References of "Gerday, Laura"
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See detailQu’advient-il de l’idéologie postcoloniale dans les études littéraires et de linguistique anglaise au 21ème siècle ?
Gerday, Laura ULiege

Poster (2019, May 23)

L’aurore naissante du 21ème siècle semble avoir baigné les champs des études littéraires et de linguistique anglaise de ses lueurs nouvelles. D’une part, l’ouvrage de Jennifer Jenkins paru en l’an 2000 ... [more ▼]

L’aurore naissante du 21ème siècle semble avoir baigné les champs des études littéraires et de linguistique anglaise de ses lueurs nouvelles. D’une part, l’ouvrage de Jennifer Jenkins paru en l’an 2000, The Phonology of English as an International Language, a généré quantité de recherches innovantes visant à caractériser l’anglais employé par des locuteurs non-natifs en situation de communication dite internationale – à savoir l’ « English as a Lingua Franca » (ELF). D’autre part, l’article incisif et ambitieux « Conjectures on World Literature » de Franco Moretti, également publié en 2000, a été une amorce des débats actuellement menés autour de la résurgence du concept goethéen de Weltliteratur en critique et théorie littéraires. Une impulsion commune aux « ELF » et « world literature » studies est cette volonté de répondre aux enjeux sans précédent de ce que d’aucuns nomment la mondialisation, en particulier la plus vaste distribution et les contextes d’usage modernes de la langue anglaise et des productions littéraires. S’est ainsi formé un paradigme théorique globalisant en linguistique et en littérature, un paradigme qui a dû composer avec l’idéologie postcoloniale alors fermement ancrée dans ces disciplines connexes. Le présent poster propose d’exposer de manière schématique les répercussions de l’avènement de ce « global paradigm » sur les écoles de pensée postcoloniale. Il détaillera l’examen de deux notions-clés à propos desquelles linguistes et chercheurs en littérature de chaque orientation – globalisante et postcoloniale – paraissent se diviser. [less ▲]

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See detailRegard critique sur l'usage quotidien de l'anglais moderne écrit
Gerday, Laura ULiege

Conference given outside the academic context (2019)

Cet atelier, animé dans le cadre de la Journée enseignement secondaire organisée par l'Université de Liège, portait sur la création de représentations biaisées du monde à partir de composantes lexicales ... [more ▼]

Cet atelier, animé dans le cadre de la Journée enseignement secondaire organisée par l'Université de Liège, portait sur la création de représentations biaisées du monde à partir de composantes lexicales et grammaticales de la langue anglaise. De fait, les langues, en tant que partie intégrante de l’activité sociale humaine, ne peuvent guère exister de manière désincarnée, c’est-à-dire sans contexte ni médiateur. Elles sont continuellement maniées et façonnées par ceux qui les emploient, par les situations de communication dans lesquelles ces langues s’inscrivent, mais aussi par les intentions qui animent leurs utilisateurs. Ainsi, locuteurs et rédacteurs opèrent des choix de mots et de constructions syntaxiques - qu’ils soient conscients ou non - véhiculant des idées et projections du monde qui sont susceptibles d’en donner une interprétation biaisée ou d’exercer un pouvoir d’action sur leurs interlocuteurs et lecteurs. La langue anglaise n’échappe pas à ce principe. Au départ d’une analyse stylistique de textes contemporains en anglais (issus notamment de publicités et de la presse quotidienne), cet atelier proposait une présentation du potentiel idéologique des mots à travers l’exercice de l’esprit critique, cher à la Faculté de Philosophie et Lettres en général et aux étudiants en langues et littératures modernes en particulier. [less ▲]

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See detailWhat is 'global' in an ELT global coursebook? A linguistic analysis of the New Headway Upper‑Intermediate Student’s Book
Gerday, Laura ULiege

in English Text Construction (2019), 12(1), 59-83

The adjective 'global' has become a buzzword in recent years, not least in academia. Within the area of English Language Teaching (ELT) in particular, 'global coursebooks' have aroused a great deal of ... [more ▼]

The adjective 'global' has become a buzzword in recent years, not least in academia. Within the area of English Language Teaching (ELT) in particular, 'global coursebooks' have aroused a great deal of interest, but also much suspicion, as their content turns out not to be as universal as the adjective 'global' might literally mean. In this paper, I investigate the 2014 New Headway Upper-Intermediate Student’s Book and bring to light some of the ideological constructions underpinning this supposedly global course material. As a result of this analysis, I provide an expanded characterisation of the ELT global textbook, regarding it as a course built upon standard language ideologies rather than, as suggested by previous studies, as an artefact shaped by a predominantly neoliberal agenda. [less ▲]

