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International Slavic Studies: Concepts, History and Evolution Published Online August 30, 2021
Chin. J. Slavic Stu. 2021; 1(1): 3–15 Wenfei Liu* International Slavic Studies: Concepts, History and Evolution https://doi.org/10.1515/cjss-2021-2003 Published online August 30, 2021 Abstract: This paper departs from the definition of Slavistics and reviews the history of international Slavic studies, from its prehistory to its formal establish- ment as an independent discipline in the mid-18th century, and from the Pan-Slavic movement in the mid-19th century to the confrontation of Slavistics between the East and the West in the mid-20th century during the Cold War. The paper highlights the status quo of international Slavic studies and envisions the future development of Slavic studies in China. Keywords: Slavic studies, Eurasia, International Council for Central and Eastern European Studies (ICCEES), Russian studies (русистика) 1 Definition Slavic studies, or Slavistics (славяноведение or славистика in Russian) refers to the science of studying the societies and cultures of the Slavic countries. The term “Slavic countries” refers normally to the 13 Slavic countries in Eastern and Central Europe, namely Belarus, Russia, and Ukraine in Eastern Slavonia, Poland, the Czech Republic, and Slovakia in Western Slavonia, and Bosnia and Herzegovina, Bulgaria, Northern Macedonia, Montenegro, Croatia, Serbia, and Slovenia of former Yugoslavia. However, some other non-Slavic countries too are often included in Slavic studies, such as Hungary and Romania, countries of former Eastern Bloc, and 12 non-Slavic countries of former Soviet Union—the five Central Asian countries (Kazakhstan, Kyrgyzstan, Tajikistan, Uzbekistan, and Turkmenistan), the three Transcaucasian countries (Georgia, Azerbaijan, and Armenia), the three Baltic states (Lithuania, Estonia, and Latvia), and Moldova. -
Ewa M. Pasek - CV Department of Slavic Languages and Literatures University of Michigan 3222 MLB, 812 E
Ewa M. Pasek - CV Department of Slavic Languages and Literatures University of Michigan 3222 MLB, 812 E. Washington Ann Arbor, MI 48109 Email: [email protected] Education M.A. Faculty of Philosophy and Sociology, University of Warsaw, 1990 M.A. Thesis: “The Theory of Predestination in Works of St. Augustine, B. Pascal, & S. Kierkegaard” M.A. Faculty of Polish Philology University of Warsaw, 1987 M.A. Thesis: “Poetics of St. Augustine” Teaching Lecturer II, University of Michigan, Ann Arbor, Department of Slavic Languages & Literatures Czech Language and Culture: Czech 141/142 (2007-2017), Czech 241/242 (2009-2014) Polish Language and Culture - Polish 121/122 (2001-2013, 2016-2017), Polish 221 (2013-2015), Polish 321/322 (1997 – 2016) Polish Literature in English to 1890, Polish 325 (Co-instructor, Fall 2006) Roma Minority in the Czech Republic: Slavic 290 (2011) Roma Minority in Central and Eastern Europe: Slavic 150 (2014-2017) Teacher, American High School of Warsaw, Poland Polish language, literature and culture for native speakers (1995 – 1996) Teacher, XXI H. Kołłataj High School, Warsaw, Poland Ethics, Polish language, literature and culture, and social studies (1991 -1995) Other ACTFL-Certified OPI Tester for Polish since 2014 Library Assistant, University of Michigan, Library Acquisition, July-December 2003 Research Assistant, Polish Academy of Sciences, Polish Language Institute, Department of the History of Polish Language, 1992 - 2001 Member of the team working on development of the Dictionary of the 17th Century Polish Language Reviewer (free-lance) Assessing and reviewing textbooks for Polish Scientific Publishers (PWN) and educational programs for Polish Television, 1991 -1995 Publications Małachowska-Pasek, E., (2014), Nauczanie języka obcego na odległość w modelu synchronicznym na przykładzie języka czeskiego. -
Michael Biggins Cv Highlights
