GOING UKRAINE: A CASE OF HUMAN TRAFFICKING PREVENTION IN PROSOCIAL STYLISTICS INTEGRATED TEACHING
DOI:
https://doi.org/10.28925/2617-5266/2024.910Keywords:
human trafficking, metaphor, storytelling, schemata, integrated teaching, sensory language, prosocial stylistics, social sciences, awareness, collaborationAbstract
This paper describes the practical linguistic and pedagogical experience of teaching stylistics for social purposes in Ukrainian (Borys Grinchenko Kyiv Metropolitan University) and French (Université Paul-Valéry Montpellier 3, France) universities. It meets the challenges of integrating the social domain into linguistic and non-linguistics disciplines thanks to various cognitive structures verbalised through literary devices in media discourse. The social impact of teaching Stylistics is predetermined by the necessity of raising awareness of societal wartime issues in Ukraine and abroad. The case study refers to the project on preventing human trafficking implemented with the support of the CEFRES (French Research Center in Humanities and Social Sciences) fellowship program for Ukrainian scholars. The methods of field observations, surveying in the educational process, and discussions on incorporating war-related topics into humanities with European colleagues were applied during the stay at EMMA (Études Montpelliéraines du Monde Anglophone). The results suggest an overview of the content and conceptual interoperability across linguistic and non-linguistic disciplines at Paul Valery Montpellier University 3 and an evaluation of potential cross-cultural pedagogical activities between the universities. The findings uncover insights into the methodological domain of using literary tools (metaphor, storytelling, schemata, and sensory language) to promote student sociolinguistic awareness through learning experiences.
Downloads
References
Abdelhamid, S., & Katz, A. (2024). Figurative Language in Computer Education: Evidence from YouTube Instructional Videos. 2021 ASEE Virtual Annual Conference Content Access Proceedings. https://doi.org/10.18260/1-2--37191
Amrina, A., Amelia, A., & Nicholas, T. (2024). A review of Integrated Curriculum models in Language teaching. Lingeduca Journal of Language and Education Studies, 3(2), 71–86. https://doi.org/10.70177/lingeduca.v3i2.1339
Borsetto, E., & Saccon, C. (2023). Students’ experience of Double Degree programs: motivations and perceptions of skill acquisition. 9th International Conference on Higher Education Advances (HEAd’23) Universitat Polit`Ecnica De Val`Encia, Val`Encia, 2023, 121–128. https://doi.org/10.4995/head23.2023.16351
Bouchet, M. (2024). Promoting Integrated teaching and critical thinking for remodeling financial curricula: The Way Forward to Exposing the Hidden Causes of Financial Volatility. In Palgrave studies in accounting and finance practice (pp. 155–174). https://doi.org/10.1007/978-3-031-58273-8_11
Cushing, I. (2022). A Text-World pedagogy for young stylisticians. In Springer eBooks (pp. 159–181). https://doi.org/10.1007/978-3-030-83609-2_7
Giovanelli, M., & Harrison, C. (2022). Cognitive Grammar in the Classroom: A case study. In Springer eBooks (pp. 131–158). https://doi.org/10.1007/978-3-030-83609-2_6
Hanauer, D. I. (2022). Pedagogical stylistics in the service of democracy. In Springer eBooks (pp. 55–73). https://doi.org/10.1007/978-3-030-83609-2_3
Healey, B. (2024). Crafting scenes. Writing & Pedagogy, 15(3), 257–263. https://doi.org/10.1558/wap.26816
Healey, B., & Gardner, P. (2021). Writing, grammar and the body: a cognitive stylistics framework for teaching upper primary narrative writing. Literacy, 55(2), 125–135. https://doi.org/10.1111/lit.12242
Jaafar, E. A., & Ganapathy, M. (2022). Investigating EFL Learners’ Ability to Analyse Poetic Language: A Pedagogical corpus Stylistic approach. Theory and Practice in Language Studies, 12(5), 866–875. https://doi.org/10.17507/tpls.1205.06
Kupp, M., & Mueller, U. (2024). Case teaching workbook. In Ubiquity Press eBooks. https://doi.org/10.5334/bdb.e
Lee, W. (2024). A study on the Integrated Teaching Method of Korean Language Department using Poetry Texts. Korean Association for Learner-Centered Curriculum and Instruction, 24(8), 843–858. https://doi.org/10.22251/jlcci.2024.24.8.843
Lei, Q., & Zhang, C. (2024). Using multimodal resources to design EFL classroom lead-ins—A multimodal pedagogical stylistics perspective. Linguistics and Education, 83, 101338. https://doi.org/10.1016/j.linged.2024.101338
Margalitashvili, D., Davitashvili, M., & Ghagholishvili, M. (2024). Another Method of Integrated Teaching of Chemistry and Biology. International Scientific Conference “Education, Research, Practice” Proceedings. https://doi.org/10.52340/erp.2024.05.25
Ngelambong, A., Wong, S. F., Fahmi Choirisa, S., Jasrotia, A., & Abdul Hadi, A. (2024). United We Stand, Divided We Fall: Developing an Integrated Collaborative Teaching Model for Hospitality Online Education. Gading Journal for Social Sciences, Volume 27 (Special Issue: Advances in Hospitality and Tourism Research), 13–25.
