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Book Review: Victory City by Salman Rushdie

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Salman Rushdie, Victory City, India Hamish Hamilton, Feb/2023, p.352. INR 699. ISBN: 9780670098460

 

Reviewed by

Ajeesh A K

Faculty, Department of Humanities and Social Sciences, National Institute of Technology Warangal, India. Contact: ajeeshak9387@gmail.com

Rupkatha Journal, Vol. 15, Issue 2, June 2023. https://doi.org/10.21659/rupkatha.v15n2.03
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Victory City, the latest literary masterpiece by acclaimed author Salman Rushdie, is a compelling and thought-provoking work of fiction that delves into the complexities of identity, power, and the struggle between tradition and change. Set in a dynamic city in southern India, the novel presents a vivid and detailed exploration of the lives of several individuals as they navigate the tumultuous waters of a metropolis in transition. Through his exquisite prose and masterful storytelling, Rushdie creates a surreal and dreamlike setting that is both alluring and terrifying, capturing the essence of the miraculous and the everyday as two halves of the same whole.

The main protagonist, Pampa Kampana, is a miracle worker, prophetess, and poetess whose tragic loss of sight prompts her to declare that everything she wants is in her words, and that words are all she needs. This sentiment encapsulates the essence of the book, as Rushdie weaves together myth, memory, history, and imagination into a sensual and harmonious tapestry. His characters are complex and intriguing, each struggling to find their place in a world that is changing faster than they can keep up with. Through their experiences, Rushdie explores the power dynamics between social classes, as well as the struggles of the oppressed and disenfranchised.

One of the most striking features of Victory City is its use of magical realism. Rushdie employs this literary device to great effect, creating a dreamy and surreal world that is both enchanting and unsettling. The result is a setting that is at once familiar and strange, where the boundaries between reality and fantasy are blurred. This approach allows Rushdie to explore the themes of the book in a unique and creative way, inviting readers to question their own perceptions of the world around them. The writing in Victory City is both powerful and evocative, capturing the beauty and complexity of the world Rushdie has created. His prose is rich and poetic, weaving together vivid descriptions and imagery to create a tapestry that is both beautiful and haunting. The result is a novel that is both a pleasure to read and a potent exploration of some of the most pressing issues of our time.

The novel recounts the Jayaparajaya, an epic poem written by the 247-year-old prophetess Pampa Kampana, in detail. The dynamic Pampa Kampana, a wise woman, kingmaker, and storyteller who outlives many dynasties before becoming blind, is the protagonist of the book. After finally finishing her epic poem Jayaparajaya (Victory and Defeat) on the Bisnaga dynasty, she passed away at the age of 247, and the book starts with her passing. Before she passes away, she hides the manuscript in a clay pot “as a message to the future,” only for the unidentified narrator to find it 450 years later.

Nine-year-old Pampa had seen her mother Radha Kampana commit suicide with hundreds of other women after their kingdom had been destroyed by invaders and the king’s head had been sent to the Delhi sultan. The orphan girl is given supernatural abilities by the goddess Parvati while she is lost in the forest. She tells her that she will use these abilities “to make sure that no more women are burned in this manner, and that men start considering women in new ways, and you will live just long enough to witness both your success and failure, to see it all and tell its story, even though once you have finished telling it you will die immediately.”

The opening few pages set the stage for an amazing story. Pampa aids Hukka and Bukka in establishing the fictional Vijayanagara kingdom, an empire. When Pampa carefully selects her characters and gives them unique backstories, the city comes to life with women playing important roles in everything from warriors to palace guards to attorneys. Here, fiction and history are directly at odds with one another, with the author pointing out that tales have a deeper impact on how we live than do histories.

The novel offers a unique portrayal of the Bisnaga Empire, tracing its origins to the 14th century in southern India when the deity-inhabited Pampa Kampana grew it from enchanted seeds. Despite its utopian characteristics, the Bisnaga Empire is plagued by human folly, as depicted in the frequent wars and dynastic conflicts among its monarchs, the enduring custom of sati, and periods of theocratic persecution that force Pampa Kampana into exile.