MICHAEL BIGGINS CV HIGHLIGHTS 5405 NE 74th Street Telephone: (206) 543-5588 Seattle, WA 98115 USA E-mail: [email protected] PROFESSIONAL EXPERIENCE Affiliate Professor, Slavic Languages and Literatures, University of Washington, 2000 - present. Teach courses in Slovenian language (all levels), advanced Russian language, Slavic to English literary translation, Slovenian literature. Head, International Studies Units, University of Washington Libraries, 2004-present. Oversight and coordination of staff and activities of Near East Section, Slavic and East European Section, Southeast Asia Section, and materials processing for South Asia. Head, Slavic and East European Section, University of Washington Libraries, 1994 - present (tenured, 1997). Librarian for Slavic, Baltic and East European studies. Interim Librarian for Scandinavian Studies, 2011- 2012. Coordinator for International Studies units (Near East, South Asia, Southeast Asia, and Slavic), 1997-1999, 2004-present. Fund group manager, International Studies (Slavic, East Asia, Near East, South Asia, Southeast Asia, Latin America and others), 2010-present. Slavic Catalog Librarian and South Slavic Bibliographer, University of Kansas Libraries, 1988-1994 (tenured, 1993). Assistant Professor of Russian, Knox College, Galesburg, Ill., 1986-1987. Instructor of Russian, Middlebury College Russian Summer School, Middlebury, Vt., 1986-87. Assistant Professor of Russian, St. Michael's College, Colchester, Vt., 1985-1986. Russian Language Summer Study Abroad Instructor/Group Leader, University of Kansas, led groups of 20-25 U.S. students enrolled in summer intensive Russian language program in Leningrad, Soviet Union, 1981 and 1982. EDUCATIONAL BACKGROUND PhD, Honors, Slavic Languages and Literatures: University of Kansas (1985). MS, Library and Information Science: University of Illinois/Champaign-Urbana (1988). MA, Honors, Germanic Languages and Literatures: University of Kansas (1978). -
February 2005 Newsletter
The AATSEEL AmericanN EWSLETTERAssociation of Teachers of Slavic & East European Languages Contents Message from the President ...............3 Letter from the Editor ...........................3 AATSEEL Awards .................................4 Special in This Issue: Russian at Work ....................................5 Recent Publications ..............................6 Technology and Language 2004 AATSEEL Awards Learning ...............................................7 Awards ....................................................7 Call for Papers for Member News .......................................8 Everything You Always Wanted to 2005 Annual Know about Grammar But Were Afraid to Ask ......................................9 Conference Summer Language Programs ............................................12 Psychology of Language Learning .............................................15 Graduate Student Forum ...................16 Czech Corner .......................................18 Ukrainian Issues .................................20 Call for Papers .....................................23 Belarusica .............................................27 Employment Opportunities ..............28 Professional Opportunities ...............29 Volume 48 Issue 1 February 2005 AATSEEL NEWSLETTER Vol. 48, Issue 1 February 2005 AATSEEL NEWSLETTER EDITORIAL STAFF AATSEEL POINTS OF CONTACT Editor: BETTY LOU LEAVER President: Assistant Editor: ANNA JACOBSON CATHARINE THEIMER NEPOMNYASHCHY Contributing Editors: VALERY BELYANIN Barnard College [email protected] -
JBS 15 DEC Yk.Indd
When Autocracies Have No Respect for the Nobel Prize BY INA SHAKHRAI As both the fi rst writer and the fi rst woman from Belarus to receive the Nobel Prize in Literature, Svetlana Alexievich became a centre of public attention worldwide. While the fi rst tweets from the Nobel announcement room generated some confusion regarding this unknown writer from an unknown land – with about “10,000 reporters googling Svetlana Alexievich” (Brooks 2015) – the subsequent media coverage of the writer in such publications as The Guardian, The New Yorker, and Der Spiegel sketched out a broad picture of Alexievich’s life, career and main works. Meanwhile, the Belarusian state media remained reluctant to give the award much attention: the upcoming presidential elections and Lukashenka’s visit to Turkmenistan took priority. In a couple of cafes and art spaces in Minsk young people gathered to watch Alexievich’s speech live via the Internet. Independent and alternative websites offered platforms for discussion and the exchange of opinions. Interestingly, the general public was divided over the question of the “Belarusianness” of Alexievich. The identity of the protagonist in Alexievich’s books caused a heated discussion among Russian intellectuals as well. They could hardly accept that Alexievich’s works might epitomize the experience of a genuinely Soviet individual, as they set out to. There was also much speculation on whether Alexievich should be acknowledged as a Russian writer, or whether the West treated her as Belarusian in order to chastise Russia. The events surrounding Alexievich’s Nobel Prize represent a revealing example of the all-encompassing nature of autocratic political systems, as well as how confusing and interwoven national identities can be. -
