This edited collection explores how the relationship between comic art and feminism has been shaped by global, transnational, and local trends, curating analyses of multinational comic art that encompass themes of gender, sexuality, power, vulnerability, assault, abuse, taboo, and trauma. The chapters illuminate in turn the defining features of the aesthetics, materiality, and thematic content of their source material - often expressed with humorous undertones of self-reflection or social criticism - as well as recurring strategies of visualising and narrating female experiences. Broadening the research perspective of feminist comics to include national comics cultures peripheral to the cultural centers of Anglo-American, Franco-Belgian, and Japanese comics, the anthology explores how the dominant narrative or history of canonical works can be challenged or deconstructed by local histories of comics and feminism and their transnational connections, and how local histories complement or challenge the current understanding of the relationship between feminism and comic art. This is an essential collection for scholars and students in comics studies, women and gender studies, media studies, and literature.

The 1970s and 1980s heralded the rise of neoliberalism in United States culture, fundamentally reshaping life and work in the United States. Corporate culture increasingly penetrated other aspects of American life through popular press CEO autobiographies and management books that encouraged individuals to understand their lives in corporate terms. Propelled into the public eye by the publication of 1989's The Art of the Deal, ostensibly a CEO autobiography, Donald Trump has made a career out of reversing the autobiographical impulse, presenting an image of his life that meets his narrative needs. While many scholars have sought a political precedent for Trump's rise to power, this book argues that Trump's aesthetics and life production uniquely primed him for populist political success through their reliance on the tropes of popular corporate culture. Trump and Autobiography contextualizes Trump's autobiographical works as an extension of the popular corporate culture of the 1980s in order to examine how Trump constructs an image of himself that is indebted to the forms, genres, and mechanisms of corporate speech and narrative. Ultimately, this book suggests that Trump's appeal and resilience rest in his ability to signify as though he is a corporation, revealing the degree to which corporate culture has reshaped American society's interpretive processes.

Qur'anic idiomaticity, in its all aspects, poses a great deal of challenge to Qur'an readers, learners, commentators, and translators. One of the most challenging aspects of Qur'anic idiomaticity is Qur'anic idiomatic phrasal verbs, where significances of proper Arabic verbs are entirely fused with significances of prepositions following them to produce new significances that have nothing to do with the basic significances of those verbs and prepositions. By examining a corpus of ten of the most influential English translations of the Qur'an, this study scrutinizes how some translators of the Qur'an have dealt with the phenomenon of Qur'anic idiomatic phrasal verbs, the difficulties that they have encountered when translating them into English, and the strategies that they have employed in their attempts to overcome the inherent ambiguity of such expressions and provide their functional-pragmatic equivalents for English readership. The study proposes a working model for analysing and assessing the translation of the Qur'anic idiomatic phrasal verbs and provides a number of theory-based recommendations for translators in general and Qur'an translators in particular.

Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students' learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, the book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings. "The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/ISBN, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Edmond Fleg and Jewish Minority Culture in Twentieth-Century France, the first critical biography of the leading French writer Edmond Fleg (1874-1963), explores his role in forging a modern French Jewish identity before and after the Second World War. Through his writings - plays, novels, poems, and essays based on Jewish and Christian texts - Fleg fashioned a minority identity within the context of French Third Republic universalism. At the heart of his work we find a radical ecumenism, a rejection of exclusive and homogenous nationalism, and a deep understanding of the necessity of supporting vibrant minority subcultures within the context of a liberal democratic republic. This account is both individual and social, pointing to the ways in which Fleg acted within the possibilities and constraints of his milieu and used his writing to engage with and shape the discursive fabric of twentieth-century French culture. This book appeals to a number of scholarly audiences, including historians and literary critics who work on modern France and Jewish and religious studies and those who focus on issues of identity and difference, as well as a more general audience interested in Modern France and/or modern Jewish history.

