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The Dialogic Imagination: Four Essays
... This conceptual framing draws on Deleuze and Guattari's (1988) notion of becoming and desire, Bhabha's (1994) hybridity, and Foucault's (1975) theory of discourse and power. These theories are operationalised through hermeneutic phenomenology and narrative inquiry to explore how participants' identities are continually shaped by temporality, spatiality and institutional entanglements (Bakhtin, 1981;Ricoeur, 1992). While building on foundational doctoral research (Nigar, 2024), this paper extends the analytical lens to examine how these identity processes shift in response to new systemic pressures, including COVID-19 and intensifying teacher shortages. ...
... Ultimately, the journey towards professional identity formation is intricately intertwined with affect and relational dynamics, wherein recognition and support from peers and institutions play a determining role in nurturing educators' agency and generating imaginative possibilities (Danielewicz, 2001). Through dialogic interactions (Bakhtin, 1981) and self-reflection, teachers generate meaning from their experiences, facilitating substantial professional development. ...
... Her colleagues' remark, 'You Indians just go, go, go…' points out her proactive attitude. This journey is shaped by both conscious and unconscious cultural mimicking-acting as imitation while wielding double power by subtly subverting and reinterpreting dominant cultural norms (Bakhtin, 1981;Bhabha, 1994). Frida's experience signifies this relational, as she found fulfilment in teaching 'survival English', a practice that both conformed to and challenged existing norms. ...
This article introduces Hybrid Professional Becoming as a critical approach in English language teaching, challenging the native English‐speaking teachers and non‐native English‐speaking teachers (NEST–NNEST) binary. Grounded in postcolonial theory and a comprehensive literature review, the approach weaves together critical reflection, desire, solidarity and imagination. Using hermeneutic phenomenology and narrative inquiry, it explores the lived experiences of 16 immigrant English teachers from 10 countries in Australia. Professional identity emerges as fluid and productive, shaped by socio‐cultural, historical, spatial and relational forces. Themes of hybridity, agency, mobility and power underscore the concept's potential to reimagine belonging and legitimacy. The study calls for inclusive professional practices, policy reform and educator recognition across globally interconnected education systems.
... We approach transdisciplinary research orientations as characterized by heteroglossic dialogue (Bakhtin, 1982) rather than institutional monologue to help researchers discover how to drive paradigms rather than be driven by them (Wolgemuth, 2016). In this article, we explore the intentional design of relational spaces and activities where researchers, methodologies, and representations of research phenomena can unsettle and reshape each other to allow for the emergence of transdisciplinary orientations. ...
... A third challenge of transdisciplinarity is integration, or the drawing together of disparate disciplinary elements, to make a coherent and functional approach to addressing a problem (Wickson et al., 2006). Drawing on the dialogic theories of Bakhtin (1982) and Gadamer (1998), we address this challenge by embracing dialogue in transdisciplinarity as an orientation. From Bakhtin (1982), we can consider dialogue as not just a mode of interaction but an ontology, a way of conceiving the nature of reality (Wegerif, 2008). ...
... Drawing on the dialogic theories of Bakhtin (1982) and Gadamer (1998), we address this challenge by embracing dialogue in transdisciplinarity as an orientation. From Bakhtin (1982), we can consider dialogue as not just a mode of interaction but an ontology, a way of conceiving the nature of reality (Wegerif, 2008). For Bakhtin (1982), dialogue represented articulation, drawing on repertoires of what came before and contributing to repertoires that shape articulations that follow. ...
Transdisciplinary research holds promise for helping science education scholars conduct innovative and novel research. However, current preparation for academic careers takes place within disciplinary boundaries, leading to the development of socially constructed and interactional intellectual orientations to other disciplines limited by these disciplinary boundaries. This challenges the development of disciplinary orientations conducive to transdisciplinary research. To address issues in fostering transdisciplinary orientations, we focus on the quandaries of reflection, paradox, and integration and answer them with reflexivity, pragmatism, and dialogue. Through a worked example of a dialogic reflexivity process, we demonstrate how these responses can cultivate transdisciplinary orientations. Transdisciplinary research in preK-12 education can help address complex problems in critical areas such as systemic injustices. Furthermore, there is a strong motivation for developing transdisciplinary orientations in preK-12 science education. Engaging in dialogic reflexivity can advance the critical development of transdisciplinary orientations by fostering openness in students to listen to the ideas of others, exposing them to more than just dominant paradigms, and encouraging creative thinking to solve challenges problems.
... The cortex is a multilayered mass of neurons that plays a major role in cognitive functions such as language, consciousness, and memory (Klein et al., 2013). Bakhtin (1981) explains that structural understanding and presentation of language have a clear dichotomy. He introduces unitary language, which "gives expression to forces working toward concrete verbal and ideological unification and centralization, which develop in vital connection with the processes of socio-political and cultural centralization" (Bakhtin, 1981, p. 271). ...
... One particular utterance can reflect multiple layers at the same time, creating a stratification. As the opposite of the aforementioned centripetal force, Bakhtin (1981) explains the centrifugal force as the one underpinning Heteroglossia. Both the collective and individual, in a stratification process, sustain push-pull forces against the centripetal force of unitary language, while also contributing to them (Noguerón-Liu & Warriner, 2014). ...
... Dialogical space is an extension of a dialogue; it is a space to negotiate, through discussions, vocabulary, and knowledge sharing (Culén & Gasparini, 2019;Gasparini, 2019;Gasparini, 2020, p. 148;Gasparini & Culén, 2017). Thus, dialogical spaces may support a shared language with various personal utterances reflecting multiple layers (Bakhtin, 1981). A dialogical space allows for trial and error, moving between various layers (stratification), then creating feedback on the activities, and resulting in adjustments in the learning process. ...
This article examines how technology can help bridge vocabulary gaps identified by Hart and Risley (2003) at Rice University, where children from different socioeconomic backgrounds were exposed to vastly different word counts. Learning languages with shared vocabulary can accelerate acquisition and be cost-effective. Traditional audio and video tools have limitations, but Artificial Intelligence (AI), particularly through Natural Language Processing (NLP) and Natural Language Understanding (NLU), enhances learning by focusing on context rather than isolated vocabulary. This approach aligns with design thinking in education. Beyond language skills, multilingual learning fosters cultural awareness and cognitive development. Integrating multidisciplinary subjects in multilingual classrooms supports diverse memory processes. This article also explores how students analyze “strong” words to construct meaning, contributing to a pedagogical model that promotes equity and diversity in language education.
... Answerability also involves the speaker's evaluative attitude or stance. In responding to the utterances of others, speakers/writers are qualifying others' utterances by means of their own answers in an unfinished chain (Bakhtin, 1981). In linguistics, evaluation is a wide-ranging concept. ...
... One critique of Labov's theory of narrative, though, is that evaluation is constrained by the narrative as a text (i.e., the storyline must be consistent and coherent) and is tied to the narrator's point of view as the sole author of the story (Cortazzi & Jin, 2001). A different approach is that evaluation could be seen as informed by the intersubjective relation between the narrator and the addressees as in Bakhtin's (1981Bakhtin's ( , 1986) theory of dialogism or by the immediate influence of the listener/reader on the speaker/narrator (e.g., Duranti & Brenneis, 1986;Schegloff, 1997). Given that I see memoirs as exerting leverage on reality, I complement Labov's (1972Labov's ( , 1997 narrative concept of evaluation with the concept of evaluation seen as evidentiality (Aikhenvald, 2005;Hunston & Thompson, 2001) and stance-taking (Englebretson, 2007;Mushin, 2001) as I explain below. ...
... In sum, I draw on Couser's observations about the perlocutionary aspect of memoirs and their work of self-rehabilitation as explained earlier to analyze how memoirists vindicate themselves from the skepticism regarding the doctorability of their conditions and the credibility of their illness narratives. Also, I draw on Bakhtin's (1981Bakhtin's ( , 1986) theory of dialogism and on the linguistic concepts of evaluation and stance-taking (Aikhenvald, 2005;Hunston & Thompson, 2001). I adopt the position that memoirs orient to previous communicative acts by the same author or by other authors. ...
This paper is a discourse analysis based on three illness narratives, known as autopathographies/memoirs, selected from a larger study. The memoirs were written in English by patients who suffered from contested illnesses. The memoirists report that as patients, they have encountered skepticism from their doctors regarding the doctorability of their conditions. Drawing on the theory of dialogism, the theory of memoirs, narrative analysis, and evaluation in linguistics, this paper argues that these memoirists answer their doctors, among other addressees, to vindicate themselves. They covertly claim that (a) their visceral authority is right and (b) their illness narratives are credible and real rather than imaginary. The close reading technique is used to analyze the memoirists’ use of devices in the orientation section of the memoirs. Direct evidentials, combined with the mirative stance and deferred realization, are observed as firsthand sources of information. More specifically, prolepsis, ventriloquism, quotative evidential, and intertextuality are observed as secondhand sources of information. Whereas the devices associated with the firsthand sources of information enhance the subjective stance of the visceral authority as inalienable, the devices associated with the secondhand sources vouch for credibility by providing an objective source of information. In constructing credibility, these memoirs contribute to normalizing contested illnesses.
