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[Development of the National Languages Act [of Taiwan]. (2019, January 9). Ministry of Culture. ] incorporating Taiwanese Sign Language (TSL) evolved from Taiwan's historical linguistic ecology and intertwined with the linguistic ecology of Taiwan's Deaf community. Utilising a qualitative document analysis incorporating a language planning and policy framework [Cooper, R. L. (1989). Language planning and social change. Cambridge University Press; Reagan, T. (2022). Language planning and language policies for sign languages: an emerging civil rights movement. Sociolinguistica, 36(1-2), 169–182], we analyze how this law fits into Taiwan's multicultural milieu. Specifically, we analyze the transmission, revival, and development of TSL by legislating status, acquisition, corpus, and prestige planning for teaching TSL to hearing learners. Secondly, gaps are identified, such as establishing early TSL access to the birth to age five deaf learners and their caregivers, promoting Chinese literacy with TSL strategies, and hiring native Deaf signing teachers. Limitations and future directions for research and practice are then outlined. [ABSTRACT FROM AUTHOR]

This article examines in detail the exchange of letters between Ruy López de Villalobos, captain general of a significant Spanish fleet, which landed on the island of Mindanao in February 1543, and the captain of the Portuguese fort on the Malukan island of Ternate, Jorge de Castro. In his letters and formal injunctions, Castro warns Villalobos not to enter the Maluku islands as these are under Portuguese jurisdiction while Villalobos attempts various arguments to justify his movements between the future Philippine islands of Mindanao, Samar and Leyte, and the northern Malukus. The exchange ceases with Castro's rotation from his post on Ternate in the late Spring of 1544 and in effect only covers the first year of Villalobos' presence in the Philippine and Malukan archipelagos. Nevertheless, the letters provide an interesting insight into how an experienced Portuguese governor dealt with a neophyte Spanish naval expeditionary at a turning point in the balance between Spanish and Portuguese power in these islands. The letters, while mediated by the intervention of legal clerks, copyists and advisors, provide a flavour of each man as an individual, palpable in the language and tone they struck. [ABSTRACT FROM AUTHOR]

Educational sign language interpreting services (SLIS) are vital for ensuring equal access to classroom information for mainstreamed deaf students. This study conducted interviews with 12 stakeholders, including deaf students and their parents, sign language interpreters, and resource room teachers, to comprehensively explore the status of educational SLIS in Taiwan, utilising the ecological systems theory as the framework. The findings underscore the critical importance of deaf students' sign language proficiency in the personal system. Sign language interpreters play a crucial role in enhancing their skills through additional time and support, leading to improved learning, motivation, and attitudes. At the microsystem level, parents of deaf students are key persons in advocating for the SLIS of primary school, while resource room teachers assist at the university level during the application process. In the mesosystem, interpreter stability is crucial for parents and students. Close collaboration between sign language interpreters and teachers is essential for adjusting teaching methods and seating arrangements, and interpreters should possess qualities like enthusiasm, patience, and an understanding of students' psychological development. At the exosystem level, higher education institutions offer established systems for educational SLIS, but primary schools lack clear regulations. Budget constraints limit comprehensive provision, making it challenging to attract qualified professionals. Increased funding and improved incentives are necessary. In the macrosystem, deaf parents expect early intervention with sign language learning resources to create a conducive environment for early sign language acquisition. [ABSTRACT FROM AUTHOR]

This article examines Jesuit representation of the exploits of Francis Xavier, 'the Apostle of the East', in celebration of his canonization in 1622 and in the Jesuit campaign to have him canonized prior to that. Pageants in Madrid, Lisbon and Antwerp are examined, along with prior pictorial depictions of Francis' miracles and activities, taking into account the gulf between the political realities of proselytization in the Portuguese territories of influence in the East and the hagiography of 1622. The work of Rubens, the Portuguese painter André Reinoso and three Spanish Golden Age poet/playwrights are analyzed, exploring variance in the application of a universal Jesuit aesthetic founded on the melding of the Classical and the Catholic in response to the local conditions for which each ephemeral event and work of art were produced. [ABSTRACT FROM AUTHOR]

