The rhetoric of disenchantment through symbolism

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Théophile Munyangeyo


The symbolism of flowers has always been a significant part of cultures around the world due to their functional meaning in daily life. From their decorative to their aromatic role, flowers and their symbolic meaning trigger emotions, convey wishes and represent thoughts that can not be explicitly expressed. In this regard, an elaborate language based on flower symbolism was developed in many societies, to convey clear messages to the recipient. However, in some cultural contexts, although the flower symbolism has social connotations, it is mainly associated with economic references. As flowers are an essential precursor to fruits, they are inevitably a source of expectations and hence foster a set of hopes and dreams, which can ultimately lead to excitement or disappointment.
Through a discourse analysis based on factional narratives, this article explores the parameters through which the symbolism of bifaceted meaning of flowers fictionalises a space that refers to the social reality. This association between the fictional world and social reference has highlighted that writing can profoundly be a means of representing social events through the rhetoric of symbolism. Through a sociological reading approach, this paper aims to analyse how the symbolism of flowers informs the rhetoric of disenchantment that can foster a content-based pedagogy in language learning where silencing practices engender imagery to exercise the freedom of expression.


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How to Cite
Munyangeyo, T. (2012). The rhetoric of disenchantment through symbolism. Studies in Second Language Learning and Teaching, 2(4), 561-577.
Author Biography

Théophile Munyangeyo, Leeds Metropolitan University

Théophile Munyangeyo currently teaches translation, interpreting (French-English both ways) and written communication skills in the School of Languages at Leeds Metropolitan University, UK. He is research ethics coordinator, and supervises and examines PhD students in language learning and teaching. Some of his publications explored literary representations and reading theories applied to French and Francophone writings. In this research area, he explored the fiction/reality dichotomy, the notion of subjectivity in creative writing and proximity between the fictional space and the social context of postcolonial francophone novels, especially in relation to the concept of literature of engagement and disenchantment in fictional narratives. Dr Théophile Munyangeyo has researched, presented conferences papers and given lectures at universities in and outside the United Kingdom as guest lecturer on interpreting (principles, practices and ethics), especially public service interpreting; bilingual and multilingual education; language acquisition (second and third language acquisition); language policy; discourse analysis and language learning and teaching.



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