Suchergebnisse

This paper addresses the politics and practices of history and memory through an examination of the historiography of Malawi with reference to the literature on slavery. In the late 1970s, an oral historical research project in Malawi set out to 'uncover' the pre‐colonial history of part of the Southern Region. Informed by new methods for oral historical research and by the post‐colonial context, the testimonies collected were framed by a number of preconceptions and assumptions, particularly those related to the nature of ethnic identity. The paper analyses this framing and the nature of the texts produced. It goes on to examine briefly other forms of historical memory, and the question of 'forgetting'.

AbstractIntroductionNarratives are enriched by taking the perspective of the protagonists, which can be expressed using reported speech. Nevertheless, the use of reported speech is unaddressed internationally among individuals with Down syndrome.MethodNarratives of 28 children and adolescents with Down syndrome were collected using a non‐verbal picture book. Occurrence and forms of reported speech were analysed and compared to typically‐developing children (TD; n = 33).ResultsParticipants from both populations use reported speech in their narratives with a comparable proportion. Nevertheless, differences appear concerning forms of direct speech with persons with Down syndrome using more free direct speech than TD‐children.DiscussionThe results suggest that children and adolescents are able to implement the use of reported speech regardless of their syntactic impairments. Concerning the occurring forms of direct speech, the results might point to cognitive impairments that manifest in limited consideration of the interlocutor's knowledge.

International audience Conveying mimetic dimensions to the reader of fiction is at the core of the representation of speech acts. This is precisely why representing a speaker's words or thoughts is a challenge: the reporter is in charge of representing oral conversations as accurately as possible using written modes of representation. This study aims to analyse how narratorial intrusion contributes to the representation of the paralinguistic features of oral conversations enacted by characters in dialogues. The research presented here focuses on multimodal communication in dialogues, drawing on a corpus of American and British contemporary fiction for the investigation of diamesic variation. ; La représentation d'actes de parole dans les extraits de fiction s'appuie essentiellement sur la dimension mimétique. C'est pourquoi rapporter les paroles ou les pensées d'un personnage représente un défi : le locuteur rapporteur endosse la responsabilité de rapporter aussi précisément que possible des conversations orales par l'emploi de modes écrits de représentation. Cette étude se propose d'analyser comment l'investissement du narrateur contribue à la représentation de paramètres paralinguistiques typiques des énoncés oraux produits par les personnages diégétiques dans les dialogues. La présente recherche envisageant la communication multimodale dans les dialogues, la variation diamésique est étudiée à partir d'un corpus de fiction en anglais britannique et américain.

The presentation of speech-in-text is an inherently meta-linguistic practice. When children bring speech into their writing, they are necessarily attending to speech as such. Constructing reported speech requires them to use language reflexively and may be a critical component of the development of an authorial voice. We examined 3495 occasions of reported speech or talk about speech in 689 personal narratives by 4th, 5th, and 6th graders in two inner-city schools. We found grade-related increases in the use of reported speech, in the variety of forms of reported speech used, and in the strategic alignment of reported speech form with plot. We also found a relationship between the use of reported speech and explicitly meta-narrative comments. We argue that as children begin to perform Bahktin's 'layering of voices' in their stories, they are developing a meta-awareness of stories-as-stories. This meta-awareness, we propose, co-evolves with children's use of reported speech forms, reveals itself in their strategic use of these forms, and gives us a glimpse of an emerging self-conscious narrator. As they become more conscious of themselves as authors in middle childhood, their stories begin to demonstrate qualities of literariness–the qualities of an authorial voice.

Abstract
This paper studies on multilingual administrative writing in Sweden during the early modern era of emerging national language ideology within the domain of court writing. The source material for this study consists of lower-court records from Finnish-speaking areas of the Swedish realm c. 1620–1700. The court system in Sweden was reformed in 1614 with the establishment of appellate courts that scrutinized the sentences passed by lower courts. Court records were written in Swedish, the official language of administrative writing of the period, but certain segments, notably represented speech, could be rendered in Finnish. This required textual mediation between the prescribed Swedish language of the court protocol, and the non-standard spoken Finnish in the courtrooms. The aim is to examine the embedding strategies, retention patterns, and textual mediation in the multilingual writing of 17th-century Finnish court scribes. The results show that Finnish is retained for especially pertinent or untranslatable witness statements. At the end of the 17th century, the use of parallel Swedish translations and clarifications to Finnish items increased. It is argued that this increase is due to the imposition of autocracy in 1680 and a concomitant push towards monolingual Swedish uniformity within the entire realm.