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All Journal Parole: Journal of Linguistics and Education International Journal of Communication and Society
Chen, Shu-Chuan
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Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Parole: Journal of Linguistics and Education

 1 
Can the Discreditable be an Advantage? Mental Illnesses as Metaphors on Rhetorical Usages for Language Teaching Shih, Yu-Chun; Chen, Shu-Chuan
PAROLE: Journal of Linguistics and Education Volume 9 Number 1 April 2019
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (379.462 KB) | DOI: 10.14710/parole.v9i1.31-43

Abstract

Mental illnesses often inspire artists and writers and are omnipresent in various works, yet the moral adequacy of portraying their images remained controversial: Erving Goffman (2010) had described the challenges the “discreditables” might have faced and the privileges they might get once being uncovered in his essay. However, Susan Sontag believed that wrapping disease in metaphors discouraged, silenced, and shamed patients in her Illness as Metaphor. This paper aims to center the discussion on what the diseases and the patients will represent and the privileges be demonstrated in these texts from a rhetorical aspect? By applying principally the theories of uncanny, abjection, and stigma, this paper has built a theory on presuming Meursault in Camus’s The Stranger has Asperger, then analyze the power of stigma in two recent works: the episode “ADHD Is Necessary” in Taiwanese TV drama: On Children, and a French novel: Nothing Holds Back the Night. The results showed that the mental illness can be an advantageous and necessary metaphor, just as an endowing “Mark of Cain”, threatening yet defensive. Meanwhile
Narrative Writing on New Immigrant Women: Perspective on Cultural Identity and Mother-Daughter Relationship Chen, Shu-Chuan; Fang, Chih-Hui
PAROLE: Journal of Linguistics and Education Volume 8 Number 2 October 2018
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (846.985 KB) | DOI: 10.14710/parole.v8i2.72-80

Abstract

Three different types of narrative writings from women who have recently immigrated to Taiwan are discussed here: oral/confessional narrative, textual narrative, and documentary films. The first is the primary kind of narrative writing produced while immigrant women are still struggling with the acquirement of a new language, and relies on help from local people to deliver the new immigrants’ voice. The textual narrative illustrates the mother figures in terms of madness or absence from home; emphasizing the conflict of mother-daughter relationships. The last type of narrative writing produced by newly immigrating women are the documentary films, which are shot by themselves and attempt to demonstrate the bravery of these new immigrant spouses in defending their rights. The results of this paper show that, through the narrative writings, female immigrants from Southeast Asia in Taiwan have produced a variety of issues and topics which create a link of dialogue with Taiwanese society, and which need to be understood. What is more, the process of constructing their new identity is worth discussing as it provides a new perspective on Asian ethnic and women’s writing, and uncovers the need for more research into diasporic women―studied from the approach of displacement.
Integrating Minority Women’s Narratives into EFL: A Curriculum for Language and Cultural Competence Chen, Shu-Chuan; Liu, Hsiu-Ying
PAROLE: Journal of Linguistics and Education Vol 14, No 2 (2024): Volume 14 Number 2 October 2024
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v14i2.%p

Abstract

This paper presents an integrated approach to English as a Foreign Language (EFL) instruction by embedding minority women’s literature within a five-week curriculum designed to promote both linguistic proficiency and intercultural competence. Grounded in Third World feminist theory, transformative learning, and postcolonial pedagogy, the module engages students in critical analysis of short fiction by Zora Neale Hurston, Alice Walker, Amy Tan, Helena María Viramontes, and Bharati Mukherjee. Each week centers on a thematic focus—memory, matrilineal heritage, diaspora, trauma, and healing—while incorporating explicit language instruction in grammar, vocabulary, discourse, and pragmatics. The curriculum also integrates the Multicultural Teaching Competency Scale (MTCS) and the Developmental Model of Intercultural Sensitivity (DMIS) as tools for assessing teacher preparedness and student growth. Through the synergy of language and literature, this study demonstrates how EFL classrooms can serve as transformative spaces where students develop not only communicative competence but also critical empathy, cultural literacy, and ethical awareness.
Co-Authors Chang, Chia-Chen Chen, Mei-Ru Fang, Chih-Hui Liu, Hsiu-Ying Makhasi, Ghifari Yuristiadhi Masyhari Nur Endah Nugraheni, Nur Endah Shih, Yu-Chun Soelistiyowati, Endang