Notably, the novel emphasizes Pampa Kampana’s role as a guardian angel, advocating for gender equality and religious tolerance, and promoting love and creativity as a countervailing force against the imperial death drive. Rushdie’s portrayal of Bisnaga as a land of harmony and cycles suggests the inevitability of extremes, followed by periods of religious syncretism.

The central theme of the novel is the tension between freedom and control, and the struggle to convince mortals that amity is superior to oppression, and magic is superior to faith. Rushdie’s writing style emphasizes the importance of literary devices and symbolism to convey complex themes and ideas, making the novel a powerful critique of human nature and the forces that shape society. Ultimately, “Victory City” presents a compelling vision of a utopian society, while acknowledging the persistent challenges that stand in the way of achieving it.

The novel incorporates a rich tapestry of literary techniques, including symbolism and imaginative writing, as well as historical, political, and cultural references. The book’s setting is based on the real-life kingdom of Vijayanagar, which existed in southern India from the 14th to 16th centuries and is now recognized as a UNESCO World Heritage Site under the name Hampi. The two brothers who founded the empire, Harihara and Bukka, are given the names Hukka and Bukka in the novel. The renowned Portuguese explorer Domingo Paes, who visited the Vijayanagara empire, is also mentioned in the book, but is referred to as Domingo Nunes instead. The novel’s use of this alternate name for the empire, Bisnaga, is derived from a mispronunciation of the word ‘Vijayanagara’ by Nunes.

The novel encompasses a wide range of perspectives and can be interpreted in various ways by its readers. Rushdie’s writing is adaptable, accommodating, and all-encompassing, allowing the novel to fit into the nooks and crannies of the reader’s perspectives. The work serves as a reminder of the conflicts between the plural, the pleasant, and the free and the fundamentalism, extremism, ignorance, and intolerance that oppose them.

The novel can be seen as a utopian future without patriarchy, one of peace, unity, and equality. Alternatively, it could also be a protest against historical oblivion and the erasure of the past or a critique of nationalism that attempts to whitewash history. It may be perceived as a celebration of storytelling as a divine profession and the power of words and memories, where Rushdie employs fiction to cure the multitude of its unreality, or it could simply be viewed as a genuine piece of art created for art’s sake.

While Rushdie has faced criticism in the past for undermining the history of female subjugation and exoticizing and fetishizing female characters and bodies in his earlier works, “Victory City” overtly emphasizes equality and freedom for women, serving as an attempt to sanitize his murky history with feminism.

Despite the political conflicts that have forced Rushdie into controversy, he has always championed the title of storyteller, “that modest spinner of yarns.” Victory City is undoubtedly a work of cheery fabulism that places a greater emphasis on “magic” than “realism.” Rushdie creates a cozy setting in which readers can conceive of a future that is better than their own. However, the novel’s themes and Rushdie’s writing style suggest a critical exploration of human nature and societal issues, urging readers to reflect on their own perspectives and beliefs.

In his earlier collection of essays, Languages of Truth (2021), Rushdie states that because “the realist tradition is doomed to a kind of endless repetitiveness,” authors “must turn to irrealism and find new ways of approaching the truth through lies”. Salman Rushdie’s advocacy for magical realism in his writing is a reflection of his belief that reality, as it is conventionally understood, is often too restrictive to fully capture the complexities of human experience. His literary career has been dedicated to exploring the boundaries of what is possible within the confines of traditional storytelling, using magical realism to create alternative worlds that are both familiar and fantastical.

While some may argue that the genre of magical realism has been exhausted, Rushdie’s work suggests otherwise. His use of magical realism has evolved over time, taking on different forms and serving different purposes. In novels like Midnight’s Children and The Satanic Verses, magical realism is used to create a sense of the surreal and to explore the cultural and political tensions of postcolonial India. In The Enchantress of Florence, Rushdie blends magical realism with historical fiction to create a vivid portrait of the Mughal Empire.

