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The intricate and tricky case of semantic analysis, especially of the enigmatic realm of nouns, the red thread of linguistics and literary exploration. This academic research explores the rich sphere of Russian literature in-depth to determine connections between function and the embodiment of theme through proper names. This research is aiming at studying the role of proper nouns in the literary masterpieces by focusing on the ideas of character development, thematic cohesiveness, and the narrative flow. This papers deals with profound significance of proper nouns as linguistics pointers that take you beyond their literal meaning to different levels of connotative value. It takes most of its ideas from the late linguistics and literary critique. This research gets down to serious business by cherry-picking and analysing a set of Russian masterpieces. An intensive method of semantic analysis was used by the study to properly identify and categorize all the structural features of proper nouns. Also, it conducts an examination of the usage of language by these instrumentalities so as to discover their common features and themes which lead to the invention of the main narrative. The results of this study add to our comprehension of proper noun semantics in Russian literature and provide us with a stepping-stone to broader discussions on the linguistic theory and literary studies. This cognitive effort exceeds the linguistic borders, as it takes into consideration the cultural and historical value of the proper nouns being presented. The report shows why it is necessary to reconsider the theoretical design to account for the distinctive linguistic and particular cultural features of the Russian literary heritage. This research is a step toward unravelling noun semantics' mystery and adds to the already existing linguistic aesthetics and cultural semiotics debates.

In this paper, Katja Castillo approaches the phenomenon of teaching through an analysis of Emmanuel Levinas's unedited conference notes titled "Les nourritures," "Les enseignements," and "L'écrit et l'oral." Levinas's thinking prior to the publication of his major works provides an entry point to his philosophy. In this light Castillo interprets his conference notes as laying the groundwork for the argument he develops later in "Totality and Infinity." Drawing on the notes, she describes the phenomenon of teaching as a place to bracket subjective freedom in order to let the other call it into question. The phenomenon of teaching serves as a way to describe the relationship between the same and the other. It is, according to Levinas, a unique interplay between interiority and exteriority, where subjective freedom is intertwined with responsibility to the other, with having to answer to the other. He describes the structure of teaching as characterized by six parts: by being given a past, by reflection, by penetration of freedom, by critical spirit, by transcendence of teaching, and as true symbolism. Following the discussion of Levinas's early writings, Castillo returns to his first major work, "Totality and Infinity" published in 1961, with the intention of examining the evolution of his phenomenological attitude over time. This approach reveals that Levinas's engagement in formulating a philosophy of education was more robust than previous research has indicated.

There is a new "genre" of literature that is aimed explicitly at adults and children, or sometimes simply at adults, which follow the formula of the picture book: the inclusion of a simple text accompanying provocative images, and sometimes images alone. On the surface they may seem best suited for the "children's section" of a bookstore or library. But we discover that their linguistic and visual simplicity can fool us into thinking that the content itself is simplistic. And in many cases, they are directly inviting the adult reader to view their own experiences through the lens of a child. They appear to be growing in number and it can be hard to classify them easily, just as we find it difficult to define a "children's book." One might find them grouped with graphic novels but in some ways, they appear to be their own genre. These books openly adopt a façade of being "children's stories" but in fact offer directly to adults visual and conceptual invitations to think deeply about genuine metaphysical issues. This paper offers a tour of a collection of such books and why they can provoke deep philosophical reflections for adults--and in some cases for children as well.

Increasing numbers of researchers in the field of higher education research are searching for meaning rather than metrics: something in their data that call to them and that make their hearts soar. This paper leans into post-qualitative approaches and attempts to resist methodological arrest, drawing on the disciplinary language of literary fiction to explore how we can make meaning through creative acts of reading. We trace our literary roots across readings from a diverse range of texts and approaches to show how this method could help us reshape and reframe pedagogic challenges within higher education.

Have we been teaching reading well? Close reading has been the signature practice in literary studies. More recently, however, postcritique has polemically revised this traditional mode of teaching reading. This essay proposes the initial framework for a novel arts-based pedagogy based on Spoken-Word Song, bridging critical literary interpretation and teacher-student co-created artistic performance. Spoken-Word Song is here cast as a privileged means for allowing university students to become intellectually and emotionally invested in poetry, following precepts of the affective turn in the humanities. Moving from theory to practice, this paper will contextualize Spoken-Word Song within three domains before describing the practical steps of my pedagogy: (1) its relevance to contemporary literary theory; (2) a brief overview of the American Spoken-Word Song; and (3) Spoken Word pedagogies currently practiced in the American educational system.

