature of metacognitive judgments is calibrated against the assessment of rhetorical effectiveness by teacher raters using genre analysis criteria. Findings show that individual differences in rhetorical effectiveness can be better understood when accuracy of metacognitive judgments is considered along two qualitative dimensions: depth and alignment. Differential achievement relates to the ability to apply genre knowledge to the text, and misalignments in task perceptions and criteria. Implications for genre pedagogy and further research are discussed.

  • 12.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Coleridge’s Quotation from Petronius in the Notebooks of 18302017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 4, p. 603-604Article in journal (Refereed)
  • 13.
    Tissari, Heli
    Stockholm University, Faculty of Humanities, Department of English.
    Corpus-linguistic approaches to metaphor analysis2017In: The Routledge Handbook of Metaphor and Language / [ed] Elena Semino, Zsófia Demjén, Milton Park, Abingdon, Oxon: Routledge, 2017, p. 117-130Chapter in book (Other academic)
    Abstract [en]

    Corpora should be used to study metaphors for the same reasons that they should be used for any linguistic research. They help us to search through a lot of data with great speed, they make research replicable, and they give us access to statistics on linguistic phenomena. This chapter will discuss and demonstrate how best to make use of corpora in metaphor research.

  • 14.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Cosmopolitan Space: Political Topographies in ‘Lord Arthur Savile's Crime’2017In: Victoriographies, ISSN 2044-2416, Vol. 7, no 2, p. 124-142Article in journal (Refereed)
    Abstract [en]

    This essay responds to Julian Wolfreys’s suggestion that Oscar Wilde’s London is primarily psycho-geographical by seeking to read his texts within the historical and spatial context of late nineteenth-century London. Taking as a test the short story ‘Lord Arthur Saville’s Crime’, this essay deploys the critical insights of Henri Lefebvre to suggest that Wilde’s city writing engages more closely with London life than has been hitherto suggested. Following Lord Arthur on his three perambulations across the city, from Hyde Park and Piccadilly to Covent Garden, through Soho, and finally from St James’s to the Embankment, the article focuses particularly on the ways in which Wilde’s use of what might easily be assumed to be an incidental location, namely Cleopatra’s Needle, invites us to reread the text’s revolutionary politics within the context of the French Revolution. Concluding with a discussion of Wilde’s treatment of London’s ‘cosmopolitan space’, the essay shows that the way in which seemingly stock imagery deployed in Wilde’s representation of the city may in fact be read as part of a wider and complex engagement with both the politics and the aesthetics of space.

  • 15.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    ‘Dishonours of the Grave’: Jeremy Taylor and De Quincey’s Confessions2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 4, p. 589-592Article in journal (Refereed)
  • 16. Malmström, Hans
    et al.
    Mezek, Spela
    Stockholm University, Faculty of Humanities, Department of English.
    Pecorari, Diane
    Shaw, Philip
    Stockholm University, Faculty of Humanities, Department of English. Linnaeus University, Sweden.
    Irvine, Aileen
    Engaging with Terminology in the Multilingual Classroom: Teachers’ Practices for Bridging theGap Between L1 Lectures and English Reading2017In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 8, no 1, p. 3-18Article in journal (Refereed)
    Abstract [en]

    In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e. how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.

  • 17. Vanhatalo, Ulla
    et al.
    Tissari, Heli
    Stockholm University, Faculty of Humanities, Department of English.
    Esittelyssä alkusanakieli2017In: Virittäjä : Kotikielen Seuran aikakauslehti, ISSN 0042-6806, E-ISSN 2242-8828, Vol. 121, no 2Article in journal (Refereed)
    Abstract [en]

    This article presents a full-length Finnish version of the Natural Semantic Metalanguage (NSM), comprising 66 primes and a list of canonical sentences. It considers the notion of primes and their identification. It presents the main principles of NSM and gives instructions and examples. It shows that the Finnish-based NSM corresponds to versions based on other languages, is translatable into them and lends itself well to semantic analysis. The article briefly presents the concepts of molecule and allolexy and gives examples of them. It also presents observations on how to conduct semantic analysis with the NSM method, concerning, among other things, the kind of words which lend themselves best to an NSM analysis, the kind of evidence an NSM analysis should be based on and the question why some NSM definitions do not fully adhere to rules. It gives examples of NSM definitions translated from English into Finnish (e.g. the verb to promise) and of NSM definitions written in Finnish (e.g. the verb nalkuttaa ‘to nag’). It also considers how to translate NSM terminology from English into Finnish, how to document the steps leading to an NSM definition and how to combine the NSM method with other methods of semantic analysis. 