In Victory City, Rushdie employs magical realism to explore the nature of truth and the ways in which it can be manipulated and distorted. The novel’s convoluted histories and fantastical elements serve to highlight the subjective nature of truth and the power dynamics at play in society.

While the use of magical realism may no longer be as novel as it once was, Rushdie’s continued experimentation with the genre demonstrates that there is still much to be explored. As readers, we may have grown accustomed to the genre, but Rushdie’s work reminds us that there are always new ways to approach the complexities of human experience, and that magical realism remains a valuable tool in this pursuit.

It is also worth noting that the novelty of magical realism may be more apparent to readers in the West, who have been steeped in the tradition of realism for centuries. For readers in India and other cultures, where storytelling traditions have long incorporated elements of magic and fantasy, magical realism may not be as groundbreaking. Nonetheless, Rushdie’s work in this genre speaks to a universal desire to find new and innovative ways to explore the complexities of the human condition and offer insight into contemporary society’s and humanity’s potential for both progress and self-destruction.

Ajeesh A K is a Faculty, Department of Humanities and Social Sciences, National Institute of Technology Warangal, India. He received his master’s degree in English Language and Literature from Madras Christian College, Chennai, India in 2018 and is currently pursuing his doctoral degree from Vellore Institute of Technology, Vellore on transnational aesthetics. He is also employed as a faculty in the Department of Humanities and Social Sciences, National Institute of Technology, Warangal, India, where he handles diverse courses such as Media and Language, Creative and Critical Thinking skills, Communicative English and Research writing and professional ethics. His research interests include domains such as hyperreality, posthuman studies and gender and identity studies.

Understanding the Urhobo Tonal Structure through Constraint-Based Framework

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555 views

Don Chukwuemeka Utulu1, Emuobonuvie Maria Ajiboye2, Irene Eloho Edojaimoni3

1Senior Lecturer, Department of Linguistics, Faculty of Arts, Delta State University, Abraka. ORCID: 0000-0002-4908-1839. Email: dcutulu@delsu.edu.ng  

2Lecturer, Department of Linguistics, Faculty of Arts, Delta State University, Abraka. ORCID: 0000-0003-0254-1532. Email: ajiboye@delsu.edu.ng

3Graduate Assistant, Department of Linguistics, Faculty of Arts, Delta State University, Abraka. Email: edojaimoni@delsu.edu.ng

Rupkatha Journal, Vol. 15, Issue 2, June 2023. https://doi.org/10.21659/rupkatha.v15n2.02
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Abstract 

Urhobo is a southwest Edoid language spoken in southern Nigeria. Its tonal patterns have been studied, but from a descriptive perspective, which, from a theoretical standpoint, potentially limits the understanding that tonal deviations from underlying forms are essentially due to resolutions of conflicts between some competing constraints. This study adopts the Optimality Theory (OT) to reveal the competing universal constraints: IDENT-T, MAX-T; NoFUSION; LINEARITY; DISASSOC; ALIGN-R CONTOUR; OCP; SPECIFY-T; *FLOAT; and NoCONTOUR. The study shows that these constraints crucially govern the Urhobo tonal patterns such as (i) downstep; (ii) single multiply-linked high (H) tone; (iii) single multiply-linked low (L) tone; (iv) boundary H.H and L.L tones fusion; (v); H-tone preservation; (vi) LH-tone preservation; (vii) floating H tone; and, (viii) final HL contour tone. Moreover, it highlights two Urhobo -specific tonal alternations listed in (v) and (vi), which exhibit preservation of H and LH tones at the expense of L tone, post-lexically. Consequently, it proposes four markedness constraints NoH.L-T, NoL.H-T, NoH.LH-T, and NoL. to explain the preservation effects. Our findings support phonologists’ view that, cross-linguistically, universal (and language-specific) constraints are those that motivate tonal deviations from input forms in tone languages, and that minimally marked tonal outputs are the result of markedness dominance over faithfulness.