In "Anti-Oedipus," Deleuze and Guattari saw the difficulty of disentangling the question of Spinoza and, later, of Reich from the very limit of a system of representation by which they mean Oedipus. As "A Thousand Plateaus" would emphasize later, this limit brings out the question of the desire for democracy ('democracies are majorities'). It desires Oedipus. In "What Is Philosophy?", the limit question (Oedipus) gave way to the concept of a people to come. Fifty years since its publication, "Anti-Oedipus" remains a relevant text (apropos of its 'strategic adversary' identified by Foucault) against the background of the social pathology of neofascism, populist politics, and the rise of the alt-right and neoconservative movements in recent years. The paper tries to locate this inflexion point where the desire for democracy modulates into the bi-univocal plasticity of Oedipal desire whose dangers people already seem to know. They have unmasked Oedipus' double impasse and have escaped it. They no longer desire fascism; they desire fascists, neocons, and right-leaning mob rousers. Fifty years since its publication, "Anti-Oedipus" confronts a type of people who have learned to behave like the enemies of capitalism, too careful not to overload desire and destroy its bi-univocality, its great balancing act on the Body without organs. Incidentally, in 'Postscript on the Societies of Control,' Deleuze spoke about a people who know how to 'surf' replacing the 'older sports.' This applies to people who could become either schizoidal or regress to its more familiar inversion, the simulacra of Oedipus.

Since the establishment of the State of Israel in 1948, only 23 Queer literary works have been published for children and adolescents in Hebrew. This paper examines the characteristics of these works in light of the ambivalent and controversial status of the LGBTQ+ community in Israel. The findings show that the few works that have been published and that present same-sex families or LGBTQ+ characters, and the manner in which Queer themes are presented in those texts, are in line with how these issues are perceived and addressed by Israeli society. Moreover, this article divides the Queer Israeli literature for children and youth into three categories: implied Queer literature that hides the Queer existence through the allegoric genre; Queer-phobic literature that seemingly presents the Queer family but in actual fact promotes homophobic stereotypes; and Queer literature that places the LGBTQ+ character or family in the center of the story without passing judgment or criticism.

Fairy tales have been an essential ingredient in children's literature. Canonical fairy tales passed down from generation to generation not only enrich children's imagination but connote significant values typical of the community. However, as time passes, contemporary writers often challenge these traditional values when they work on the same topic. This changing face is evidenced by Emma Donoghue's rewriting of classical tales. Based on my teaching of Donoghue's story 'The Tale of the Bird' alongside Andersen's 'Thumbelina' at a university in Hong Kong, this paper discusses the ever-evolving cultural values and the benefit of reading Donoghue via Andersen or vice versa in the literature class and beyond.

One of the most critical problems of the Linguistics of text is the structure study of the literary text, principles of its organization following the rules of the compositions that suggest splitting the linguistic work into the interconnected parts. In this regard, it is necessary to research the individual compositional and significant elements of the text and their role in forming the whole work. The paper focuses on revealing structural and syntactic properties of the author's digressions, namely, detecting such concepts as integration/non-integration of the author's digressions in the English literary prose. Integrated and non-integrated types of author's digressions into the academic space of the text have been distinguished based on interpretative-textual and compositional analysis. The analysis of the text-forming function of the author's digression contributed to defining the features of the cohesion of the literary text and included in its elements. The analysis results show that the author's digressions can be both integrated and non-integrated. Non-integration of the author's digression lies in their composition-semantic independence, and integrated author's digressions are the ones that the author weaves into the text with different types of cohesion. This research promotes the studies of the cognitive aspect of the author's digression in the different genres literary texts of English and American prose.

