Escolar Documentos
Profissional Documentos
Cultura Documentos
The School offers both TESOL and modern European language provision
within a wide range of single and combined honours and applied language
equal measure of learners from the United Kingdom, Europe and the Far
East.
registers, in this instance, once the basic parameters of word limits and
1
The full corpus of works authored by the students are accessible on
http://www.port.ac.uk/creativewriting
ways they may not have felt able to do in more formal essay type
assignments.
defined by, and confined to, the parameters of the particular nation state
and within a relationship that holds language, territory and the identity of
culture and one nation only. The learning of another language, in this
learners are themselves monoglossic entities, and that the language they
only leads to what Irvine and Gal term ‘the deculturing of linguistic
either the neutral conduit for the transmission of a specific cultural and
great deal to be desired. To begin with, the students are being educated
and societies on a world-wide scale. While both the nature and the effects
of globalization have been hotly debated over the past two decades, it is,
(Pieterse, 2004: 24), of which the diaspora of Central European and Far
Eastern students to the U.K. for study, travel and employment purposes is
also be individuals who have lived abroad for short to long periods,
All of this has implications for the way we conceptualize and teach
the way that cultural reality is shaped and represented by human beings,
world views and languages that is always dialogised: that is, each
entity representing the ‘official’ language of one nation state. There has
‘the whole ecology of languages’ (Risager, 2005: 187), but effecting also a
reunion of the traditional schism between language and culture. The
continual evolution within the personal and life histories of language users
the way (Risager, 2005: 192). All second language learners possess,
national frontier, but on the heteroglossic third space emerging within the
cultural literacies’. The conscious and explicit study and use of a second
This also implies the confrontation with what Peter Abbs (1998: 117)
students from their usual frames of reference and forces them to confront
directly the formal features of speech and writing. As the poem below,
this process also sensitises the students to what cognitive scientists term
‘content space’: that is, the constellation of beliefs which the learner must
rework and renegotiate through writing, and also rhetorical space: the
“I am a letter ‘I’
I am a letter I, I, I,
Always asking why, why, why.
language, while at the same time regarding it with a certain irony, and
is, for the author, a process of cultural reflection on her complex and
I/Always asking why, why, why’; syntactic form: ‘Why can’t I fly?
(because you don’t have wings to fly)’ and semantic categories: in the
primordial fixity or unity’ and where ‘the same signs can be appropriated,
identity. It is from this point that the students may make their
including canons and social structures from which they might formerly
the narrative is the process through which the students are permitted to
the act of second language writing becomes what Bhabha (1994:4) terms
‘the process of symbolic interaction, the connective tissue which prevents
Meine Brust platzt. Ich kann nicht atmen. Mein Kopf hämmert nur so. Ich
wil aufschreien aber das wage ich nicht. Ich brauche Zeit zum
Tommy? Ich werde wahsinning. Ich bin am Ende. Reiß dich zusammen!
Du lebst noch. Denk doch mal! Ich erinnere mich an den Pfiff. Der
gehört. Klaus ist gleich gefallen. Krüger wurde zerfetzt. Ich bin gelaufen.
Man konnte das Cordit riechen. Ich bin blind gelaufen. Man hat Männer
eine Lücke im Stacheldraht gegeben. Ich bin dadurch gelaufen. Ich habe
nach links gesehen – niemand. Ich habe nach rechts gesehen – niemand.
Ich war allein. Ich konnte die Gesichter der britischen Soldaten sehen.
Das war vor zehn Minuten. Jetzt bin ich hier in einem gewaltigen
um. Es gibt Leichen. Sie leigen mit dem Gesicht nach unten im Schlamm.
Es gibt Stücke von Leichen – Arme, Beine. Bei meinen Füßen gibt es einen
Kopf – der Helm noch daran. Hier ist es die reine Hölle. Ich bin allein. Ich
übergebe mich. Ich kann Tommy spechen hören. Ich bin in der Nähe von
den britischen Schützengräben. Sie plaudern und lachen. Der Angriff muss
keinen Erfolg gehabt haben. Was soll ich tun? Ich kann mich nicht
bewegen. Ich habe keine Wahl. Hier mus ich bleiben und auf die
Dunkelheit.