Keywords: Downstep, Fusion, H-tone preservation, OT constraints, Urhobo

Article History: Submitted 11 Nov 2022, modified 27 May 2023, accepted 28 May 2023, first
published 01 June 2023

Acanthus and Mughal Architecture: Western Influence on Wazir Khan Ornamentation

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422 views

Fatima Zahra1 & Safrizal Shahir2
1School of the Arts, Universiti Sains Malaysia: Malaysia. Email: fzahra@student.usm.my (Corresponding Author)
2Faculty of School of the Arts, Universiti Sains Malaysia: Malaysia. Email: safrizal@usm.my

Rupkatha Journal, Vol. 15, Issue 2, June 2023. https://doi.org/10.21659/rupkatha.v15n2.01 
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Abstract

The widely recognised historical ornament acanthus was used in South Asia, Southeast Asia, Europe, and other ancient civilisations. Historic civilisations frequently employed symbols and ornaments in their architecture to represent a specific subject matter or the aesthetic value or aspect of the ornamental elements for aesthetic and conceptual purposes. However, this study aims to explore the Western influence of acanthus on the architecture of the Mughal era, especially the Wazir Khan Mosque. Moreover, it also explores the voyage of acanthus ornament from the Italian Renaissance to South Asia. It uses a descriptive qualitative method to assess that the acanthus, a European ornament, was used as an architectural ornament or a decorative theme throughout Mughals architecture. Findings reveal that the acanthus travelled from Europe to South Asia as a result of aesthetic and artistic trade and developed and evolved during the Mughals.

Keywords: Acanthus Ornament, Mughal Architecture, Western Influence, Architectural Ornamentation, European Ornament

Article History: Submitted 12 Dec 2022, modified 27 May 2023, accepted 28 May 2023, first
published 01 June 2023

Let the child take the lead: Intervention for enriching parent-child interactions during shared book reading

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478 views

Divya Shantha Kumari Adinarayanan1, Shanthi Nambi2, Raman Krishnan3 and Rajagopalan Vijayaraghavan4

1Department of Speech, Language, and Hearing Sciences, Saveetha Medical College and Hospital, Chennai. Email: shanthakumaridivya@gmail.com

2 Department of Psychiatry, Saveetha Medical College and Hospital, Chennai. Email: shanthi.nambi@gmail.com

3Department of Psychiatry, Saveetha Medical College and Hospital, Chennai. Email: dr_ramkrish@yahoo.com

4Department of Research and Development, Saveetha Institute of Medical and Technical Science. Email: jai_vijay@hotmail.com

Rupkatha Journal, Vol. 15, Issue 1, April-May, 2023. https://doi.org/10.21659/rupkatha.v15n1.11
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Abstract

Shared book reading (SBR) emphasizes dialogue interaction between parents and children during book sharing, as engaging children in conversations during SBR can facilitate language skill development. This time-series study investigated the effect of SBR intervention on the interactional behaviors of parents and children (N = 210 dyads) and children’s expressive language skill development. The parents in the experimental group received a five-week SBR online training. Parents in both the treatment and control groups audio-recorded reading storybooks with their children at baseline (pre-test), post-intervention (post-test 1), and follow-up stages (post-test 2). Response length, number of conversation turns, and children’s expressive language ability were measured. Subsequently, the performance of the experimental and control groups was compared. The findings showed that parents in the experimental group were more responsive, offering significantly longer responses and more conversational turns than the control group. Additionally, children in the experimental group exhibited significantly greater expressive language skills. These findings suggest that the intervention can enhance parents’ ability to facilitate conversations during SBR and improve children’s expressive language skills.

