This article examines how British newspapers represent human involvement in climate change through multimodal analysis, focusing on coverage of the latest IPCC AR6 report. By analyzing images and texts, it reveals that mainstream media often portray climate issues with distant, decontextualized visuals that do not directly engage the public. However, captions and headlines are observed to compensate by adding explicit human agency and urgency to the narrative. Using Systemic Functional Linguistics and News Values Analysis, this study identifies representational patterns that can either detach or engage readers with the climate crisis. Ultimately, findings suggest a need for media to prioritize visuals that foster immediate relevance and involvement, addressing climate change not only as a distant threat but as a present, human-centered challenge.
The following article explores the intersection of linguistics and gender studies, focusing on threats and insults as conflictual speech acts categorized under bald on record impoliteness, a form of impoliteness where the speaker intentionally harms the recipient's face to denigrate and damage them. In the analysis section, a quantitative method was employed to analyse thirty-five criminal sentences involving gender-based violence, specifically those containing insults and threats directed at women. The analysis examines the collocations, frequency, taxonomy of insults and threats, their pragmatic effects, and perlocutionary force.
The educational value of fairy tales has already been recognised by the Brothers Grimm themselves, and by the end of the 19th century, their fairy tales had been introduced into school lessons in Germany, where they have remained ever since. In the 1980s, they became even more popular in education and were soon also found to be useful for teaching German as a foreign language (GFL). Fairy tales serve as an interface between literature, language, and culture, and their integration into language teaching significantly expands the didactic repertoire. This paper will explore the potential of fairy tales for teaching university students of German and, by providing concrete examples from practice, will demonstrate how even small fairy tale tasks can facilitate holistic learning, owing to the wide range of applications in the language classroom, from creative writing to grammar revision.
The 19th century saw growing interest in walking tours. Among these wanderers were Dorothy and William Wordsworth who embarked on many journeys together. However, one profoundly impacted both their lives and English Literature: the Wye Valley. This experience inspired one of English Literature's most renowned meditative poems, "Tintern Abbey" (1798), which I thoroughly examined, interpreting it as a hidden dialogue in the Bakhtinian sense culminating in William's meaningful address to Dorothy. Specifically, the last 48 lines constitute the most heartfelt tribute Wordsworth ever made to his sister, framed as a plea to memory. Contrary to most scholarly views of Dorothy as a phantom or a self-projection of the Bard, I emphasised how these lines reveal the depth of their relationship. I provided direct literary support, noting that Dorothy embraced this tribute 34 years later in "Thoughts on My Sick-Bed" (1832-3) and further enriched the dialogue through memory in "Loving and Liking: Irregular Verses Addressed to a Child" (1832).
