Tag: language

“Four legs badass, two legs wasteman!”: Reimagining Orwell for Austerity Britain

The Language and Communication Research cluster is delighted to announce the presentation by playwright and Middlesex lecturer in Media Narrative James Kenworth on his play ‘Revolution Farm’.

When? Wednesday 24  January 2018, 16.00 – 17.30

Where? Room BG09A (Building 9), Middlesex University, London, NW4 4BT

Revolution-Farm-5In 2014, James was given special permission by AM heath Agents on behalf of the George Orwell estate to adapt and modernise Orwell’s classic satire, Animal Farm, and give it a fresh, contemporary twist, injecting its timeless tale of a revolution that went wrong with a gritty, urban, ‘in-yer-face’ language.

The play was unique in another respect: it was staged on one of London’s longest established and largest inner city farms: Newham City Farm, home to a large collection of farmyard favourites such as cows, horses and sheep.

In this presentation, James will explore the process/methodology of adapting a literary classic with a contemporary spin, with special emphasis on a creative and expressive approach to playwriting language/dialogue. The paper will also address the challenges of setting the play on an inner city farm and how the use of non-conventional theatre spaces affects and reconfigures the relationship between a play and audience.

Biography

imageJames Kenworth is a Playwright and a Lecturer in Media Narrative at Middlesex University. His writing include ‘verse-prose’ plays Johnny Song, Gob; black comedy Polar Bears; issue-led plays Everybody’s World (Elder Abuse), Dementia’s Journey (Dementia); plays for young people/schools The Last Story in the World; and a Newham-based trilogy of site-specific plays, When Chaplin Met Gandhi, Revolution Farm and A Splotch of Red: Keir Hardie in West Ham.

His play, Dementia’s Journey, won the 2015 University of Stirling International Dementia Award in the category: Dementia & the Arts. When Chaplin Met Gandhi and Revolution Farm is published by TSL Publications. A Splotch of Red has recently been published in a collection of political plays by Workable Press, a new publishing imprint dedicated to trade unions and organised workers.

He has extensive experience of planning, preparing and teaching playwriting and creative writing programmes/workshops for a wide variety of age groups and learners including children, young people, students and adult learners. He has worked on a regular basis on the delivery of these programmes with leading arts and educational organisations such as Spread The Word, Cardboard Citizens, Workers Educational Association University, Newham Adult Learning Service, Newham Libraries, Newham College, Community Links, Soho Theatre, University of East London and Middlesex University.

The Language and Communication Research Seminars are free and open to all staff, students and guests. For any questions or if you would like to lead a session, contact Anna Charalambidou.

Language innovation and language change: taking the longer view

We are absolutely delighted to welcome the internationally renowned sociolinguist and Professor at Queen Mary University of London, Jenny Cheshire, for a presentation on new youth language in London and Paris.

When? Wednesday 6 December 2017, 16.00 – 17.30

Where? Room BG09A (Building 9), Middlesex University, London, NW4 4BT

Recent patterns of immigration have had different linguistic outcomes in the cities of Europe. In this talk Jenny considers two such different outcomes. ‘Multicultural London English’ (MLE) is a variable repertoire of core innovative forms of English (including, for example, a new pronoun (it’s her personality man’s looking at) and a new quotative (this is me “why you doing that for?”) heard in many multilingual areas of London. For many speakers MLE is the usual vernacular style of speaking, while for others it is a style that they adopt from time to time in order to sound ‘street cool’. Monolingual young Londoners as well as their bilingual friends all use the innovations, though their use is spearheaded by the bilingual speakers. Our research in multilingual areas of Paris replicated the London research but, in contrast to London, found very few linguistic innovations.

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In this talk Jenny will consider why young people in multilingual areas of Paris are less linguistically innovative than young people in similar areas of London. She will argue that, in general, increased mobility increases linguistic variation and linguistic change, but the extent to which the variation is innovative is determined by what Dell Hymes termed ‘the longer view’: the political, social and cultural context. Nonetheless, looking at the interactions of individual speakers in both London and Paris shows that young people use linguistic variation to accomplish similar interactional and interpersonal goals, whatever the larger scale sociocultural and political context.