With the advancement of technology and series of curriculum reform, teachers are challenged to recalibrate their teaching methodology and delivery of instruction. Teachers may adopt ways to improve the quality of instruction everyday. In order to achieve this goal, teachers may opt to use variety of instructional methods and techniques such as developing research-based instructional materials that will aid the current teaching-instruction modality. In this context, this paper aimed to develop an instructional material in Literary Criticism and Teaching of Literature to enhance instruction in these fields. The content of the proposed IM was based from CMO 30 s. 2004 to align with the expected competency based standards for education students specializing English and Literature. There were 100 English majors used as respondents for the need assessment, grouped as follows: 57 freshmen, 33 sophomore and 10 juniors. These respondents noted that "learning is best achieved in the presence of sample output exercises reflected in the handouts (WM 1.29)" and "handouts promote the habit of self-individualized learning (WM 1.38)", lastly, "teaching the theories requires textbooks and references (WM 1.49)". All the responses fall in the interpretation of strongly agree. Three experts in the field evaluated the content validity of the two instructional materials: The Lectures on Discourse and Teaching of Literature. The instructional materials were evaluated on the following criteria: content, organization, effectivity and preference. The Lectures on Discourse was rated 4.30 while the Teaching of Literature was rated 4.28 both with an interpretation of very satisfactory, recommended for utilization if corrections are typographical in nature; then editors can correct them and return it to the writer then re-submit again the IM for further evaluation. Meanwhile, there were four selected stories used as specimen-texts for this study. The first layer of criticism used content thematic approach to identify the content, which discussed the cultural issues of the texts and the second layer used symptomatic reading to examine the deeper meaning. The actual experience of the respondents in doing the literary analysis provided the insight in establishing the chronology and suggested content of the lecture notes. The actual output from the literary analysis served as sample models in the exercises part. Homi Bhabha's (1994) postcolonial framework established the concept of postcolonial symptoms while Francis Johnson's (1975) framework established the framing of the instructional material. At the end of this attempt, this paper hoped that it may open up a series of literary studies to other perspectives and multidisciplinary approaches and develop instructional materials generated from the exercises made by the students to serve as additional reference in appreciating literature and criticism particularly for a student-directed group environment.

With the challenges and revolutionary changes in the world, it is essential that the sources of social power direct the communities towards the right path that leads to a brighter future, especially when it comes to young adults. Young adults represent a critical social group that needs special attention. Therefore, the present paper tackles one of the fascinating literary genres to young adults; young adult science fiction. The paper attempts to investigate how the social themes of order and chaos are delivered to young adults in young adult science fiction through conducting a critical stylistic analysis of certain extracts in selected young adult science fiction novels. The linguistic tool employed for the critical stylistic analysis is negation for its prevalent use in the discourse, in general, and for its textual effectiveness in rendering hidden ideologies, whether intended or unconscious.

This paper undertakes, through the prism of linguistic (stylistic) analysis, a reading of the ideological discourse in Festus Iyayi's novels- "Violence, The Contract", and "Heroes", with the broad aim of establishing the nexus between literature and ideology, through the instrumentation of language, for societal transformation. The paper explores the symbiotic relationship between language and literature and how the former is used in the study and understanding of the latter. Attempt is made to identify the patterns of use of language with reference to the purpose of commenting on quality, the exegesis and interpretative meanings of the text. The scaffold upon which our analysis is anchored is the Marxist literary criticism based on socialist and dialectical theories. It is the contention of the Marxist theorists that literary works are a reflection of the social institutions from which they originate. Terry Eagleton has affirmed that Marxist criticism "is not merely sociology of literature" but paying attention to its forms, style and meaning with a view to grasping those forms, style and meaning "as the products of a particular history. In all, four major literary tools-narrative technique, lexical choice, dialogue and authorial comments are deployed as indices for our analytical framework, using the Critical Discourse Analysis. What is apparent is that no success can be achieved in the reading and understanding of a literacy text without a manifest use of language.

