Martial, the daddy of the epigram, used to be one of many impressive provincial poets who made their literary mark on first-century Rome. His Epigrams will be affectionate or merciless, elegiac or playful; they aim each part of Roman society, from slaves to schoolmasters to, principally, the aristocratic elite. With wit and knowledge, Martial conjures up now not “the grandeur that was once Rome,” yet quite the undying issues of city existence and society.
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G. teacher–student; politicians). Good citizen. g. one who engages in gotong royong). Public servant. Interpersonal relationships • Unfamiliarity. g. expert–novice; state–citizen). 1 Semiotic Register 1 (SR1) Indonesian in the case of the more affluent characters. 3. Other obvious candidates for further analysis include gender, rural–urban distinctions, generational difference, and so on. However, all of these other areas will have to be treated at another time. 3 summarize the discussion by providing a multidimensional picture of these signs making up these SRs where the use of one sign can invoke the SR to which it belongs.
While LOTI classrooms may well help add status to SR2, we can also suggest that participation in a state-sanctioned institution involving the use of Indonesian will also potentially add other signs to SR1. e. teachers) may well help enregister Indonesian with certain epistemologies. g. Errington, 1998b, 2000, 2001). In short, some of the meanings and identities that Indonesian token usage may invoke for school children include “ethnic other,” “talk about the world” (as against talk about self and interpersonal relationships), “instructions,” “authority to give instructions,” “age equals authority,” “institutional talk,” “educated talk,” “truth,” “scientific objectivity” and so on.
Abas, 1987: 116; Lowenberg, 1990; Dardjowidjojo, 1998; Sneddon, 2003: 201–2). This act of institutionalizing Indonesian as a language of wider communication between those who are ethno-linguistically different also allows for the assigning of stereotypical indexical values of “the other” or “stranger” with performances of Indonesian usage. g. , 2003). Arguably, this also provided an authoritative, though implicit, meta-pragmatic discourse about language– ethnicity relationships (Makoni & Pennycook, 2007; for some insights into this more general process as it relates to enumeration, see Appadurai, 1996: 116–18).