Biography

Jenny Cheshire is Professor of Linguistics at Queen Mary, University of London. She Jenny-Cheshireworks on different aspects of language variation and change. She has received numerous research awards recognising her significant contributions to the field of sociolinguistics, including Multicultural London English. Her recent projects have analysed language innovation in multicultural London, and language change in multicultural Paris, especially syntactic and discourse-pragmatic change. She is also interested in developing educational resources for studying language variation and change. She has written over ten books and 90 articles in peer-reviewed international research journals and edited collections. For a list of selected publications, see http://jennycheshire.com/publications. Jenny is currently editor-in-chief of the journal Language in Society and a Fellow of the British Academy.

The Language and Communication Research Seminars are free and open to all staff, students and guests. For any questions or if you would like to lead a session, contact Anna Charalambidou.

Languaging: Just another description of semiosis?

The Language and Communication Research cluster is delighted to welcome Professor Stephen Cowley (University of Southern Denmark) for a presentation on language and semiosis.

When? Wednesday 15 November 2017, 16.00 – 17.30

Where? W147 (Williams building), Middlesex University, London, NW4 4BT

Contemporary humans carry the mark of Cain or, alternatively, bear responsibility for (most) earthly life.  Should we shoulder this burden?  In striving to understand the question, Stephen Cowley turns to what the folk call ‘language’ and, in so doing, contrast views that begin with semiosis and languaging respectively.

Leaving metaphysics aside, language is seen as both human and semiotic (see, Cowley, 2011; 2017; Love, 2017). Pursuing parallels/contrasts between semiotic and radical ecolinguistic views, Cowley turns to language-activity. Using canonical examples, he shows how the fields differentiate between humans and other social mammals. Specifically, while humans can be seen as a symbolic species (e.g. Deacon, 1997), they can also be seen as ecologically constituted (e.g. Ross, 2007). On the latter view, far from being symbolic, languaging enacts embodied cultural activity.  On this deflationary view, the symbolic is, above all, a mode of description.

Humanness draws on nothing fancy but is, rather, rooted in coming to hear utterance-acts as repeatables (den Herik, 2017). Later, using mimesis (Donald, 1991), collectives make up new kinds of understanding and responsibility. Just as people come to take a stance to languaging, they learn to see pictures or marks as signs.  It is concluded that earthly responsibilities are, as Ross suggests, ecologically constituted.

 

Stephen Cowley

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Stephen Cowley is Professor of Organisational Cognition at the University of Southern Denmark (Slagelse Campus). Having completed a PhD entitled “The Place of Prosody in Conversations”, he moved from the UK to post-liberation South Africa and shifted his academic focus to Cognitive Science. In empirical work, he has examined prosodic, kinematic and verbal interactions within families, between mothers and infants, with robots, in medical simulations and in the practice of peer-review. Tracing intelligent activity to agent-environment interactions gives new insight on language, problem finding, decision making and how temporal ranging serves people, groups and organisations. He coordinates the Distributed Language Group, a community that aim to refocus the language sciences on the directed, dialogical activity that grants human life a collective dimension. His papers span many areas and, recently, he has edited or co-edited volumes entitled: Distributed Language (2011, Benjamins) Cognition Beyond the Brain: Computation, Interactivity and Human Artifice (2017, Springer, 2nd Edn) and Biosemiotic Perspectives on Language and Linguistics (2015, Springer).

References

Cowley , S.J. (2011) Distributed Language. Benjamins: Amsterdam.

Cowley, S.J: (2017). Changing the idea of language: Nigel Love’s perspective. Language Sciences, 61: 43-55.

Deacon, T. (1997). The Symbolic Species; Harmondsworth: Penguin.

Donald, M. (1991). Origins of the modern mind: Three stages in the evolution of culture and cognition. Cambridge MA: Harvard University Press.

Herik, J. C. van den (2017). Linguistic know-how and the orders of language. Language Sciences, 61, 17-27.

Love, N. (2017). On languaging and languages. Language Sciences, 61: 113-147.

Ross, D. (2007). H. sapiens as ecologically special: what does language contribute? Language Sciences, 29: 710-731.

The Language and Communication Research Seminars are free and open to all staff, students and guests. For any questions or if you would like to lead a session, contact Anna Charalambidou.