... Authorial voice has been on the agenda for over thirty years, though some foundations were laid much earlier (e.g. Bakhtin, 1981). The concept is approached from various perspectives determining the definitions and features that researchers choose to stick to in their studies (Appendix 2). ...
... Voice therefore plays a powerful role in the reception of academic writing. Bakhtin, 1981Hyland, 2008 …academic voice is in constant change, as it embodies a dynamic author-reader relationship located "culturally and historically" ...
Introduction: Various linguistic mechanisms and devices are applied in academic writing to communicate the opinion and valuations of the authors and engage with their readers. The concepts of author’s voice, stance and identity stand out among numerous notions describing various aspects related to the author in the written academic discourse. The scoping review aims to synthesize the knowledge on those concepts in the international publications with a view to defining frequently and interchangeably used terms. Method: This scoping review sticks to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for Scoping Reviews, the framework proposed by Arksey and O’Malley (2005) and PСC framework. Results: The review synthesized 40 publications on the author-related concepts indexed in the Scopus database. The documents were distributed among three thematic clusters: Cluster 1. Identity in academic writing and author-related concepts. Cluster 2. Authorial voice in academic discourse. Cluster 3. Author’s stance. The data extracted from the documents under review on the key author-related concepts in academic writing – author’s voice, stance and identity – allowed to sum up the definitions and major features supporting the understanding of those concepts. Discussion: The review proved that the terminology in the field is rather unclear and ambiguous. The key concepts tend to be used interchangeably. The limitations of the review were incorporated in some eligibility criteria, including publications in other languages, geography, and types of publications. Future reviews may focus on the publications dwelling upon authorial engagement with readers indexed in databases other than Scopus to give a more realistic picture. Conclusion: The findings may become the background for future research on authorial voice, stance, identity in academic discourse as well as other author-related concepts.
... We adopt a relativist ontology that highlights contextuality of meaning and relationality of being, and combine WCP identity (Denny, 2010), radical praxis (Greenfield, 2019), and ideological becoming (Bakhtin, 1981) to propose a peer mentoring framework that nurtures growth and systemic change, primarily through the learning associated with navigating tensions with a trusted peer. Although contextualized as WCPs in English-dominant institutional spaces, we suggest that critical peer mentoring could apply across disciplinary and institutional borders. ...
... Ideological becoming describes the process by which individuals develop their worldview, shaped by personal beliefs and social influences. Bakhtin (1981) identified two types of discourse involved: authoritative discourse, which holds power due to authority, and internally persuasive discourse, which resonates personally with individuals. Freedman and Ball (2004) explain that ideological becoming is often an invisible process that can be made explicit through the examination of social interactions that are 'filled with tension and conflict' (p. 6) as authoritative discourses intersect with (and potentially become) internally persuasive discourses (see also Montgomery et al., 2024). ...
Critical peer mentoring grounded in the concepts of radical praxis, writing center practitioner (WCP) identity, and ideological becoming can be a transformative practice. Utilizing collaborative autoethnography, two writing center professionals from distinct contexts-a public US research university and an international branch campus in Qatar-engaged in dialogic mentoring to examine how personal and institutional values shape administrative practices. The study documents the authors' mentoring practices over a two year period. We found that ideological tensions, such as hierarchical dynamics and institutional constraints, can be negotiated and addressed through intentional, reflective bi-directional mentoring. Furthermore, peer mentoring rooted in radical praxis fosters critical self-awareness, challenges institutional hierarchies, and supports administrative decision-making that aligns more closely with personal and professional values. We propose a framework for peer mentoring as a pathway to ideological transformation that can nurture both individual growth and systemic change.
... A successful literary translation ensures that the narrative style of the author is carried over into the target language, as well as the linguistic diversity within the characters' dialogues. Mikhail Bakhtin (1981) discusses the concept of heteroglossia in prose, referring to the presence of multiple voices or registers in a novel. ...
... Translators must preserve these distinct voices to ensure that the narrative maintains its polyphonic quality, especially in dialogue-heavy texts where characters' linguistic idiosyncrasies contribute to their identity (Bakhtin, 1981). ...
This study explores the capabilities and limitations of artificial intelligence (AI) in literary translation by comparing translations of Halide Edib Adıvar's Sinekli Bakkal produced by ChatGPT, DeepL, and Gemini AI. ChatGPT and Gemini are open AI models with broad language capabilities, performing a wide range of tasks, not just translation but also text generation and language understanding, while DeepL is software specifically designed with a focus on translation. The study, in which thematic sampling method is utilized as a qualitative research method, it is aimed to highlight differences in achieving equivalence between source and target texts through comparative analysis of selected passages. It draws on Nida's concepts of formal and dynamic equivalence and Venuti's domestication and foreignization strategies to evaluate the effectiveness of AI tools. The human-versions of the target texts are not included in the study, since it focuses on the performance of different AI-assisted translation tools rather than comparing the human and AI in terms of translation abilities. The results indicate that while ChatGPT and Gemini AI balance readability and cultural nuance more effectively, DeepL often produces literal yet less nuanced translations. Despite improvements in AI translation, challenges remain in handling idiomatic expressions, humour, and cultural references, with errors such as gender mismatches underscoring the need for human intervention. The study concludes that AI tools can complement human translators but cannot replace the creativity, cultural sensitivity, and contextual understanding required for high-quality literary translations. Bu çalışma, Halide Edib Adıvar'ın Sinekli Bakkal adlı eserinin ChatGPT, DeepL ve Gemini AI tarafından yapılan çevirilerini karşılaştırarak yapay zekanın edebi çevirideki yeteneklerini ve sınırlamalarını araştırmaktadır. ChatGPT ve Gemini, geniş dil yeteneklerine sahip açık yapay zekâ modelleri olup, yalnızca çeviri değil, metin üretimi ve dil anlama gibi çok çeşitli görevleri de yerine getirirken, DeepL özel olarak çeviri odaklı tasarlanmış bir yazılımdır. Çalışmanın amacı, bu farklı türdeki yazılım araçlarının kaynak metindeki anlamı, duyguyu ve kültürel bağlamı hedef dile aktarımda nasıl bir performans sergilediğini incelemektir. Nitel bir araştırma yöntemi olan tematik örnekleme metodu kullanılan çalışmada, seçilen paragrafların karşılaştırmalı analizi yoluyla araştırma, kaynak ve hedef metinler arasında eşdeğerliğe ulaşmadaki farklılıkları vurgulamaktadır. Yapay zekâ araçlarının i Arş. Gör., Çağ Üniversitesi, Fen Edebiyat Fakültesi, İngilizce Mütercim ve Tercümanlık Bölümü, e-posta: bariscanaydin@cag.edu.tr, ORCID ID: 0000-0002-8268-6020. 82 etkinliğini değerlendirmek için Nida'nın biçimsel ve dinamik eşdeğerlik kavramlarından ve Venuti'nin yerlileştirme ve yabancılaştırma stratejilerinden yararlanmaktadır. Çalışma, insan ve yapay zekâ arasındaki çeviri yeteneğini karşılaştırmaktan ziyade, farklı yapay zeka destekli çeviri araçlarının performanslarını karşılaştırmayı amaçladığı için, tamamen insan tarafından çevrilmiş bir erek metin çalışmaya dahil edilmemiştir. Sonuçlar, ChatGPT ve Gemini AI'nın okunabilirlik ve kültürel farklılıkları daha etkili bir şekilde dengelerken, DeepL'nin genellikle tam anlamıyla ancak daha az nüanslı çeviriler ürettiğini göstermektedir. Yapay zekâ çevirisindeki gelişmelere rağmen, deyimsel ifadeleri, mizahı ve kültürel referansları ele almada zorluklar ve cinsiyet uyumsuzluğu gibi hatalar insan müdahalesine olan ihtiyacı vurgulamaktadır. Çalışma, yapay zekâ araçlarının insan çevirmenleri tamamlayabileceği ancak yüksek kaliteli edebi çeviriler için gereken yaratıcılığın, kültürel duyarlılığın ve bağlamsal anlayışın yerini alamayacağı sonucuna varmaktadır. Extended Abstract The advent of artificial intelligence (AI) has revolutionized the field of translation, enabling faster and more efficient processes. However, while AI-powered translation tools such as ChatGPT, DeepL, and Gemini AI have demonstrated remarkable progress in handling technical and informational texts, challenges remain in the field of literary translation. Literary texts often involve intricate stylistic elements, emotional undertones, and culturally specific references that require creativity and deep contextual understanding-qualities typically associated with human translators. This study investigates the effectiveness of AI-assisted translation in producing equivalent literary translations by examining multiple versions of Halide Edib Adıvar's Sinekli Bakkal, a prominent Turkish novel. This study compares ChatGPT, Gemini AI, and DeepL in the field of literary translation to investigate how AI tools with varying core functionalities perform when translating culturally rich and stylistically intricate texts. ChatGPT and Gemini are general-purpose AI language models with extensive linguistic capabilities, including translation, text generation, and contextual understanding. DeepL, however, is a specialized machine translation tool, widely recognized for its fluency and accuracy. The central research question guiding this investigation is: 'How do AI translation tools with different functionalities handle the challenges of literary translation, particularly in achieving equivalence and cultural