Focusing on the needs and experiences of underrepresented students in the US, this text explores how pre-college outreach programs can effectively support the development of students' writing skills in preparation for the transition from high school to college. Synthesizing data from a longitudinal study focusing on multilingual, low-income, and first-generation students, this volume provides in-depth exploration of the strategies and resources used in a pre-college literacy program in the US. Grounded in an expansive, qualitative study, chapters reveal how outreach practices can encourage student-led research, writing, confidence, and collaboration. More broadly, programs are shown to help tackle issues of inequality, increase college readiness, and reduce difficulties with writing which can restrict minority students' access to higher education and their longer-term college attainment. This text will benefit researchers, academics, and educators with an interest in English and literacy studies, multicultural education, and pre-college writing instruction. Those interested in bilingualism, translingualism, writing studies, English as a second language (ESL), and applied linguistics will also benefit from the volume.

What are we asking when we ask, "What is the meaning of life?"? Can there be meaning without God? Is a happy life a meaningful life? Can an immoral life be meaningful? Does our suffering have meaning? Does death threaten meaning? What is this thing called The Meaning of Life? provides an engaging and stimulating introduction to philosophical thinking about life's meaning. Goetz and Seachris provide the reader with accessible examples, before looking at the main theoretical approaches to meaning and key philosophers associated with them. Topics covered include: What does the question, "What is the meaning of life?", even mean? Does life have a purpose? What is valuable? Do we matter? Does life (or my life) make any sense? Is there any meaning in suffering? Does death threaten meaning? Would immortality be good or bad news for us? With boxed summaries of key concepts and noteworthy examples, discussion questions, and suggestions for further reading included within each chapter, this book is the ideal introduction to life's meaning for philosophy students coming to the subject for the first time.

This edited volume examines how transnational English language assessment practices are envisioned, enacted, and justified by different stakeholders, including students, teachers, and universities in different geographical contexts, and what would be the multi-level consequences of such practices. Bringing together diverse perspectives from across the Global South and Global North, the book argues that the field of English language assessment has always been transnational, despite an absence of a research that explicitly examines English language assessment practices in relation to transnationalism. The contribution of this volume lies in filling in this critical scholarly gap. Through a wide set of epistemological, theoretical, and pedagogical interventions along with methodological orientations and analytical frameworks, the chapter authors question the social, economic, political, linguistic, and pedagogical consequences of transnational English language assessment practices in higher education (HE) settings and contexts. Offering fresh perspectives on English language assessment practices in relation to transnationalism, this book will be of great interest to researchers, academics, and post-graduate students in the fields of applied linguistics, Teaching English to Speakers of Other Languages (TESOL), and language assessment more broadly.

*a completely introductory guide to the field of Semiotics, assuming no prior knowledge and written in accessible and engaging writing *each chapter ends with a summary, questions/discussion points for students, and further reading *Ideal for beginning students of semiotics at both u/g and p/g level , taught widely in linguistics, communication and cultural/media studies

*a completely introductory guide to the field of Semiotics, assuming no prior knowledge and written in accessible and engaging writing *each chapter ends with a summary, questions/discussion points for students, and further reading *Ideal for beginning students of semiotics at both u/g and p/g level , taught widely in linguistics, communication and cultural/media studies

This book is an accessible introduction to linguistics specifically tailored for teachers of second language/bilingual education. It guides teachers stepwise through the components of language, focusing on the areas of linguistics that are most pertinent for teaching. Throughout the book there are opportunities to analyze linguistic data and discuss language-related issues in various educational and social contexts. Readers will be able to identify patterns in actual language use to inform their teaching and help learners advance to the next level. A highly readable account of how language works, this book is an ideal text for teacher education courses.

It is remarkable that some theoretical developments in narratology have bypassed poetic narratives, concentrating almost exclusively on prose fiction. Clare Kinney's original study aims to redress the balance by exploring the distinctive narrative strategies of fictions which unfold in the artificial and self-conscious schemes of language bound by poetic form. Kinney's close readings of three sophisticated poetic narratives, Chaucer's Troilus and Criseyde, Book VI of Spenser's The Faerie Queene, and Milton's Paradise Lost, suggest that these diverse works are united by a common tendency to exploit the alternative patterns of lyric in order to defer undesirable conclusions and offer subversive counterplots. Finally, an exploration of Eliot's The Waste Land as poetic 'anti-narrative' leads into a consideration of the ways in which poetic fictions employ their various, inherently double designs - in particular their ability to invoke the resources of lyric - to pre-empt unhappy endings by telling at least two stories at the same time.