  • 18.
    Kuteeva, Maria
    Stockholm University, Faculty of Humanities, Department of English.
    European perspectives on second language writing pedagogy2017In: The TESOL Encyclopedia of English Language Teaching / [ed] John I. Liontas, John Wiley & Sons, 2017Chapter in book (Refereed)
  • 19.
    Han, Gül Bilge
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Schreiber, Paul
    Stockholm University, Faculty of Humanities, Department of English.
    For him the moon was always in Scandinavia: Stevens in the Swedish University Classroom2017In: Wallace Stevens Journal, ISSN 0148-7132, E-ISSN 2160-0570, Vol. 41, no 2, p. 207-216Article in journal (Refereed)
  • 20. Hynninen, Niina
    et al.
    Kuteeva, Maria
    Stockholm University, Faculty of Humanities, Department of English.
    Good and acceptable English in L2 research writing: Ideals and realities in history and computer science2017In: Journal of English for Academic Purposes, ISSN 1475-1585, E-ISSN 1878-1497, Vol. 30, p. 53-65Article in journal (Refereed)
    Abstract [en]

    In light of the recent developments on the international publishing scene, increasingly dominated by L2 writers of English, the question of what is considered to be good and acceptable English calls for further research. This paper examines in what ways researchers describe the English used for research writing in their field. Interview data were collected from historians and computer scientists working in Finland and Sweden. Our analysis points towards some differences in the way researchers perceive good writing in English in their field, and what they themselves report to practice as (co-)authors, readers/reviewers, and proofreaders. The discrepancy between the ideals and realities of research writing in English was clear in the case of the historians. Our findings suggest that in research writing for publication, there is a pull towards some form of standard norm. This standard can be jointly negotiated during the writing, reviewing, and proofreading process. It may also develop in different directions in different disciplines, but it is likely to be based on the principles of understandability and clarity.

  • 21.
    Mahmutovic, Adnan
    Stockholm University, Faculty of Humanities, Department of English.
    Halal History and Existential Meaning in Salman Rushdie’s Early Fiction2017In: Textual Layering: Contact, Historicity, Critique / [ed] Maria Margaroni, Apostolos Lampropoulos, Christakis Chatzichristou., Lanham: Lexington Books, 2017Chapter in book (Refereed)
  • 22.
    Mahmutovic, Adnan
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Solnes Jonsson, Fridrik
    Stockholm University, Faculty of Humanities, Department of English.
    In orbit: Roberto Bolano2017In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 49, no 1, p. 101-124Article in journal (Refereed)
    Abstract [en]

    Chilean author Roberto Bolaiio (1953-2003) has achieved considerable critical and commercial success among a global English readership. Breaking into the US market, which has an important mediating role for the international circulation of texts, is a rare feat for a non-Anglophone author and requires some explanation. This paper looks at the rise of Bolailo in terms of major theories on world literature. We find that his success fits into a combination of explanatory models (Casanova, Moretti, Thomsen), but it also reveals interesting mismatches and problematic aspects that show a need to update existing theories. Our analysis, which focuses on the treatment of Bolano in the American market, shows a great need for transnational forms of analysis across linguistic barriers.