adaptation?' The analysis involves selected passages from Halide Edib Adıvar's Sinekli Bakkal, focusing on idiomatic expressions, cultural references, and stylistic nuances. Drawing on Nida's formal and dynamic equivalence and Venuti's domestication and foreignization strategies, this study evaluates the ability of these tools to achieve equivalence while preserving the text's literary qualities. The findings reveal that while ChatGPT and Gemini balance readability and cultural adaptation effectively, DeepL excels in literal accuracy but struggles with nuanced cultural references. This highlights the complementary role AI can play alongside human translators in achieving high-quality literary translations. The research focuses on the concept of equivalence in literary translation, drawing on key theoretical frameworks, including Eugene Nida's formal and dynamic equivalence and Lawrence Venuti's strategies of domestication and foreignization. Through a qualitative comparative analysis, the study evaluates how different AI tools perform in balancing literal accuracy with readability, emotional resonance, and cultural fidelity. Specifically, selected passages from Sinekli Bakkal-rich with metaphors, idiomatic expressions, and character-driven narratives-were translated by ChatGPT, DeepL, and Gemini AI. These translations were compared to the original Turkish text, highlighting differences in style, tone, and semantic accuracy. The study examines how each tool manages the inherent challenges of literary translation, including idiomatic language, humor, gender references, and culturally specific imagery. The findings reveal both the strengths and limitations of AI-assisted translation in achieving equivalence. ChatGPT and Gemini AI demonstrate a greater ability to capture the dynamic aspects of the source text, focusing on meaning, narrative flow, and emotional impact. For instance, in character descriptions (e.g., Sabiha Hanım 83 and Tevfik), these tools deliver translations that convey both physical details and underlying emotional nuances. Their translations often strike a balance between literal fidelity and interpretative flexibility, making them more readable and engaging. In contrast, DeepL tends to prioritize formal equivalence, producing translations that, while structurally accurate, occasionally result in awkward phrasing or slight shifts in meaning. An example of this occurs in a passage where DeepL translates "imam's granddaughter" as "grandson," altering the narrative consistency. Such errors highlight AI's struggles with gender context and subtle shifts in meaning. Venuti's concepts of domestication and foreignization provide further insight into the stylistic differences between the translations. ChatGPT tends to employ a domesticated approach, rendering the text in ways that feel accessible to English-speaking readers while preserving key cultural references. In contrast, DeepL's literal translations align more with foreignization but occasionally diminish readability, as seen in the translation of phrases like "does not stop at one branch," which reads unnaturally in English. Gemini AI offers a middle ground, preserving many cultural elements while adapting the phrasing for clarity and fluency. This comparative analysis underscores the complexity of literary translation, where balancing the original text's cultural essence with the target audience's expectations requires nuanced decision-making-something AI tools are still refining. One of the most notable limitations identified in this study involves the treatment of idiomatic expressions, humour, and emotional undertones. AI-generated translations often struggle to capture humour and irony, as illustrated by a scene featuring Tevfik's humorous antics. While ChatGPT maintains the playful tone effectively, DeepL's literal approach leads to less fluid, slightly mechanical expressions. Furthermore, the analysis highlights that AI tools may misinterpret cultural metaphors, which human translators would instinctively adapt to the target language. This limitation supports the view that literary translation is not merely a linguistic exercise but also a cultural and emotional endeavour. Despite these limitations, the study recognizes the value of AI in enhancing translation efficiency. AI tools offer significant advantages in terms of speed and consistency, particularly for initial drafts or repetitive translation tasks. However, they still require human post-editing to correct errors, refine stylistic elements, and ensure the translation resonates with the target audience. This aligns with the concept of "human-in-the-loop" translation, where AI and human translators collaborate to produce high-quality outputs. Castilho et al. (2018) emphasize that this hybrid model is especially valuable in specialized fields like literary translation, where both linguistic precision and creativity are essential. The findings also suggest that AI models, while capable of handling a wide range of languages, perform unevenly across different linguistic contexts. In the case of Sinekli Bakkal, which reflects both Turkish and Ottoman cultural elements, the AI tools encountered challenges with idiomatic expressions and historical references. These limitations highlight the need for further research into improving AI's cultural sensitivity and contextual understanding, particularly for low-resource languages and texts with complex literary styles. In conclusion, this study demonstrates that AI tools like ChatGPT, DeepL, and Gemini AI have made significant progress in the field of literary translation but are not yet capable of fully replacing human translators. While they excel at generating readable and structurally sound translations, they struggle with idiomatic language, emotional depth, and cultural nuance. The results underscore the importance of human expertise in refining AI-generated texts, ensuring that the final translation captures both the letter and spirit of the original. Future research should focus on enhancing AI's contextual awareness and integrating feedback mechanisms between human translators and AI systems. Ultimately, AI will continue to complement human translators, fostering new possibilities for collaboration and innovation in literary translation.
... This led us to focus on this intersection within their narratives that allowed BTCs to construct their bilingual teacher identities. Drawing on the concepts of polyvocality (Bakhtin, 1981) and mediated action (Wertsch, 1991), focal themes emerged from the data that captured how BTCs expressed their thinking, emotions, and actions. These focal themes included replaying someone else's teaching (e.g. ...
... Drawing from theoretical perspectives on reported speech-sometimes referred to as speech-within-speech or quoted speech-we understand TPS as a form of narrative revoicing that enables speakers to reuse and represent words across temporal and dialogic contexts (Bakhtin, 1981;Galindo, 1996;Urzúa & Vázquez, 2008;Volosinov, 1981). Reported speech in this context becomes a powerful tool for identity construction, while translanguaging enables fluid navigation of linguistic repertoires to express thought, emotion, and professional reflection. ...
This case study explores how bilingual teacher candidates (BTCs) in a Texas dual language teacher education program reflect on their mathematics teaching experiences through a translingual, transcultural, and transdisciplinary lens. By analyzing bilingual teacher narratives, the study investigates how translanguaging and reported speech shape their teaching identities and pedagogical practices. Findings highlight "translanguaged polyvocal speech" (TPS), or polivoces, as a key process, where BTCs integrate multiple linguistic and semiotic resources to construct mathematical meaning and negotiate bilingual identities. The study emphasizes how BTCs use TPS to challenge rigid language hierarchies and promote dynamic, multilingual pedagogies in bilingual mathematics instruction.
... I take a dialogical stance toward interaction: dialogue is a joint construction, and people learn language and discourse by appropriating others' language and discourse to their own intentions (Bakhtin, 1981;Linell, 2009). According to this stance, the meanings made are never a single individual's product and are never finalized. ...
... Chatbots work by a stochastic approach of next-word prediction based on conditional probabilities given the structure of their training data (Felin & Holweg, 2024). In contrast with human language, where the word (our speech and thought) is only half someone else's (Bakhtin, 1981), the words of the chatbot are 100% someone else's. Therefore, they are necessarily unable to generate substantially new ideas or make decisions under uncertainty (Felin & Holweg, 2024). ...
In this study, I explore mathematics teaching-learning dialogues between preservice teachers and a chatbot (ChatGPT) with the aim of increasing our understanding of human mathematics teaching-learning dialogues. The dialogues contain wrong solutions (as determined by the preservice teachers), and the teachers try to get the chatbot to reconsider its answers without giving away the answer. The chatbot's solution attempts are interpreted through and against the concepts of babbling (imperfect efforts to express thought) and gargling (imitation of surface form of expressions), and the dialogues are analyzed by considering whether and how the preservice teacher and the chatbot reach joint attention. The conversations illustrate that chatbots based on Large Language Models (LLMs) may behave analogously to gargling students and that preservice teachers are tempted to direct the chatbot's attention to specific important aspects of tasks to get it to reconsider its answers, engaging in a language game of funnelling. Funnelling may work in the sense that the chatbot arrives at an acceptable solution. Still, sometimes, it seems that it is extremely difficult to achieve what looks like human joint attention with the chatbot, hindering progress on a mathematical problem.
... This paper explores the linguistic strategies employed in cyber deception, particularly in phishing scams, social engineering, and AI-generated misinformation. Using discourse analysis frameworks such as Grice's (1975) conversational implicature, Bakhtin's (1981) authoritative discourse, Fairclough's (1995) critical discourse analysis, and Aristotle's rhetorical appeals (trans. 1991), this research argues that cybercriminals exploit pragmatic ambiguity, persuasive rhetoric, and psychological manipulation to construct deceptive narratives. ...