An exploratory study was implemented with bilingual deaf children using a quasi-experimental pre- and posttest design with a 10-week American Sign Language (ASL) and English bilingual Shared Book Reading intervention. Standardized and research-made instruments were used to evaluate ASL and English skills. Intervention effects showed improvements in Receptive ASL skills, Book Reading, and the ability to draw and describe drawings in both languages. Growth in visual phonology was evident in the drawings, and no relationship between auditory phonology and English word identification was found. The results provide implications for early literacy instruction with suggestions for future research. [ABSTRACT FROM AUTHOR]

This article argues that Carlos Saura's 1964 film biography of the 1830s Andalusian bandit El Tempranillo, Llanto por un bandido, provides an insight into the impact of the War of Independence (1808–1814) and its aftermath on bandits in terms of physical and mental trauma, their involvement in politics and their interaction with civil society. Saura and his co-screenwriter used the French authors Théophile Gautier and Prosper Mérimée in their research on the period, thus incorporating views of Spain emanating from the culture of the Napoleonic aggressor. This, combined with the fact that the incorporation of outlaws into militia resistance was a common feature of the Napoleonic wars, produces a very complex backdrop for the film. If we add to this considerations relevant to censorship of the arts in Spain in the early 1960s, a flawed film which has not been seen as important in Saura's oeuvre becomes a very interesting witness to a century and a half of Spanish history. [ABSTRACT FROM AUTHOR]

The national policy in deaf education in Mainland China primarily focuses on oral/aural instruction and hearing rehabilitation. The curriculum in primary grades is specifically structured on speech and hearing skills for language development. But there is little evidence that documents what early literacy instruction looks like or how teachers conduct the teaching of reading and writing in classrooms with Chinese deaf children. By analyzing videotapes from the first and second grade classrooms, we describe how reading and writing are taught to deaf children in China. The key findings are that the primary grade literacy instruction (1) shares features of Gradual Release of Responsibility model with a focus on speech and hearing skills; (2) uses multimodal strategies and pedagogical tools such as lip-reading, Pinyin phonetic symbols, Pinyin Finger Spelling, Chinese Sign Language (CSL), and Signed Chinese (SC). Moreover, the curriculum reflects low expectations for deaf students as it lacks the academic content provided to their hearing peers. We conclude with implications for literacy instruction in deaf education, and suggest a future research agenda. [ABSTRACT FROM AUTHOR]

A feasibility study was conducted to test a storybook intervention to increase early reading skills of 25 young signing deaf children of ages 4-9 in grades K through third grade. The children had wide ranges of hearing losses, non-verbal IQs, and signing skills. All were at risk for developing early reading skills, reading below the first grade level. Using a pre-experimental pre/post test design, standardized tests and early reading tasks, the children changes in letter, word and story knowledge were documented over a full school year. The intervention included 20 weekly story reading sessions with children receive modelling by Deaf story signers, with children using their signing and fingerspelling to practice storybook reading, story reciting, vocabulary learning, fingerspelling and writing skills with easy-to-read picture word/phrase storybooks after modelling from Deaf caregivers and teachers. Future research directions for intervention studies were outlined based on outcomes. [ABSTRACT FROM PUBLISHER]

This article examines Franco-Spanish political relations in the period from 1610 to 1625 as represented in Spanish poetry and paintings produced in Spain or in the Spanish theatre of influence. The early seventeenth century was a time of cautious rapprochement and powerful underlying tensions between these nations. Two events of major significance are explored: the assassination of Henry IV of France in May 1610 and the reciprocal Bourbon-Habsburg marriages of 1615. The assassination is reflected in funeral sonnets by Góngora, Quevedo, Lope de Vega, and the Conde de Villamediana, while Henri himself and the marriages were portrayed by Rubens, envoy of the Infanta Isabel Clara Eugenia, Governor of Flanders, in his series on the life of Henri's widow, Marie de Médicis (1625). This article considers the interplay of poetry and politics in these two complementary art forms and their effect on the legacy of Henri IV in Habsburg lands. [ABSTRACT FROM AUTHOR]

More than a guide for painters, Vicente de Carducho's Diálogos de la pintura has long been recognized to promote painting as a liberal art and to advocate for the creation of an academy of painting in seventeenth-century Madrid. But questions of patriotic belonging and prestige are also at stake in this erudite treatise. In his prologue, Carducho prioritizes his allegiance to his adopted city even while acknowledging his debts to his native Florence. The first part of this article argues that the treatise serves to showcase that allegiance as it participates in a project to make the young political capital a great cultural centre. The second part makes the case for Carducho as a practitioner who understood the debt he owed to the visual culture of his adopted homeland while remaining true to the aesthetic principles of his Florentine training. His late depictions of saints in adoration of the crucifix provide a focus for examining a religious sensibility subtly informed by Spanish devotional literature. [ABSTRACT FROM AUTHOR]