Sei geduldig! Mit etwas Glück kannst du überleben. Was kann ich
anders tun als warten? Warten und denken. Ich denke an den
gedacht Das war eine andere Welt, eine andere Zeit, ein anderes Leben.
Jetzt bin ich hier. Hier ist die Wirklichkeit. Die Leichen, das Blut, der
Schlamm, die Scheiße, der Krach, die Angst und ich. Hier ist mein Leben,
dass sie füchten, hier zu sterben. Ich fürchte hier in dieser Hölle zu leben.
meine Mutter. Was machen sie in diesem Augenblick? Vielleicht denken sie
an mich. Ich bete zu Got, das ich… Es gibt einen seltsamen Nebel, einen
beißenden Geruch…
Im April 1915 verwendete die dutsche Armee zum ersten mal/ Senfgas in
Ypres.
scream but I dare not. I need time to think. What happened? Where are
climbed the ladders. We climbed out of our trenches. One could instantly
hear the machine gun. Klaus fell straight off. Krueger was ripped to
pieces.
I ran. One could smell the cordite. I ran blind. One could hear the men
scream. The incessant sound of the machine gun. There was a gap in the
barbed wire. I ran through it. I looked left – no one. I looked right – no
one. I was alone. I could see the faces of the British soldiers. Then a
That was ten minutes ago. Now I am here, in a huge blast crater. I am
They are lying face down in the mud. There are bits of corpses – arms,
legs. At my feet there is a head – still wearing a helmet. This is sheer hell.
I can hear Tommy speak. I am close to the British trenches. They chat
and laugh. The attack can’t have been successful. What shall I do? I
cannot move. I have no choice. This is where I must stay and wait for the
2
German slang for a Brisith soldier. It should be rendered here in the plural.
darkness. Perhaps I can crawl through nomansland under the cover of
What else can I do but wait? Wait and ponder. I am thinking of the
German uniform, to fight for freedom and protect the fatherland. We were
reality. That was a different world, a different time, a different life. Now I
am here. This is reality. The corpses, the blood, the mud, the shit, the
noise, the fear and me. This is my life, in this blast crater, surrounded by
doing at this very moment? Perhaps they are thinking of me. I pray to
On April 15th the German army first used mustard gas in Ypres.
Jeff Pedersen
B.A. Hons Applied Languages
agency and choice (Paulenko: 1998). Students add to and construct new
new surroundings, and engaging in the long and often painful process of
Lantolf: 2000) while at the same time coming to terms with their status as
1993:9). The students pass through frontiers and pick out, or select
differing chronologies, but, in the process, locates this within the common
memory and activity of the native people of the city. Indeed, the
recounting of this experience at the boundary makes the author acutely
The Ferry
Every day he was there, sitting on his wooden bollard.
Every day he was watching the people who were spilled out of the ferry.
He liked the ferry with its huge smoke pipes. They were painted in red
and blue.
He liked red and blue, red like the sunset, and blue like the sea.
It was a big ferry and every day dozens of cars and hundreds of people
were coming out;
Only some were looking at him sitting on his wooden bollard.
Every day he wondered what the people might be up to.
He supposed they were busy. They all seemed to be very hectic.
He liked to have something to do; and every day there was something.
But every day he took his time on his wooden bollard.
His work could wait for a while; later he would return to it.
It was windy here at the harbour, but he liked to be at the waterfront.
He liked the wind; it made him feel alive.
Every day the wind brought new scents with the arrival of the ferry, new
scents from afar away over the sea.
The wind is good, he thought, watching the hustle and bustle down at the
harbour.
The wind is stirring the air, and fresh air is always very clean.
For him fresh air was like the airiness in spring, when everything is
blossoming after the gloomy frostiness of the winter.
Wind is a good sign, there is always something new with a refreshing
gust.
Like the people on the ferry, he thought, every day there are new people
coming, everyone with a new story to tell.
He liked everything new.
New things are good; they are like footmarks in the sand on the beach,
changing the structure of the present.
