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After this year of working abroad, I decided to start my PhD at Northwestern, with the long term goal of becoming a university professor that researches the relationship between French and Arabic within the realm of Postcolonial Studies. Thus far, I have had many wonderful experiences at Northwestern, in Evanston, and in Chicago.

This is a great place to be if you like exploring different cultures and meeting people from many different states and countries. Academically, I really appreciate the supportive community found at Northwestern and the ability to approach my interests through an interdisciplinary lens as I hope to find a way to connect all of my interests within my degree.

Finally, our Fulbright Distinguished Chair Francesca Pola presented on art and photography in s Italy and, in collaboration with Paola Morgavi, organized the screening of new documentaries on contemporary Italian art and its relationship to mass-media. Domietta Torlasco. It was created by a group of faculty who believe firmly that foreign languages should be central to the education of global citizens Northwestern aspires to deliver.

The Forum proposes languageand culture-based initiatives that make use of the cultural and linguistic diversity on campus and beyond. In the few months since its inception, the Forum has been very active and started collaborations with various units across campus. The series ended on May 11th with the French movie Welcome, followed by a panel discussion. Almost students, representing 8 languages, participated in the winter quarter and tables have expanded this quarter to include 13 languages taught at Northwestern.

In winter and spring quarter. For language table dates and details, or for more information, please contact Christiane Rey c-rey northwestern. With the passing of each academic year, we strive to preserve and celebrate creativity! View Rosa la Rose online! A crowd of students and faculty from the French and Italian Department gathered to watch excitedly, at times clapping and singing enthusiastically, as Nicolas played on his guitar his energetic mix of original compositions, classic French folk music including a few well known songs by Jacques Brel , and even a few covers of popular American songs.

Nicolas is a charismatic and engaging performer who has performed several shows in the Chicago area since arriving in the fall of to teach in the Department of French and Italian for the academic year. The Cercle francophone, with support from the Department, organizes events like these every quarter— always with food and with great discussion. These events cultivate among students an appreciation for the value of language and cultural studies outside of the classroom and offer a great opportunity to converse in French with other students and faculty members as well as visiting scholars such as Nicolas in the Department.

In the fall, the Cercle francophone organized a well attended trip via Metra to the French Market at Ogilvie Station in downtown Chicago. There, students had the opportunity to sample the tastes of authentic French bread, cheeses, pastries, and other treats. Paul Salamanca, member of the Cercle francophone. Spending Christmas in the swamps of Louisiana, being totally lucky in the Casino in NOLA, living in a lighthouse by the ocean in California and in a hippie community, playing a music show in LA, discovering beautiful little towns in Mexico ….

Being a part of the French and Italian Department faculty was a really nice experience too. I was evolving among very interesting colleagues in a nice and dynamic department. Moreover, I think the thing I enjoyed the most was to have this nice routine this year, to be able to live on my own, totally independent. I am thankful to the university and my department for allowing me to take on some side jobs, like tutoring a local high school student and translating for a food company which was sometimes really funny, you just have to imagine me trying to translate in French an advertisement for tacos stands.

One might think that you just need to know how to speak a language to be able to teach it, but I learned this year that I had to relearn my own language: teaching is about knowing what you know, re-learning what you thought you knew, and then learning how to teach them.

This is quite difficult work, but very interesting. I enjoyed this year learning more about my language as I was teaching it. These challenges were thrilling. I learned a lot about myself too: that speaking in front of a crowd or a class is not a problem at all for me. I quickly found my teaching style: I tried to create a comfortable atmosphere, where mistakes were allowed, jokes and laughs too, but at the same time I was very exigent. There really is an American spirit, a way to see things and say things that is quite different.

It was all the more interesting for me because I was part of this new society and speaking its language: sometimes I really had the feeling of being someone else. Each time, it was nice to travel on my own and meet a lot of very enjoyable people. Some people will say: and what about the winter? I almost froze one time waiting for the Metra after a party in the middle of the night though. But Chicago is full of cultural events, nice neighborhoods, and the lake is a local pearl.

To summarize, I had a wonderful and meaningful experience there, and I learned a lot from it. I think that my students enjoyed this double dimension. The last day with them was beautiful: I had them perform improvised pieces in the Alice Millar Chapel, which was a lot of fun, and some of them hugged me at the end of the class. The very first day I arrived in Brussels in mid January , it was raining. The rain seemed fitting at the time; the perfect compliment to my jetlag and general disorientation.