Immigrant Languages and Education: Wisconsin's German Schools
chapter 3 Immigrant Languages and Education Wisconsin’s German Schools antje petty n the second half of the nineteenth century, the Wisconsin land- scape was dotted with public, private, and parochial schools where I children and grandchildren of immigrants were taught in German, Norwegian, Polish, or other older immigrant languages that are de - scribed in chapter 2. Today, the language of instruction in Wisconsin schools is almost exclusively English, but the state still has large immi- grant communities with families who speak Hmong or Spanish (chap- ters 8 and 9), and the question of how to teach immigrant children is as current as it was 100 or 150 years ago. While the languages have changed, basic issues remain: Should Wisconsin children be taught in English only, in their native tongue, or in a bilingual setting? How im - portant is the language of instruction for “quality education” and content learning? What role does the school language play in the integration, acculturation, and “Americanization” process? And how important is the language spoken in the classroom for the maintenance of ethnic identity and cultural heritage? This chapter explores the example of schooling among German-speaking immigrants and their descendants in Wisconsin, the largest non-English-speaking population in the state’s early history.1 Education patterns in some other language communities such as Norwegian or Polish were generally similar, although the popu - lations were smaller populations.2 Still smaller groups, though, such as West Frisians, who numbered only a few hundred, lacked institutional 37 38 antje petty support and infrastructure like church services or a press and did not have schools teaching their language. -
Crossing Central Europe
CROSSING CENTRAL EUROPE Continuities and Transformations, 1900 and 2000 Crossing Central Europe Continuities and Transformations, 1900 and 2000 Edited by HELGA MITTERBAUER and CARRIE SMITH-PREI UNIVERSITY OF TORONTO PRESS Toronto Buffalo London © University of Toronto Press 2017 Toronto Buffalo London www.utorontopress.com Printed in the U.S.A. ISBN 978-1-4426-4914-9 Printed on acid-free, 100% post-consumer recycled paper with vegetable-based inks. Library and Archives Canada Cataloguing in Publication Crossing Central Europe : continuities and transformations, 1900 and 2000 / edited by Helga Mitterbauer and Carrie Smith-Prei. Includes bibliographical references and index. ISBN 978-1-4426-4914-9 (hardcover) 1. Europe, Central – Civilization − 20th century. I. Mitterbauer, Helga, editor II. Smith-Prei, Carrie, 1975−, editor DAW1024.C76 2017 943.0009’049 C2017-902387-X CC-BY-NC-ND This work is published subject to a Creative Commons Attribution Non-commercial No Derivative License. For permission to publish commercial versions please contact University of Tor onto Press. The editors acknowledge the financial assistance of the Faculty of Arts, University of Alberta; the Wirth Institute for Austrian and Central European Studies, University of Alberta; and Philixte, Centre de recherche de la Faculté de Lettres, Traduction et Communication, Université Libre de Bruxelles. University of Toronto Press acknowledges the financial assistance to its publishing program of the Canada Council for the Arts and the Ontario Arts Council, an agency of the -
Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University