He would like to hear their new stories, interested in the smaller and
bigger events on earth, but no-one would ever tell him about them.
In fact, they all seemed to overlook him.
When he was younger, he had tried to get closer and he had asked them
about their tasks, but most of the time they had shooed him away as if he
was an unpleasant thing.
After a while he had given up and decided to watch them silently from his
wooden bollard.
Over time he had made up his mind. And he was happy with it.
He was happy watching them sitting on his wooden bollard.
For him watching the ferry spilling out the people had a bit of familiarity
and yet something new and unknown every day.
As soon as the ferry was empty he left his bollard returning to his children
so that his wife, a grand seagull, could stretch her wings for a while.
Sybille Kubitza
BA (Hons) Combined Modern Languages
symbols (such as a seagull in this instance) seek to build bridges for their
displacement, reaching out for some unifying vision between her private
self and the public arena of which she does not yet feel quite a part. ‘In
confused, and, uncannily, the private and the public become part of each
other’ (Bhabha, 1994: 9), ‘in a profound desire for social solidarity’. In
many of the poems produced by the students, the marks and signs left by
incorporated into the space of their texts. The student attempts to ‘read
the life-giving wind which brings hope for the future, and the climax of the
regard they show for generic convention. The purpose of the narrative or
poetic composition is evidently to provide the students with a fixed base, a
time and place, within a network of places and relations (Certeau, 1984:
insinuate their own viewpoints and modes of usage into the dominant
trajectories, obeying their own logic’ (Certeau, 1984: xviii). The learners,
tactics they can muster within the overarching structure of the language
the UK or abroad and other resources poached from media outlets, idiom
picked up other native speakers they have come into contact with, and so
on.
obey the law of the place, or of the genre, or other conventions, for they
are not defined or identified by them; odd features from the second
language are interwoven into the pre-established linguistic system, as a
heterogeneous to the systems they infiltrate and in which they sketch out
the ruses of different interests and desires (Certeau, 1984: 33), shedding
unequal forces and for utopian points of reference’ (Certeau, 1984: 18).
An example of the use of bricolage in second language writing can
The poem recounts a personal protest against what was evidently a highly
the student’s outrage and to confront her attacker is used to the following
effect:
Thief! - You’ve got the key that gives you free access.
You’ve got the power and you abused it.
Eyeing sidelong your innocent victims
And I fell into your nasty little trap.
Thief! - You don’t know it but you’ve picked on someone stronger than
you.
I’ve seen you - Thief!
I know what you’re up to
And what’s more …
I know who you are!
HEY! Thief! … I’m going to get you.
Lesley Hook
BA Hons. Spanish Studies
Conclusion
REFERENCES
Abbs, Peter. (1998). ‘The Creative Word and the Created Life: The Cultural Context
for Deep Autobiography’. In Celia Hunt and Fiona Sampson (eds.). The Self on the
Page: Theory and Practice of Creative Writing in Personal Development. London:
Jessica Kingsley, pp.117 – 128.
Bakhtin, M.M. (1986). Speech Genres and Other Late Essays. Austin, Texas:
University of Texas Press.
Bakhtin, M.M. (1982). The Dialogic Imagination. Texas: University of Texas Press.
Bhabha, Homi K. (1995). ‘Signs Taken for Wonders’. In Bill Ashcroft, Gareth
Griffiths and Helen Tiffin (eds) The Post-Colonial Studies Reader
Certeau, Michel de. (1984). The Practice of Everyday Life. Berkeley: The University
of California Press.
Irvine, Judith T, and Susan Gal (2000). Language ideology and linguistic
differentiation. In Kroskrity, Paul V. Regimes of Language: ideologies, polities, and
identities. Oxford: James Currey.
Pieterse, J.N. (2004). Globalization and Culture: global mélange. Lanharn: Rowman
and Littlefield.
Zappen, James P. (2000). “Mikhail Bakhtin (1895 – 1975). In Moran, Michael G. and
Ballif, Michelle. Twentieth-Century Rhetoric and Rhetoricians: Critical Studies and
Sources. Westport: Greenwood Press.