 

Dialect and Heritage – project to update the historic ‘Survey of English Dialects’ (SED)

We talked in class about the ‘Survey of English Dialects’ (SED). There are some exciting news about a new dialect project to update this most comprehensive survey of dialects in England and open its records to the public. The project has just received a £798,000 National Lottery to continue the work of the Survey of English Dialects, under the direction of Dr Fiona Douglas, University of Leeds.

This story has been picked up by a number of newspapers in the past few days (thank you to Dr Maggie Scott for pointing it out) including:

Happy reading!

 

 “No one talks like that. Sorry”: What are people doing when they discuss accents in film and television?

The Language and Communication Research cluster is delighted to welcome the distinguished linguist and literary scholar Professor Jane Hodson (University of Sheffield) for a presentation on what people are doing when they discuss the representation of accents in film and television.

When? Wednesday 7 February 2018, 16.00 – 17.30

Where? Room BG09A (Building 9), Middlesex University, London, NW4 4BT

In an influential chapter, Rosina Lippi-Green explores the representation of different accents of English in animated Disney films. She finds a repeated pattern where “characters with strongly negative actions and motivations often speak varieties of English linked to specific geographical regions and marginalized groups” (1997: 80). This, she argues, serves to establish and disseminate stereotypes of specific linguistic groups to children. Lippi-Green herself does not attempt to investigate the uptake of these stereotypes among film viewers, but some recent work has begun to investigate the ways in which viewers respond to the representation of different language varieties in film, often using the comments thread on YouTube videos as data (see for example Androutsopoulos 2013 and Cecelia Cutler 2016).

book
Jane Hodson’s 2014 monograph Dialect in Literature and Film

In this paper, I attempt to build on this work by focusing on the question of what people are doing when they discuss the representation of language varieties. To do this, I draw on three different sets of data: online discussions of film and television accents, a project where I recorded an undergraduate seminar on language variation in literature, and an experiment conducted in collaboration with a student where we manipulated the voices associated with animated characters and elicited responses from participants. I conclude that these data sets suggest that people are often performing highly complex acts when they discuss the representation of accent. At the same time, however, I think about whether or not these explicit discussions are rather different in nature from what people do when they simply watch film and television, and I ask if the findings from such studies get us any closer to understanding the effect of linguistic stereotyping in film.

Biography

HodsonJane Hodson is Professor of English Language and Literature at the University of Sheffield. Her research interests lie at the interface of language and literature, and she is particularly concerned with the way in which style is contested at an ideological level. Her current area of research is the representation of dialect in English literature. In 2013 she completed the AHRC-funded project `Dialect in British Fiction 1800-1836‘. Her monograph, Dialect in Literature and Film, was published with Palgrave Macmillan in 2014. She edited a collection Dialect and Literature in the Long Nineteenth Century, which was published by Routledge in 2017.  She has an ongoing interest in the way in which Yorkshire English has been represented in film and literature over the past 200 years and has worked with a number of artists, poets, schools and archives on projects to engage the wider public with this work.

References

Androutsopoulos, Jannis. 2013 Participatory Culture and Metalinguistic Discourse: Performing and Negotiating German Dialects on YouTube. In: D. Tannen & AM Trester (eds.) Discourse 2.0. Language and New Media , 47-71. Washingtoin, DC: Georgetown University Press.

Cecelia Cutler. 2016. “ Ets jast ma booooooooooooo ” : Social meanings of Scottish accents on YouTube. In: Lauren Squires (ed.)  English in Computer-Mediated Communication : Variation, Representation, and Change, 69-98. De Gruyter. ProQuest Ebook Central.

Lippi-Green, Rosina. 1997. English with an Accent: Language, Ideology and Discrimination in the United States. London: Routledge.

The Language and Communication Research Seminars are free and open to all staff, students and guests. For any questions or if you would like to lead a session, contact Anna Charalambidou.

