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“St. Kliment Ohridski” University Press Sofia · 2017 *1 NEW PARADIGMS in ENGLISH STUDIES: LANGUAGE, LINGUISTICS, LITERATURE and CULTURE in HIGHER EDUCATION

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“St. Kliment Ohridski” University Press Sofia · 2017 *1 NEW PARADIGMS in ENGLISH STUDIES: LANGUAGE, LINGUISTICS, LITERATURE and CULTURE in HIGHER EDUCATION “St. Kliment Ohridski” University Press Sofia · 2017 *1 NEW PARADIGMS IN ENGLISH STUDIES: LANGUAGE, LINGUISTICS, LITERATURE AND CULTURE IN HIGHER EDUCATION Selected papers from the conference held at Sofia University, 25–27 November 2016 NEW PARADIGMS IN ENGLISH STUDIES: LANGUAGE, LINGUISTICS, LITERATURE AND CULTURE IN HIGHER EDUCATION Selected papers from the conference held at Sofia University, 25–27 November 2016 Sofia · 2017 “St. Kliment Ohridski” University Press Editorial board Emilia Slavova Bozhil Hristov Jonathan McCreedy Rositsa Ishpekova Alexandra Glavanakova Nelly Yakimova Angel Igov Проект по Фонд „Научни изследвания“ (ФНИ), номер 147: „Международна конференция на тема: Нови парадигми в обучението по англицистика: език, лингвистика, литература и култура във висшето образование“. © 2017 Емилия Славова, Божил Христов, Джонатан Маккрийди, Росица Ишпекова, Александра Главанакова, Нели Якимова, Ангел Игов, съставители © 2017 Университетско издателство „Св. Климент Охридски“ ISBN 978-954-07-4371-4 In fond memory of Professor Maria Georgieva TABLE OF CONTENTS Foreword / 11 I. LANGUAGE Language ideological perspectives on English beyond methodological nationalism – what it means for language teaching Britta Schneider / 15 Talking space: A linguistic portrait of a popular tourist location in Veliko Turnovo Svetlana Atanassova-Divitakova / 35 Inequality and English as an academic lingua franca: perceptions and attitudes Boryana Kostova / 54 English as an international language: Speakers’ attitudes and their implications for teaching practices Irena Dimova / 67 Globalisation, fluid identities, “native speakers” and the teaching of English in higher education Emilia Slavova / 82 7 II. LINGUISTICS Old paradigms in the modern age: Teaching early English in 21st-century Bulgaria Bozhil Hristov, Mira Kovatcheva / 99 Analysing textbooks in the history of the English language: Movement towards greater accessibility and building analytical skills Velina Dimitrova / 114 Teaching English intonation at tertiary level Georgi Dimitrov / 130 Using electronic language resources in teaching and academic research on epistemic predicative adjectives Vesselina Koynakova, Rositsa Dekova / 142 New paradigm, new horizons: From sociolinguistics to ecolinguistics Angel Angelov / 152 8 III. LITERATURE Intersections: Teaching literature in the digital age Alexandra Glavanakova / 165 Affect, text, and context in the teaching of literature Lubomir Terziev / 186 “Isn’t it the truath i’m tallin ye?” – Studying Irish English in Finnegans Wake Jonathan McCreedy / 194 Literature and architecture: The window in mid-Victorian fiction Zelma Catalan / 214 Transnational paradigms in English and American Studies: The anxiety of influence Kornelia Slavova / 226 9 IV. MEDIA, TRANSLATION, CULTURE Teaching media discourse strategies: The Economist’s metaphorical construction of the EU Rositsa Ishpekova, Kalina Bratanova / 238 The media – A new patch in the quilt of English Studies Elena Tarasheva / 254 Assessing quality in conference interpreting Nelly Yakimova / 272 Translation ethics and the literary translator’s training Maria Pipeva / 282 Shifting paradigms for paradigm shifts James Deutsch / 291 10 FOREWORD The volumeNew Paradigms in English Studies: Language, Linguistics, Literature and Culture brings together selected articles from the conference of the same name, held at Sofia University “St. Kliment Ohridski” between 25 and 27 November 2016. The conference was hosted by theDepartment of English and American Studies and was supported by Sofia University and the Academic Foundation for English and American Studies. It was part of the university’s annual events in honour of its patron saint, Kliment Ohridski – a prolific writer, scholar and educator in medieval Bulgaria. The year 2016 marked a special anniversary, 1,100 years since his death. We dedicate this book to the memory of the late Professor Maria Georgieva, who was the inspiration behind the New Paradigms conference and infused everyone with her enthusiasm, openness to innovation, and boundless energy. Professor Georgieva was a highly esteemed sociolinguist at the Department of English and American Studies, whose research interests spread over intercultural pragmatics, English as an international language, applied linguistics and second language acquisition. She was also a member and former President of the Bulgarian Society for British Studies, affiliated to ESSEEuropean ( Society for the Study of English). She will be deeply missed. The title of the book, New Paradigms in English Studies, makes reference to