Volume 1 Issue 2 March 2003

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This collection contains the articles and book reviews featured in FULGOR Volume 1, Issue 2, March 2003.


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Now showing 1 - 7 of 7
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    The difficulty surrounding the interpretation of the eighth Bolgia of Dante's Inferno
    (Department of Languages, Flinders University, 2003-03) Hawkes, Adrian
    The final voyage of Ulysses, which is recounted by the Greek hero in the eighth bolgia of Dante’s Inferno, has given rise to much critical debate. An authoritative reading of the episode has been difficult to establish because Ulysses’ monologue appears detached from its context. This occurs as a result of the grandeur of the hero, but also because the voyage seems to have very little in common with what else we hear about the sinners of the eighth bolgia. Depending on whether one looks at the episode of Ulysses, or the episode of Guido – also a sinner in the eighth bolgia – one is likely to come away with entirely different readings of the moral condition of the sinners in this region of Hell. While I do not propose to offer a precise definition of the sin of Ulysses and Guido (for example, fraudulent counsel or misuse of intellect), I would like to suggest that the only manner in which one can approach the sin of the eighth bolgia is through understanding that there is a relationship between the final voyage of Ulysses and the details that we learn elsewhere of the sinners’ lives. It is only through a unified reading of the entire episode that it might be properly understood.
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    !Te toca! A New Communicative Spanish Course. Richard Pym and Mark Allison (2002) [review]
    (Department of Languages, Flinders University, 2003-03) Lorenzin, Maria Elena
    A review of !Te toca! A New Communicative Spanish Course by Richard Pym and Mark Allison published by Arnold 2002. ISBN 0 340 74073 6.
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    Upgrade Your French. M. Jubb (2002) [review]
    (Department of Languages, Flinders University, 2003-03) Mrowa-Hopkins, Colette Marie
    A review of 'Upgrade Your French' by M. Jubb (2002) published by Arnold 2002. ISBN 0 340 76345 0. This book was developed out of a need to offer students of French a user-friendly revision manual. Its format is that of a self-learning manual, which aims to provide learners with a systematic revision time of between 30 minutes to one hour every day for thirty days in preparation for the UK "A level" exam.
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    Spanish Culture and Society: The Essential Glossary. B. Jordan (2002) [review]
    (Department of Languages, Flinders University, 2003-03) Martin-Clark, Philip
    A review of 'Spanish Culture and Society: The Essential Glossary' by B. Jordan published by Arnold 2002. ISBN 0 340 76341 8 (hardback) ISBN 0 340 76342 6 (paperback). This book is the second in Arnold’s ‘The Essential Glossary’ series and is about contemporary Spain and Spanish. The range of topics the book deals with is as broad as its title suggests and includes entries on seventeen areas of Spanish society and culture: architecture; cinema; cultural life; education; fashion and design; language and nationhood; leisure, consumption and food; literature; media and communications; music and dance; political life; religion; social issues; sport; trade, commerce and industry; visual and performing arts; and writers and intellectuals.
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    L'email per imparare l'italiano: aspetti linguistici e contenutistici della comunicazione telematica in italiano L2
    (Department of Languages, Flinders University, 2003-03) Pais Marden, Mariolina; Absalom, Matthew
    The integration of electronic communication into the teaching and learning of languages has opened up new horizons. This paper discusses a project involving the use of email exchanges in the Italian program at the Australian National University. Approximately eighty students participated in the project which consisted of two iterations of a one-to-one email conversation. This article examines the language and content of the messages constructed by students in terms of the following features: -the implications of the physical, psychological and temporal distance inherent in email communication -the differences between email communication of native speakers and learners -the dialogic nature of email communication and its relationship to both written and spoken communication -the importance of “empty” messages -the creativity of expression and the relationship between form and content.
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    The role of the victim in the plays of Florencio Sánchez
    (Department of Languages, Flinders University, 2003-03) Taler, Fiona
    Florencio Sánchez was the first major playwright in Uruguay to treat themes relevant to his times and region. His prime concern was the portrayal of social-moral conflict in his society. His plays are divided into two main groups, those involved with rural life and those dealing with conflict in an urban setting. The urban plays expose the conflict seen in both poor and middle-class families and the rural ones expose the destruction of the family unit as old landowners are dispossessed of their land by unscrupulous speculators. This essay argues that although Sánchez’s main concern was to denounce corruption in society and to expose the victimisation of the weak, he enriches the dramatic texture of his plays by making the victims active participants. The victim is always able to articulate his or her dilemma and is given a choice of action, even if this choice is one between two evils. Frequently the survival of the family is pitched against the survival or wellbeing of the individual. Three plays have been chosen, two urban plays, En familia and La pobre gente and one rural play, Barraca abajo. The final conclusion has to be that the greed and corruption in the system are indeed destroying family unity, but that there is strength and energy found among those victimised which in some way contributes to the effect of victimisation. In the end, the choice is made by the victim.
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    Is there language teaching after global English?
    (Department of Languages, Flinders University, 2003-03) Lamy, Marie-Noelle
    This study documents a case of language education decline, and the role that distance-teaching expertise, allied with Information and Communication Technology (ICT) experience, can play in alleviating the problem. In the United Kingdom a number of factors have led to a crisis in the teaching and learning of European Languages Other Than English (ELOTE). One of the main determiners is the dominance of English as a lingua franca for Continental Western European countries, and another the political reluctance of the part of British governments to engage fully with the European Union. In the country where English is the mother tongue, the position of ELOTE is particularly critical. After quantifying the decline in demand for these languages, I will look at different ways in which language-teaching professionals have attempted to fight back, and I will focus on the benefits that may be derived from a strategy that combines ICT capacity with distance-learning methodologies, using the UK Open University (UKOU) as an example. The lessons drawn by that institution in different discipline areas over two decades will be applied to languages.