Working Papers in Educational Linguistics (WPEL) Volume 25 Number 1 Spring 2010 Article 5 Spring 2010 Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University Bridget A. Goodman University of Pennsylvania Nina A. Lyulkun Khmel'nyts'kyi National University Follow this and additional works at: https://repository.upenn.edu/wpel Part of the Education Commons, and the Linguistics Commons Recommended Citation Goodman, B. A., & Lyulkun, N. A. (2010). Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University. 25 (1), Retrieved from https://repository.upenn.edu/wpel/vol25/iss1/5 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/wpel/vol25/iss1/5 For more information, please contact [email protected]. Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University This article is available in Working Papers in Educational Linguistics (WPEL): https://repository.upenn.edu/wpel/ vol25/iss1/5 Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukrainian University1 Bridget A. Goodman University of Pennsylvania Nina A. Lyulkun Khmel’nyts’kyi National University This article presents results of an exploratory survey conducted at a central- western Ukrainian university of students’ current usage of and attitudes towards Ukrainian, Russian, and English. Before 1989, Soviet language policy positioned Russian over Ukrainian as the language of power and as the sole language of higher education. The effectiveness of national policies in post-Soviet Ukraine aimed at affirmative action for the Ukrainian language has been debatable and constrained by geographical factors of language use and language policy. The po- litical and economic status of English has the potential to impact the position of both Ukrainian and Russian in Ukraine. -
Winter 2017 Newsletter
Winter 2017 Newsletter Letter from Chair Katarzyna Dziwirek Łysak, a former Polish Fulbright Our faculty are working lecturer at UW, came back this hard on their classes and fall to give a lecture based on research. Prof. Galya Diment’s his new book, From Newsreel to article on Nabokov and Epilepsy Posttraumatic Films: Classic appeared in the August issue of Documentaries about the Times Literary Supplement. Auschwitz-Birkenau. The Her article on Chagall's Holocaust theme will be Struggle with Fatherhood continued in February when the appeared in the August issue of department will cosponsor an Tablet. She also wrote an exhibit at the Allen Library introduction for a new entitled They Risked Their translation of Ivan Goncharov's Lives: Poles who saved Jews The Same Old Story, which will during the Holocaust. (More on be published late in 2016. Dear Friends of the Slavic this in the article by Krystyna Department, Untersteiner in this issue.) As far as Slovenian Contents Thankfully, the last six studies are concerned, we months have been fairly received two sizeable donations uneventful, at least as far as the which allowed us to establish a 1-2 Letter from the Chair department was concerned. Our Slovenian Studies Endowment new administrator, Chris Fund. (More on this in the 2 New Administrator Dawson-Ripley, has settled in article by Dr. Michael Biggins 2-3 UW Polish Studies nicely and the department in this issue.) We also hosted operates as smoothly as ever. two Slovenian scholars: Milena 3-5 Student News We had a number of events Blažić and Vesna Mikolič, who since we came back this fall, gave talks on Slovenian 5 Slovene Studies with particular emphasis on children’s literature and tourism 6 -7 Startalk Program Polish and Slovenian. -
REFERENCES Works by Roman Jakobson
REFERENCES Works by Roman Jakobson Abbreviations We refer here to the eight volumes of the Selected Writings with the following abbre- viations. S WI Vol. I, Phonological Studies. 1962; 2nd exp. ed. 19? 1. SW\I Vol.II, Word and Language. 1971 SW III Vol.III, Poetry of Grammar and Grammar of Poetry. 1981 5 WIV Vol. IV, Slavic Epic Studies. 1966. SWV Vol.V, On Verse, Its Masters and Explorers. 1979. S W VI Vol. VI, Early Sla vie Paths and Crossroads. 1985, Pt.f, Comparative Slavic Studies: The Cyrilio-Methodian Tradition Pt.2, Medieval Slavic Studies. SWVII Vol.VII, Contributions to Comparative Mythology; Studies in Linguistics and Philology, 1972-1982. 1995. Vol.VIII, Major Works, 1972-1982. 1987. References here are either to the English version of a work or, when such is unavail- able, to the original version. The original source of works is given only for items not appearing in Selected Writings or other collections of Jakobson's writings, except that items still available as separate publications are so identified. For a complete bibliography of Jakobson's writings, see Roman Jakobson, A Complete Bibliography of His Writings, 1912—1982, comp. and ed. Stephen Rudy (Berlin: Mouton de Gruyter, 1990), 178 pages. 1919 "Futurism." In I987a, 28-33. 1921 a "On Realism in Art." In 1987a, 19-27. 192lb Novejsaja russkaja poezija. Nabroxok pervyi. Viktor Xlebnikov. SWV, 299-354, English translation (partial); "Modern Russian Poetry: Velrmir Khlebnikov." In Major Soviet Writers: Essays in Criticism, ed. EJ. Brown, 58-82. New York: Oxford University Press, 1973. 1923 fesskom stixe-preimuxcestvenno v sopostavlenii s rttsskim. -