  • 23.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Inspir’d Bards : An Unidentified Quotation in Pope’s Dunciad Variorum2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 3, p. 478-480Article in journal (Refereed)
  • 24.
    Kaufhold, Kathrin
    Stockholm University, Faculty of Humanities, Department of English.
    Interdisciplinary postgraduate writing: Developing genre knowledge2017In: Writing & Pedagogy, ISSN 1756-5839, E-ISSN 1756-5847, Vol. 9, no 2, p. 251-274Article in journal (Refereed)
    Abstract [en]

    Humanities departments across European universities have established an increasingnumber of interdisciplinary, international master’s programmes that culminatein thesis projects. Yet, the challenges of such interdisciplinary research-based writinghave been largely neglected in EAP research. This article investigates how postgraduatestudents in interdisciplinary fields express and develop genre knowledgeduring an EAP course for Humanities students preparing for their thesis writing.In two case studies, the article qualitatively explores students’ perspectives on theirwriting along the related dimensions of disciplinary positioning and genre knowledge.Students’ explicit expressions of such knowledge in course tasks and interviewsare analysed. In addition, students’ research-based writing is compared to tracemanifestations of this knowledge. The results highlight the students’ use of individualreference points to evaluate writing within their heterogeneous research fields. Interms of their research-based writing, the cases illustrate two related trajectories,namely, the development from writer to topic focus and the combination of themesinto a coherent argument. Tracing the textual developments reveals the significanceof mapping interdisciplinary studies on the interrelated epistemological, thematicand discoursal levels in postgraduate writing. Developing an awareness of theselevels requires an understanding of the situatedness of postgraduates’ writing ininterdisciplinary, departmental and biographical contexts.

  • 25.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    “Inverted Rites”: Reading Girard reading Pater reading Shakespeare2017In: Anthropoetics, ISSN 1083-7264, E-ISSN 1083-7264, Vol. 23, no 1Article in journal (Refereed)
    Abstract [en]

    This essay traces the provenance of René Girard’s familiarity with Walter Pater’s idea of “inverted rights” in relation to Shakespeare’s Richard II. It demonstrates the likelihood that Girard likely did not have extensive first-hand knowledge of Pater’s essay “Shakespeare’s English Kings,” but learned about it from Ernst Kantorowicz’s book The King’s Two Bodies. The essay continues by argued that Girard does not give proper credit to Pater’s astute anthropological insight regarding the inherent doubleness of the originary rite of coronation, which carries within itself the shadow of the “inverted rite” of deposition.

  • 26.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Kipling the Plagiarist? The Case of ‘O Baal, Hear Us!’2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 1, p. 149-151Article in journal (Refereed)
  • 27.
    Mahmutovic, Adnan
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Nunes, Denise
    Maxime Miranda in Minimis: Swarm Consciousness in Hayao Miyazaki's Nausicaä of the Valley of the Wind2017In: ImageTexT: Interdisciplinary Comics Studies, ISSN 1549-6732, E-ISSN 1549-6732, Vol. 9, no 1Article in journal (Refereed)
  • 28.
    Mahmutovic, Adnan
    Stockholm University, Faculty of Humanities, Department of English.
    Move to the City: Infrastructure and Globalization in How to Get Filthy Rich in Rising Asia2017In: Mosaic, ISSN 0027-1276, E-ISSN 1925-5683, Vol. 50, no 4, p. 69-84Article in journal (Refereed)
    Abstract [en]

    Looking at Mohsin Hamid's How to Get Filthy Rich in Rising Asia in terms of Saskia Sassen's The Global City, I argue that the dynamic between functionality and dysfunctionality of the infrastructure (Larkin) of postcolonial cities in global economies constitutes, in part, the city-as-oeuvre of its citizens (Lefebvre).

  • 29.
    Soler-Carbonell, Josep
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Saarinen, Taina
    Kibbermann, Kerttu
    Multilayered perspectives on language policy in higher education: Finland, Estonia, and Latvia in comparison2017In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, Vol. 38, no 4, p. 301-314Article in journal (Refereed)
    Abstract [en]

    This article analyses language policies in higher education (HE) in Finland, Estonia, and Latvia, as well as the European Union (EU). We take a multilayered approach to language policies in order to illuminate the intertwined nature of local, national, and international language policies in HE. We are particularly interested in the construction of national language(s) and the language(s) of internationalisation in our case countries. Finland, Estonia, and Latvia share common features as relatively small non-Anglophone countries in the Baltic region, while simultaneously having somewhat differing political and cultural histories. The results of our discursive analysis indicate that while the three countries have relatively different national language policies, regarding, for example, the position of the national language(s), the institutional policies are more similar in the three cases. For universities, the positioning of English as the de facto language of internationalisation turns the ideology of language choice in HE into a practical rather than political question. However, at the state level, the promotion of English runs contrary to national policies. The EU HE language policy seems to acknowledge the institutional level’s practical demands of English as de facto language of internationalisation rather than follow its own formal language policy of official languages.