Reverend Father Professor Amechi Nicholas Akwanya is one of the towering scholars of literature in Nigeria and elsewhere in the world. For decades, and still counting, Fr. Prof. Akwanya has worked arduously, professing literature by way of teaching, researching, and writing in the Department of English and Literary Studies of the University of Nigeria, Nsukka. To his credit, therefore, this genius of a literature scholar has singularly authored over 70 articles, six critically engaging books, a novel, and three volumes of poetry. His PhD thesis, "Structuring and Meaning in the Nigerian Novel," which he completed in 1989, is a staggering 734-page document. Professor Akwanya has also taught many literature courses, namely: European Continental Literature, Studies in Drama, Modern Literary Theory, African Poetry, History of Theatre: Aeschylus to Shakespeare, European Theatre since Ibsen, English Literature Survey: the Beginnings, Semantics, History of the English Language, History of Criticism, Modern Discourse Analysis, Greek and Roman Literatures, Linguistics and the Teaching of Literature, Major Strands in Literary Criticism, Issues in Comparative Literature, Discourse Theory, English Poetry, English Drama, Modern British Literature, Comparative Studies in Poetry, Comparative Studies in Drama, Studies in African Drama, and Philosophy of Literature. A Fellow of Nigerian Academy of Letters, Akwanya's open access works have been read over 109,478 times around the world. In this wide-ranging interview, he speaks to Andrew Bula, a young lecturer from Baze University, Abuja, shedding light on a variety of issues around which his life revolves.

In Morocco, debates over English language instruction have marginalized poetry as a distinct literary genre. The shortage of poetry events arguably makes poetry teaching both daunting and intimidating. Besides fostering trust, memorization, and empathy, helping students develop a penchant for English language, as well as humanity, poetry, and narrative poetry, in particular, proffers teachers ample opportunities to fully engage students in the learning process. Not only does it awaken their senses and make them establish connections but leads them to think in a critical way about the world around them. In this paper, the teaching of narrative poetry through the cooperative approach is negotiated along with its value and pertinence for the stylistics course.

This paper examines how the Cultural Model of teaching literature in the Applied linguistics scenario can adopts a trans-disciplinary approach to teaching of language and skills courses. The premise stated is that it does not focus merely on language learning but also makes an impact on other variables like learners' autonomy and motivation to learn. In the context of EFL, this study also premises that the Cultural Model assists in enhancing the learners' autonomy and learners' motivation as literary texts are directly related to their cultural consciousness. The Cultural Model allows both the teachers and the students to go beyond the lexis and consider the literary aspects of a text as it is culturally closer to their consciousness. A questionnaire (for students) and semi structured interview (for teachers) were designed to study the perception of teachers and students and find the relationship between such variables as Learners' Autonomy and Learners' Motivation with Cultural Model of teaching literature. The study carried out multiple linear regression tests on a sample of 120 EFL respondents. The data was analyzed with SPSS 25.0 to ascertain the influence of predictors and dependent variables. Results showed the evidence of significant relationship between Learners' Autonomy and Learners' Motivation with Cultural Model of teaching literature. This shows that the Cultural Model of teaching literature acted as a predictor to enhance Learners' Autonomy and Learners' Motivation. The study recommends that students should not be passive receivers of the teaching content with undeveloped skills but should build in them autonomy and motivation to read, interpret, evaluate and criticize a literary text. Besides, teachers should also make efforts to make students read literary texts in cultural contexts.

The purpose of the present paper is to offer a state-of-the-art review on the topic of Systemic Functional Linguistics (SFL) and its theoretical and practical implications on the field of language education. SFL has been widely recognized due to its potentiality to encourage both reflection and action for the participants involved, becoming over the years in a very influential applicable linguistic theoretical approach. Recent empirical studies were thoroughly reviewed, which shed light on the three most researched areas, including text analysis and literacy intervention, classroom discourse, and language teaching and learning processes. As a final remark and taking into account the literature analysis, some prospective studies are briefly listed.

In his work on the Theory of Modes, Beck (1996) suggested that there were flaws with his cognitive theory. He suggested that though there are shortcomings to his cognitive theory, there were not similar shortcomings to the practice of Cognitive Therapy. The author suggests that if there are shortcomings to cognitive theory the same shortcomings may apply to cognitive therapy. The author cites some work that suggest these same shortcomings and a modification to cognitive therapy, or, mode deactivation therapy.

