Volume 2 Issue 2 August 2005

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https://hdl.handle.net/2328/80

This collection contains the articles featured in FULGOR Volume 2, Issue 2, August 2005.

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Browsing Volume 2 Issue 2 August 2005 by Subject "Australian Standard Research Classification > 420000 Language and Culture"

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    French Migration to South Australia (1955-1971): What Alien Registration documents can tell us
    (Department of Languages, Flinders University, 2005-08) Bouvet, Eric James; Boudet-Griffin, Elizabeth
    The present article investigates the demographic characteristics of French migrants to South Australia in the 1950s and 1960s. These two decades are of particular interest because during this period French migration to Australia was strongly influenced by the implementation of a series of assisted passage schemes. As a result, the number of settler arrivals to Australia reached unprecedented heights during this period. This study, based on original data collected at the National Archives of Australia, provides an opportunity to identify migratory and settlement trends and measure the scope of assisted migration. In order to establish the historical context of the present investigation, the paper gives an overview of the composition and development of the French community in Australia from the days of settlement to the 1970s.
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    From "La hojarasca" to "Cien años de soledad": Gabriel García Márquez’s Labyrinth of Nostalgia
    (Department of Languages, Flinders University, 2005-08) Browitt, Jeff
    It is now a commonplace of Latin American literary criticism that Gabriel García Márquez’s 'La hojarasca' (1955) ('Leafstorm') is the key intertext and the precursor for the Colombian writer’s magnum opus, 'Cien años de' (1967) ('One Hundred Years of Solitude'). But exactly how 'La hojarasca' was remodelled for 'Cien años de soledad', especially in terms of structure and theme, has received insufficient attention. This essay posits the consciousness raising under the impact of the Cuban Revolution as the central factor in García Márquez’s decision to re-fashion a tale of individual tragedy into a collective one. In spite of this renovation, however, and in counterpoint to the optimism of the Cuban Revolution, 'Cien años' remains deeply imbued with an overwhelming sense of nostalgia and personal loss, which is then projected as both pessimistic national history and transcendental category.
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    How angry can you be in French and Italian? Integrating research and teaching for the development of pragmatic competencies in L2 classrooms
    (Department of Languages, Flinders University, 2005-08) Mrowa-Hopkins, Colette Marie; Strambi, Antonella
    In recent years, discourse analysis has contributed to raising language practitioners’ awareness of the pragmatic aspects of culture in language and communication. However, the application of research data to teaching has often been limited to ESL contexts. On the other hand, the need to use research data in teaching cross-cultural pragmatic competence has been strongly advocated in the literature on SLA (Kasper, 1997), in view of the well-documented absence of the socio-pragmatic aspects of language/culture from foreign language textbooks (Liddicoat, 1997). In this paper we illustrate the rationale, as well as the main theoretical and practical aspects, of a research project designed to allow closer interaction between our research and teaching activities. In 2003, we initiated a cross-cultural investigation of emotion display and self-disclosure by Anglo-Australian, French and Italian speakers, based on the observation and analysis of non-verbal behaviour displayed in contemporary feature films. Following a discussion of issues that pertain to our research, we suggest ways in which our results can be brought into the classroom, with a view to provide opportunities for the development of socio-pragmatic competence in learners of French and Italian.
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    Students' versus teachers' views on culture learning in the language class: A case study from an Australian tertiary Spanish programme
    (Department of Languages, Flinders University, 2005-08) Lobo, Ana
    This study investigated the opinions and understandings of "Hispanic Cultures" by students and teachers in a Spanish language programme at an Australian University. It examined how teachers of this programme perceived and taught "Hispanic Cultures” in their classroom, how students experienced cultural learning and ultimately what they understood as “Hispanic Cultures”. In particular, it looked in-depth at how the students of a Spanish programme were constructing their own concept of “Hispanic Cultures”. Four classes participated in this study with a total of 63 students and three teachers: the Elementary Spanish class and their teacher, the Intermediate Spanish class and their teacher and two Advanced Spanish classes and their teacher. The main research approach used in this one-semester study was qualitative and a combination of qualitative and quantitative data was collected in the form of student questionnaires, classroom observations, and student and teacher interviews as data-collection tools. The outcome of the study provided information on the current usage of cultural input resources in the Spanish classroom. It also provided insights on the students’ understanding of “Hispanic Cultures” and how the students were obtaining most of their cultural knowledge of “Hispanic Cultures”. It also touched on what can be done to inject more “Hispanic Cultures” into the classroom, especially resources related to “small c” culture. It was discovered that the majority of the students found the most useful cultural input resources outside the classroom. However, it was also was seen that all students found that story-telling, either by themselves, classmates or their teachers was one of the most enjoyable and important approaches used to develop and build cultural awareness. The study found that, overall, the students’ understanding of the term “Hispanic Cultures” was linked to “small c” culture, whereas the teachers understanding of “Hispanic Cultures” was more often related to “Capital C” culture.