Keywords: Parent-child interaction, shared book reading, linguistic input, language environment, language development, intervention 

Strategies and Reasons When Addressing Grammatical Problems in Thesis Writing

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336 views

Wisma Yunita1, Syahrial2, Ira Maisarah3

1English Education Postgraduate Program, Faculty of Teacher Training and Education, Universitas Bengkulu – Indonesia. ORCID: 0000-0002-6039-0448. Email: wismayunita@unib.ac.id

2English Education Postgraduate Program, Faculty of Teacher Training and Education, Universitas Bengkulu – Indonesia. ORCID: 0000-0003-1803-0091. Email: eric.syahrial@gmail.com

3English Education Postgraduate Program, Faculty of Teacher Training and Education, Universitas Bengkulu – Indonesia. ORCID: 0000-0002-9302-8090. Email: iramaisarah@unib.ac.id

Rupkatha Journal, Vol. 15, Issue 1, April-May, 2023. https://doi.org/10.21659/rupkatha.v15n1.10
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Abstract

English grammar plays an important role in writing, including master’s theses. To write an acceptable thesis, students often use strategies to address grammatical errors. They also have reasons for their strategy preferences. In this mixed-methods study, we explored strategies graduate students use to address grammatical errors when writing theses and their reasons for using them. To investigate this, we engaged graduate English language learners (N = 68) at an Indonesian university. The findings showed that the most frequently used strategy was checking online sources (M = 3.99), while the least used strategy was paying someone to edit (M =  1.21).

Keywords: strategy, grammatical problem, thesis writing

The Effectiveness of and Students’ Perceptions of Peer Feedback: A Vietnam Action Research Project

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558 views

Phan Thi Ngoc Le

VNU University of Languages and International Studies, Vietnam National University, Hanoi, Vietnam. ORCID: 0000-0002-2337-9135. Email: lehang6778@gmail.com

Rupkatha Journal, Vol. 15, Issue 1, April-May, 2023. https://doi.org/10.21659/rupkatha.v15n1.09
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Abstract                                                                                                   
The utilization of peer feedback is an established and growing global trend. However, it has been less employed and explored in the Vietnamese context. Therefore, this action research study explored the effectiveness of peer feedback on students’ writing and perceptions of the advantages and disadvantages of this approach. In the first phase, a pre-test and post-test design was employed to explore how student performance changed after receiving peer feedback. After that, questionnaires and interviews were conducted to explore this phenomenon further. The results showed that the experimental group outperformed the control group, and students had positive perceptions toward peer feedback concerning learning strategies, attitudes, motivation, and self-esteem. Reported disadvantages included students’ lack of writing and assessment knowledge. The results can potentially inform scholars and teachers interested in implementing peer feedback in the Vietnamese context.

Keywords: Peer feedback, writing skill, action research, Vietnamese students

A Sociolinguistic Analysis of Newspaper Coverage and Reader Response to Covid-19 Reports

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408 views

Ibiere Cookey1 Michael O. Ukonu2 Emeka S. Orekye3 Olanrewaju Mgboji4

1Department of Mass Communication, University of Nigeria, Nsukka. Email: ibiere.cookey@unn.edu.ng

2 Department of Mass Communication, University of Nigeria, Nsukka. Email: michael.ukonu@unn.edu.ng

 3Department of Mass Communication, University of Nigeria, Nsukka.

4 (Corresponding Author) Department of Mass Communication, University of Nigeria, Nsukka. Email: olanrewaju.mgboji@unn.edu.ng

Rupkatha Journal, Vol. 15, Issue 1, April-May, 2023. https://doi.org/10.21659/rupkatha.v15n1.08
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Abstract

Studies attest to the importance of official languages in health communication in multilingual societies. However, the challenge lies in using an official language in ways that enable both majority and minority language speakers to identify with their sociocultural orientations when using a lingua franca. With the emergence of Covid-19, this challenge has come to the forefront following surveys on citizen responses to health messages. The study examines the themes, narrative viewpoints, language modes of newspaper reports on Covid-19, and reader responses to these reports. We aim to determine the implications of reader response on the credibility, severity, and transmissibility of Covid-19. The contents of three Nigerian newspapers (The Guardian, Punch, and Premium Times) were analyzed using quantitative and discourse analysis. The results showed that the themes of newspaper reports focused on challenges, progress made, preparedness, and containment measures. The language mode was predominantly negative, using fear appeals. Audience responses followed the same themes as the newspapers but demonstrated a remarkable shift in narrative viewpoint and language mode, which in Nigerian style English indicated low source credibility, ethnic divisions, and the denial of the severity and transmissibility of Covid-19. Readers’ responses to newspaper coverage of Covid-19 reinforce the view among scholars that trust in information sources is linked to attitudes toward health risks.