Contours and Consequences of the Lexical Divide in Ukrainian
Geoffrey Hull and Halyna Koscharsky1 Contours and Consequences of the Lexical Divide in Ukrainian When compared with its two large neighbours, Russian and Polish, the Ukrainian language presents a picture of striking internal variation. Not only are Ukrainian dialects more mutually divergent than those of Polish or of territorially more widespread Russian,2 but on the literary level the language has long been characterized by the existence of two variants of the standard which have never been perfectly harmonized, in spite of the efforts of nationalist writers for a century and a half. While Ukraine’s modern standard language is based on the eastern dialect of the Kyiv-Poltava-Kharkiv triangle, the literary Ukrainian cultivated by most of the diaspora communities continues to follow to a greater or lesser degree the norms of the Lviv koiné in 1 The authors would like to thank Dr Lance Eccles of Macquarie University for technical assistance in producing this paper. 2 De Bray (1969: 30-35) identifies three main groups of Russian dialects, but the differences are the result of internal evolutionary divergence rather than of external influences. The popular perception is that Russian has minimal dialectal variation compared with other major European languages. Maximilian Fourman (1943: viii), for instance, told students of Russian that the language ‘is amazingly uniform; the same language is spoken over the vast extent of the globe where the flag of the Union of Soviet Socialist Republics flies; and you will be understood whether you are speaking to a peasant or a university professor. There are no dialects to bother you, although, of course, there are parts of the Soviet Union where Russian may be spoken rather differently, as, for instance, English is spoken differently by a Londoner, a Scot, a Welshman, an Irishman, or natives of Yorkshire or Cornwall. -
Names in Multi-Lingual, -Cultural and -Ethic Contact
Oliviu Felecan, Romania 399 Romanian-Ukrainian Connections in the Anthroponymy of the Northwestern Part of Romania Oliviu Felecan Romania Abstract The first contacts between Romance speakers and the Slavic people took place between the 7th and the 11th centuries both to the North and to the South of the Danube. These contacts continued through the centuries till now. This paper approaches the Romanian – Ukrainian connection from the perspective of the contemporary names given in the Northwestern part of Romania. The linguistic contact is very significant in regions like Maramureş and Bukovina. We have chosen to study the Maramureş area, as its ethnic composition is a very appropriate starting point for our research. The unity or the coherence in the field of anthroponymy in any of the pilot localities may be the result of the multiculturalism that is typical for the Central European area, a phenomenon that is fairly reflected at the linguistic and onomastic level. Several languages are used simultaneously, and people sometimes mix words so that speakers of different ethnic origins can send a message and make themselves understood in a better way. At the same time, there are common first names (Adrian, Ana, Daniel, Florin, Gheorghe, Maria, Mihai, Ştefan) and others borrowed from English (Brian Ronald, Johny, Nicolas, Richard, Ray), Romance languages (Alessandro, Daniele, Anne, Marie, Carlos, Miguel, Joao), German (Adolf, Michaela), and other languages. *** The first contacts between the Romance natives and the Slavic people took place between the 7th and the 11th centuries both to the North and to the South of the Danube. As a result, some words from all the fields of onomasiology were borrowed, and the phonological system was changed, once the consonants h, j and z entered the language.