Other quirks include never expecting public transportation to run on time you just have to accept that sometimes your bus will never come , traffic jams for no apparent reason, highly flexible business hours, and a very wry, self-deprecating sense of nationalism. Belgium, if known at all abroad, is known abroad for its culinary offerings.

When in Brussels, frites are sold at nearly every corner with various sauces available, including Samurai, the somewhat oxymoronic spicy mayonnaise that I would recommend , and waffle stands pop up magically during the day in all areas of the city. Belgium itself is an exercise in the art of compromise. A relatively young country , Belgium has finally completed a project of federalization that separates the Flemish Dutch speaking and Walloon French speaking populations from each other. The only exception to this rule is Brussels, a city where you are as likely to hear French as you are Dutch or English.

My few attempts to learn Dutch were naturally disastrous. Minor improvements in Dutch aside, the. Brussels, much more than Paris, still feels like a medieval city. Cobblestones covered in rain are a dangerous and ever-present obstacle. Walking around Brussels, however, is an interesting experience. From the steps of the Palais Royal, you can see through to the top of the Grande Place, the architectural mainstay of the city that is near enough to the famous Galeries and Mannekin Pis to attract troves of tourists.

When I think of things about the city that I have come to love, I think of the quirks that took some adjustment on my part. The translated stop announcements on the bus, tram, or metro in three languages usually take more time than it does for travellers to disembark. The grocery store hours closing very early on Sunday and too early on the weekdays if you have a late class have created a culture of night shops that only open very late but have a selection that any American gas station would envy. My accent, difficult to place sometimes, has prompted many people to address me in Dutch after a few sentences in French, which is never not going to be a frightening experience.

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I would recommend visiting since my descriptions can impart pieces of the city but fail to fully encapsulate its strange energy. Just like everyone else, I was more of a happy tourist than a diligent student during the first month in Paris. Even the sunshine felt brighter and clearer.

Naturally, my French improved quickly, and I started performing at different open mics in the city. As time went on, the stress of living in a busy city started to get to me. People were always walking so fast at metro stations; the narrow streets seemed a bit suffocating, as I was craving for more open space. Even though I was stressed, I was still able to appreciate the beauty of Paris. I was walking by the Seine on a beautiful Friday afternoon, and I thought to myself: how lucky am I to be able to call this amazing city home?

That same night I finished class at P. Around 10 P. I got off the piano and started reading the news online. When I saw what was happening at Le Bataclan, I bursted into tears. In the following week, everyone cried a lot: my classmates, professors, bartenders, etc. Everyone was mourning. Nevertheless, Paris is resilient and the city resumed normal life not long after the attacks. I was right about the busy people, but there were not really any skyscrapers.

Instead, it was mostly friendly, lightcolored, classic European-style architecture, and it instantly felt like home. Un autre weekend, nous avons fait une promenade dans le quartier pour voir les arbres et les oiseaux qui y habitent. Philip Reeker, U. The project uses documentary photography to examine food production and distribution in the Chicago area, from Illinois agriculture and urban gardens to CPS cafeterias.

Though the local focus of the photographs seemed to lend itself to local. I quickly brushed up on my Italian grammar and drafted translated captions and descriptions for this new tour. In addition to the lessons provided by the exhibit and related programming, I learned more broadly about the productive connections that exist between the. United States and Italy, and that I should always maintain my Italian skills for future opportunities.

After this first exhibit in Milan, the project then traveled to the American Corner Trieste, who hosted a range of fascinating panel discussions highlighting Chicago and Triestino nonprofits to facilitate connections among Americans and Italians living in the city.

This summer, the exhibit traveled to Rome with Loyola University, slated to open this autumn with the arrival of their newest study abroad students. The continuation of this Italian tour further underscores the value of such exchanges between the U. To prepare for working in a new cultural environment, I spent the first five weeks of the program taking various courses about French history and society and participating in workshops and arranged site visits. During this intensive portion of the program, I also learned about French standards for conducting formal research.

