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LET: Linguistics, Literature and English Teaching Journal
Published by Universitas Islam Negeri Antasari Banjarmasin
ISSN : 20869606     EISSN : 25492454     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
LET Journal is published twice a year in the month of June and December. It presents articles on linguistics, literature and English teaching.
Arjuna Subject : -
Articles 2 Documents
 1 
Search results for , issue "vol. 16 no. 2 (2026)" : 2 Documents clear
Mapping female consciousness: A feminist stylistic analysis of Chris Abani’s Becoming Abigail (2006) and Chimamanda Adichie’s Zikora (2020) Samuel Kwesi Nkansah
LET: Linguistics, Literature and English Teaching Journal Vol. 16 No. 2 (2026)
Publisher : English Language Education Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v16i2.20265

Abstract

Contemporary African literature has increasingly explored female subjectivity, trauma, and self-determination, yet limited critical attention has been given to how the stylistic features of these narratives articulate female consciousness across Nigerian and Western contexts. While existing scholarship on Chris Abani’s Becoming Abigail (2006) and Chimamanda Ngozi Adichie’s Zikora (2020) has addressed their thematic engagement with trauma, motherhood, and identity, the linguistic and formal mechanisms through which female consciousness is constructed in these texts remain underexplored. This study examines how linguistic choices and narrative techniques construct female subjectivity in Becoming Abigail and Zikora, with particular attention to how the body functions as a site of resistance and self-authorship and how female voice and agency are negotiated within transnational spaces of displacement. Drawing on Sara Mills’s (1995) feminist stylistics framework, the study conducts a comparative analysis of both texts across three interconnected levels. The analysis reveals two interrelated thematic formations: (1) the inscription of female pain and memory onto the body as a somatic archive of resistance and self-authorship, and (2) the negotiation of female voice and agency within transnational contexts of displacement. These findings contribute to broader discussions on how contemporary African narratives employ linguistic and structural innovation to represent women’s negotiation of changing sociocultural landscapes, and they propose the concept of a “syntax of resistance” as a framework for analysing how marginalised subjects use formal experimentation to contest dominant modes of representation.
The Use of Tutor’s Code-Switching in English Classrooms and Its Implications for Students’ English Language Acquisition Mutiara Citra Dewi; Nani Hizriani; Khairatunnisa
LET: Linguistics, Literature and English Teaching Journal Vol. 16 No. 2 (2026)
Publisher : English Language Education Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v16i2.21470

Abstract

Code-switching, the alternation between two or more languages within a conversation, is a common phenomenon in bilingual and multilingual classrooms, yet in Indonesian EFL settings such as UPB (Unit Pengembangan Bahasa) UIN Antasari Banjarmasin where students bring varying levels of English proficiency into a shared non-formal language unit the specific ways tutors use code-switching and how students perceive its impact remain underexplored, making this context a relevant site for closer investigation. This study examines the use of teachers' code-switching in English language classrooms and its implications for students' English language acquisition, drawing on sociolinguistic and second language acquisition theories to explore how code-switching functions as a pedagogical tool to facilitate learning. Using a qualitative descriptive approach, data were collected through classroom observations and interviews with an English tutor and 10 students at UPB UIN Antasari Banjarmasin. The findings reveal that teachers frequently switch between English and Bahasa Indonesia to clarify concepts, explain grammar rules, introduce new vocabulary, and encourage student participation; while code-switching aids comprehension, excessive use may hinder students' exposure to the target language, and students acknowledge its benefits but also express the need for more English immersion to improve their proficiency. The study suggests that code-switching should be strategically employed to scaffold learning while gradually promoting English as the primary medium of instruction, with further research recommended to examine the long-term impact of code-switching on language acquisition across different proficiency levels.

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