0000000000060887
AUTHOR
Susan Erdmann
Norwegian Translations of Anne of Green Gables: Omissions and Textual Manipulations
Lucy M. Montgomery’s classic novel Anne of Green Gables has been translated into Norwegian four times, but Mimi Sverdrup Lunden’s 1940 translation of the novel remained in print until 2009, and was the only version of Anne available to several generations of Norwegian readers. This article examines Sverdrup Lunden’s translation in light of her political engagements in both the women’s and labour movements in the pre- and immediately post-war era with an eye towards contextualising the omissions, manipulations, and textual transformation in the Norwegian version. Central to the argument of the article is the notion that Sverdrup Lunden’s political convictions led to her crafting a secularise…
Figurative language and multicultural education: metaphors of language acquisition and retention
Linguistics has long recognised that figurative language in the form of metaphorical expressions structures and communicates attitudes towards the ideas and concepts being expressed and that multilingual students also employ linguistic figures frequently in their writing. In this study, multilingual students use figurative language to both critique and describe experiences related to language acquisition and retention. Faced with the task of using three or more languages, the L3 English language students studied often turn to metaphor to describe the relationships between their languages and the different contexts in which they use the linguistic resources available to them. The following a…
Double Vision in The Blythes are Quoted: Reading Marked External References
In common with many of her earlier works, L.M. Montgomery’s final text, The Blythes Are Quoted, is rich in references to external sources. This article examines marked external references in The Blythes, suggesting that they introduce both straight and deviant—“double-vision”—readings of the textual sections in which they appear.
A third space: discursive realizations of immigrant identity
The relationship between additional language use and identity has long been of interest to scholars studying immigration and multilingualism. While oral language is frequently examined as a site for the negotiation of identity, written texts can also be studied for information about how language learners position themselves within their receiving culture. This study looks at the relationship between pronoun choice and identity in additional language academic writing by first generation immigrants in Norway, arguing that language learners signal solidarity with certain subject positions through their use of pronouns. Examining English-language texts discussing themes related to language pres…
Facebook Goes to College; Recent Research on Educational Uses of Social Networks
The number of courses offered partially or entirely online continues to grow, offering students many different ways to access academic content. Educational institutions largely use course management systems to deliver academic content, collect assignments and conduct discussions. Traditional CMS systems, however, are often underutilized and almost always require login protocols tied to students’ institutional email accounts. The ubiquity of the social networking site Facebook, demonstrates that students are willing to use online environments to exchange information and, naturally, many academics have been eager to use the networking site in their classes. The following essay examines s…