... A further strategy is institutional mimicry and authoritative discourse, where cybercriminals mimic the bureaucratic tone of legitimate organizations to gain credibility. This linguistic strategy is deeply rooted in Bakhtin's (1981) concept of authoritative discourse, where institutional language carries implicit power. Phrases such as "policy update," "security verification," and "compliance requirement" invoke the familiar tone of corporate and governmental communications, increasing the likelihood that recipients will perceive them as genuine. ...
Cybercrime has evolved into a sophisticated web of manipulative communication, leveraging linguistic and rhetorical tactics to deceive, exploit, and manipulate individuals. This paper explores the linguistic strategies employed in cyber deception, particularly in phishing scams, social engineering, and AI-generated misinformation. Using discourse analysis frameworks such as Grice’s (1975) conversational implicature, Bakhtin’s (1981) authoritative discourse, Fairclough’s (1995) critical discourse analysis, and Aristotle’s rhetorical appeals (trans. 1991), this research argues that cybercriminals exploit pragmatic ambiguity, persuasive rhetoric, and psychological manipulation to construct deceptive narratives. Furthermore, it examines the parallels between digital deception and literary traditions of manipulation, drawing from works such as Orwell’s 1984 and Shakespeare’s Othello. The study emphasizes the need for interdisciplinary research integrating linguistics, literature, psychology, and cyber-security to combat manipulative cyber communication. Additionally, it considers counterarguments that prioritize technological solutions over linguistic analysis and presents a balanced perspective on the necessity of critical linguistic awareness in cyber-security education. Keywords: cyber linguistics, discourse analysis, deception, phishing, social engineering, rhetoric, AI-generated text, sociolinguistics, cyber-security education
... Intertextuality refers to the juxtaposition and interconnectedness of texts-broadly defined to include written words, utterances, and other multimodal semiotic resources-where each text is shaped by and contributes to a network of other texts. The theoretical basis of intertextuality can be traced back to Mikhail Bakhtin's (1981) seminal works on dialogism and heteroglossia in the 1920s and 1930s. Dialogism posits that all language is inherently dialogic, meaning that every utterance or text is a response to previous texts and anticipates future responses. ...
... From the social material perspective of intertextuality, the interactional context is critical in shaping the users' prompt. Informed by Bakhtin's (1981) dialogism, the first prompt entered into a GenAI chat is not the very first text in a continuous chain of prior texts. Instead, the users' prompt is always mediated and shaped by the immediate texts present in the interactional context. ...
This paper introduces the concept of AI-textuality that extends Bakhtin’s notion of intertextuality to encompass interactions involving texts produced by generative artificial intelligence (GenAI). Intertextuality provides a valuable lens for understanding how GenAI outputs are created through the assemblage of digital and multimodal texts from vast datasets. Building on this perspective, this paper presents a model to theorize the intertextual nature of AI-generated texts in educational settings. The model frames human-AI interaction as an interplay between humans’ experiences in a material space and GenAI’s computational processing in a digital space. Drawing on data from a high school classroom, the model illustrates how students engaged with GenAI to discuss key ideas in the lesson. It highlights how students’ engagement with AI-generated texts was shaped by their textualization of experiences, the intertextual probability of GenAI’s responses, and the joint construction of knowledge between students and GenAI. Through the illustration, the paper argues that AI-textuality has the potential to revise and expand traditional understandings of intertextuality to incorporate our interactions with GenAI in the digital age.
... She studied how the students and teacher negotiated meanings about 2D and 3D shapes through whole-class and group interactions. Drawing on Bakhtin's (1981) theoretical ideas, Sharma identified seven speech genres-pedagogical, argumentative, persuasive, appreciative, assessment, declarative, and giving-up-used by both teachers and students in geometry discussions. She reported that the teacher and students used these genres to represent their understanding of shapes and their properties, as well as to elicit participation expectations from the person or people with whom they were interacting. ...
... Norms of mathematical discourse are not given a priori, but arise through participation over time. Moreover, such norms are not absolute: individual participants will produce unique, locally meaningful versions of mathematical discourse, inflecting their utterances with their own voices, accents, styles and mixture of languages, displaying what Bakhtin (1981) calls heteroglossia. In mathematics, however, discourse norms are quite strong, so that learners will encounter and be influenced by these norms in various ways. ...
The present study reports on analysis of how two teachers in Lebanon, and their students navigated the learning and teaching of geometric proof in English, in a context in which Lebanese Arabic is the language of home and wider society. One of the teachers taught in a public school, the other in a private school. The study focuses on language socialization practices in the two grade-seven classrooms, in relation to the specific genre of geometric proof. The focus is not directly on proving as a cognitive process; rather, the study explores the interactional process of interpreting and constructing geometric proofs as a form of textual organization. This focus is consistent with the theoretical framing in which learning mathematics is understood as a process of socialization into mathematical discourses, of which the proof genre is a part. The findings reveal four main sets of socialization practices in relation to the genre of geometric proof. These sets of practices were guiding, obtaining information, deducing and attending to accuracy and precision.
... In dialogue, each utterance not only responds to previous statements but also anticipates future interactions, taking into account both the speaker's and the listener's positions (Bakhtin, 1981). Thus, the meaning of dialogue is co-constructed and negotiated between individuals (Tao & Chen, 2023). ...
Classroom dialogue is crucial for effective teaching and learning, prompting many professional development (PD) programs to focus on dialogic pedagogy. Traditionally, these programs rely on manual analysis of classroom practices, which limits timely feedback to teachers. To address this, artificial intelligence (AI) has been employed for rapid dialogue analysis. However, practical applications of AI models remain limited, often prioritising state‐of‐the‐art performance over educational impact. This study explores whether higher accuracy in AI models correlates with better educational outcomes. We evaluated the performance of two language models—BERT and Llama3—in dialogic analysis and assessed the impact of their performance differences on teachers' learning within a PD program. By fine‐tuning BERT and engineering prompts for Llama3, we found that BERT exhibited substantially higher accuracy in analysing dialogic moves. Sixty preservice teachers were randomly assigned to either the BERT or Llama3 group, both participating in a workshop on the academically productive talk (APT) framework. The BERT group utilized the fine‐tuned BERT model to facilitate their learning, while the Llama3 group employed the Llama3 model. Statistical analysis showed significant improvements in both groups' knowledge and motivation to learn the APT framework, with high levels of satisfaction reported. Notably, no significant differences were found between the two groups in posttest knowledge, motivation, and satisfaction. Interviews further elucidated how both models facilitated teachers' learning of the APT framework. This study validates the use of AI in teacher training and is among the first to investigate the relationship between AI accuracy and educational outcomes.
Practitioner notes
What is already known about this topic Given the significance of classroom dialogue, many teacher professional development programmes have been implemented focusing on dialogic pedagogy.
To provide timely feedback to teachers, artificial intelligence (AI) techniques are increasingly utilised to investigate classroom dialogue. However, a small proportion of studies have investigated the impacts of AI models in practice, with a predominant focus on pursuing state‐of‐the‐art performance.
It is unclear whether more accurate AI models necessarily lead to more positive educational outcomes.
What this paper adds This study evaluated the performance of two AI‐powered language models, BERT and Llama3, in dialogic move analysis through fine‐tuning and prompt engineering. BERT exhibited significantly higher accuracy than Llama3.
Through an experimental study, this paper revealed that teachers using either the more accurate BERT model or the less accurate Llama3 model showed substantial improvements in their knowledge and motivation to learn the APT framework and reported high levels of satisfaction.
The performance difference between BERT and Llama3 did not cause significant differences in teachers' knowledge, learning motivation, and satisfaction during the learning of the APT framework.
Implications for Practice and/or Policy Deep learning models and large language models can be integrated into professional development programs to effectively facilitate teachers' learning of dialogic pedagogy.
AI models with moderate performance can also produce impressive outcomes and provide a satisfactory experience. In some scenarios, the manner in which teachers collaborate with AI may be more pivotal than the AI's accuracy.
... According to this perspective, language development occurs through participation in social activities, with learners actively engaging in dialogue and collaboration to construct knowledge and understanding. Similarly, Bakhtin's notion of heteroglossia highlights the diversity of language varieties and registers within social discourse, emphasizing the fluid boundaries between languages and the role of context in shaping language use [26]. Translanguaging builds upon these theoretical frameworks by advocating for the integration of students' entire linguistic repertoires in educational settings, allowing for flexible and purposeful language use to support learning and communication [27]. ...
investigates the implementation and effectiveness of translanguaging practices in rural schools, focusing on their impact on language education and academic achievement. Translanguaging, the flexible and purposeful use of multiple languages in educational settings, has emerged as a promising approach to address the linguistic diversity prevalent in rural schools. Drawing on sociocultural and sociolinguistic theories, this study explores how translanguaging can promote inclusive and effective language education in rural contexts. The study engages qualitative research methodology to gather information. Through semi-structured interviews that were confined to open-ended questions, thereby leading to open-ended responses, interviewing provided insights into teacher and learner experiences in line with translanguaging practices. Data gathering agents were five teachers. The study examines the implementation of translanguaging impact on language proficiency, academic achievement, the perceptions and experiences of stakeholders in rural schools. Findings revealed the potential benefits of translanguaging in enhancing language learning outcomes and promoting inclusive learning environments. However, challenges, such as limited resources, standardized curriculum requirements and societal attitudes towards multilingualism, are also identified. The study concludes with recommendations for policymakers, teachers and researchers to promote the effective implementation of translanguaging practices in rural schools, thereby supporting equitable access to quality education for all learners.