Keywords: Covid-19, language, newspapers, reader response, health

Editorial Introduction to “Current and Future Directions in TESOL Studies”

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1.7K views

John R. Baker
Ton Duc Thang University, Ho Chi Minh City, Vietnam. ORCID: 0000-0003-3379-4751. Email: drjohnrbaker@tdtu.edu.vn

Rupkatha Journal, Vol. 15, Issue 1, April-May, 2023. https://doi.org/10.21659/rupkatha.v15n1.00
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I am delighted to present this special issue of the Rupkatha Journal of Interdisciplinary Studies in Humanities, titled Current and Future Directions in TESOL Studies. This issue brings together manuscripts authored by a diverse community of academics, researchers, teachers, graduate students, and TESOL professionals from across the globe to share an inclusive range of research findings, experiences, and practical and theoretical issues that celebrate the multifaceted nature of our field.

This ongoing exchange is a global imperative as it underscores the importance of language and learning in fostering understanding and cooperation, thus bridging gaps between individuals and communities. In a world often fragmented by language, culture, and politics, communication across these divides is more critical than ever. As such, I am particularly pleased to note that the articles featured in this edition resonantly contribute to the furtherance of this goal.

I-Jane Janet Weng’s International Electronic-Service-Learning (eSL) offers an insightful exploration of a pedagogical innovation spanning virtual borders between Taiwan and Cambodia. The author illustrates how this creative approach effectively united students in a shared pursuit of selfless service, resulting in a genuine sense of global understanding. Additionally, the author demonstrates that students experienced heightened intercultural competence, which fostered meaningful interaction and communication that facilitated their transformation into intercultural citizens.

Theron Muller’s How Textual Production Processes Shape English Language Teaching Research Discourse explores the importance of investigating textual production processes in academic writing within the field of language teaching. Through the lens of critical discourse and text history analysis, the article highlights the challenges two Japanese authors face in understanding reviewer comments. Additionally, the author highlights the transformation of their initial pedagogy-centered manuscripts into more research-orientated publications.

Quinta Kemende Wunseh’s A Conceptual Framework for Inclusive Pedagogy in South African Multilingual Higher Education Classrooms provides an insightful perspective of the linguistic diversity found in South African undergraduate classrooms. The author then outlines a range of strategies and factors that facilitate inclusive pedagogy in these diverse settings, including, but not limited to, translanguaging, professional development, and lecturer self-awarenesss and preparedness, which she posits contributes to a potential conceptual framework with implications for language policy, practice, and research.

Nguyen Ngoc Vu and his coauthors’ (Truong Le Hai, Tran Ngoc Ha, Bui Duc Tien) Exploring the Effect of the LearnEnglish Grammar Mobile App on English Language Learners’ Grammatical Competence investigates the impact of the LearnEnglish Grammar app on the grammatical accuracy of 10th-graders attending a gifted high school in Vietnam. The authors further suggest the comprehensive integration of mobile learning applications across various school subjects to facilitate student achievement.

Ngoc Thai Bao Pham’s The Role of Congruency in Collocation Acquisition: A Case Study of Vietnamese Students Learning English Adjective + Noun Collocations highlights that collocational competence is critical to EFL learners’ language proficiency and investigates Vietnamese students’ recognition and use of congruent and incongruent English adjective + noun collocations. The author further emphasizes the importance of explicitly teaching congruent and incongruent collocations in EFL classrooms.

Michel Riquelme-Sanderson and A. Longoria’s LGBTQ+ Language Teacher Educators’ Identities and Pedagogies: Testimonio and Duoethnography examines LGBTQ+ educators’ identities, pedagogies, and experiences during initial teacher education in Chile and the USA. The authors identify several shared themes, including pedagogies’ impact on identities, LGBTQ+ teacher visibility, the intersectionality of LGBTQ+ issues, and non-LGBTQ+ allies. The authors also emphasize the importance of LGBTQ+ language teacher educators as social justice agents.