After presenting a defense of my research, receiving feedback from advisors, and refining my ideas, I composed a page research paper in French chronicling the migratory trajectory of Southeast Asians in France during the latter half of the 20th century. Although challenging at times, I was glad to have completed the project, because I knew it would. In this role, I edited and translated various texts and worked as a research assistant to Catherine Wihtol de Wenden, a noted author and expert in global migration trends.

After completing the internship, I enrolled as an exchange student at Sciences Po where I took courses that further examined immigration, culture, and identity. Collectively, the opportunities I had as both a student and an intern in Paris were the most eye-opening experiences of my life. My time in France made such a huge impression on me that, upon returning to Northwestern, I began brainstorming ideas for my senior thesis that focused on modern French society. Using the knowledge that I had gained through my coursework and the professional contacts that I had made abroad, I decided to analyze recent evolutions in French anti-discrimination.

After consultations with my thesis advisor, I applied for university funding to support my research. With their support I was able to return to France in January to conduct on-site interviews with various institutional actors in the fight against discrimination. Looking back on my entire experience in France, I am so grateful that it enabled me to fulfill so many academic goals and reach several career milestones earlier than I could have ever imagined.

Since my time abroad and following graduation, I have continued to pursue professional opportunities with an international focus. In the last few years, I have relocated to Washington, DC, and found meaningful work as a consultant at the World Bank where my French skills provide me with a significant competitive advantage. All in all, learning French has turned out to be one of the best investments in myself that I have ever made. Now several years into my journey from student to professional, I continue to be inspired to challenge myself, explore unique opportunities, and welcome immersive cultural experiences.

Every time that I reflect on my undergraduate career, my fondest memories tend to stem from my junior year abroad in France. In researching different programs, I remember being most curious about those offering learning opportunities that extended beyond the classroom. As a Sociology and International Studies double major and French minor, I was especially interested in applying my research skills and testing my proficiency in French outside of academia.

And, outside of the film Chocolat, before coming here, I had had very little exposure to the country or Francophone Africa. Cameroon is, indeed, a sleepy country that rarely makes the news in part due to the relative peace and stability the country enjoys compared to other countries in the region and has virtually no tourism. The boulevards are lined with boulangeries baking French baguettes my plan to lose weight during my time there was unfortunately foiled ; stores where basic necessities are unavailable have full stocks of French wine; football soccer is the national pastime; and the attitudes and behaviors of many Cameroonians reflect those of the French.

Even so, as the bridge between West and Central Africa, Cameroon has remained a country of significant importance. Indeed, it is the Central African hub for many important multinationals like Nestle and Ferrero Rocher who. You never know what to expect in Cameroon and even accomplishing simple tasks can prove difficult as the country is still on its path to development— making plans can be challenging as traffic is unpredictable; electricity and cellular reception are sometimes unreliable, and when you prepare to shower in the morning you never know whether water will come out of the faucet.

There are numerous opportunities here to improve your French and get a unique experience that cannot be replicated anywhere else in the world. Your support and generous contributions help make possible all that we do. Thank you. Knights, battles, princesses and giants; these are the building blocks of tales of adventure. This freshman seminar explores heroes and the tests they face, the journeys they pursue, and the ways in which adversity and accident shape them. What is a hero? Why is a hero never born, only made?

What are the lessons of failure and self-delusion that the quest teaches? French is a one-quarter introductory third-year course, offered only in the fall. French will introduce students to a sampling of social and cultural topics central to an understanding of France and French-speaking peoples. Classes meet three times a week and are conducted in French. Students are expected to attend class regularly and prepare outside of class.

This course does not count towards the major or minor. This course is designed to develop and improve writing skills through a variety of classroom activities: discussion, writing, editing. Students will learn how to write a college-level analytical paper. Selected grammar points will be discussed in class, and course content will be provided by a novel and two films. Homework will include short writing exercises and compositions as well as the preparation of grammar exercises related to the writing objectives.

This course serves as prerequisite for most other and level French classes. This course is designed to build fluency in speaking and understanding French.

Classes will concentrate on increasing listening comprehension through viewing of videos and films, building vocabulary and idiom use, and enhancing oral communication skills. One group project based on a play. From the earliest literary traditions to the present day, in every genre from drama to philosophy, poetry to pop-music, love is a constant theme. But is love itself constant? Is love a universal human emotion or does it change depending on place, time and the medium of expression?

