Philologia
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Philologia is a peer-reviewed academic journal established by scholars at Faculty of Philology, University of Belgrade, in 2003. The journal welcomes articles, critical and theoretical essays, empirically-based analyses, book reviews, conference reports and translations related to the studies of language, linguistics, applied linguistics, literature, culture, translatology, social science. Various subfields of the said sciences may also be analyzed.
All papers are evaluated in a double-blind fashion by two external reviewers who are experts in the relevant field. The contributions are required to be solidly anchored in theory and methodology (qualitative or quantitative). They may be of interdisciplinary nature.
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- A Critical Enquiry into TEFL
- The study is a critical enquiry into TEFL from its root origins to one non-native context in the Expanding Circle. The article argues that despite changes in the sociolinguistic landscape of the English language (Hennerbry 2014; Wierzbicka 2010) and the increased number of non-native English speakers (Graddol 2010; Crystal 2012), English language teaching programmes in this case study remain heavily based on the propositions and models of the Inner Circle (Baird et al. 2014; Jenkins 2013). While tracing the shifting tendencies in teaching English (Baker 2015a; Wang 2013; Cogo 2012), the study assesses English language teaching programme components in relation to learners’ needs and learning objectives. In tracing the pedagogy and application of TEFL from roots to non-native contexts, the study confirms that recent pedagogic interest in global Englishes (Jenkins 2015; Baker 2012; Jenkins et al. 2011), albeit at the theoretical level (Ricento 2015; Saraceni 2015) did not seem to impact TEFL programmes and curricula in non-native contexts. The context of the study includes universities in Lebanon where English is taught as TEFL and universities in Britain teaching English as ELT. Through mixed methods and triangulating feedback, past graduates and potential candidates confirm that the TEFL programmes offered in the non-native context of the Expanding Circle still reflect the dominance of native English speaker norms. In addition, the scrutiny of the offered programmes in the Inner and Expanding Circles confirms that MA Programmes in the Expanding Circle replicate to a large extent the native programmes offered in the Inner Circle. Aspects from local culture remain lacking and the language concerns of the local learner remain not targeted. The study concludes with a set of propositions that frames TEFL curriculum within essential and variable components that underline specific fields for teaching English within the socio-cultural non-native context of its users.
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- A Model of Construction of Narrative Identity in Dickensian Novels
- As a result of a process of accumulation and sedimentation of reference materials on narrative structure, I have developed a model of narrative identity shaped through the acts of naming with three coordinates: construction of the identity of narrative participants, construction of plot identity and of textual identity (see Morăraşu 2007). In discussing the problems of building the identity of narrative participants, I have first considered the multiple identities assumed by authors, the basic types of narrative situations, narratives and narrators; then, I have indicated the concrete techniques of constructing the identity of the characters. Considering that the process of “emplotment” (Ricœur 1990) may be based upon the assemblage of some naming patterns, the name becomes the most powerful tool for interpretation, offering us an immediate and profound understanding of the character and of the plot.