Wisma Yunita and her coauthors’ (Syahrial and Ira Maisarah) Strategies and Reasons When Addressing Grammatical Problems in Thesis Writing explains that to write an acceptable thesis, English language learner graduate students often use strategies to address grammatical errors and have reasons for their strategy preferences. The authors further identify strategies Indonesian graduate students use to address such errors and the students’ rationales for utilizing these strategies.

Phan Thi Ngoc Le’s The Effectiveness of and Students’ Perceptions of Peer Feedback: A Vietnam Action Research Project examines the utilization and impact of peer feedback within the Vietnamese context. Through the lens of action research, the author acknowledges that although peer feedback is a well-established and growing global trend, its implementation and exploration in Vietnam have been relatively limited. The author further investigates the effectiveness of peer feedback and explores students’ perceptions of its advantages and disadvantages in a Vietnamese university context.

Ibiere Cookey and her coauthors’ (Michael O. Ukonu, Emeka S. Orekye, and Olanrewaju Mgboji) An A Sociolinguistic Analysis of Newspaper Coverage and Reader Response to Covid-19 Reports acknowledges the importance of official languages in multilingual societies but notes that it is challenging for majority and minority language speakers to identify with their sociocultural orientations when using a lingua franca. The authors further examine the themes, narrative viewpoints, and language modes in Nigerian newspaper reports on Covid-19 and readers’ responses to these reports, highlighting the link between trust in information sources and attitudes toward health risks.

Phu Si Nguyen’s review of Natasha Broodie’s Give Me Tea, Please: Practical Ingredients for Tasteful Language offers a perceptive overview of a profoundly enlightening guidebook. Nguyen illustrates how Broodie, drawing on a variety of multilingual and cross-cultural experiences, provides valuable insights into improving communication, skillfully highlights cultural differences that lead to communication breakdowns in multicultural and multilingual environments, and elucidates effective approaches for navigating even the most challenging forms of formal, informal, direct, and indirect communication.

Divya Shantha Kumari Adinarayanan and her coauthors’ (Shanthi Nambi, Raman Krishnan,. and Rajagopalan Vijayaraghavan) Let the child take the lead: Intervention for enriching parent-child interactions during shared book reading emphasizes that parent-child conversations during shared book reading (SBR) can facilitate children’s language skill development. The authors further demonstrate how SBR intervention can support this, resulting in significantly longer parent responses, more conversational turns, and greater expressive language skills.

On behalf of the Rupkatha Journal of Interdisciplinary Studies in Humanities, I would like to express our gratitude to the authors, reviewers, and editorial team whose expertise and commitment have brought this TESOL Edition to fruition. Their dedication ensures that the articles presented within these pages are rigorous, relevant, and impactful. Furthermore, by bringing together various perspectives and experiences, we trust that their efforts in publishing this issue have furthered a global dialogue that transcends geographical and cultural boundaries.

Book Review: Give Me Tea, Please: Practical Ingredients for Tasteful Language by Natasha V. Broodie

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514 views

119 Pages, Kinde, $2.99; Hardcover, $24.39; Paperback, $9.99. ISBN:  B0B678X99N

Reviewed by
Nguyen, Phu Si
Électricité De France

Rupkatha Journal, Vol. 15, Issue 1, April-May, 2023. https://doi.org/10.21659/rupkatha.v15n1.06
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 “Give Me Tea, Please: Practical Ingredients for Tasteful Language” is highly recommended. It is a wonderful and powerful guidebook that demonstrates how to improve communication skills. Powerful and insightful, the book is an excellent guide for anyone who wants to uplift their communication in English to the next level by skillfully highlighting cultural differences that lead to communication breakdowns in English when direct translation from a non-native English language fails.

The author shares her highly valuable cross-cultural experiences in many different countries. Broodie has studied and practiced several languages, which shows in the book. The significance of her international and multilingual experience is key to how she deconstructs English language devices against non-English language systems. By analyzing the systematic construction of the English language, the author provides valuable advice on navigating the nuances of English-speaking etiquette by non-native English speakers. The guidebook demonstrates a high level of sensitivity to how and why English communication barriers and breakdowns occur in multicultural and multilingual environments.