What might a study of love literature reveal about evolving attitudes towards gender, sexuality and the body? How might representations of love help us to understand other historical developments in politics, culture, and the role of the individual in society? This class will study the changing role of love in French literature from the Middle Ages to the Baroque 17th century period.

Readings, discussions and written work in French. This course will introduce students to the close reading and analysis of French poetry, from the Middle Ages to the present. We will discuss the evolution of various forms, genres, themes and strategies within their historical contexts, including Lais, Sonnets, Epic, Romance, dramatic monologue, prose poetry and contemporary hip-hop.

This course will incorporate elements of creative as well as analytical writing. The seminar format will emphasize student participation in class discussion. This course, taught in English, will serve as an introduction to existentialism, which not only defined the literary, philosophical and political culture for French intellectuals of the post-war period, but also remain indispensable for an understanding of various currents of contemporary literature and culture.

We shall begin by discussing the philosophical and literary foundations of existentialism. Then we will examine the moral, social and political questions central to existentialism, as worked out in the fiction, drama, and essays of such authors as Sartre, Beauvoir, Beckett, and Fanon. Finally, we will consider the extent to which post-existentialist thought and culture may be read as a continuation of or as a reaction against existentialism.

Abdelfattah Kilito, a world renowned specialist of A Thousand and One Nights, will be at Northwestern for one week and will attend our class in order to discuss the work with us in person. Students will review and master the difficulties of French grammar through the study of French and francophone plays, films, TV programs. Review of the difficulties of French grammar through the study of French and francophone plays, films, and TV programs.

Michel de Montaigne was one of the most important writers and philosophers of the early modern period. We will consider a set of problems relative to the constitution of the self, especially in terms of historical, rhetorical, and epistemological paradigms. All classes, papers and readings will be in French.

We will be engaging in detailed close readings and critical analyses both in writing and in class. This seminar will provide a comprehensive introduction to the poetry of the Occitan troubadours, their language, and their influence on literary traditions. The troubadours flourished in the south of France during the twelfth and thirteenth centuries, producing a dazzlingly innovative corpus of lyric poetry, which exercised a profound influence on the emergence of literature in other European vernaculars.

This course will include study of the Occitan language and close work with medieval manuscripts. This seminar offers an introduction to the avant-gardes of the early twentieth century. Our focus will be on manifestos, literary works, and critical theories of the avant-garde, but we will also consider the visual arts, with a planned group trip to the Art Institute of Chicago.

With the translation of the tales of A Thousand and One Nights from Arabic into French by Antoine Galland at the beginning of the eighteenth century, something of a revolution occurred in storytelling technique and theories of literary writing. Story upon story, without author or place of origin, these tales were told night after night by a cultured and courageous young woman named Shahrazad to a king bent on killing her in the morning.

The cosmopolitan context of the stories together with the innovative strategies devised by its singular narrator not only suggested new directions for literary conception and writing in Europe, the translation and the acclaim it received drew the attention of the literary establishments in the Arabic and Islamic world as well. Abdelfattah Kilito tells us that until the event of this translation and its subsequent success, this text had received little attention in the Islamic world because it was considered a popular genre and thus not worthy of literary consideration.

This class is dedicated to the legacy of the ingenious narrator of Nights. Not only is Shahrazad arguably the best-known narrator in the history of literature, she is the inspiration for innumerable works of literature, literary theory, and feminist and political critique.

Some writers follow in her footsteps, others challenge and modify both her stories and her status as a woman speaking under the threat of imminent death. We will read in this course works of theory, history, and literature. Beginning with the history of the text itself, we move to the reading of a selection of tales in order to observe and understand their technique. These readings will be supplemented with theoretical and analytical texts, which will whelp us unveil the rich interpretive possibilities these tales offer.

The second segment of the course is comprised of short stories and novels inspired by Nights, in particular its narrator, as well as some critical responses to this figure by writers from the Maghreb: Algeria, Morocco, and Tunisia. The final segment of the course will highlight some of the ways in which this text has inspired writers and critics more broadly and outside the Arab and the Islamic world.