  • 30.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    ‘Neither for God, Nor for His Enemies’: Wilde’s ‘Theoretikos’ and Pater’s Essay on Botticelli2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 4, p. 624-626Article in journal (Refereed)
  • 31.
    Soler, Josep
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Zabrodskaja, Anastassia
    New spaces of new speaker profiles: Exploring language ideologies in transnational multilingual families2017In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 46, no 4, p. 547-566Article in journal (Refereed)
    Abstract [en]

    This article looks at Spanish-Estonian speaking families and their language ideologies in relation to language use in the family setting-how parents decide to use languages among themselves and with their children. Family members choose different languages for different purposes when they talk to one another. In our study, parents draw on their knowledge of the 'one parent-one language' strategy but also translanguage for different reasons, constructing new patterns of bilingual modes. In the article, we examine parents' attitudes towards language maintenance, transmission, and use with their children. We incorporate the lens of 'new speaker' research to analyse the empirical data collected in Tallinn households among Spanish-Estonian speaking families so as to contribute to a better understanding of family language policy, planning, and management, highlighting how macro-level sociolinguistic expectations and norms might be elaborated on the micro level in everyday social interactions.

  • 32.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English.
    Ngugi wa Thiong'o and the Conceptual Worlding of Literature2017In: Anglia. Zeitschrift für englische Philologie, ISSN 0340-5222, E-ISSN 1865-8938, Vol. 135, no 1, p. 105-121Article in journal (Refereed)
    Abstract [en]

    The central claim of this article is that the Kenyan writer Ngugi wa Thiong'o, known above all for his advocacy of African-language writing, performs in his essays a conceptual worlding of literature that serves to diversify its semantic content and thereby enable the recognition and expanded production of otherwise marginalised literatures. The logic of this conceptual worlding is read through a cosmopolitan-vernacular optic, which presupposes that Ngugi's interventions can neither be defined as ethnically particularist nor as expansively cosmopolitan. Rather, his approach 1) combines multiple literary 'ecologies', in Alex Beecroft's sense, and 2) attempts to reroute the temporality of 'literature' so that it is no longer reducible to Eurochronology. What unites these interventions is that they both draw on and attempt to recalibrate 'world literature' as a symbolic value in response to a postcolonial predicament. Three texts provide the empirical focus of the article: the department circular "On the Abolition of the English Department" that Ngugi co-authored in 1968 with Taban Lo Liyong and Henry Owuor-Anyumba; the essay "Literature and Society", first written in 1973; and "Memory, Restoration and African Renaissance", which is the third chapter in Something Torn and New from 2009.

  • 33.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Oscar Wilde’s Reading of Popular Science2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 1, p. 142-144Article in journal (Refereed)
  • 34.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Pater’s Conclusion: A New Source2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 1, p. 128-130Article in journal (Refereed)
  • 35.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Pater’s Heraclitus: Irony and the Historical Method2017In: Pater the classicist: classical scholarship, reception, and aestheticism / [ed] Charles Martindale, Stefano Evangelista, Elizabeth Prettejohn, Oxford: Oxford University Press, 2017, p. 261-273Chapter in book (Refereed)
    Abstract [en]

    This chapter examines Pater’s reading of Heraclitus as it developed through his career, from the conclusion to the Renaissance onwards. Setting Pater’s classicism in dialogue with his comments on the ‘historical method’ in Plato and Platonism, the chapter contextualises Pater’s discussion of Heraclitus alongside that of his friend Ingram Bywater and nineteenth century German traditions, and particularly Schleiermacher’s hermeneutics. From Marius onward, Pater rereads Heraclitus, distancing himself from a ‘popular’ image of the philosophy of flux, emphasising terms such as ‘logos’ and ‘harmony’, before discussing the philosopher’s political significance in Plato and Platonism. The chapter concludes by suggesting that Pater’s classicism as it is exemplified in his reading of Heraclitus, always a reading proceeding through the prism of other readings, is somewhat ‘ironic’, always displaced.