Higher education institutions are often well prepared in terms of accommodation policies and practices for disabled students. Ironically, campuses are often not prepared once disabled academics return as faculty. Most are particularly unfamiliar with the unique access needs of deaf or hard of hearing academics. This can result in career hindrances to employment and tenure, as well as potential losses to campuses in terms of diversity. Background and substantiation on this access issue is provided along with recommendations for policy-making and practices for campuses that are geared to ensuring career success for deaf and hard of hearing faculty. [ABSTRACT FROM AUTHOR]

We describe the literacy issues facing young deaf and hard of hearing (DHH) learners in Taiwan who are learning both a logographic and an alphabetic script. We describe the contextual factors that surround their reading and writing processes such as island demographics, reading achievement levels, and background language learning variables including deaf culture. We then describe and provide graphic illustrations and examples of the linguistic features of the written languages that DHH children are learning (Chinese and English) as well as the sign codes (Signed Chinese, Zhuyin finger alphabet, character signs, palm writing, and air writing) and the Zhuyin Fuhao written visual symbols. We suggest that contextual, cultural and linguistic factors need to be considered in the understanding of how DHH children learn to read and write as well as how they use their sign language and sign codes to build Chinese and English literacy skills. [ABSTRACT FROM AUTHOR]

In Part I, we underscore the issues surrounding young deaf and hard of hearing (DHH) learners of literacy in Taiwan who use sign to support their learning of Chinese literacy. We also described the linguistic features of Chinese writing and the visual codes used by DHH children. In Part II, we describe the reading and writing practices used with Taiwanese DHH children. Teachers reported they taught Chinese literacy bridging meaning to print using pictures, speech, sign, visual and visual/gestural codes. Theoretical and practical implications of our descriptive study were given. [ABSTRACT FROM AUTHOR]

This article analyses the approach of the distinguished Spanish mezzo-soprano, Teresa Berganza, to the role of Carmen since her debut in the role at the Edinburgh Festival in August 1977. Over the past thirty years Berganza, as a singer and a teacher, has developed an interpretation of the role, both in terms of vocal technique and interpretation, which has brought Carmen back to a much more identifiably Spanish cultural context. Berganza's assumption of the role coincided with the introduction of the original opéra comique version of Carmen to the mainstream. This article looks at the genesis and impact of Berganza's contribution and the way in which the present generation is dealing with the, now mainstream, opéra comique text. [ABSTRACT FROM AUTHOR]

In this study, the researchers examined how deaf children could demonstrate their awareness of ASL by evaluating the correctness of ASL signs, sentences and discourse presented in stories in American Sign Language (ASL) signed by deaf native signers. To this end, a metalinguistic awareness test-the Test of American Sign Language-Receptive (TASLA-R), was created with eight short stories. The test consisted of 40 items presented in a multiple choice format test. Each of the 40 test items presented correct and incorrect statements about ASL formation using phonology, semantics, morphology, syntax and pragmatic aspects. One hundred and forty deaf children between the ages of 5 and 21 from four state schools for the deaf were administered the TASLA-R. Significant findings were as follows: 1) As the children got older, there was an increase in their ASL metalinguistic awareness and ability to identify incorrect ASL structures; 2) the deaf children of deaf parents group outperformed the deaf children of hearing group on the TASLA-R; 3) comparisons of TASLA-R scores between the junior high group and the high school were not significant; 4) scores on the TASLA-R showed moderate correlation to the English language, vocabulary and reading comprehension subtests on the Stanford Achievement test, 9th Hearing Impaired edition. These findings were discussed in relation to Ellen Bialystok's (2001) theories of metalinguistic uses of language in cognition and language development and in relation to the learning of ASL of bilingual deaf children. [ABSTRACT FROM AUTHOR]

