The Cry for the Lost Placenta: Cultural Bereavement and Cultural Survival among Cambodians who Resettled, were Repatriated, or Stayed at Home

Author(s):  
M. Eisenbruch
Keyword(s):  
2020 ◽  
pp. 002198942097504
Author(s):  
Martina Horakova

This article explores two Henry Kreisel lectures by Indigenous authors, Eden Robinson’s The Sasquatch At Home: Traditional Protocols & Modern Storytelling (2010, published 2011) and Tomson Highway’s A Tale of Monstrous Extravagance: Imagining Multilingualism (2014, published 2015), to demonstrate how Indigenous nonfiction employs complex rhetorical strategies in order to engage cross-cultural readers and address crucial issues related to contemporary Indigeneity. Both narratives are claimed to convey a fragile balance between cultural loss and cultural survival — a negotiation which is related theoretically to Judith Butler’s notions of vulnerability, precarity, and resistance, particularly to her premise that vulnerability and resistance do not have to be opposed and/or mutually exclusive but rather work in intricate relationships. The article shows that while Robinson (Haisla/Heiltsuk) combines family stories with ethnography to bear witness to both the precarity and resilience of Haisla cultural and ecological survival, Highway (Cree) presents a multimodal and multilingual performance to unsettle his audience through combining humor and confrontation. I ultimately argue that, if Indigenous writing has always expressed this duality of exposing vulnerability as well as inscribing resistance, then, it may serve as a model for transcending the binary structure powerful/powerless, a move that Butler sees as fundamental to her redefinition of vulnerability. In other words, through this optic the history of Indigenous writing is indeed a history of exploring the ways in which vulnerability and resistance relate and interweave, rather than stand in opposition.


1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.


2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.


ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks

Leave your flashcards at home and try these five apps for early language learning.


2004 ◽  
Vol 171 (4S) ◽  
pp. 316-316
Author(s):  
Hunter Wessells ◽  
Harin Padma-Nathan ◽  
Jacob Rajfer ◽  
Robert Feldman ◽  
Raymond Rosen ◽  
...  

2006 ◽  
Vol 39 (8) ◽  
pp. 18
Author(s):  
MICHELE G. SULLIVAN
Keyword(s):  

2006 ◽  
Vol 5 (1) ◽  
pp. 158-159
Author(s):  
J GUILLAMONT ◽  
A SOLE ◽  
S GONZALEZ ◽  
A PEREZITURRIAGA ◽  
C DAVILA ◽  
...  

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