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UBC Theses and Dissertations
Reflections of a language educator : (dissonant discourses, creative language, mindful expressiveness and their implications for language education) Fatemi, Sayyed Mohsen
Abstract
This dissertation examines the creativity of language in producing discourses beyond the ordinary modes of expressiveness. While conducting a critical analysis of discourse and language, the dissertation explores the creativity of language and examines the psychological, linguistic, and philosophical implications of language creativity and its relation to modes of thinking. While drawing on Ricoeur's theory of language creativity, Hairi Yazdi's theory of knowledge by presence and Langer's theory of mindfulness, the research looks into the functions and implications of the theories for language education. The dissertation discusses the role of mindfulness, immediate consciousness and knowledge by presence in generating creativity within language and discusses how changes in modes of expressiveness may give rise to changes in styles of thinking. The research scrutinizes the role of creativity in developing discourses that empower intelligibility and enrich the language thus arguing that language education consists in offering new ways of being. While conducting a critique on pervasive methods of language education and their mere emphasis on techniques, the dissertation offers a new hypothesis for language education and language learning and examines new ways of teaching English to language learners with English as their first, second or foreign language. The dissertation has a special concentration on writing and language and explores their relationship within ordinary and non-ordinary discourses. In line with this emphasis, the author presents numerous examples of language creativity in his own writing to substantiate the promotion of the plurality of meanings, thereby going beyond the reduction of language. The dissertation demonstrates the practical implications of understanding the creativity of language for language education and argues that language educators can not enrich the discourses of education and language education as long as they do not creatively question the existing discourses.
Item Metadata
Title |
Reflections of a language educator : (dissonant discourses, creative language, mindful expressiveness and their implications for language education)
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
2003
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Description |
This dissertation examines the creativity of language in producing discourses
beyond the ordinary modes of expressiveness. While conducting a critical analysis of
discourse and language, the dissertation explores the creativity of language and examines
the psychological, linguistic, and philosophical implications of language creativity and its
relation to modes of thinking. While drawing on Ricoeur's theory of language creativity,
Hairi Yazdi's theory of knowledge by presence and Langer's theory of mindfulness, the
research looks into the functions and implications of the theories for language education.
The dissertation discusses the role of mindfulness, immediate consciousness and
knowledge by presence in generating creativity within language and discusses how
changes in modes of expressiveness may give rise to changes in styles of thinking. The
research scrutinizes the role of creativity in developing discourses that empower
intelligibility and enrich the language thus arguing that language education consists in
offering new ways of being. While conducting a critique on pervasive methods of
language education and their mere emphasis on techniques, the dissertation offers a new
hypothesis for language education and language learning and examines new ways of
teaching English to language learners with English as their first, second or foreign
language. The dissertation has a special concentration on writing and language and
explores their relationship within ordinary and non-ordinary discourses. In line with this
emphasis, the author presents numerous examples of language creativity in his own
writing to substantiate the promotion of the plurality of meanings, thereby going beyond
the reduction of language.
The dissertation demonstrates the practical implications of understanding the
creativity of language for language education and argues that language educators can not
enrich the discourses of education and language education as long as they do not
creatively question the existing discourses.
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Extent |
12086212 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-11-07
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0078220
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
2003-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.