This edited volume aims to unpack the digitisation of art and media within the dynamics of participatory culture, and how these changes affect the power relations between the production and consumption of these new forms in a globalised Asia. This follows the rise of new art forms and social media platforms in wake of rapid and ongoing digitisation, which has, in turn, produced far-reaching implications for changing media ownership and its role in social, cultural, economic, as well as political activities. New challenges arise every day in relation to digital art and design practices and social media communications, and their respective impact on identity politics. This book showcases a diverse range of interdisciplinary research on these concomitant changes and challenges associated with digital media and technologies within the context of a globalised Asia. The case studies included present perspectives on Asia's evolving digital humanities landscape from Hong Kong, China, India, Korea and from across Southeast Asia, with topics that tackle organisational digital marketing, brand advertising and design, mobile gaming, interactive art, and the cultural activities of ethnic and sexual minority communities in the region. This book will of interest to scholars in digital humanities focused on new media and cultural studies.

Every Tongue Got to Confess is an extensive volume of African American folklore that Zora Neale Hurston collected on her travels through the Gulf States in the late 1920s.

The bittersweet and often hilarious tales -- which range from longer narratives about God, the Devil, white folk, and mistaken identity to witty one-liners -- reveal attitudes about faith, love, family, slavery, race, and community. Together, this collection of nearly 500 folktales weaves a vibrant tapestry that celebrates African American life in the rural South and represents a major part of Zora Neale Hurston's literary legacy.

Maternity in the Post-Apocalypse: Novelistic Revisions of Dystopian Motherhood deconstructs the ways in which women novelists have reconceived the post-apocalyptic genre in recent decades through narratives centered on heroic maternal characters. These writers have placed midwives, pregnant women, and mothers at the forefront of their novels, transforming them from the hapless victims of male oppressors to protagonists who are instrumental in transforming the post-apocalyptic social landscape from one that attempts to reconstruct a patriarchal past to one that safeguards, validates, and even lauds maternity as a form of empowerment. In a novelistic future devastated landscape in which human civilizations are shattered and waver at the brink of extinction, women who embody facets of maternity are taking the reins of rebuilding human societies by overturning patriarchal assumptions of femininity, reclaiming intersectional autonomy, and (re)visioning the possibilities for a declining anthropocene.

Communicative competence is an essential language skill, the ability to adjust language use according to specific contexts and to employ knowledge and strategies for successful communication. This unique text offers a multidisciplinary, critical, state-of-the-art research overview for this skill in second language learners. Expert contributors from around the world lay out the history of the field, then explore a variety of theoretical perspectives, methodologies, and empirical findings, and authoritatively set the agenda for future work. With a variety of helpful features like discussion questions, recommended further reading, and suggestions for practice, this book will be an invaluable resource to students and researchers of applied linguistics, education, psychology, and beyond.

This book explores women's editorial and salon activities in Southern Europe and provides a comparative view of their practices. It argues that women in Spain, Italy, Portugal and Greece used their double role as editors and salonnieres to engage with foreign cultures, launch the careers of promising young authors and advocate for modernization and social change. By examining a neglected body of periodicals edited between 1860 and 1920, this book sets out to explore women's editorial agendas and their interest in creating a connection between salon life and the print press. What purpose did this connection serve? How did women editors use their periodicals and their salons to create opportunities for cross-cultural exchange? In what ways did women use their double role as editors and salonnieres to promote modernization and social progress in Southern Europe? By addressing these questions, this monograph contributes to the recent expansion of scholarship on nineteenth and twentieth-century periodicals and opens new avenues for theoretical reflection on European modernity. It also invites scholars and non-specialist readers to question the center vs. periphery model and to consider Southern European counties as cultural hubs in their own right.