... We conducted archival research by analyzing video recordings of old poetry slams in which each of them performed as a teenager.. I applied Bakhtin's (1981) notion of polyphony to my analysis, a musical term that refers to the combination of two or more distinct melodies. The hybridized voices in each composition are a narrative feature binding the project together as one cohesive whole made of many parts. ...
In this article, I discuss my multimodal dissertation to examine how four young adults remember a youth poetry slam as a site of healing, growth, and spirituality. I argue for critical spiritual literacies (Johnson, 2022) as an embodied, multimodal set of antiracist teaching practices that center the human spirit in literacy education. Data in this study include audio recordings of original poetry performances, semi-structured interviews, and focus groups. Audio samples combined with musical elements were remixed into Hip Hop-inspired praisesongs (Dillard, 2011) to document the spiritual experiences of participants. These co-produced songs are excerpted and discussed as research texts that reflect spiritual meaning-making processes. Findings reveal that knowledge of self, communal healing, service to others, and transcendence are critical characteristics of spiritual literacies. Lastly, I discuss implications for centering spirituality through Hip Hop and spoken word pedagogy in the secondary English Language Arts classroom.
... Humanism is a semioethic concern but not in its traditional sense, of which the contemporary academe is critical (see Cobley, 2007Cobley, , 2016, as are we. The consideration in semioethics comes along the lines of Emmanuel Lévinas' (1972) phenomenological existentialism and in relation to dialogism, as also championed by Peirce, as well as other prominent scholars of semiotics, among which Bakhtin (1982). The noun ethics which is joined to semiotics in semioethics refers to Lévinas' ethics, and "thus is employed differently from traditional usage" (Petrilli, & Ponzio, 2024: 743). ...
We discuss the concept of humanism in semioethics, as reflected in Petrilli's and Ponzio's recent paper, which clarifies how their approach is positioned vis-à-vis biosemiotics and global semiotics. To do so, we reflect on how Petrilli and Ponzio explicate the view on technology implicit to semioethics, opening new research avenues for semiotics. We explain why and how semioethics can empower biosemiot-ics to contribute to current debates in philosophy of technology, a thriving research area which semiotics has tended to ignore, so far.
Available here: https://rdcu.be/elhln
... Inspired by Bakhtinian views of language (Bakhtin, 1981(Bakhtin, , 1986, Kuteeva (2023) illustrates two opposing forces coming into interplay in shaping linguistic practices in multilingual universities, depicted by the concept of tension-filled English. Centripetal force or trend refers to EMI teachers' and students' awareness of macro-level regulated/standardised benchmarks of English use (Kuteeva, 2023). ...
English-medium instruction (EMI) has been promoted in China’s mainland for over two decades, and its developmental landscape is complex. Yet only a few existing studies have drawn attention to EMI courses provided at non-top-tier universities. This article explores ideological tensions and how these tensions are created in the discourse of Chinese medical teachers and students in EMI courses. Drawing on the concept of tension-filled English, this article employs critical discursive psychology (CDP) to analyse ideological tensions in identity construction that emerged in semi-structured interviews with teachers and students about their imagined EMI courses. The analysis identifies two main ideological tensions between monolingual and bilingual approaches to EMI and between standard and practical orientations to English. By observing the interplay among different language ideologies in identity making, this study provides a valuable angle to understand the challenge-ridden experience of EMI teachers and students according to their own contextual needs and disciplinary practices. The findings suggest the importance of EMI stakeholders reflecting on how teaching and learning practices can enable learners (and teachers) to reflexively understand the role of English (and other languages) and leverage their bilingual repertoires for medical careers.
... Sobre el dialogismo, cf.Bakhtin (1981),Todorov (1984) yHolquist (2002). Para su aplicación en el contexto indiano cf. ...
Se analiza el lenguaje de Cortés en sus Cartas de Relación, especialmente el nuevo léxico indiano, compuesto de voces biculturales e indigenismos, a fin de explicar la escasez de estos últimos vs. la presencia de múltiples vocablos biculturales hasta ahora ignorados. Estos términos junto con los préstamos definen la más temprana variedad de español indiano, por lo que deben investigarse en los textos a partir de 1492. Son vocablos históricos que, antes de caer en desuso, facilitaron la adquisición de los indigenismos. Dado que Cortés usa pocos préstamos, debe referirse a las nuevas realidades del imperio mexica mediante voces biculturales de su propia creación. Unas son obvias, como mezquita 'templo azteca', pero otras son menos perspicuas, como rodelas, suelos, casas, etc. Se describe el significado y uso de estos términos a la vez que se asume un español mestizado como lengua de Cortés, a diferencia del español altamente formal expuesto en sus escritos. Este análisis se encuadra en el principio dialógico de Bakhtin.
... Pemilihan antologi Pasar Cerita Amaliun sebagai objek kajian didasarkan pada keunikan tematik dan gaya cerpen-cerpen di dalamnya yang ditulis oleh penulis-penulis Sumatera Utara. Cerpen dalam antologi ini memuat kekayaan budaya lokal seperti bahasa, tradisi, hingga konflik sosial khas Medan dan sekitarnya, yang memberi konteks menarik dalam studi naratif kontemporer (Sugiharto, 2005;Bakhtin, 1981). Namun, belum banyak studi yang mengkaji struktur naratif cerpen lokal ini dengan pendekatan naratologi struktural. ...
Struktur naratif memegang peran penting dalam efektivitas penceritaan cerita pendek yang terbatas ruang naratifnya. Penelitian ini bertujuan menganalisis struktur naratif dalam antologi Pasar Cerita Amaliun, kumpulan cerpen karya penulis Sumatera Utara, dengan menyoroti relasi antara fabula, sjuzet, dan teknik defamiliarisasi. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif-analitik. Teknik pengumpulan data dilakukan melalui pembacaan dekat (close reading) terhadap sebelas cerpen. Instrumen penelitian berupa kategori analisis terhadap tiga aspek: kejelasan fabula, kompleksitas sjuzet, dan intensitas defamiliarisasi. Teknik analisis dilakukan melalui klasifikasi naratif yang dipadukan dengan tabulasi kuantitatif sederhana. Hasil penelitian menunjukkan bahwa sebagian besar cerpen memiliki kekuatan pada aspek fabula, namun hanya sebagian yang menunjukkan pengelolaan sjuzet yang efektif. Cerpen “Celak Bu Haji untuk Dua Menantu” menjadi contoh ideal sinergi antara fabula, sjuzet, dan defamiliarisasi, menghasilkan pengalaman membaca yang kuat dan utuh. Temuan ini menegaskan pentingnya inovasi naratif dan pemanfaatan defamiliarisasi untuk meningkatkan daya estetika cerita pendek.
... Periti's contributions ranged from poetry to realist fiction items like this one to straight news. In this story, the narrator's description of his philosophizing friend Burton echoes the double-voiced descriptions of the bourgeoisie in Dickens novels that Mikhail Bakhtin (1981) was so fond of analyzing: "Burton was about sixty-five, looked about fifty, had a keen mind, a droll sense of humour and a private income. A very fine fellow, too. ...
In Circulations, Courtney Handman examines the surprising continuities in modernist communication discourses that shaped both colonial and decolonial projects in Papua New Guinea. Often described as a place with too many mountains and too many languages to be modern, Papua New Guinea was seen as a space of circulatory primitivity—where people, things, and talk could not move. Colonial missionaries and administrators, and even anticolonial delegations to the United Nations that spearheaded demands for Papua New Guinea’s independence in the 1950s, argued that this circulatory primitivity would only be overcome through the management of communications infrastructures, bureaucratic information flows, and the introduction of English. Innovatively bringing together analyses of communications infrastructures such as radios, airplanes, telepathy, bureaucracy, and lingua francas, Circulations argues for the critical role of communicative networks and communicative imaginaries in political processes of colonialism and decolonization worldwide.
... Figure 3 presents a detailed system network for Engagement. A fundamental distinction in the Engagement system is whether an utterance is Monoglossic (single-voiced), lacking explicit reference to other voices or viewpoints, or Heteroglossic (multi-voiced), in which the textual voice invokes, accommodates, or challenges other perspectives within the communicative context (Bakhtin, 1981). This distinction highlights the dynamic nature of discourse and the interaction of multiple viewpoints in communication. ...