  • 36.
    Björkman, Beyza
    Stockholm University, Faculty of Humanities, Department of English.
    PhD supervision meetings in an English as a Lingua Franca (ELF) setting: linguistic competence and content knowledge as neutralizers of institutional and academic power2017In: Journal of English as a Lingua Franca, ISSN 2191-9216, E-ISSN 2191-933X, Vol. 6, no 1, p. 111-139Article in journal (Refereed)
    Abstract [en]

    The present paper investigates PhD supervision meetings, using material from naturally occurring speech of ten hours by PhD supervisors and students who all use English as a lingua franca (ELF) for research purposes. The recordings have been transcribed in their entirety, with conversation analytical procedures and additional ethnographic interviews with the PhD supervisors. The present paper is a follow-up to the two previous studies by the author (in European Journal for Applied Linguistics 3[2], 2015, and The Routledge Handbook of English for Academic Purposes, 2016) and focuses on linguistic competence and content knowledge as factors possibly mitigating the power asymmetry present in the interactions. The findings show no observable power asymmetries manifested in the interactions or in the interview responses by the supervisors. The analyses showed that the supervisors’ and the students’ level of linguistic competence seemed very similar, which was further supported by the supervisors’ self-reports of their own English and their informal evaluations of their students’ levels of proficiency. When it comes to content knowledge, the students overall showed very good command of their subjects, disciplinary conventions and their projects in general, further supported by their supervisors’ evaluations in the interview data. Based on these findings, it is suggested here that in ELF interactions of this particular type where the speakers have similar levels of linguistic competence and content knowledge, power asymmetries become less visible.

  • 37.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Philosophical Wilde: Michael Y. Bennett (ed.): Philosophy and Oscar Wilde, Basingstoke: Palgrave Macmillan, 20172017In: The Oscholars (online)Article, book review (Other academic)
  • 38.
    Helgesson, Stefan
    Stockholm University, Faculty of Humanities, Department of English.
    Post-anticolonialism2017In: Publications of the Modern Language Association of America, ISSN 0030-8129, E-ISSN 1938-1530, Vol. 132, no 1, p. 164-170Article in journal (Refereed)
  • 39.
    Nivesjö, Sanja
    Stockholm University, Faculty of Humanities, Department of English.
    Queering Form and Content: A Crisis of Whiteness in Nadine Gordimer's The Conservationist (1974) and J.M. Coetzee's In the Heart of the Country (1977)2017In: Literature and Crises: Conceptual Explorations and Literary Negotiations / [ed] Elizabeth Kovach, Ansgar Nünning, Imke Polland, Trier: Wissenschaftlicher Verlag Trier, 2017, p. 117-130Chapter in book (Refereed)
  • 40.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Robert Southey, Thomas Lindley and the Zombi2017In: Wordsworth circle, ISSN 0043-8006, Vol. 48, no 3, p. 164-168Article in journal (Refereed)
  • 41.
    Zirra, Maria
    Stockholm University, Faculty of Humanities, Department of English. Ghent University, Belgium.
    Shelf Lives: Nonhuman Agency and Seamus Heaney's Vibrant Memory Objects2017In: Parallax, ISSN 1353-4645, E-ISSN 1460-700X, Vol. 23, no 4, p. 458-473Article in journal (Refereed)
  • 42.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Some Unnoted Sources in Oscar Wilde’s Commonplace Book2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 4, p. 628-634Article in journal (Refereed)
  • 43.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    Some Unnoted Sources in Oscar Wilde’s Oxford Notebook2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 4, p. 626-628Article in journal (Refereed)
  • 44.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    The Earliest Literary Reference to Manchester Pudding?2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 4, p. 613-614Article in journal (Refereed)
  • 45.
    Wrethed, Joakim
    Stockholm University, Faculty of Humanities, Department of English.
    The Phenomenology of Representation, Ritual, and the Sacred in Tom McCarthy’s Remainder2017In: Anthropoetics, ISSN 1083-7264, E-ISSN 1083-7264, Vol. 23, no 1Article in journal (Refereed)
    Abstract [en]

    It is here argued that Tom McCarthy’s Remainder may be read through Eric Gans’s anthropological hypothesis of the originary scene. The re-enactments the protagonist performs are seen as rituals, which posit the sacred as present in its absence. In that way Remainder investigates the limits of representation. The protagonist in the novel aims at making the ritual “real”, which leads to a collapse of representation and a reification of the sacred. Thereby the reader experiences a symbolic breakdown of human culture as we conceive it. However, the sacred re-introduces itself as an indestructible factor towards the end of the narrative.