Current day literary criticisms written in world englishes often seem to be a little hard to comprehend for readers because of critics' tendency to use too much decorative language with too many theoretical views, jargons, and references of different sorts just to stick to an assumed standard of scholarly writing. This paper, based on a generalized study though, considers that assumed standard hyper elitist, which is affecting the easy entrance of a considerable portion of literary audience into the literary realm where the popularity in the form of reader-friendliness and comprehensibility of literary criticisms are compromised, and thoughts of some creditable thinkers remain unnoticed only because those promising thoughts apparently fail to be expressed in that supposed standard of language. Keeping the purpose of literary criticisms in mind, this paper places forth a seemingly valid question whether this sophisticated way of expressing is really mandatory or not, as the word 'standard' itself is subjected to be modified when needed, and the postmodern approach to the literary regime really tends to unsettle the frame of any standardization and deny the distinctions between 'high' and 'low'. Thus, speculated implications of the paper included that the accessibility of greater number of audience into the arena of literary criticisms might be more liberally considered by established but elitist critics, while the stress of synthesized elitism in writing criticisms might also be mitigated for neophytes among critics.

The paper intends to reread Jamaica Kincaid's short story, 'Girl' (1978) and provide new insights into its understanding. It aims to analyse the poetic qualities, word choice, and structure of the text that are left not fully discussed by recent scholarship. The structure as well as the poetic language of 'Girl' make it an unconventional piece of writing falling between two literary categories and so hard to classify. 'Girl' apparently violates rules and transgresses conventions by being both poetic and going beyond the traditional fictional structure of a short story. The paper argues that 'Girl' is an unconventional piece of literature that crosses the borders of a short story to poetry. First, it obviously lacks the traditional structure to be classified as a short story. Second, the text embraces several poetic techniques which reveal it as poetry written in prose. Therefore, the paper purports to carefully consider the poetic techniques and rhetorical devices found in 'Girl' and make it much closer to a prose poem than a short story. The story depicts a pre-adolescent female being dictated by the instructions of a sharp-tongued mother who teaches her how to become a lady--both in the private setting of the house as well as in public--in contrast to what it is like for a woman growing up in Antigua. The paper's considerations of Kincaid's depictions of mother, daughter, and their relationship illuminate the poetic traits found including repetition, sound devices and word choice. The paper's interpretation of 'Girl' reveals its poetic nature for being a thoroughly repetitive and alliterative piece. The text's repetitive quality does not only stimulate the reader's intellectual appreciation of the text's thematic notions and meanings but also promotes an overall unifying effect.

Purpose: This paper aims to examine how evangelical teachers' religious identities influence their interpretation and teaching of texts in high school English Language Arts classrooms. Further, this paper examines how evangelical teachers make choices about how to balance the demands of their religious and teacher identities as they interact with texts in their own classrooms. Design/methodology/approach: Using Derridean deconstruction of the concept of ethical decision-making, the author uses critical discourse analysis to examine a conversation between two evangelical teachers as they talk about the tensions they feel as they teach "The Crucible" with their high school-aged students. Findings: The findings show evangelical teachers' religious and teaching identities were in tension across three themes: literary analytic frameworks, authorial intent and eternal truths and evangelism and fellowship. Originality/value: By highlighting how evangelical teachers' religious and teaching identities influence their classroom decisions, teaching practices and textual interpretations, this study offers another pathway through which teacher educators and researchers might examine the connection between teachers' religious and teaching identities with the intent to invite more complexity into literary analysis.

The buoyant shift from form and structure to the fluid constructs of meaning turned discernible in Jacques Derrida's "Deconstruction." Meaning or reality that had so long been enjoying a fixed and definite status was worn out with the advent of the theory of deconstruction. The turnaround of what was considered real or true became subjacent while challenging all the existing binaries that had been hegemonizing human comprehension of the world (Derrida, 1997). Relying on the theory of deconstruction by Jacques Derrida, the study examines the shift from form and structure to the text itself regarding its privileged and marginal aspects of meaning with particular reference to the novel "A Case of Exploding Mangoes." The study suggests that the interplay between privileged and marginal aspects of meaning can constructs multiple meanings and interpretations of a single text. It has further been added that the nature of the theory of deconstruction--change in the fixed status of meaning/reality--at the same time, is a representation of the indefinite nature of modern man who has experienced a bumpy ride of social and religious values resulted due to the political, industrial, economic and technological revolutions. The paper finds that the fluidity of meaning that is the sole characteristic of the theory of deconstruction traverses the contemporary Pakistani fiction in its dealing of the sensitive matters such as religious extremism and dictatorship etc., and Muhammad Hanif's selected novel is the perfect example of it.