Day schedule for Symposium on Close Reading

The full schedule for the day symposium on Close Reading, Codes and Interpretation is now confirmed:

MIDDLESEX UNIVERSITY

Room H116 (Hatchcroft building)

13 June 2017

0900 – 0930 Registration

0930 – 1015 PAUL COBLEY (Middlesex University)
‘The magic of codes: semiotics and close reading’
1015-1100 BARBARA BLEIMAN (English and Media Centre)
‘Close reading in Secondary English – practices, problems and solutions’

1100 – 1115 tea/coffee

1115 – 1200 ADRIAN PABLÉ (University of Hong Kong)
‘Interpretation, radical indeterminacy and close reading’
1200 – 1245 STEFAN PETO (Simon Langton Grammar School for Boys)
‘Close reading at the chalk-face: strategies and observations in Key Stage 3’

1245 – 1345 Lunch & Launch of the undergraduate magazine Mesh

1345 – 1430 JON ORMAN (University of Hong Kong)
‘Thick description and/as close reading: some language-philosophical reflections’
1430 – 1515 BILLY CLARK (Middlesex University)
‘Pragmatic inference and reading processes’
1515 – 1600 MARCELLO GIOVANELLI (Aston University) and JESS MASON (Sheffield Hallam University)
‘Whose close reading?: emphasis, attention and cognition in the literature classroom’

1600 -1615 tea/coffee

1615 – 1700 ANDREA MACRAE (Oxford Brookes University)
‘Close reading as process and product’
1700 – 1745 LOUISA ENSTONE (Darrickwood School)
‘Is it time to stop pee-ing? A grassroots study into teaching reading and essay writing at Secondary’
1745 – 1800 JOHAN SIEBERS (Middlesex University)
‘Only the furthest distance would be closeness – semantic anarchism, close reading and academic practice’

1800 – 1900 Book launch: Critical Humanist Perspectives: The Integrational Turn in Philosophy of Language and Communication, edited by Adrian Pablé (Routledge, 2017).

For more information, and to register click here.

‘Close reading, codes and interpretation’ – booking open and line-up confirmed

ooking to our one-day symposium on ‘Close reading, codes and interpretation’, hosted by the Language & Communication is now open.

book message cloud shape Book here.

When? 9 am-7 pm, Tuesday 13th June 2017
Where?
Room H116, Middlesex University, Hendon Campus, London, NW4 4BT

In some reckonings, ‘close reading’ is now around 90 years old, having been inaugurated in I. A. Richards’ Principles of Literary Criticism (1926) and Practical Criticism (1929). The close reading of texts has become arguably the central activity of the humanities and close reading is carried out across different levels of education and through a number of disciplines. As its practitioners recognize, procedures of close reading can become ossified into routine practices of code identification rather than active interpretation.

This day symposium seeks to ask what ‘close reading’ is like now, how it is exercised in education in different contexts and how it might differ from or resemble ‘codes’ of reading. It features papers by teachers in Higher Education, Further Education and Secondary Education, including:

  • BARBARA BLEIMAN (English and Media Centre): ‘Close reading in Secondary English –  practices, problems and solutions’
  • BILLY CLARK (Middlesex University): ‘Pragmatic inference and reading processes’
  • PAUL COBLEY (Middlesex University): ‘The magic of codes: semiotics and close reading’
  • LOUISA ENSTONE (Darrickwood School): ‘Is it time to stop pee-ing? A grassroots study into teaching reading and essay writing at Secondary’
  • MARCELLO GIOVANELLI (Aston University) and JESS MASON (Sheffield Hallam University): ‘Whose close reading?: emphasis, attention and cognition in the literature classroom’
  • ANDREA MACRAE (Oxford Brookes University): ‘Close reading as process and product’
  • JON ORMAN (University of Hong Kong): ‘Thick description and/as close reading: some language-philosophical reflections’
  • ADRIAN PABLÉ (University of Hong Kong): ‘Interpretation, radical indeterminacy and close reading’
  • STEFAN PETO (Simon Langton Grammar School for Boys): ‘Close reading at the chalk-face: strategies and observations in Key Stage 3’
  • JOHAN SIEBERS (Middlesex University): ‘Only the furthest distance would be closeness – semantic anarchism, close reading and academic practice’what-reading

Cost: £10 flat fee (includes lunch and refreshments)

For the full day schedule, click here.

For any questions, please email Billy Clark b.clark@mdx.ac.uk or Paul Cobley p.cobley@mdx.ac.uk