Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching <p>Beyond Philology is an international journal of linguistics, literary studies and language acquisition. We publish articles, reviews, reports and interviews. The language of the journal is English. Papers are placed in the following sections: Linguistics Literary Studies Translation Culture Language Acquisition Academic Teaching Reviews Reports Interviews The papers in the Linguistics section concern the English language as well as Polish, the Celtic languages and others. Papers in the Literary Studies section concentrate on prose, poetry and drama of authors representing different English-speaking countries. The Language Acquisition section contains papers on teaching and learning foreign languages, mainly English. Beyond Philology publishes papers not only in the field of English Studies. The contributors include experienced scholars as well as doctoral students.</p> en-US (Danuta Stanulewicz) (Agnieszka Kranich-Lamczyk) Wed, 20 Oct 2021 00:00:00 +0200 OJS 60 Terminology in education and research: Honneth’s Anerkennung from the perspective of Norwegian, Danish, and English <p>The purpose of this article is to discuss potential challenges related to the introduction (import or translation) and use of terminology from another language. This is exemplified by a discussion on a single term, Anerkennung, from Honneth’s (1992) recognition theory, which is either easily adopted because of an already existing linguistic heritage (Danish, Norwegian, and partly Swedish) or translated (English) with compromises and specifications of the suggested term. The need for such a discussion arises from the fact that the same/identical (morphological) form of the term cannot necessarily be used in Norwegian, since Norwegian has two official written varieties and certain standardization principles that may differ for each of the varieties. The article addresses metalinguistic reflection and the responsibility of translators, researchers, educators, curriculum developers and language authorities in connection with these issues. With reference to the Educational Role of Language network and perspectives like languagebeliefs, language-activity, language-affects, and language-thinking, the article attempts to show that reflection on and standardization of terminology in education may be even more important because of the possible implications for understanding and use, and the consequences it may have.</p> Jens Haugan Copyright (c) 2022 Wed, 20 Oct 2021 00:00:00 +0200 Bi-accentism, translanguaging, or just a costume? Margaret Thatcher’s pronunciation and its portrayal in films as a case of sociolinguistic boundaries and ideologies <p>This paper discusses the extent to which some well-known traditional notions of English language studies, above all Received Pronunciation (RP), can be considered valid in light of present-day sociolinguistics. Language and superdiversity, translanguaging and related concepts are recent approaches to the variations that can be found in speech communities. Arguably, most speakers are not static but dynamic in that their linguistic repertoires consist of many styles and registers, as well as dialects, accents and/or separate languages. Terms such as monolingual speakers, homogeneous speech communities, separate named languages and dialects, even the names of accents, can only be considered as convenient approximations. Some of the most rigidly defined concepts seem to be those related to codified or standard dialects and accents. In this article, the example analyzed to illustrate the point is a comparison of the way in which the British Prime Minister, Margaret Thatcher, pronounced English in a Thames TV interview of 1987 and how her pronunciation was represented by two American actors: Meryl Streep in The Iron Lady (2011) and Gillian Anderson in Season 4 of The Crown (2020). The material aims to demonstrate the transcending of borders: those of RP and of individual bi- or multiaccentism.</p> Maciej Rataj Copyright (c) 2022 Wed, 20 Oct 2021 00:00:00 +0200 Dublin à la Noir: Dermot Bolger’s "The Journey Home" <p>The article discusses the presentation of Dublin in the novel <em>The Journey Home</em> by Dermot Bolger (1990) with reference to both the novel’s historical and socio-economic setting in the 1980s and the literary tradition of urban representations, particularly Charles Dickens and the conventions of noir fiction. Drawing on the theoretical concepts of nonplace (Marc Augé) and site (Edward S. Casey), it argues that the modernization of the city centre and the sprawling of Dublin’s suburbs lead to the transformation of places, understood as locations of history, identity and community, into non-places/sites, i.e. non-differentiated, uniform spaces destructive of a sense of community and political responsibility. An analysis of the descriptions of the city centre and suburbs demonstrates that in the novel the urban setting becomes at once a cause and a reflection of the psychological and social problems of the protagonists. In this way, far from being a passive location of the action, the city becomes an active force, which shapes the lives of the protagonists with the inevitability characteristic of literary noir.</p> Maria Fengler Copyright (c) 2022 Wed, 20 Oct 2021 00:00:00 +0200 “Crossing the borders of own culture, stepping on frontiers”: Textbooks and intercultural communication <p>The article presents the results of an analysis of English textbooks used in Sweden and Poland and addresses questions related to their intercultural dimension. The textbooks were subject to content analysis performed with a tool created specifically for this study and providing both qualitative and quantitative data. The findings show some significant differences between textbooks used in the two countries, highlighting the ways Swedish textbooks promote issues related to an intercultural perspective and showing the relative drawbacks of the Polish sample in this respect. The comparative character of the analysis allows for reflection on the role of textbooks in crossing intercultural borders with regard to teaching particular values in different cultural contexts as well as improvements that might be made in this field. The conclusions resulting from the comparative analysis may prove both useful and inspirational for textbook authors and teachers and, in many ways, innovative in the context of promoting intercultural values in education.</p> Marzanna Pogorzelska, Małgorzata Adams-Tukiendorf Copyright (c) 2022 Wed, 20 Oct 2021 00:00:00 +0200 ELF-sensitive teaching from the perspective of Polish trainee teachers <p>The advance of English as a lingua franca (ELF) is believed to carry implications for English language teaching and language assessment. The present contribution is an attitudinal study carried out among trainee teachers of English in a Polish university setting. The study sets out to investigate whether trainee teachers have a positive attitude towards ELF-sensitive teaching and whether their receptiveness (or lack thereof) to the concept in question is reflected in how they approach correcting language forms regarded as regular features of ELF. The findings show that there are elements of ELF pedagogy that respondents seem to be enthusiastic about – they readily acknowledge the importance of accommodation skills and they want students in the classroom to be exposed to many different non-standard English varieties. As regards the correction of non-standard English, respondents display a norm-driven approach, especially when teaching a student who they need to help pass an examination in the near future. In the conclusion of the paper, it is stated that respondents react positively to some aspects of ELF-sensitive teaching, but they show strong attachment to native-speaker norms, accuracy and the traditional notion of error, which is reflected in their approach to correcting nonstandard language items.</p> Aleksandra Szymańska-Tworek Copyright (c) 2022 Wed, 20 Oct 2021 00:00:00 +0200 CLIL teachers and their (de)fossilized language competence <p>The article investigates traces of language (de)fossilization in a group of CLIL teachers. The data collected comes from an online self-check list including the most popular linguistic “troublemakers” Polish users of English experience on a daily basis based on an inventory compiled by Wysocka (2009). The sample consists of 10 teachers from two bilingual secondary schools in Upper Silesia, Poland. Each respondent is described in terms of their linguistic strengths and weaknesses and then an attempt is made to assess the level of their (de)fossilization, distinguishing three different concepts, namely fossilized language or emergent fossilization, localized fossilization or suspended competence and (de)fossilized language. Finally, some possible areas for future research are suggested.</p> Marzena Wysocka-Narewska Copyright (c) 2022 Wed, 20 Oct 2021 00:00:00 +0200