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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]

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]

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]

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.

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.

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]