Language devices explored in the guidebook are modals, tenses, diction, and especially pronouns. The author frames the research in the context of how these devices shift in professional environments when engaging in formal, informal, direct and indirect communication.

Interestingly, the author provides general advice on improving writing and speaking skills for non-native English speakers and tailors recommendations to sociopolitical factors, which she claims may change the art of communication for marginalized groups. The author strongly argues that marginalized groups, particularly minority races, ethnicities, and nationalities, must strategically alter English language devices to minimize offensive labeling, pejorative responses, and destructive stereotypes.

Essentially, the author claims that the same English-speaking devices used to uphold English-speaking etiquette are also strategically and systematically weaponized against marginalized groups. And within this understanding, targeted individuals who have successfully overcome disempowerment by systemic language devices are truly the masters of the art of communication. The argument alludes to how English communication, not merely the disciplines of language learning, is based on artistic mastery rather than simply learning rules and structure systems like when solving a mathematical equation.

Moreover, for the keen reader, the subtitle of “Give Me Tea, Please”, hints at the overall deeper meaning of the guidebook: English communication is an art, not merely an academic science. “Practical Ingredients for Tasteful Language” suggests the so-called “ingredients” used to craft words wisely, moving the practice of speaking English from a scientific method to an artistic practice. We see the author’s desire to metaphorically liken well-spoken English to the le plat principal of a Michelin chef’s special and secret recipe. Just like articulate communication, the culinary arts are a learnt and creative craft that transforms the science of cooking into an art form. In short, true masters of the English language can utilize and manipulate English language devices effectively and skillfully to obtain their overall objective with eloquence and sophistication.

The author and her guidebook are highly recommended to access essential tools on how to approach even the most difficult situations. Overall, the guidebook’s format extends the tools from Part One in practical and meticulous methodologies throughout Part Two. In the second half of the guidebook, her case studies serve as ready-to-go drafted templates to deal with or confront common language traps in a measured and balanced manner. Additionally, the author’s provision of a shortlist of idioms, expressions, and terminologies makes an excellent reference for the desk of any non-native English-speaking professional. This guidebook is easy to digest, with a strong visual design concept and color scheme, which enhances the learning and retention of the content. All the editorial choices the author has used creates a powerful and lasting impression on the reader.

LGBTQ+ Language Teacher Educators’ Identities and Pedagogies: Testimonio and Duoethnography

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546 views

Michel Riquelme-Sanderson1, A. Longoria2
1Universidad Arturo Prat, Chile. ORCID: 0000-0001-5430-6214. Email: miriquel@unap.cl
2Western Washington University, United States. ORCID: 0000-0002-0693-2269. Email: a.longoria@wwu.edu

Rupkatha Journal, Vol. 15, Issue 1, April-May, 2023. https://doi.org/10.21659/rupkatha.v15n1.07
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Abstract

In the call for diversity and social justice in language teacher education, it is necessary to explore the identities and pedagogies of LGBTQ+ identified language teacher educators. In this article, we (two teacher educators, one from Chile and the other from the United States), through a testimonio-based duoethnographic study,  explored our LGBTQ+ identities and pedagogies, and our experiences in initial teacher education. From our experiences and reflections shared through conversations and writings, we identified themes to envision LGBTQ+ initial teacher education: pedagogies from identities, making visible as LGBTQ+ teacher educators, intersectionality of LGBTQ+ with other issues of oppression, and non-LGBTQ+ allies and teachers. We conclude that initial teacher education must make LGBTQ+ more visible in education and the school curriculum. We further pose an ethical responsibility on LGBTQ+ language teacher educators as agents of change toward achieving social justice. Finally, recommendations for further research on LGBTQ+ language teacher identities are presented.

Keywords: Teacher identities, duoethnography, testimonio, LGBTQ, pedagogies

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