Dòng Nội dung
1
School language profiles: valorizing linguistic resources in heteroglossic situations in South Africa / Brigitta Busch // Language and education 2010, Vol24, N.4
2010
p. 283-294

Although South Africa is committed to a policy of linguistic diversity, the language-in¬education policy is still plagued by the racialization of language issues under apartheid and, more recently, by new challenges posed by internal African migration. Drawing on the experience of a school in the Western Cape Province, this paper explores the role of language profiles in a speaker-centered approach to school language policy. Attention is paid to the ways in which the attribution of learners to clear-cut linguistic categories - in this case English and Afrikaans - and their ‘monolingualization’ within the process of literacy learning are at odds with both their everyday experiences of language and their linguistic aspirations. Using biographic and topological multimodal approaches with 13- to 15-year-old students at the school, it makes a contribution to the growing corpus of research that foregrounds the learner perspective and emphasizes emotional dimensions of literacy and language learning
2
老舍《茶馆》中的北京方言及其英译解析 = Beijing Dialect in Teahouse and Its Representation / 姜静 // 语言与翻译 = Language and translation No. 1, 2013.
新疆维吾尔自治区乌鲁木齐市 : 语言文字工作委员会, 2013.
p. 48-53.

This paper clarifies the conceptual ambiguity lying among language, dialect and language variety and specifies the typical features of Beijing dialect in Teahouse and the difficulty of finding an appropriate English dialectal equivalent for Beijing dialect in Teahouse . Through an analytical study of two versions of Teahouse, it compares the strategies used by both in representing the stylistic markers of Beijing dialect and the loss of feel thus caused . By comparing the strategies used by two versions, this paper recommended that oral discourse features and features from non-standard varieties might be adopted to compensate the loss of feel caused by translation.