This course will serve as an introduction to some of the major trends in French thought since the Second World War, highlighting the shifting notions of subjectivity, politics, ideology and power in this period that emerged in response to the political and social transformation of France in this period. The course provides a foundation in approaches, methods, and materials for the teaching of French from the perspectives of Second Language Acquisition research. The theoretical background will be applied to the teaching of the four skills such as speaking, listening, reading and writing and the teaching of culture to help students develop their own philosophy of foreign language teaching.

Students will acquire the pedagogical tools and metalinguistic awareness that they need to become successful language instructors. The idea that each of us has a body and a soul, and that the two are somehow separate entities, goes back to the origins of Western culture and history. This course studies the comprehension of the human body and soul in Italy from Augustan Rome to the early Renaissance. Taught in English. This course will explore how Italian cities have been portrayed and imagined in literature and cinema. More than a simple background for the narrative to unfold, cities such as Napoli, Roma, and Milano have played a crucial role as active sites of love, labor, crime, and revolt.

We will focus on films and novels that shed light on crucial periods of postwar Italian history the economic miracle, the years of lead, the s backlash, up to the contemporary period and ask questions about architecture, urban planning, life rhythms, consumerism, and spectacle. Numerous critics have identified the detective story as the genre in which modernity and its visual regimes are both exposed and de-familiarized. During the course, we will analyze each film in close detail and also read literary texts by Italo Calvino, Jorge Luis Borges, and Leonardo Sciascia.

Who is still a Structuralist? Brian Price Associate Professor Cinema and Visual Studies University of Toronto To mark the centenary of his birth, the Department of French and Italian presents a one-day interdisciplinary symposium, bringing together renowned European and American scholars. Free and open to everyone. Reception to follow. Reception will follow. In: P. Cichon et al. Blicke auf Mehrsprachigkeit. Teoria Testo Traduzione [Trento], 7, 1— Oporto: FLUP e-dita, — Teoria Testo Traduzione [Trento], 7, — In: Suzanne S.

Hintz ed. Oltreoceano [Udine], 5, — In: M. Panzera ed. In: Anthony Cordingley ed. London: Continuum, 13— In: S. Baldassarri ed. In: Vladimir E. Alexandrov ed. World literature studies, 3, 12— In: John Pilling ed. Escribir desde los borde r s. In: Granero de Coenaga, A. In: Alfons K. Knauth ed. Interfrancophonies, 6, — Translated into English by S. In: Arturo Delgado ed. In: Rosamund Dalziell ed.

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12222 Global Celebrations

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mayas aura the redemptioner Manual

Princeton: Princeton University Press. History, Politics, and Art. Samuel Beckett und die deutsche Sprache. In: Nadia Fusini ed. Peter Lang. Chapter 5. In: Sabrina Brancato ed. In: Y. Tran-Gervat ed. Quimera: Revista de Literatura [Barcelona], , 53— Revista Iberoamericana, 76, 81— In: Oxford Bibliographies in Latino Studies. Published PhiN: Philologie im Netz, 69, 1— Palimpsestes [Paris: Sorbonne Nouvelle], 21, 37— Interfrancophonies, 6, 19— In: T. Fries-Dieckmann eds. Berlin [u. In: Raoul J.

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London: Continuum, 95— Flusser Studies, Bruxelles: P. In: Olof Eriksson, ed. FrancoFonie 4 hiver — In: Milka Villayandre Llamazares ed. Translation in Francophone Contexts. Revista Qantati online no. Wien: Ed. In: Aleksandra Gruzinska ed. Lewiston, NY; Mellen, — ATA Chronicle. Doct-us I:1, — Atelier de traduction [Suceava], 13, 55— La composante multiculturelle. In: J. Ince eds. TriQuarterly [Evanston, Illinois], 17, — Schreibweisen einer interkulturellen Moderne. In: Diana Hitzke, Miriam Finkelstein ed. Comparatist Approaches to U. Southern Cultures.

Separazioni e processi di integrazione nello spazio culturale slavo. Firenze University Press, — Ciberletras, 4. Il poeta Giorgio Asachi in Italia. Quo Vadis Romania? In: Iulian Popescu ed. In: Violaine Houdart-Merot ed. The multilingualism of Constantijn Huygens Amsterdam University Press. Acta Universitatis Lodziensis. Canadian Slavonic Papers, Synergies Turquie, 7, — The Translingual Imagination. Switching Languages. Mehrsprachigkeit in der Literatur. Aus der Sicht der Soziologie der Kommunikation. Wien: Edition Praesens. Especially chapter 3.