O’Keeffe, A., & McCarthy, M. J. (2022). The Routledge Handbook of Corpus Linguistics. In Routledge eBooks. https://doi.org/10.4324/9780367076399
Author. (2018). Storytelling in English-language anti-trafficking campaign: a cognitive perspective. Studia Philologica. https://doi.org/10.28925/2311-2425.2018.11.16
Author. (2022). Cognitive “warning signs” in HT media texts. rossroads a Journal of English Studies, 38(3), 41–65. https://doi.org/10.15290/cr.2022.38.3.03
Author. (2023). A spiderweb of HT: An empirical linguistic study. Crossroads a Journal of English Studies, 43(4), 124–155. https://doi.org/10.15290/cr.2023.43.4.07
Author (in press). The Effects of Sensory Language in HT Survival Storytelling: An Empirical Study. Human Affairs, 35.
Pillière, L., & Sorlin, S. (2024). Introduction: Enacting Style and Sense(s). In Style and Sense(s) (pp. 1–17). https://doi.org/10.1007/978-3-031-54884-0_1
Séminaire : Elina Paliichuk (Borys Grinchenko Kyiv Metropolitan University & CEFRES) “Prosocial Stylistics: Wartime Narratives on Human Trafficking” | EMMA. (n.d.). https://emma.www.univ-montp3.fr/fr/actualit%C3%A9s/s%C3%A9minaire-elina-paliichuk-borys-grinchenko-kyiv-metropolitan-university
Sorlin, S. (2014). The ‘indisciplinarity’ of stylistics. Topics in Linguistics, 14(1), 9–15. https://doi.org/10.2478/topling-2014-0008
Sorlin, S. (2016). Three major handbooks in three years: Stylistics as a mature discipline. Language and Literature International Journal of Stylistics, 25(3), 286–301. https://doi.org/10.1177/0963947016660221
Svobodová, Z., Kříž, J., & Veteška, J. (2024). Transformation of Teaching through Co-Teaching and Innovative Methods. Acta Educationis Generalis, 14(3), 41–55. https://doi.org/10.2478/atd-2024-0017
Van Peer, W., & Chesnokova, A. (2024). “The Sound Must Seem an Echo to the Sense”: Experiencing Oral and Silent Reading of Poetry. In Style and Sense(s) (pp. 235–257). https://doi.org/10.1007/978-3-031-54884-0_10
Vo, L., & Cao, T. L. (2024). Teaching English Literature in the Vietnamese EFL context. In Advances in Educational Technologies and instructional design book series (pp. 116–130). https://doi.org/10.4018/979-8-3693-3294-8.ch006
Yepikhina, M., Shuliar, V., Liskovych, O., Opushko, N., Yakovliv, V., & Maksymchuk, I. (2023). Advantages and Problems of Integrated Teaching: The Role of Neurodidactics in Partnership Pedagogies. Brain Broad Research in Artificial Intelligence and Neuroscience, 14(4), 579–592. https://doi.org/10.18662/brain/14.4/529
Zyngier, S., & Watson, G. (2022). Pedagogical stylistics in the 21st century. In Springer eBooks. https://doi.org/10.1007/978-3-030-83609-2
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 The Modern Higher Education Review
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