This study analyzes Donald Trump’s use of Engagement resources in his 2024 re-election announcement speech through the lens of Martin and White’s (2005) Appraisal Theory. Using descriptive, qualitative, and quantitative methods, the study identifies 466 Heteroglossic instances (61.5%) compared to 300 Monoglossic ones (38.5%), indicating Trump's preference for dialogic engagement. Within Heteroglossia, he strategically employs 241 instances of Contract-mainly Deny (33.0%) and Counter (12.2%)-to reject or counter alternative perspectives. Additionally, he uses 225 instances of Expand, particularly Entertain (35.5%) and Acknowledge (12.9%) to show openness to other viewpoints. Notably, no instances of Distance were found. Proclaim resources, such as Concur, Pronounce, and Endorse, are selectively used to assert authority and reinforce his stance. His rhetorical strategy balances limiting and expanding dialogic space to demonstrate a nuanced persuasive approach. The study offers insights into campaign rhetoric and its applications in teaching and learning English, particularly in enhancing critical language awareness, persuasive skills, debate abilities, and media analysis.
... Sociocultural theory highlights the role of cultural and social contexts in shaping learning experiences. In the context of writing instruction, group discussions provide opportunities for students to engage with diverse perspectives, cultural norms, and writing conventions (Bakhtin, 1981). Through collaborative interactions, students negotiate meaning and develop rhetorical awareness, recognizing the situated nature of writing within specific social and cultural contexts (Prior, 1998). ...
This study investigates how the utilization of group discussions improves students' academic writing skills, focusing on both quantitative and qualitative outcomes. A total of 147 university students participated in pre-test and post-test assessments to measure their writing performance before and after engaging in group discussions. The pre-test results revealed that students’ writing skills were rated between “fair” and “good,” with a mean score of 2.41 and a high degree of variability (SD = 0.985). After the intervention, the post-test showed a significant improvement, with the mean score rising to 3.40, indicating writing abilities between “good” and “very good.” The standard deviation decreased to 0.657, suggesting a more consistent performance among students. Qualitative data collected from focus group discussions further illuminated the benefits of group discussions in enhancing writing skills. Students reported that collaborative idea generation, peer feedback, and exposure to diverse perspectives played a crucial role in improving their writing, particularly in terms of argumentation, coherence, and structure. Group discussions also boosted students' confidence and motivation. However, some students identified time management challenges, indicating the need for better facilitation.
... Russian philosopher Mikhail Bakhtin (1895Bakhtin ( -1975 stated that meaning was created through dialogue. As the main carrier of the dialogue, language, for Bakhtin, is inherently relational and dynamic, constantly shaped by its social and historical context (24). To explain this, he created concepts such as heteroglossia (coexistence of multiple perspectives-voices-within a single text each reflecting a different social or ideological position), carnivalesque (a space where traditional hierarchies and norms are temporarily subverted, allowing freedom, creativity, and the inversion of power structures), and chronotope (the way time and space are represented in. ...
This paper, the second of a two-part essay, delves into the implicit and immediate factors within psychotherapy, positioning estrangement from oneself and to the environment as a core psychopathological issue. Implicit Psychotherapy, as proposed and outlined in this paper is the techniqual aspect of Dialectical Dynamic Therapy (DDT), which itself is rooted in the Dialectical Discourse. Aiming for the most profound “healing” possible, this approach directly engages the symbolic network of the mind to minimize resistance to change. The individual obstacle in this process is highlighted as escape from oneself driven by traumatic memories. The subtle and encrypted communication between patient and therapist serves to protect both the individual’s unique essence and the purity of the therapeutic process from the external symbolic impositions, which is the second obstacle in treatment. Finally, this approach facilitates the Hegelian process sublation (Aufhebung) of the power dilemma which is inherently linked to trauma. The essay explores a novel “digital brain” model of mind, and the internal moderation concept, highlighting their potential contributions to machine learning applications which would serve for exploration of the opportunities embedded in Implicit Psychotherapy. The development of a Symbol Relations Theory remains as the next theoretical task following this essay which would complete the full set basic knowledge which the proposed psychotherapy approach is to be grounded upon.
... Аналіз мовних знаків, таких як усталені словесні комплекси, допомагає виявити, як культурні коди вербалізуються в тексті. Цей аналіз включає методи когнітивної лінгвістики та аналізу дискурсу [1]. ...
The article is dedicated to the analysis of methods and approaches to selecting cultural codes in literature. It examines semiotic, linguistic, contextual, and intertextual analysis as key methodologies that help uncover the deep layers of cultural consciousness and identity embedded in artistic texts. The necessity of studying cultural codes for understanding socio-historical realities and fostering cultural literacy is discussed.
... Its advocates such as M. Shanks [16] and J. Thomas [18] acknowledge that different societies perceive archaeological cultures through their own lenses, encouraging these plural interpretations as enriching the discourse. From a linguistic point of view, this perspective can be understood through M. Bakhtin's concept of heteroglossia [1]. In our case, the argument for multivocality aiming to present multiple perspectives is less straightforward. ...
This article examines the issue of terminological fragmentation in the archaeology of the Carpathian Basin, arising from semantic and semiotic factors shaped by cultural and national perspectives. Examples of divergent terminology for the same archaeological cultures, such as the Trypillia–Cucuteni and Körös–Criș–Starčevo, are analyzed. It is established that terminological divergence poses significant challenges for cross-cultural academic communication and the epistemological unity of the discipline. Possible approaches to addressing these challenges are proposed, including collaborative terminology development, enhancing cross-cultural education, and utilizing technological solutions to accommodate diverse terminologies.
... Epos milliy tarixiy xotiraning eng qadimgi shakllaridan biri boʻlib, magik realizmda milliy oʻzlikni anglash, tarixni badiiy vositalar orqali qayta qurish va kollektiv xotirani saqlab qolish vazifasini bajaradi. [13] Eposning koʻplab qahramonlari gʻayritabiiy qobiliyatlarga ega boʻlsa-da, ularning hikoyalari real voqelik kontekstida tasvirlanadi. Bu magik realizmning haqiqat va afsonaning tabiiy uygʻunlashuvi tamoyiliga mos keladi. ...
Ushbu maqolada magik realizm janrining madaniyat va adabiyotga taʼsiri oʻrganiladi. Magik realizm mifologiya, folklor, tarixiy xotira va postmodernizm bilan qanday uygʻunlashishi tahlil qilinadi. Tadqiqotda Gabriel Garsiya Markez, Jorj Luis Borges, Haruki Murakami, Italo Kalvino, Angela Karter, Salman Rushdi kabi yozuvchilarning ijodi, shuningdek, «Stiven King» asarlari va ularning ekranizatsiyalari (masalan, «The Green Mile», «Doctor Sleep», «It», «The Shining») misolida magik realizmning badiiy ifodasi tahlil qilinadi. Tadqiqot magik realizm janrining folklor, tarixiy meros va zamonaviy kino sanʼati bilan bogʻliqligini ochib beradi.
This study examines word formation trends in contemporary popular music through an analysis of Meghan Trainor’s song “Made You Look.” The aim is to explore how linguistic creativity in pop lyrics contributes to emotional expression and social interaction. Utilizing a qualitative approach, specifically discourse analysis, the research investigates how word formation processes shape cultural identity and audience engagement. The study relies on theories from Levitin (2006), Lieber (2009), and Yule (2010) to understand the cognitive, morphological, and structural aspects of language in music. Findings indicate that the lyrics of “Made You Look” incorporate various word formation processes, particularly clipping (3), coinage (1), derivation (1), compounding (4), and conversion (2). Examples such as “nothin’” (clipping), “Gucci” (coinage), and “‘bout” (clipping) reflect the informal, conversational tone characteristic of pop music. These linguistic choices enhance relatability, reinforce cultural identity, and contribute to the song’s rhythmic appeal. Additionally, the study highlights how Trainor’s use of word formation aligns with sociolinguistic trends in informal speech, particularly within African American Vernacular English (AAVE). The study concludes that word formation in pop lyrics is not merely stylistic but also serves as a strategic linguistic tool for self-expression, audience connection, and cultural representation. This research contributes to the broader understanding of language evolution in media and popular culture.
Language functions beyond basic communication because it reflects both historical elements and power structures that unite with cultural traditions. Throughout One Hundred Years of Solitude, Gabriel García Márquez combines Spanish indigenous languages and African dialects with English vocabulary in his story creation. The paper employs William Labov’s Sociolinguistic Variation Theory (1966) to examine how borrowed lexical items display Macondo’s evolving social order together with its colonial relationships and economic transformations. According to Labov, language variation is influenced by historical circumstances, social status, and identity markers. Elite members of society in One Hundred Years of Solitude speak traditional Spanish while the underprivileged combine indigenous and foreign words in their language. The arrival of the banana company introduces English words to Macondo thereby symbolizing rising contact between global capitalism and exploitation. Through the combination of code-switching, style- shifting and linguistic prestige Márquez enables words to act as narrators that demonstrate both colonial influence and indigenous resistance and cultural development patterns within his novel. Lexical borrowing in Márquez work serves more than mere decorative purposes since the author uses it to develop textual meaning that examines identity transformation alongside institutional oppression as well as cultural modernization. The author creates richer storytelling layers through language mixture to display Macondo’s struggle between traditional beliefs and modern changes which define its social complexion. One Hundred Years of Solitude presents an extended tale since the author expresses that his work encompasses the complete linguistic record of Latin America in history. Keywords: Language Variation, Lexical Borrowing, Linguistic Prestige, Sociolinguistic Variation Theory, Power Structures
This article analyzes the challenges in intercultural communication between the Ministry of Culture (Mincul) and the Awajún indigenous people during the covid-19 pandemic, highlighting the importance of multimodal resources for effective information shared. Through a qualitative analysis of the informational materials disseminated by Ministry of Culture on Facebook from March to August 2020, as well as the role of translators, interpreters, and activists, linguistic and cultural barriers that limited the effectiveness of communication were identified. The research reveals the urgent need for resources to be culturally relevant and respectful of indigenous languages, such as Awajún, to ensure better understanding and access to information. It concludes that effective intercultural communication is crucial, especially in times of crisis, to ensure the inclusion and empowerment of indigenous communities.