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See detailConsidering English and Literature through Global Lenses: Striking a Balance between Unity and Diversity in Linguistics and Literary Studies
Gerday, Laura ULiege

Conference (2018, July 30)

According to the BBC, the 2000 New Year’s Eve celebrations represented a "unique global experience […] marked by all denominations and all classes and creeds of people across the planet" (BBC News online ... [more ▼]

According to the BBC, the 2000 New Year’s Eve celebrations represented a "unique global experience […] marked by all denominations and all classes and creeds of people across the planet" (BBC News online 01/01/2000). A similar all-encompassing spirit seems to have inspired two areas of research that developed in English linguistics and literary criticism at the turn of the millennium: English as a Lingua Franca in linguistics and world literature in literary studies. Broadly speaking, "English as a Lingua Franca" (ELF) refers to the English predominantly used by non-native interactants in international settings; it thus "suggests the idea of community as opposed to alienness" and "emphasizes that people have something in common rather than their differences" (Jenkins 2000:11). "World literature", for its part, amounts to considering literature as "a planetary system" (Moretti 2000:54) rather than a series of discrete traditions. Interestingly, the budding fields of ELF and world literature elicited strong responses at the dawn of the 21st century, chiefly from commentators belonging to the more firmly established postcolonial schools of thought in each discipline. Scholars working in the domains of "world Englishes" (WE) and postcolonial literary criticism had indeed so far focused on conceptualising distinct varieties of English and traditions of Anglophone literatures that mostly emanated from territories once owned by the British Empire. This undertaking had aimed to declare the independence of Anglophone speakers and writers living outside of Britain (or of non-British descent) from the hold of native English and English literature. Many postcolonialists therefore feared that new monolithic labels, broadened scopes of investigation, and searches for common denominators would undercut the legacy of pluralism that had characterised the linguistic and literary productions emerging mainly from former British colonies. Eighteen years later, I propose in this paper to critically and chronologically examine selected major publications in ELF and WE research, besides world and postcolonial literary criticism, to understand the evolving tension between scholars’ calls for "postcolonial distinctiveness" or, conversely, "global unity". This analysis will shed light on the contentious issues at stake in reconciling "diversity" and "common ground" in contemporary linguistics and literary studies. [less ▲]

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See detail"Marine Le Pen prise aux mots : Décryptage du nouveau discours frontiste"
Gerday, Laura ULiege

Article for general public (2018)

Ce document consiste en une présentation concise et critique de l'ouvrage Marine Le Pen prise aux mots. Décryptage du nouveau discours frontiste de Cécile Alduy et Stéphane Wahnich (Seuil, 2015).

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See detail"Thinking literature across continents"
Gerday, Laura ULiege

in Journal of Postcolonial Writing (2018), 54(3), 433-434

Cette publication consiste en un bref compte rendu critique de l'ouvrage Thinking Literature across Continents de Ranjan Ghosh et J. Hillis Miller (Duke University Press, 2016).

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See detailEnglish as a Lingua Franca and World Englishes: Tracing the Roots of ELF and its Connection with the World Englishes Paradigm
Gerday, Laura ULiege

Poster (2017, June 13)

Recently, the relationship between English as a Lingua Franca and world Englishes has become a hotly debated issue. At the heart of this dissension lie the criteria of form and function commonly invoked ... [more ▼]

Recently, the relationship between English as a Lingua Franca and world Englishes has become a hotly debated issue. At the heart of this dissension lie the criteria of form and function commonly invoked to either align ELF with WE, or to distinguish it from this research area: some scholars maintain that ELF is a linguistic system characterised according to a set of features, just as varieties of English are in WE studies, whereas others believe ELF to be a new role assigned to English in a global context. ELF is then either regarded as part of the WE paradigm, or it is considered to belong to a different framework. Through a close analysis of seminal texts on ELF (Jenkins 2000, 2007; Seidlhofer 2001, 2011), I argue that "the most crucial node to disentangle in the discourse about ELF" is in fact more complex than "the seemingly interchangeable way in which the two meanings [form/function] are attributed" to the label (Saraceni 2008:24). Rather, I contend that it is the discourse about ELF as a whole that is slippery, both in terms of what is explicitly said about the category ELF and, perhaps even more interestingly, in terms of what is implied about it. Indeed, I aim to show that the concepts that Jenkins and Seidlhofer use to describe ELF, such as that of "language and culture", do not always appear to be in line with the postcolonial ethos at the core of the WE paradigm. [less ▲]

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See detailWhose English Does the New Headway Upper-Intermediate Global Coursebook Spread?
Gerday, Laura ULiege

Master's dissertation (2015)

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