In: Heinz Sieburg ed. In: Olga-Anastasia Pelensky ed. In: Neal McLeod, ed. Interfrancophonies 6, 35— Quo vadis, Romania? Glottopol, 25, 2— Glottopol, 25, 31— Pollard eds. In: La Traduction: un art, une technique. Parole, parole, parole e altri saggi di linguistica generale. In: Michel Ballard ed. In: Jeanette Beer ed.

In: Actes du colloque Les mouvements de la traduction. Autoitzulpengintza euskal haur eta gazte literaturan. In: Marianne Lederer ed. L Moniz eds. Jarilla eds. Romanica Olomucensia, 1, 21— In: Hans—Dieter Kremer ed. Traduzires, 1, 1, 33— Interfrancophonies, 6, 97— Studia austriaca, 21, 29— Golsan eds. Paratextual Elements in Translation. Senez 43, — Axun Aierbe gogoan. La literatura vasca traducida.

Especially chapters 3. Manterola Agirrezabalaga, Elizabete. Rinascimento [Firenze], s. Annali della Scuola Normale Superiore di Pisa, s. In: Jean— Claude Margolin ed. Beckettiana, 12, 25— Bishop ed G. Fernelmont : E. Linguistica Antverpiensia New Series 2, — In: Stefano Milioto ed. Research in African Literatures [Bloomington, Ind. D'Annunzio, Y. Goll, S. In: F. In: Studi in onore Arturo Cronia. Per il centenario di Samuel Beckett, Testo a fronte, dir. In: C. Riaudel eds. Nanterre, Presse Universitaire de Nanterre, 77— Quelle langue pour quel lecteur?

In: Christian Lagarde ed. Volume 1. In: Meenakshi Mukherjee ed. In: Vincenzo Russo ed. In: Bianca Maria Da Rif ed. Semestre , 53— Gutthy ed. In: N. Sign Systems Studies, 27, — Pizti jendea: katuak, itzultzaileak eta idazleak. La traduction. Paris: H. See Carmargo, Diva Cardoso de. Penet—Astbury, Helen. Yvan Goll and Bilingual Poetry.

Philologica, 2, 85— Annals Annales Universitatis Apulensis. JoLIE 4, — Quimera: Revista de Literatura [Barcelona], , p. Volume 72, 53— Lepschy eds. Rossini eds. Translated by Anna Barlow Ferrater. Zu Gustav Janusch. Nardout-Lafarge eds.

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Revista de Investigaciones Literarias y Culturales, 24, — Paris: Editions des archives contemporaines. IF Verso.

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  • Fran?ois Poulain de la Barre and the Invention of Modern Equality.
  • Benoît Delaunay | 3D Generalist, Lighter & Comper;

Sebellin eds. Oporto: FLUP e-dita, — In: Camilla Miglio ed. In: Ana Maria Bernardo ed. Forschungswege der Germanistik im In: Lavinia Heller ed. In: Su, Q. In: Kam Louie ed. Samuel Beckett und die deutsche Kultur. Lyrik in zwei Sprachen — monolinguale Rezeption? Lyrik transkulturell. Investigations in homage to Gideon Toury. Nixon ed. On the problem of self-translation]. Bulletin of Saratov University. Translation Studies 1— Teoria Testo Traduzione [Trento], 7, 67— Interfrancophonies, 6, 71— Studi linguistici. Atelier de traduction [Suceava], 12, — In: Anna Dolfi ed. Teoria Testo Traduzione [Trento], 7, 41— In: Dorota Guttfeld ed.

In: Tableaux changeants. Zachau eds. Socialist — Dissenter — Jew. Stefan Heym. Sozialist — Dissident — Jude. Granada 12—14 de Febrero de Blicke auf Mehr- sprachigkeit. In: Werner Sollors ed. Atelier de traduction, 1, 52— Colloquia Maruliana [Split], 5, 5— URL: hrcak. Bloomington, Ind. Sound and Script in Chinese Diaspora. Cambridge, Mass. Self-translation is being discussed in chapter 3 and chapter 4.

Van Hulle, Dirk. In: Stanley E. Gontarski ed. In: Dieter Kremer ed.