Alice, a deaf girl who was implanted after age three years of age was exposed to four weeks of storybook sessions conducted in American Sign Language (ASL) and speech (English). Two research questions were address: (1) how did she use her sign bimodal/ bilingualism, codeswitching, and code mixing during reading activities and (2) what sign bilingual code-switching and code-mixing strategies did she use while attending to stories delivered under two treatments: ASL only and speech only. Retelling scores were collected to determine the type and frequency of her codeswitching/codemixing strategies between both languages after Alice was read to a story in ASL and in spoken English. Qualitative descriptive methods were utilized. Teacher, clinician and student transcripts of the reading and retelling sessions were recorded. Results showed Alice frequently used codeswitching and codeswitching strategies while retelling the stories retold under both treatments. Alice increased in her speech production retellings of the stories under both the ASL storyreading and spoken English-only reading of the story. The ASL storyreading did not decrease Alice's retelling scores in spoken English. Professionals are encouraged to consider the benefits of early sign bimodal/bilingualism to enhance the overall speech, language and reading proficiency of deaf children with cochlear implants. [ABSTRACT FROM AUTHOR]

The article discusses art by deaf persons, focusing on the exhibition "Deaf Artists in the Community and Schools." The authors analyze the work of several deaf artists including Susan Dupor, Paul Johnston, and Ann Silver. They examine artistic motifs and comment on the lack of spatial depth and narratives. Other topics include American Sign Language (ASL), deaf culture, and accessibility for deaf people. Art Historian Deborah Meranski Sonnenstrahl and curator Brenda Schertz are also discussed.

Deafblind readers are heterogeneous in reading skill acquisition. This qualitative study uses in-depth interviews and protocol analyses and queries the three deafblind adult participants in describing their metacomprehension, metacognitive and metalinguistic strategies used when reading different types of text. Using retrospective analysis, the three adults describe and reflect on how they learned language and how they learned to read as children. The participants also describe the technology that assists them in reading print. Data suggest that deafblind adults use a variety of auditory, visual and tactilekinesthetic strategies (i.e. braille, large print, and raised print) in decoding English. Some also use ASL, Signed English and tactile ASL and tactile Signed English. [ABSTRACT FROM PUBLISHER]

The article analyzes deaf characters from a deaf culture perspective in a children's literature, as well as provide a bibliography of recommended and not recommended books. As part of the multicultural society, deaf community has its own beliefs, values, heritage, and traditions. It is a fact that in most deaf-hearing relationship, disadvantages always go to the deaf. A classic example is when deaf children have hearing parents, oppression happens when these parents took over the decision-making from their deaf children.

Insights into discourses on the feminine in early Francoist Spain. Comparison between the profoundly serious war and political poetry of Carmen Conde; Details on the ideals of feminity in the middle of the twentieth century; Recognition of the contribution of significant women to history.

Six case studies of young deaf children from deaf and hearing families are presented. A model home literacy program at the Indiana School for the Deaf is described. Case studies and the home literacy program describe activities which link sign language and finger spelling to early reading and writing at home. Activities include the daily reading of whole storybooks, explaining environmental print, labeling drawings with letters and words, writing lists and notes to family members and playing and experimenting with writing. [ABSTRACT FROM PUBLISHER]

Information is presented on the implementation of a prereading program in a school setting using the reciprocal training procedure and on implications for educators, teacher educators, and parents. This instructional procedure, grounded in Vygotsky's theory of language and learning, is an interactive dialogue through which the teacher explicitly models four prereading skills: finger spelling, book reading, story retelling, and word recognition during story-time session with experimental storybooks. Pre-post test analyses show that gains were made in letter, word, and story knowledge through the use of the reciprocal teaching procedure. [ABSTRACT FROM AUTHOR]

Studies the diffusion of Mesoamerican food complex to southeastern Europe as a result of the post-Columbian exchange. Aftermath of the Columbian quincentennial celebration; Reaching of the food complex by way of Portugese, Africa, and the Turkish Empire; Acceptance of peppers, squash, maize, beans and turkey in Balkans and Iberia.

This article focuses on directive psychotherapy. In terms of psychotherapy, reassurance means to restore confidence in another by assuring him of certain facts which were previously uncertain or unknown to him. The art of reassurance has been so extensively practiced by physicians, clergymen, teachers, friends and relatives that it hardly deserves designation as a special technique in guidance unless it is so skillfully utilized as to go beyond ordinary common sense. Historically, reassurance is one of the oldest psychotherapeutic methods, since men have attempted to reassure each other since time immemorial.