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Another Language (another + language)
Selected AbstractsMore Haste, Less Speed in Theology,INTERNATIONAL JOURNAL OF SYSTEMATIC THEOLOGY, Issue 3 2007JEAN-YVES LACOSTE Theological language lives urgently, under kerygmatic constraints, and yet is allowed delay for its tasks of interpretation. It searches for its words, forging a third language, which ,fulfils' the language of Jew and Greek and yet is a ,hard' language, tying the future of mankind to the fate of a single crucified man. It awakens a capacity for experience that is latent in us, yet violates our expectations. Hermeneutic demands take a new turn when speech becomes text. Languages age and die, but the meaning of their words does not. The world of past languages can be understood. The theologian is a translator, allowing the text to speak. Reading is preliminary to kerygmatic speech, and theology moves between the words of scripture and the words of immediate experience. The successful interpretation does not substitute itself for what it interprets, but makes us at home in the words and experience of the text. We learn it not as a mother-tongue but as a foreign language, and we discover that it is habitable. In introducing us to a universal reality mediated by that particular world, theology reveals us to ourselves, showing us that our continuity with it is stronger than any discontinuity. Theology must have its ,method', which is to acquire its own language by way of a detour through another language. Theological arguments are displacements. The speech that speaks the truth about essential things comes to meet us from its housing in particular languages and times. Which does not mean that the text may be re-written. What we understand in our own language is another language; what is made accessible to our world is another relation to the world. [source] Convergence, Degeneracy, and ControlLANGUAGE LEARNING, Issue 2006David W. Green Understanding the neural representation and control of language in normal bilingual speakers provides insights into the factors that constrain the acquisition of another language, insights into the nature of language expertise, and an understanding of the brain as an adaptive system. We illustrate both functional and structural brain changes associated with acquiring other languages and discuss the value of neuroimaging data in identifying individual differences and different phenotypes. Understanding normal variety is vital too if we are to understand the consequences of brain damage in bilingual and polyglot speakers. [source] Speaking Foreign Languages in the United States: Correlates, Trends, and Possible ConsequencesMODERN LANGUAGE JOURNAL, Issue 4 2006JOHN P. ROBINSON With President George W. Bush's unprecedented call in January 2006 to expand the foreign language capacity of the United States, it has become clear that languages other than English (LOE) are of great interest to public policy in the United States. Yet the language capacity of the United States remains poorly documented. The 2000 General Social Survey (GSS) included new questions concerning the languages spoken by 1,398 respondents. Although about one quarter (26%) of respondents to this GSS sample claimed they could speak another language, only 10% overall said they could speak it very well. Those respondents who speak a foreign language were typically aged 25,44, graduate school educated, self-identified as being of a race other than White, and living in large metropolitan cities and on the coasts. Spanish (50%), French (15%), and German (9%) were the most common languages spoken by the survey respondents. Whereas 67% of respondents who learned the language at home as a child said they could speak it very well, only 10% of those who learned it in school or elsewhere did speak it very well. As expected, LOE speakers gave significantly more responses revealing support of LOE and policies favorable to immigration, with LOE-home speakers being more positive about these issues than LOE speakers who learned the language at school. These findings can help to inform national policy debates concerning how best to address the language needs of the United States. [source] The Role of an Interactive Book Reading Program in the Development of Second Language Pragmatic CompetenceMODERN LANGUAGE JOURNAL, Issue 3 2002Daejin Kim The development of pragmatic competence in another language is significant to second (L2) and foreign language (FL) learners' ability to communicate successfully in the target language. Although a great deal of research has focused on defining and comparing the content of pragmatic competence across culture groups, far less attention has been given to examining its development. Our study is a partial response to this gap. The purpose of the study was to investigate the connection between Korean children's participation in an interactive book reading program and their development of pragmatic competence in English. We found that their participation led to significant changes over a 4,month period in the mean number of words, utterances, and talk management features as measured by the changes in children's use of these during role play sessions. The findings suggest that participation in such reading programs provides opportunities for the development of at least some aspects of L2 pragmatic competence. [source] Intellectual assessment of language minority students: What do school psychologists believe are acceptable practices?PSYCHOLOGY IN THE SCHOOLS, Issue 6 2003Tracey R. Bainter A survey was sent to 500 school psychologists in eight states to examine the acceptability of methods used to assess the cognitive ability of language minority students. Responses of 195 participants indicated that (a) the use of a bilingual school psychologist, and (b) the use of tests in English when a student is dominant in English were usually or always acceptable. Sometimes or usually acceptable were the use of nonverbal tests and foreign-normed tests. Administering tests in English when a student is dominant in another language, and using nonverbal tests that require oral instructions without the presence of an interpreter were considered to be never or rarely acceptable. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 599,603, 2003. [source] Immigrant girls perceive less stressACTA PAEDIATRICA, Issue 7 2008F Lindblad Abstract Aim: To develop a new stress scale and use it for investigating impact of ethnicity on perception of stress. Subjects and Methods: One thousand one hundred and twenty-four students (grades 6,9) from 14 schools filled in a questionnaire at school with questions about age, sex, use of language at home (proxy for cultural background), stress and stressors. Factor analysis and analysis of variance were used to analyze the data. Results: Two-stress dimensions were identified, ,pressure'(7 items, Cronbach's alpha 0.862) and ,activation'(4 items, Cronbach's alpha 0.767). Scores on the two scales and a separate ,stress' item were higher in girls and increased with grade. Use of another language than Swedish at home showed a significant effect only for activation, with lower scores in girls. The interaction effect between sex and language was significant for all variables and was due mainly to lower stress in girls using another language than Swedish at home. Conclusion: This new stress scale has some promising qualities like a condensed format, basis in a specific stress concept and formulated to be as age and culture independent as possible. Immigrant girls seem to perceive less stress than Swedish born girls, which opens up for questions about protective mechanisms. [source] | ||||||||||