"Tess of the D'Urbevilles" is a tragic monumental work of Thomas Hardy, an English writer of critical realism.The paper will analyze "Tess of the d'Urbervilles" through character's personalities, its social background and the old traditional religion. The paper introduces the causes of Tess's tragic fate which is influenced by personalities of main characters, hypocritical moral, unjust law, depression of capitalism. Tess is just one of the victims who are suffering sorrows. Through Tess, we can see female's low status at the same time, which shows that we should develop a habit of economic independence and spirit of revolt.

Amongst academics working with postgraduate students, there has recently been increasing interest in ways of supporting advanced academic literacy (AAL). This is a concern for us at the University of Witwatersrand in Johannesburg, South Africa, where we teach a diverse group of postgraduate students, most of whom are subject practitioners in higher education but newcomers to the study of education. We argue that the development of AAL cannot be taken for granted--it needs to be mediated and practised in situated tasks. Our concern is how most effectively, within our context, to encourage awareness of the underlying, often unarticulated norms for participation in this complex social interaction with a disciplinary community to which our students are newcomers. In this article we demonstrate that the use of reaction papers provides opportunities for legitimate peripheral participation in both the cognitive and social processes of AAL. (Contains 1 figure and 9 extracts.)

When preparing specialists of Oriental studies, reading fiction in the language being studied is very effective for mastering a foreign language. The fiction text reflects not only the richness of a language and style, but also features of the development of the standard language and changes in its lexical composition. It is also expedient not only to read the literature in the studied language, but also the ability to analyze a literary work in the language this work is written. For this purpose it is necessary to teach students to use literary terms and the style of scientific analysis. Such training facilitates students' understanding of literary works in the language they study, and they use those works when writing course and diploma research papers. This article examines the stages of forming students' ability to analyze a literary work in the studied language. The important stages are the following 1) mastering literary terms and expressions, 2) the use of scientific style in the oral or written analysis of a work. In addition, the teaching comparative-contrastive analysis of the works of Turkish and Russian authors is another significant aspect of the methodology for teaching students the analysis of literary works.

"Uncle Tom's Cabin" is a reputed anti-slavery novel in American literary history. Tom, an unusually loyal and submissive slave, was sold to different slave masters again and again until he was tortured to death. Tom's tragic fate had multi-faceted roots. This paper tends to give an objective interpretation of Tom's personality so as to promote a better comprehension of this character and the intention of this novel. It's found that his blind loyalty and submissiveness are the defects in his personality leading to his tragic fate.

The main goal of this paper is to depict the struggle for cultural existence in "Rabbit Proof Fence." It also reflects the cultural conflict represented in the three aboriginal girls' characters which is due to their rejection and resistance for the colonialists' culture. Besides, the paper presents the cognitive analysis of the cultural struggle and resistance in Molly's character, and it tackles the cultural resistance in "Rabbit Proof Fence" from a postcolonial point of view. Additionally, the semiotic dimension, which is based on a socio-cultural basis, is introduced in this paper.

In the fifteen years since the 9/11 terrorist attacks in America, countless literary and artistic works have responded to the incident. This paper examines Amiri Baraka's literary response to this violent event through his most famous poem entitled "Somebody blew up America," which defies American orthodox responses to the attacks. The mainstream reading of the poem swings toward its poetical and political qualities; however, nobody has engaged in a postcolonial reading of the poem so far. Hence, this paper intends to highlight its postcolonial and decolonizing characteristics. Baraka's political poem is significant in terms of its educational role because, as a discovery poem, it attempts to foster private, domestic, and international awareness of both oppressors/ colonizers and the oppressed/ colonized to help them bring about a social change and become new humans carrying ideas of equality, justice, and respect for humanity. The question this paper raises is as follows: What colonial characteristics could be found in Baraka's poem? Drawing upon Césaire, Memmi, and Fanon, it applies postcolonial and decolonization concepts such as dehumanization, "thingification," Manichaeism, and reverse Manichaeism to the poem. The paper concludes that both international and domestic terrorism are rooted in America's and Europe's racist, colonial, capitalist, and imperialist involvements.

