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  • 1.
    Thyberg, Anna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Ambiguity and Estrangement: Peer-Led Deliberative Dialogues on Literature in the EFL Classroom2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis focuses on ideological and emotional dimensions of literature reading in the English as a Foreign Language (EFL) classroom. The empirical data at the heart of this dissertation comprises questionnaires, group sessions, student texts, and post-study evaluation. Drawing on the fields of postcolonial studies, reader response theories, and critical literacy, the study investigates upper secondary students’ formulations of values in carefully staged peer-led deliberative dialogues on literature. Bakhtin’s theory on internally persuasive discourse has been instrumental in examining the properties of the novel that inspire students to formulate values. Moreover, the concept of positionality provides a framework for understanding how the text decenters the subject position of the students but also how reading is productive of creating moments of instability because of the positions offered in the EFL setting. The discussion of how the students move between reading stances is located in reader response theories dealing with aesthetic reading. My proposition is that the ambiguity of literary texts and the added estrangement effects of reading in EFL conjoin in fostering a predisposition towards language, literature, and interaction characterized by what Bakhtin calls ideological becoming.

    The organization of reading into deliberative dialogues makes it possible to delineate ecologies of transformation created over the course of the project. Representations of the texts change by way of social interaction in the groups, but there is also transformation in the individual brought about by this kind of active and dynamic reading. In short, the reading process that occurs in the project can be said to reflect bounder crossings and the in-between spaces of human textual transactions; between personal world and imagined text world as well as the collaborative meaning negotiated in the groups. An important finding regards the points of convergence for axes of disaffiliation and affiliation in this EFL setting, leading to reinforcement of positions of privilege and constructions of difference. Nevertheless, the overarching argument remains that deliberative dialogues on literature in EFL can function as a hands-on democratic practice generating critical exploration of ideological dimensions coupled with respectful reading of the experiences of Another.

     

    Keywords: literature, EFL, peer-led deliberative dialogues, civic values, postcolonial, positionality, ambiguity, estrangement, aesthetic reading, internally persuasive discourse, upper secondary students, transformative learning.

  • 2.
    Thyberg, Anna
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Deliberativa samtal inom engelskundervisningen2006In: Mångkulturella aspekter på språkundervisningens kommunikativa praktiker: en konferensrapport, Örebro: Örebro universitet, pedagogiska institutionen , 2006, p. 61-77Conference paper (Other academic)
  • 3.
    Thyberg, Anna
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Democratic ideals and aesthetic reading in the English as a Foreign Language classroom2007In: Integrativ didaktik i olika ämnesperspektiv, Växjö: Växjö University Press , 2007, p. 73-81Chapter in book (Other academic)
  • 4.
    Thyberg, Anna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Four Female Student Readers of Buchi Emecheta's "Second-Class Citizen": Reinforcing Positions of Privilege in the Contact Zone of Literature2011In: Making Connections - Interdisciplinary Approaches to Cultural Diversity, ISSN 1930-1987, Vol. 13, no 1, p. 31-42Article in journal (Refereed)
    Abstract [en]

    A literary criticism of the book "Second-Class Citizen" by Buchi Emecheta is presented. It outlines the characters and explores the symbolic significance of these characters. It examines the construction of Africa in terms of tradition and modernity as well as investigates the feminist representation of the text. The author states that the novel may serve as an introduction to postcolonial literature in the English as a Foreign Language (EFL) setting. An overview of the story is also given.

  • 5.
    Thyberg, Anna
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Identifikation som drivkraft: Romanläsning på engelska2016In: Möten med mening: Ämnesdidaktiska fallstudier i konst och humaniora / [ed] Karin L. Eriksson, Lund: Nordic Academic Press, 2016, p. 139-154Chapter in book (Other academic)
  • 6.
    Thyberg, Anna
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Litteratur som kontaktzone i engelskklassen2007In: Sprogforum tidsskrift for sprog- og kulturpaedagogik, ISSN 0909-9328, Vol. 13, no 41, p. 47-50Article in journal (Other academic)
  • 7.
    Thyberg, Anna
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Litteraturläsning som kontaktzon2009In: Språkdidaktiska perspektiv: om undervisning och lärande i främmande språk, Stockholm: Liber , 2009, p. 97-110Chapter in book (Other academic)
  • 8.
    Thyberg, Anna
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    What is the link between the ideals of a liberal education and the reading of literature in English?2005In: Forskning om undervisning i främmande språk: Rapport från workshop i Växjö 10-11 juni 2004, Växjö: Växjö University Press , 2005, p. 215-224Conference paper (Other academic)
  • 9.
    Thyberg, Anna
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Marx Åberg, Angela
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Forskning pågår: Föredrag vid "Forskning om undervisning i främmande språk", Växjö 20042005In: Forskning om undervisning i främmande språk: Rapport från workshop i Växjö 10-11 juni 2004, Växjö: Växjö University Press , 2005, p. 9-20Conference paper (Other academic)
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