Many recent studies have focused on the depiction of BORDER from the point of view of cognitive linguistics, gender studies, cultural studies. However, little research has been undertaken to study the books for children that address questions of borderlands, territorial and metaphorical borders in historical and modern fiction among which is Laura Ingalls Wilder’s Little House Series. The objective of this article is to study the portrayal of cultural concept BORDER from the perspective of a female child narrator in Laura Ingalls Wilder’s literary discourse, focusing on the depiction of territorial and metaphorical borders in order to establish the possible influences and interrelations. The multidisciplinary approach that combines the methods and former research findings of such disciplines as cognitive linguistics, psycholinguistics, border studies, discourse studies is implemented to determine the narrator model and the peculiarities of psychonarration in the book series; classify concept BORDER from the point of view of cognitive linguistics and restructure its components; provide an analysis of the figurative and associative layer of the cultural concept BORDER and examine the role of the verbalization of feelings and emotions in the portrayal of territorial and metaphorical border crossings in Wilder’s books. Overall, it is assumed that the female child narrator has been chosen by the author based on the psychological peculiarities of the target audience of the books. The results indicate that the combination of the external and internal forms of psychonarration ensures a clearer portrayal of the female perception of border crossings in the analyzed discourse. The territorial and metaphorical borders depicted in Wilder’s works are interwoven and influenced by historical, biographical, gender, and psychological peculiarities.
From Campus Closure to Campus Reopening: Strategies of American Universities to Avoid Social Crisis in COVID-19 CommunicationThis paper examines how the universities used their institutional websites as one of the key channels of COVID-19 communication and engagement of all participants of the educational process in the achievement of the set aims during the pandemic. The article investigates which communication strategies and tactics were implemented and what the verbal and nonverbal markers of the communication strategies and tactics are. It is assumed that universities generally implement the combination of strategies and tactics instead of realizing each one individually in order to cope with educational and social crisis and address such issues as inequality, social distancing, psychological problems, lack of communication and community.Od zamknięcia kampusu do jego ponownego otwarcia. Strategie uniwersytetów amerykańskich mające na celu uniknięcie kryzysu społecznego w komunikacji na temat COVID-19W niniejszym artykule zbadano, w jaki sposób uczelnie wykorzystywały swoje instytucjonalne strony internetowe jako jeden z kluczowych kanałów komunikacji i angażowania wszystkich uczestników procesu edukacyjnego w czasie pandemii COVID-19. Przedmiotem uwagi są wdrożone strategie i taktyki komunikacyjne, wraz z ich wyznacznikami werbalnymi i niewerbalnymi. Zakłada się, że uczelnie na ogół łączą różne strategie i taktyki zamiast realizować każdą z nich indywidualnie, tak aby poradzić sobie z kryzysem edukacyjnym i społecznym oraz zająć się takimi problemami, jak nierówności, dystans społeczny, problemy psychologiczne, brak komunikacji i wspólnoty.
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