This paper deals with Chinua Achebe's (1930-2013) "No Longer at Ease" (1960) which depicts the dissemination of English culture in Nigeria and its effects on the life and identity of Obi Okonkwo, the Western educated male protagonist. The focus of this paper is on the dissemination of English culture and submission of Nigerian culture in order to represent the inferiority of Nigerians. Edward Said's (1935-2003) attempts regarding Orientalism and Frantz Fanon's (1925-1961) issues relating inferiority of the indigenous people caused by colonization are used in this paper. The colonisers affect the life, mind, culture, and identity of the colonized through various ways such as education, religion, and language. Such effects cause some cultural transformation and changes in language of the colonized people. Moreover, the colonizer through stereotyping the colonized people assumes them as other. Indeed, the colonizer imposes his/her superiority on the natives who try to assimilate themselves with the colonizer. Achebe in his novel shows how this effort causes some binary relation among the characters. The novel shows the difference between two cultures, and Achebe puts emphasis on the superiority of English culture and depicts how colonialism and Western orientalism produce stereotyped images of Nigerians and Obi as corrupt. Consequently, such features have great impressions on the mind of Nigerians, which results in inferiority complex. Such characteristic invites the Nigerians to follow European's value and forget their own culture, which is resulted in the rejection of native values.

For the past few decades, stylistics has emerged as a discipline that encompasses both literary criticism and linguistics. The integration of both disciplines opened many opportunities for English literature and language teachers to get creative in their teaching--by introducing the stylistic approach in their classrooms. However, in a typical Southeast Asian classroom (Sadiman, 2004), several problems such as the lack of resources, scarcity of quality teaching strategies, time defciency, as well as the unfamiliarity of authentic assessment seem to impede the utilization of the mentioned approach or other learner-centered approaches. Moreover, only limited literature on the analysis, let alone the teaching, of the ballad adopting the stylistic method are evident. This paper could be described as an attempt to address these problems. It provides a fresh perspective in analyzing a well-known 18th century British ballad, "The Charge of the Light Brigade," in the syntactical/structural, lexical, and phonological aspects of stylistics. It also attempts to explain the evident theme of warfare based on textual evidences in the aforementioned aspects. In addition, it contributes to the existing literature advocating the stylistic approach in both the teaching of language and literature. Furthermore, it provides several potential comprehensive activities that take into account the challenging setting and situation of Southeast Asian English as a Second Language (ESL) or English as a Foreign Language (EFL) classrooms, especially at the tertiary level. This paper also has implications on classrooms that experience the same aforementioned challenges, and is not only limited to the Southeast Asian context.

Deconstruction, as a critical theory, maintains that language is a system of signs and, more precisely, a system of oppositions, differences and contradictions. Accordingly, the theory is operative in the sense that meanings are ultimately, unstable, and that a text, any text, contradicts, dismantles and even destroys itself. Hence, literary texts do not work as they appear to be working. They, in fact, 'subvert' and/or 'betray' themselves. Literary men cannot, therefore, control their works because any work, according to Derrida, the exponent of this theory, tries to defer or suppress its meaning which is ultimately shown as being unstable. Poetry is a unique act and Dickinson's poetry reveals its gaps, inherent oppositions, and subversions. It is in the light of the theory of deconstruction that this paper tries to show that Dickinson's poems 'I'm wife', 'This is my Letter to the World' and 'Hope is the Thing with Feathers' unmask their contradictions and enact the instability and indeterminacy of their meanings. Eventually, the newly established meanings of these pieces can hardly be sure of themselves and/or of being decidable.

The refutation and the obliteration of the modernist era in Canadian literature by Robert Kroetsch and reasserted by Glen Wilmott makes it imperative to look at highly experimental literary works in the first half of the 20th century in Canada. The purpose of this paper, thus is to make a case for the inclusion Irene Bird's "Waste Heritage" in the repertoire of modernist works in North America. The various criticism of Canadian literature as not having a modernist era needs to be debunked. The false assertion that Canadian literature moved straight from the Victorian era to a postmodernist face is probably due to the difficulty of defining what modernism is. The evolution and the expansion of the term modernism makes it imperative for one to reappraise the creative works of Irene Bird ("Waste Heritage") and Sheila Watson ("Double Hook") as modernist. An attempt to include "Waste Heritage" in the new modernist discourse of global literature by looking at the experimental way by which Baird used documentary modernism. The sustainability of a growing modern society vis-à-vis modernism, and the resistance of capitalism in Baird's narrative would be used to make a case for Baird's modernism.