CHEETHAM DOMINIC

A discussion of different understandings of intelligence, with special attention the the idea that intelligence is i) not fixed, and ii) dependent upon outside factors such as availability of resources and effective tools.

Review of psychological and language acquisition research into seeing faces while listening, seeing gesture while listening, illustrated text, reading while listening, and same language subtitled video, confirms that bi-modal input has a consistently positive effect on language learning over a variety of input types. This effect is normally discussed using a simple additive model where bi-modal input increases the total amount of data and adds redundancy to duplicated input thus increasing comprehension and then learning. Parallel studies in neuroscience suggest that bi-modal integration is a general effect using common brain areas and following common neural paths. Neuroscience also shows that bi-modal effects are more complex than simple addition, showing early integration of inputs, a learning/developmental effect, and a superadditive effect for integrated bi-modal input. The different bodies of research produce a revised model of bi-modal input as a learned, active system. The implications for language learning are that bi- or multi-modal input can powerfully enhance language learning and that the learning benefits of such input will increase alongside the development of neurological integration of the inputs.

A study of the rhetorical techniques in Shakespeare's Julius Caesar. The appear argues the Shakespeare intentionally introduced weaknesses into Brutus' forum speech in order to make Mark Antony's better by comparison.

In this paper I make an analysis of Japanese and German translations of Terry Pratchett’s 'The Amazing Maurice and His Educated Rodents' in relation to, i) textual modifcation, ii) intertextual connection, iii) humour, iv) narrative and character voice. The paper uses Hollindale’s (1988) model of ideology as a framework to examine changes in translation as reflections of the personal, cultural and linguistic pressures which influence translator choices.

Literary translators and translation, when noticed at all, have a poor public image inconsistent with the evidence of skill and effort shown in translators' essays, postscripts and interviews, and with the respect shown to literary translation practice in translation studies in general. This article suggests that much of this negativity results from the entailments, or logical implications, of the dominant conceptual metaphors of translation: movement and replacement. Conceptual metaphors powerfully shape perceptions and expectations, but unlike consciously applied metaphors their effects go largely unnoticed. By comparing the current dominant metaphors of translation to an alternative of translation as performance we can see that many of the common concepts of translation are entailments of metaphor rather than intrinsic features of translation. The performance metaphor is used as a contrast because it has very different entailments, thus highlighting the effects of the current metaphors and also providing a possible alternative for translators and students of translation.

Studying the created language in Roald Dahl's work for children.

A review of vocabulary learning through extended reading taking data for first language learning and applying it to foreign and second language learning. Particularly analysing the features of children's literature which facilitate implicit learning of vocabulary.

The impetus for the incredible variety found in the modern literary dragon is commonly seen to stem from the creative genius of either E. Nesbit or Kenneth Grahame. However, examination of dragon stories in the late nineteenth century shows that several different authors, on both sides of the Atlantic, were producing similar stories at about the same time, suggesting that the change was part of a general literary and cultural development rather than simply inspired storytelling. This study examines dragon stories of the late nineteenth century and argues that the rediscovery of the Scandinavian dragon, the discovery of the Chinese and Japanese dragons, and possibly the nineteenth-century publication of folktales parodying traditional dragon stories, gave authors new ways of looking at dragons. Traditional St George type dragon stories had already shifted into children's literature, making books for children the natural environment for the development of the dragon, and it is argued that the combined pressures of the new ideas about dragons, the parody, and the enormous cultural changes of the late Victorian period, were sufficient to stimulate the great change in the literary dragon, which has continued and diversified ever since.

The impetus for the incredible variety found in the modern literary dragon is commonly seen to stem from the creative genius of either E. Nesbit or Kenneth Grahame. However, examination of dragon stories in the late nineteenth century shows that several different authors, on both sides of the Atlantic, were producing similar stories at about the same time, suggesting that the change was part of a general literary and cultural development rather than simply inspired storytelling. This study examines dragon stories of the late nineteenth century and argues that the rediscovery of the Scandinavian dragon, the discovery of the Chinese and Japanese dragons, and possibly the nineteenth-century publication of folktales parodying traditional dragon stories, gave authors new ways of looking at dragons. Traditional St George type dragon stories had already shifted into children's literature, making books for children the natural environment for the development of the dragon, and it is argued that the combined pressures of the new ideas about dragons, the parody, and the enormous cultural changes of the late Victorian period, were sufficient to stimulate the great change in the literary dragon, which has continued and diversified ever since. © 2013 Springer Science+Business Media New York.

Studying history in fiction, especially in children's fiction.

Looking at the position of Hawaiian language children's literature in Hawaiian culture.

In three of Sir Arthur Conan-Doyle's Sherlock Holmes stories there are brief appearances of the Baker Street Irregulars, a group of 'street Arabs' who help Holmes with his investigations. These children have been re-imagined in modern children's literature in at least twenty-seven texts in a variety of media and with writers from both Britain and the United States. All these modern stories show a marked upward shift in the class of the Irregulars away from the lower working class of Conan-Doyle's originals. The shift occurs through attributing middle-class origins to the leaders of the Irregulars, through raising the class of the Irregulars in general, and through giving the children life environments more comfortable, safe, and financially secure than would have been possible for late-Victorian street children. Because of the variety in texts and writers, it is argued that this shift is not a result of the conscious political or ideological positions of individual writers, but rather reeds common unconscious narrative choices. The class-shift is examined in relation to the various pressures of conventions in children's literature, concepts of audience, and common concepts of class in society.

The written text of picturebooks is often deceptively simple. However, as Riita Oittinen (2003) shows in her analysis of Swedish, German and Finnish translations of Maurice Sendak's Where the Wild Things Are (1963), picturebook text can be more complex, or more carefully written than it at first appears. Oittinen examines sentence length and punctuation in relation to rhythm for reading aloud. This study follows and extends her analysis for the Japanese translation. The Japanese translation is dramatically different from the original text - much more so than the translations studied by Oittinen. The conclusion highlights that the Japanese translation is nonetheless a very popular and long selling text within its target culture.

安西徹雄教授退職記念号

高柳俊一教授/佐藤正司教授退職記念号

渡部昇一教授退職記念号