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1. |
Record Nr. |
UNINA9910964245203321 |
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Autore |
Hayes-Brady Clare |
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Titolo |
The unspeakable failures of David Foster Wallace : language, identity, and resistance / / Clare Hayes-Brady |
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Pubbl/distr/stampa |
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New York : , : Bloomsbury Academic, , 2016 |
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ISBN |
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9781501313554 |
150131355X |
9781501313547 |
1501313541 |
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Descrizione fisica |
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1 online resource (233 pages) |
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Classificazione |
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Disciplina |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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1. Introduction Section A: Wallace and his World -- 2. "I'm a man of my --" Sketching the Incomplete -- 3. "It's just the texture of the world I live in": The Writer and the World Section B: The Foundational Ideas -- 4. The Book, the Broom and the Ladder: Grounding Philosophy -- 5. "An act of communication between one human being and another": Writing and the Process of Communication -- 6. Narcissism, Alienation and Commun(al)ity Section C: Fail Again: Failure as Structure and Theme -- 7. Vocal Instability and Narrative Structure -- 8. "Personally I'm neutral on the menstruation point": Gender, Difference and the Body -- 9. Freedom, Failure and the Heroic Citizen -- 10. Conclusion -- Bibliography -- Index. |
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Sommario/riassunto |
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"This book examines the writing of David Foster Wallace, hailed as the voice of a generation on his death. Critics have identified horror of solipsism, obsession with sincerity and a corresponding ambivalence regarding postmodern irony, and detailed attention to contemporary culture as the central elements of Wallace's writing. Clare Hayes-Brady draws on the evolving discourses of Wallace studies, focusing on the unifying anti-teleology of his writing, arguing that that position is a fundamentally political response to the condition of neo-liberal America. She argues that Wallace's work is most unified by its |
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resistance to closure, which pervades the structural, narrative and stylistic elements of his writing. Taking a broadly thematic approach to the numerous types of 'failure', or lack of completion, visible throughout his work, the book offers a framework within which to read Wallace's work as a coherent whole, rather than split along the lines of fiction versus non-fiction, or pre- and post-Infinite Jest, two critical positions that have become dominant over the last five years. While demonstrating the centrality of 'failure', the book also explores Wallace's approach to sincere communication as a recurring response to what he saw as the inane, self-absorbed commodification of language and society, along with less explored themes such as gender, naming and heroism. Situating Wallace as both a product of his time and an artist sui generis, Hayes-Brady details his abiding interest in philosophy, language and the struggle for an authentic self in late-twentieth-century America."--Bloomsbury Publishing. |
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2. |
Record Nr. |
UNINA9911049181903321 |
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Autore |
Flynn Edward P |
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Titolo |
Cross-age Teaching and Plurilingualism : Realising the Barcelona Summit Agreement / / by Edward P. Flynn |
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Pubbl/distr/stampa |
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Cham : , : Springer Nature Switzerland : , : Imprint : Palgrave Macmillan, , 2026 |
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ISBN |
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Edizione |
[1st ed. 2026.] |
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Descrizione fisica |
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1 online resource (347 pages) |
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Collana |
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Disciplina |
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Soggetti |
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Language policy |
Education and state |
Language and languages - Study and teaching |
Language Policy and Planning |
Education Policy |
Language Teaching and Learning |
Language Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Chapter One: Barcelona Summit Agreement – Mother Tongue plus Two Additional Languages: Developing Plurilingualism through the Education System -- Chapter Two: Key Impediments to Students Achieving their Plurilingual Potential -- Chapter Three: Strategy 1: Cross-age Teaching – Harmonising Post-Primary Modern Foreign Language Classes in Line with the Common European Framework of Reference for Languages -- Chapter Four: Replacing the Current State Modern Foreign Languages Examinations with Common European Framework of Reference for Languages Examinations, Implementing an Academic Tracking System, and Incorporating the European Language Portfolio -- Chapter Five: Strategy 3: Adapting Content and Language Integrated Learning to Support Cross-age Teaching and CEFR Examinations -- Chapter Six: Language Policy and Planning in Post-Primary Schools: Importance, Creation, Implementation, and Review -- Chapter Seven: Barcelona Summit Agreement – Mother Tongue plus Two Additional Languages: It can be Achieved through the Education System. |
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Sommario/riassunto |
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This book examines the feasibility of realising the plurilingual vision of the Barcelona Summit Agreement (mother tongue plus two additional languages) through the second-level education system by employing three strategies: 1) harmonising postprimary modern foreign language (MFL) classes in line with the Common European Framework of Reference for Languages (CEFR) through cross-age teaching; 2) replacing the current state second-level MFL exams with CEFR international exams; and 3) implementing Content and Language Integrated Learning (CLIL). Taking Ireland as a microcosm of broader international practice, it analyses the impediments that hinder students from reaching their plurilingual potential within the education system and makes the case for a well-defined framework of topdown and bottom-up language policy and planning. It also investigates how the European Schools system has successfully achieved ‘Mother Tongue + 2’. In addition, it explores how the strategies and recommendations put forward can play a key role in the revitalisation of minority languages, with a particular focus on the Irish language. This book will be of interest to a broad readership open to reenvisioning how education systems can foster truly plurilingual students. Edward P. Flynn has over two decades of experience in language education in Ireland and the European Schools system. He has taught modern foreign languages at second level and university level and has served as the Director of an Accredited European School. Edward holds a PhD in Applied Linguistics and Intercultural Studies from Maynooth University, Ireland, and is passionate about advancing innovative approaches to language teaching, learning, and assessment. |
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