The thesis aims to explore how the transcultural experience of the characters of Hanif Kureishi's Love in a Blue Time (1997) and Leila Aboulela's Elsewhere, Home (2018) has helped both authors to write back to the British Empire, uncover its fallacies, and deconstruct its claims to the racial homogeneity of its community. The study compares Kureishi's representations of his transnational characters with those of Aboulela in regard to the theoretical conceptions of community and the tools of deconstruction that are introduced by The study shows how migration has prompted Kureishi and Aboulela to acknowledge the function of the literary modes of the carnival and the grotesque as potentials responsible for transforming the identities of their immigrant characters and thus threatening Britain's homogeneous notions about national identity. It demonstrates how their reliance on these anarchic narrative devices makes possible for their characters to 'carnivalize difference'. The study examines Kureish and Aboulela's polyphonic appeal and their celebration of multiculturalism. It explains how their narrative discourses are dialogic in nature. Moreover, it explains how these two authors' migration narratives make the blurring or the crossing of boundaries possible. It highlights how their employment of the subversive strategies of narrative memory and storytelling makes possible for their characters to celebrate a plurality of voices and deconstruct the transcendental and Universalist claims of Western discourses. Summary The study deconstructs the British Eurocentric assumptions that the British Empire
The chapter is an introduction to the issues of disinformation in the context of discursively oriented theory and anlysis of media genres. The category of genre is one of the basic categories relating to text, its structure, functions and semantics, including media text. In the context of disinformation, this category appears primarily in relation to fake news, which is treated as a genre imitating the features of the news genre. Therefore, the purpose of this chapter is to introduce the specifics of the genre category as it is understood in media studies (especially in the context of discourse theory, which is extremely important in this research) and to characterize the dominant genre of real news. This introduction is intended to present theoretical solutions from the field of linguistically oriented media studies that can be applied to the analysis of fake news as a genre. Such an analysis will provide an insight into the structural features of one of the most important tools of disinfromation, while also providing a theoretical background for the analyses carried out in the next two chapters.
In this systematic review, we explore the nature of interactions between theoretical approaches within mathematics education research over the past decade (2014–2023). We propose an organising framework describing the interactions in terms of dialogue and distinguishing three modes: inter-theoretical dialogue (examining relationships between theoretical approaches), multi-theoretical dialogue (using multiple approaches to address similar phenomena), and meta-theoretical dialogue (transcending individual approaches). For each mode, we identify specific dialogue techniques that exert centripetal (unifying) forces, centrifugal (diversifying) forces, or a combination of both. By analysing 78 peer-reviewed journal articles, we map the landscape of theoretical dialogue in mathematics education research, identifying prevalent approaches, techniques, and forces at play. Our findings show a predominance of inter-theoretical and multi-theoretical dialogues, with comparative analysis and joint analysis as the most frequently used techniques. Centripetal forces are more prominent than centrifugal forces but are limited in terms of transformative proposals. We discuss the dynamics of theoretical dialogue, its current and potential role in the development of the field, and implications for future research directions. The review highlights the need for more explicit frameworks to assess theoretical compatibility and contribute to the cumulative development of the field.
This qualitative study examines the practices and critical role of the Cou Saviki Tribal Classroom (Zōuzú shānměi bùluò jiàoshì 鄒族山美部落教室) sustaining the Cou language and culture in Taiwan. To achieve this, I employ a variety of data collection methods, including observing learning activities, collecting teaching and learning materials, photographs, and the tribal classroom’s social media posts, conducting semi-structured interviews with the teacher, classroom staff, community members, and local leaders, as well as holding focus groups with students and parents. I seek to address the three research questions: (1) What are the meanings and perspectives of Cou Saviki community members and leaders hold regarding their language and cultural practices? (2) What teaching and learning practices are used in the Cou Saviki tribal classroom and community? and (3) What are the tensions and opportunities of the tribal classroom? This study is grounded in Indigenous and decolonizing theories (Smith, 2012; De Korne & Leonard, 2017) and culturally sustaining pedagogies (Paris, 2012), seeking to highlight the agency and strengths of a tribal community that have long sustained its development and remain active today. By showing community perspectives and strengths, I challenge the top-down approach that has long situated Indigenous communities as victimized subjects ignoring their own agency and practices.
For many decades, there has been a tacit agreement about an important aspect of language teaching in Brazil: for the efficient learning of additional languages (AdL), the primary language (L1) should be avoided in the classroom. This exclusionary practice has gotten stronger with the Communicative Approach (AC), mainly in EFL teaching. However, current studies in Applied Linguistics have turned toward Translanguaging, a set of theories and perspectives in which the understanding is that, opposing to the traditional monoglossic view, which considers languages as separate systems in mutual influence or interference, multilingual individuals have only one linguistic repertoire (the heteroglossic view), fed by and developed in all acquired or learned languages, and used in translingual practices to achieve effective communication in contact zones. This study turns its attention to the Translanguaging perspective as proposed by Suresh Canagarajah and Ofelia García, among others, and suggests a classification in accordance with responsiveness to this perspective by language teachers in Brazil. Further, the study analyses the treatment given by the teachers to translingual practices in classrooms through examples and comments about them posted by language-teaching professionals on social media groups. Finally, this study shows that, although teachers do not relate those practices to the Translanguaging perspective, they, in majority, understand the cultural, emotional and identity aspects involved.
Along the coast of Gujarat, nineteenth-century merchant houses or havelis still stand in historic cities, connecting ports from Durban to Rangoon. In this ambitious and multifaceted work, Ketaki Pant uses these old spaces as a lens through which to view not only the vibrant stories of their occupants, but also the complex entanglements of Indian Ocean capitalism. These homes reveal new perspectives from colonized communities who were also major merchants, signifying ideas of family, race, gender, and religion, as well as representing ties to land. Employing concepts from feminist studies, colonial studies, and history, Pant argues that havelis provide a model for understanding colonial capitalism in the Indian Ocean as a spatial project. This is a rich exploration of both belonging and unbelonging and the ways they continue to shape individual and social identities today.
This study aims at investigating the use of dialogic heteroglossia in the introductory chapters of doctoral dissertations in psychology. Applying the heteroglossic engagement system (White, 2003; Martin & White, 2005), the current study analyzes a corpus of four doctoral dissertation introductions (2000 words each) from well-recognized British universities. A mixed-methods research design is adopted for analysis. This research design comprises quantitative frequency analysis to identify patterns in the distribution of heteroglossic resources with qualitative discourse analysis to explore their rhetorical functions. The findings demonstrate that dialogic contraction (51.71%) slightly outweighs dialogic expansion (48.29%), in an indication of a preference for consolidating research positions and simultaneously maintaining a space for engagement with alternative perspectives. Among contraction strategies, proclaim-endorse (13.63%) and disclaim-counter (19.31%) are the most predominant. Expansion resources, particularly attribute-acknowledge (27.27%) and entertain (20.67%), echo the emphasis of the discipline on citing prior studies and acknowledging the contestability of knowledge. Remarkably, attribute-distance is entirely absent, indicating a strong commitment to direct source attribution. These findings contribute to a deeper understanding of how authors of doctoral psychology dissertations construct their research space through heteroglossic engagement. Moreover, they offer insights into the disciplinary writing conventions that sustain academic knowledge authentication.
This chapter concentrates on the kinetic aspects of clandestine migration in three contexts. First, the chapter discusses clandestine migrants’ transnational mobilities from the African continent and toward Europe. These narratives are often given settings that are on the road, with North Africa as one that is important. Second, the chapter explores clandestine migrants’ urban mobilities once they have reached their alleged destination in Europe. The third section analyzes deportation aeromobilities. The material includes Alain Mabanckou’s Bleu-blanc-rouge (1998), Aminata Sow Fall’s Douceurs du bercail (1998), Nathalie Etoke’s Un Amour sans papiers (1999), Edem Awumey’s Les Pieds sales (2009), Wilfried N’Sondé’s Le Silence des esprits (2010), Aminata Pagni’s Impossible de rester (2019), Marc Alexandre Oho Bambe’s Les Lumières d’Oujda (2020), Khalil Diallo’s Odyssée des oubliés (2021), and Khalid Lyamlahy’s Évocation d’un mémorial à Venise (2023). In many of the texts, mobility practices drive the plot and generate encounters on the road. Some texts translate the unpredictability of clandestine mobilities onto the level of syntax or produce a poetics of mobility that highlights the relationality of different mobilities, including in a transtemporal sense. Motifs of non-arrival and walking also capture the precarious qualities of clandestine migratory mobilities.
