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1 Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies
1 Lingua Posnaniensis

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AN AMAZON FOR KOBANE? A CRITICAL ANALYSIS OF THE MEDIA DISCOURSE ON REHANA, A FEMALE FIGHTER AGAINST THE ISLAMIC STATE

100%

CHORBACHER T.

Concordia Discors vs Discordia Concors: Researches into Comparative Literature, Contrastive Linguistics, Cross-Cultural and Translation Strategies

2013

tom 5

103-131

This paper analyzes the online media representation of Rehana, a female fighter against the Islamic State. By using different theoretical lenses, such as critical discourse analysis and semiotic analysis, Rehana‘s portrayal in 28 online articles is deconstructed. Romanticized myths of female fighters have many times been a feature of (media) narratives on war. However, scholars argue that female fighters have continuously been framed in narratives which conform to gender stereotypes instead of challenging those. The same can be observed in this discourse: Rehana is described as an angel and a glorified counter-player to ruthless Islamic State fighters. Rehana herself however has no voice in this discourse and her individual story and agency is undermined.

Learner perceptions of gender representation in EFL grammar books

86%

Lewandowski M.

Lingua Posnaniensis

2015

tom 56

nr 2

61-72

It seems that there are very few research themes in sociolinguistics that have been as thoroughly explored as gender representation in educational materials (notably in E FL textbooks). However, relatively little attention has been paid to how learners themselves perceive the images of men and women in teaching resources. T he present contribution has been written in an attempt to fill this gap. Drawing on the findings of two small-scale survey studies conducted among Polish university students, it addresses two major issues. T he first one concerns the extent to which the choice of male or female-gendered sentence subjects in E FL grammar course books matches the learners’ associations and expectations. The other one, focusing specifically on attitudes to gender representation, seeks to demonstrate how the students view the ways male and female characters are portrayed in constructed examples of usage and practice sentences from English grammar textbooks. Both studies provide some indications of how E FL learners’ needs and expectations can be better addressed in teaching materials