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In Feeling as a Foreign Language, award-winning poet and critic Alice Fulton considers poetry's uncanny ability to access and recreate emotions so wayward they go unnamed. How does poetry create feeling? What are fractal poetics? In a series of provocative, beautifully written essays concerning ...

In Feeling as a Foreign Language, award-winning poet and critic Alice Fulton considers poetry's uncanny ability to access and recreate emotions so wayward they go unnamed. How does poetry create feeling? What are fractal poetics? In a series of provocative, beautifully written essays concerning "the good strangeness of poetry," Fulton contemplates the intricacies of a rare genetic syndrome, the aesthetics of complexity theory, and the need for "cultural incorrectness." She also meditates on electronic, biological, and linguistic screens; falls in love with an outrageous 17th-century poet; argues for a Dickinsonian tradition in American letters; and calls for a courageous poetics of "inconvenient knowledge." Contents Preamble I. Process Head Notes, Heart Notes, Base Notes Screens: An Alchemical Scrapbook II. Poetics Subversive Pleasures Of Formal, Free, and Fractal Verse: Singing the Body Eclectic Fractal Amplifications: Writing in Three Dimensions III. Powers The Only Kangaroo among the Beauty Unordinary Passions: Margaret Cavendish, the Duchess of Newcastle Her Moment of Brocade: The Reconstruction of Emily Dickinson IV. Praxis Seed Ink To Organize a Waterfall V. Penchants A Canon for Infidels Three Poets in Pursuit of America The State of the Art Main Things ri0 VI. Premises The Tongue as a Muscle A Poetry of Inconvenient Knowledge

This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the ...

This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development. The volume is distinguished in three ways: * Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded. * The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods. * The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research. Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.