  • 46.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    The ‘Thaumaturgic Art of Thought’: Bram Stoker and Thomas Carlyle2017In: Notes and Queries, ISSN 0029-3970, E-ISSN 1471-6941, Vol. 64, no 4, p. 622-623Article in journal (Refereed)
  • 47.
    Whiteley, Giles
    Stockholm University, Faculty of Humanities, Department of English.
    The Tree of Knowledge: New Insights on Katherine Mansfield, Oscar Wilde and ‘A Woman’2017In: Katherine Mansfield and Russia / [ed] Galya Diment, Gerri Kimber, W Todd Martin, Edinburgh: Edinburgh University Press, 2017, p. 175-189Chapter in book (Refereed)
    Abstract [en]

    This chapter examines in detail a number of unattributed quotations taken from the journals of 1907, signed ‘O.W.’, ‘A Woman’ and ‘A.W.’. I call into question the critical heritage on these signatures, which has taken them to refer to Oscar Wilde and to Mansfield herself, an error traced to the early work of John Middleton Murry. This article instead establishes Mansfield’s hitherto unknown source as the novel The Tree of Knowledge, by an anonymous author, and offers a close reading of the Mansfield’s use of the novel in these pages. The article concludes by speculating as to the author, and as to how Mansfield came to read the text.

  • 48.
    Mahmutovic, Adnan
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Durneen, Lucy
    Towards a Poetics of Editing2017In: Short Fiction in Theory & Practice, ISSN 2043-0701, E-ISSN 2043-071X, Vol. 7, no 3Article in journal (Refereed)
  • 49.
    Kaufhold, Kathrin
    Stockholm University, Faculty of Humanities, Department of English.
    Tracing interacting literacy practices in master's dissertation writing2017In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 15, no 1, p. 73-84Article in journal (Refereed)
    Abstract [en]

    Academic literacy practices are increasingly varied, influenced by the diverse education and language backgrounds of students and staff, interdisciplinary approaches, and collaborations with non-university groups such as business partners. Completing a master's dissertation thus requires students to negotiate literacy practices associated with different domains. To enable an investigation of conditions for such negotiations, this article extends the concept of literacy practices by combining insights from Academic Literacies, New Literacy Studies and Schatzki's (1996) social practice ontology. The resulting framework is applied in a case study of a student who negotiates academic requirements and entrepreneurial goals in completing a master's dissertation.

  • 50.
    Kunitz, Silvia
    et al.
    Stockholm University, Faculty of Humanities, Department of English.
    Skogmyr Marian, Klara
    Tracking Immanent Language Learning Behavior Over Time in Task-Based Classroom Work2017In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 51, no 3, p. 507-535Article in journal (Refereed)
    Abstract [en]

    In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of local educational order (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students' language learning behaviors, which they track through the longitudinal conversation-analytic methodology called learning behavior tracking (LBT) (Markee, 2008). From a theoretical point of view, they situate LBT within the ethnomethodological (EM) perspective on social action pioneered by Garfinkel (1967) and relate it to socially defined ways of understanding planning (Burch, 2014; Markee & Kunitz, 2013). In the empirical part of the article, the researchers analyze TBLT work that was conducted in an English as a foreign language (EFL) classroom in a Swedish junior high school. Specifically, they track the occurrences of a learnable (the spelling of the word disgusting) that was emically oriented to as such by the students as they engaged in planning and accomplishing teacher-assigned tasks. The authors then develop an emic, sequential account of the participants' practical reasoning and dynamically evolving epistemic positions. They argue that this kind of basic empirical research refines our understanding of how TBLT curriculum work is achieved by participants as practical, mundane, and observable activities in language classrooms, and that these insights may feed into more applied research on teacher training, thereby fostering the design of instructional innovations.

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