the now classic work by Thomas Kuhn,The Structure of Scientific Revolutions (1962). Kuhn borrowed the notion of paradigm from linguistics to explain the cyclical changes, or “revolutions”, in the field of science and their replacement with new theories and paradigms. These paradigm shifts, uncomfortable as they may be, are what drives research forward and opens new horizons. And just as the invention of Guttenberg’s printing press in the 15th century brought about the Scientific Revolution and led to the general democratisation of knowledge, so the new digital technologies of the late 20th and early 21st century have ushered in the Digital Revolution, transforming our relationship to society, culture, knowledge, literacy, literature, and language. “New paradigms” proved to be a broad and inspiring topic and attracted a wide range of papers from various disciplines within the equally broad academic area of English Studies. This is reflected in the present volume: the topics cover renegotiating discipline boundaries and transdiciplinarity; tradition and innovation in teaching the English language; English as an academic lingua franca; teaching language, culture and literature in the age of digital communication 11 technologies; developing translation skills and raising (trans)cultural awareness, among others. Considering the diversity of approaches and the myriad (sub)disciplines in the field, this volume is divided into four parts: Language, Linguistics, Literature and Culture. This division is obviously more or less arbitrary. While the transdisciplinary nature of many of the articles makes it rather difficult to pigeonhole them into a single category, the twenty papers have been organised in a way to allow them to create internal connections and to enter into dialogues with each other. Part I, Language, focuses on the English language and its changing role in a globalised world. Britta Schneider’s paper presents English as a transnational language and calls for a methodological approach which transcends national boundaries and ideologies. Her analysis of street signs is further developed in Svetlana Atanassova-Divitakova’s exploration of Veliko Turnovo’s linguistic landscape and the way multiple languages coexist in the streets of her home town. Boryana Kostova’s article explores the implications of having English as an academic lingua franca and the potential inequalities this may give rise to. Irena Dimova discusses the use of English as an international language and Bulgarian students’ attitudes to it. Emilia Slavova’s article looks at globalisation and how it gives rise to fluid identities, unattached to a single national culture and national language, and questions the myth of the “native speaker”. Part II, Linguistics, brings together articles on the study and teaching of linguistics in academia. Bozhil Hristov and Mira Kovatcheva discuss the challenges of teaching early English in the 21st century and give an enlightening account of the development of the discipline at Sofia University. Velina Dimitrova presents an overview of several coursebooks in the history of the English language, outlining recent trends towards greater accessibility and a shift from an objectivist to a constructivist perspective. Georgi Dimitrov’s paper discusses the teaching of intonation at university and argues for closer links between intonation, on the one hand, and phonology, syntax, and text linguistics, on the other, as well as for a discourse-level, rather than sentence-level approach to intonation. Rositsa Dekova and Vesselina Koynakova’s paper focuses on the usage of electronic language resources in the teaching and academic research on epistemic predicative adjectives. Angel Angelov presents a historical overview of the development of sociolinguistics and its branching out into ecolinguistics, an area related to ecology, eco-activism and a concern for preserving biodiversity and linguistic diversity. 12 Part III, Literature, begins with a discussion of the teaching of literature in the digital age by Alexandra Glavanakova, who takes us through the most recent developments in American literature and gives some inspiring examples of her students’ multimodal projects. Lubomir Terziev offers a very personal and perceptive insight into his teaching of Romantic poetry through the prism of affect, text and context. Jonathan McCreedy’s paper is an intriguing sociolinguistic survey of Irish English accents in James Joyce’s Finnegans Wake. Zelma Catalan’s paper offers a new interdisciplinary approach to the study of the window in mid-Victorian fiction.Kornelia Slavova describes American Studies as a transnational practice and gives an account of the appearance of two disciplines at the Department of English and American Studies at Sofia University, namely Gender Studies and Popular Culture. Part IV, Culture, has expanded to embrace the teaching of media and translation. Rositsa Ishpekova and Kalina Bratanova
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