This volume offers a critical overview of digital reading practices and scholarly efforts to analyze and understand reading in the mediatized landscape Building on research about digital reading, born digital literature, and digital audiobooks, The Digital Reading Condition explores reading as part of a broader cultural shift encompassing many forms of media and genres Bringing together research from media and literary studies, digital humanities, scholarship on reading and learning, as well as sensory studies and research on multimodal and multisensory media reception, the authors address and challenge print-biased conceptions of reading that are still prevalent in research, whether the reading medium is print or digital They argue that the act of reading itself is changing, and rather than rejecting digital media as not suitable for sustained or focused reading practices, argue that the complex media landscape challenges us to rethink how to define reading as a mediated practice Presenting a truly interdisciplinary perspective on digital reading practices, this volume will appeal to scholars and graduate students in communication, media studies, new media and technology, literature, digital humanities, literacy studies, composition, and rhetoric

* An original volume that comprehensively addresses principles, strategies, and techniques of teaching Arabic * Brings together renowned TAFL scholars from around the world to present a range of perspectives * Presents both research findings and pedagogical techniques on teaching Arabic as a second or foreign language * Covers both Arabic grammar and SLA (second language acquisition) research and theory

This book is an authoritative text that explores best classroom practices for engaging adult learners in beginner-level foreign language courses. Built around a diverse range of international research studies and conceptual articles, the book covers four key issues in teaching language to novice students: development of linguistic skills, communicative and intercultural competence, evaluation and assessment, and the use of technology. Each chapter includes teaching insights that are supported by critical research and can be practically applied across languages to enhance instructional strategies and curriculum designs. The text also aims to build intercultural competence, harness technology, and design assessment to stimulate effective learning in formal instructional settings, including colleges, universities, and specialist language schools. With its broad coverage of language pedagogy at the novice level, this book is a must read for graduate students, scholars, researchers, and practitioners in the fields of language education, second language acquisition, language teaching and learning, and applied linguistics.

This illuminating book critically examines multicultural language politics and policymaking in the Andean-Amazonian countries of Ecuador, Peru, and Bolivia, demonstrating how issues of language and power throw light on the relationship between Indigenous peoples and the state. Based on the author's research in Ecuador, Peru, and Bolivia over several decades, Howard draws comparisons over time and space. With due attention to history, the book's focus is situated in the years following the turn of the millennium, a period in which ideological shifts have affected continuity in official policy delivery even as processes of language shift from Indigenous languages such as Aymara and Quechua, to Spanish, have accelerated. The book combines in-depth description and analysis of state-level activity with ethnographic description of responses to policy on the ground. The author works with concepts of technologies of power and language regimentation to draw out the hegemonic workings of power as exercised through language policy creation at multiple scales. This book will be key reading for students and scholars of critical sociolinguistic ethnography, the history, society and politics of the Andean region, and linguistic anthropology, language policy and planning, and Latin American studies more broadly.

This collection of short, accessible essays serves as a supplementary text to Morgan Lloyd Malcolm's play, Emilia. Critically acclaimed and beloved by audiences, this innovative and ground-breaking show is a speculative history, an imaginative (re)telling of the life of English Renaissance poet Aemilia Bassano Lanyer. This book features essays by theatre practitioners, activists, and scholars and informed by intersectional feminist, critical race, queer, and postcolonial analyses will enable students and their teachers across secondary school and higher education to consider the play's major themes from a wide variety of theoretical and interdisciplinary perspectives. This volume explores the current events and cultural contexts that informed the writing and performing of Emilia between 2017 and 2019, various aspects of the professional London productions, critical and audience responses, and best practices for teaching the play to university and secondary school students. It includes a foreword by Emilia playwright Morgan Lloyd Malcolm This book will be of great interest to students and scholars of theatre, arts activism, feminist literature, and theory.

Communicative competence is an essential language skill, the ability to adjust language use according to specific contexts and to employ knowledge and strategies for successful communication. This unique text offers a multidisciplinary, critical, state-of-the-art research overview for this skill in second language learners. Expert contributors from around the world lay out the history of the field, then explore a variety of theoretical perspectives, methodologies, and empirical findings, and authoritatively set the agenda for future work. With a variety of helpful features like discussion questions, recommended further reading, and suggestions for practice, this book will be an invaluable resource to students and researchers of applied linguistics, education, psychology, and beyond.