The Position Of Foreign Language In African Literature

2019 ◽  
pp. 535
Author(s):  
Arab Samir ◽  
Mohamed Yamine Boulenouar
PMLA ◽  
2002 ◽  
Vol 117 (5) ◽  
pp. 1225-1227
Author(s):  
Mette Shayne

martin cohen's “developments in foreign approval buying,” in the march 2001 issue of pmla, lists some of “the foreign language bibliographer's […] tricks” (393) for stocking collections. Acquiring African literature, however, is largely a different matter. The approval plans Cohen mentions, whereby “the vendor allows you to see the book [or a description of it] before you decide whether or not to add it to the collection,” would be applicable to the presses in England and France specializing in Third World literature (e.g., Heinemann in England, L'Harmattan in France), which publish primarily the most established African writers (see Maja-Pearce; Ruppert). But when it comes to publishing on the continent of Africa, even books by well-known writers (like Ngũgĩ wa Thiong'o), when written in the national languages, can only be obtained locally. And certainly all other literature has to be bought in the country of origin.


Sibirica ◽  
2019 ◽  
Vol 18 (2) ◽  
pp. v-vi
Author(s):  
Matthew P. Romaniello

Russian imperialism continues to leave a strong imprint on indigenous cultures across Siberia, and throughout the Russian Federation and the post-Soviet republics. Imperialism is invasive and persistent, and it might be impossible to escape its consequences. In 1986, African novelist and postcolonial theorist Ngũgĩ wa Thiong’o published his influential essay collection, Decolonising the Mind: The Politics of Language in African Literature. One of his arguments is that no postcolonial subject could be free from the constraints of imperialism until she or he succeeded in freeing the mind from the trap of an imposed (and foreign) language. Ngũgĩ’s experience was based on his own life growing up in Kenya, but his lesson is as applicable to Siberia as it is for East Africa. For indigenous Siberians, language and education are at the forefront of the ongoing postcolonial struggle to maintain their cultural identities in modern Russia.


2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.


2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).


1998 ◽  
Vol 14 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Marvin L. Simner

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.


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