This chapter explores mobility practices in the context of leisure travel. It analyzes the representations of different modes of transport in two classics of travel writing, Bernard Dadié’s Un Nègre à Paris (1959) and Tété-Michel Kpomassie’s L’Africain du Groenland (1981), and then moves on to novelistic representations of holidaymaking in Simon Njami’s African gigolo (1989) and Kidi Bebey’s Mon Royaume pour une guitare (2016). The last section of the chapter focuses on Felwine Sarr’s contemporary travel chronicle La Saveur des derniers mètres (2021). In this chapter Afroeuropean mobilities are topographically somewhat varied, ranging from Kpomassie’s Arctic destination to French provinces and other European cities in Njami’s and Bebey’s texts, and, eventually, beyond Europe altogether in Sarr’s travelogue. The chapter highlights the role played by different modes of transport in the construction of the meanings of the destination, on the one hand, and the figure of the traveler, on the other. Modes of mobility and transport contribute to the texts’ poetics of mobility by means of changes in narrative rhythm and speed (Dadié and Kpomassie), through plot and character construction (Njami and Bebey), and, finally, as a wholesale organizational narrative structure (Sarr).
Socio-political commitment of artistic creations has always been an issue of academic deliberations. There have been different strands of thoughts that either liberate artistic creations from performing political functions as in 'art for art's sake' movement or assign them an exclusive political role. Cinema as an art is no exception to it. The films either entertain or perform a political function. The landscape of Indian cinema is often defined by the dominance of Bollywood. Its hegemony however, is challenged by the emergence of alternative cinematic forms such as Parallel and New Wave Indian cinema. These categories of Indian cinema allude to numerical categories the first, second and third cinema at international level. The term third cinema designates the film theory and filmmaking practice committed to social and political emancipation. It challenges mainstream narratives, ideologies and themes. Hence it is imperative to probe whether the New Wave Cinema fulfills the criteria to be called as third cinema of India or not? In this context, the present research article set out to examine the thematic and technical markers of third cinema through analysis of three Indian films: Lal Salam (Red Salute) (2002) directed by Gaganvihari Borate, Fandry (Pig) (2015) directed by Nagraj Manjule, Khawda (Obstacle) (2015) directed by Bhaurao Kurhade.
This book laid out its investigation in three intertwined layers: perceptions, experiences, and becoming of refugees. Part I employed theories of conflict analysis to examine the identities, actors, and underlying causes of the Syrian conflict, as perceived by Syrian refugees who were forced to leave their country involuntarily. Part II focused on the experiences of refugees, which shaped their comprehension of the future of Syria. Part III focused on becoming refugees in dual spatiality and multiple temporalities divided between home (Syria) and host (Türkiye). The conflict mapping in Part I is timely, as Syria is at the beginning of a new era after the Ba’ath regime was dismantled and a new regime emerged in December 2024. Perceptions presented here belong to people who have a possibility of returning or possibility of becoming Syria’s diaspora. How they perceived the identities, actors, and causes shaped their experiences. Therefore, Part II connects these perceptions to multiple temporalities to examine their experiences, which shaped Syrians’ projections for the future, offering insights about possibilities and challenges in the future of Syria and the role different segments could play in the newly emerging governing structure. Part III contextualizes refugees within dual spatiality and multiple temporalities to elaborate on their becoming and show how their “becoming” as refugees is interlinked with the degree of here and there along with past and future in their articulations, which informs their present.
Une image devenue classique dépeint la traduction comme un pont entre deux langues, respectivement nommées langue source et langue cible. Cette affirmation, à force d’être répétée et investie sous des modalités très diverses, s’est imposée comme un topique convertissant la métaphore en constitution d’un objet du réel. Elle suppose ainsi que la langue est une entité naturelle et clairement isolable d’une autre entité. Si la commensurabilité ou l’incommensurabilité des langues est fréquemment questionnée par les chercheurs et les traducteurs, la notion de « langue » elle-même est rarement mise en question. À partir du concept de langagiaire, cet article propose d’appréhender la matérialité langagière qui n’est réductible ni à la langue ni à la dimension dénotationnelle et symbolique du langage. Il s’agit, dès lors, d’aborder l’hétérogène langagière traversant d’une part les corps, les désirs, les affects et les relations subjectives, et d’autre part les relations de pouvoir qui sans cesse œuvrent à la captation politique et idéologique de ses effets.
We live in age where diversity is increasingly accepted as a value as well as a fact. But this development is also contested by a global rise in authoritarian nationalism. To help us abet the former and resist the latter, cosmopolitanism must propose a notion of global unity that is composed of rather than imposed on difference. Jacques Derrida and Walter Mignolo offer different versions of this view of cosmopolitanism. Derrida’s is based on his notion of “democracy to come.” He characterizes this idea as an “unconditional” or “quasi-transcendental” injunction. Mignolo’s cosmopolitanism castigates this injunction as an “abstract universal.” He offers instead “a critical and dialogic” view of cosmopolitanism that is based more specifically on the “colonial difference” or “border thinking” of Latin American subaltern groups. I argue that Derrida’s many references to “voices,” and Mignolo’s to the voices of the Zapatistas in Mexico, imply that the dialogic interplay among these discourses simultaneously holds them together and keeps them apart, forming the multivoiced body that we call society. This agonistic interaction produces new voices and resists the “oracles” that would attempt to convert it into a homogeneous discourse. Moreover, my version of the two thinkers’ use of ‘voice’ retains the universality of Derrida’s unconditional injunction but on the basis of the worldly immanency urged by Mignolo’s border thinking. The universality consists in a reworking of Derrida’s idea of “unconditional hospitality” so that we can speak of ourselves, other species, and natural formations – all the inhabitants of the cosmos – as voices with wildly different “tongues.” In Mignolo’s turn, this vocal viewpoint allows us to stretch his ideas of “subaltern” and “border thinking” so that they refer to all marginalized inhabitants of the cosmos and to the commitment that all will be heard by all.
Dieser Beitrag entwickelt eine rechtstheoretische Integration von Resonanztheorie und Systemtheorie zur Konzeptualisierung hybrider Mensch-Algorithmus-Systeme. Angesichts der Erosion traditioneller rechtlicher Zurechnungspunkte durch digitale Transformationsprozesse wird untersucht, wie die Personifizierung emergenter Welten als rechtliches Konzept präzisiert werden kann. Durch die systematische Verbindung der Resonanzkriterien (affektive Berührung, transformative Wirkung, Unverfügbarkeit und Eigenfrequenz) mit systemtheoretischen Konzepten (Irritation, Interpenetration, operative Geschlossenheit und Personifizierung) wird ein rechtstheoretisches Modell entwickelt, das die Emergenz hybrider Systeme erfasst. Die empirischen Analysen zu autonomen Fahrsystemen, medizinischen Diagnosesystemen und algorithmischer Finanzmarktsteuerung demonstrieren, wie sich an den Schnittstellen menschlicher und algorithmischer Operativität neue Formen kollektiver Akteure konstituieren, die normative Adressierbarkeit erfordern. Darauf aufbauend werden rechtliche Instrumente wie Resonanzprotokolle, Interface-Audits und Ko-Existenz-Verträge konzipiert, die zur Personifizierung hybrider Systeme beitragen und eine stabilisierende Infrastruktur für ihre Ko-Evolution bilden können. Die Arbeit schließt mit einer kritischen Reflexion der praktischen Implementierungsherausforderungen und einer Diskussion der Grenzen des vorgeschlagenen Ansatzes.
This conceptual paper critiques the overgeneralized adoption of hybridity in translation studies, exposing its theoretical circularity, lack of actionable strategies and weak methodological grounding. Although hybridity is often conceptualized as a means of cultural negotiation, its translation-specific application remains underdeveloped. Bhabha’s “third space” metaphor is frequently cited but without translating it into actionable strategies, with existing applications being viewed either as too niche or essentializing cultural binaries. Therefore, the ethical dilemma of striking a balance between source text authenticity and target text accessibility remains unresolved, with actual translation decisions often oscillating between two extremes, either reinforcing or subverting hegemonic structures. To close this gap, this research proposes a dynamic hybrid model which puts practical strategies into action to overcome theoretical limitations of hybridity. The model draws on Joseph Malone’s practical strategies to combine foreignization and domestication in a dynamic framework which enables translators to maintain essential cultural elements while achieving clarity. The model presents a practical hybrid approach to literary translation, one that maintains a balanced harmony between faithfulness and accessibility.
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