The reception of dubbing in France 1931–3: The case of Paramount

2019 ◽  
pp. 221-238
Author(s):  
Martin Barnier
Keyword(s):  
Popular Press ◽  
Popular Film ◽  
Original Language ◽  
English Speaking ◽  
Trade Press ◽  
Silent Era

The international film trade changed dramatically with the generalisation of sound films. It became more difficult for Hollywood to export English-speaking films than during the silent era. One solution was multiple-language films, which helped French stars to become even more popular in France. The Hollywood studios quickly opted for dubbing as the best solution. The first two Paramount films dubbed into French were Derelict (as Désemparé) and Morocco (as Cœurs brûlés) in 1931. How were these dubbed versions received by critics and the trade press in France? Popular film magazines did not object to dubbed versions so much, while cinephile magazines considered they were rushed jobs. This chapter studies the evolution of the reception of dubbed films in France in 1931–3, using evidence from the trade and popular press. It traces the beginning of the opposition between original-language versions for upmarket movie theatres, and dubbed versions aimed at popular neighbourhoods.

An Empirical Test of Language-Relevant Interventions for Dementia

1999 ◽  
Vol 11 (3) ◽  
pp. 301-311 ◽  
Author(s):  
Susannah Runci ◽  
Colleen Doyle ◽  
Jenny Redman
Keyword(s):  
Behavioral Interventions ◽  
English Language ◽  
Intervention Program ◽  
Empirical Test ◽  
Intervention Programs ◽  
Family Carers ◽  
Severe Dementia ◽  
Alternating Treatments Design ◽  
Original Language ◽  
English Speaking

The focus of this report is the treatment of persons with dementia who are of a non-English-speaking background (NESB). Noisemaking is one behavioral manifestation associated with severe dementia. It can have devastating effects on persons with dementia by limiting their access to activity programs and social interaction, and is also very distressing for professionals and family carers. It can be especially difficult for carers when they do not speak the first (non-English) language of the person with the noisemaking problem, when the person has lost his or her ability to speak English as the dementia progresses. Behavioral interventions have been found to be successful in decreasing the occurrence of noisemaking in some people with severe dementia. This article reports on a study of an elderly Italian woman with dementia. The study used a randomized, alternating-treatments design in order to determine whether an Italian-language intervention would be more effective in reducing her noisemaking than the same intervention given in English. The main result of the study was that the Italian intervention was found to be significantly more effective in reducing noisemaking than the English intervention. Therefore, this exploratory study provides empirical evidence for the increased effectiveness of an intervention program in the patient's original language. The study also demonstrates the need for individualized intervention programs, particularly for NESB patients living in predominantly English-speaking institutions.

Making a Living at the Cinema: Scottish Cinema Staff in the Silent Era

2018 ◽  
Author(s):  
Trevor Griffiths
Keyword(s):  
Trade Union ◽  
First World War ◽  
World War ◽  
The People ◽  
The First World War ◽  
Employment Experience ◽  
The Impact ◽  
First World ◽  
Trade Press ◽  
Silent Era

In this chapter, Trevor Griffiths focuses on the people who ran and staffed cinemas and who shaped the experience of going to the cinema. These were not simply the entrepreneurs who owned the cinema or the distribution companies but also the more publicly visible employees of the cinema such as the manager, the ushers and usherettes, the musicians and the projectionists who were central to the experience of going to a show. The chapter charts, through reference to the trade press and trade union records, developments in the employment experience of cinema staffs, and in particular traces the impact of growing levels of unionization and labour militancy from the First World War onwards.

The Talkies Triumphant: Scottish Cinema and the Coming of Sound

2018 ◽  
Author(s):  
Trevor Griffiths
Keyword(s):  
Small Town ◽  
Supply And Demand ◽  
Early Period ◽  
Trade Press ◽  
Silent Era

A concluding chapter by Trevor Griffiths considers the end of the ‘early period’ and the effects on cinema production and cinema-going of the arrival of sound. The emergence of sound cinema raised fundamental questions about how film was presented to audiences, exposing to view many practices in the silent era, which more often than not pass without comment. The factors, both supply- and demand-driven, promoting the adoption of sound by Scottish exhibitors are considered through analysis of the trade press and associated business records and the chapter examines the pace and extent of the diffusion of sound exhibition from the end of the 1920s, tracing its spread across both metropolitan and small-town Scotland, consolidating the emphasis of preceding chapters.

An Indian Dancer

Tempo ◽  
1948 ◽  
pp. 9-13
Author(s):  
W. H. Haddon Squire
Keyword(s):  
Strict Sense ◽  
Late Professor ◽  
Original Language ◽  
Emotional Effect ◽  
Ritual Dance

The late Professor Collingwood claimed that the dance is the mother of all languages in the sense that every kind or order of language (speech, gesture, and so forth) is an offshoot from an original language of total bodily gesture; a language which we all use, whether aware of it or not—even to stand perfectly still, no less than making a movement, is in the strict sense a gesture. He also relates the dance to the artist's language of form and shape. He asks us to imagine an artist who wants to reproduce the emotional effect of a ritual dance in which the dancers trace a pattern on the ground. The emotional effect of the dance depends not on any instantaneous posture, but on the traced pattern. Obviously, he concludes, the sensible thing would be to leave out the dancers altogether, and draw the pattern by itself.

An Exploratory Study on Augmentative and Alternative Communication Classroom Integration Training for Special Educators Who Work With Children With Complex Communication Needs in the Bahamas

2019 ◽  
Vol 4 (5) ◽  
pp. 991-1016
Author(s):  
Shameka Stanford ◽  
Ovetta Harris
Keyword(s):  
Augmentative And Alternative Communication ◽  
Special Educators ◽  
Communication Disorders ◽  
Alternative Communication ◽  
The Bahamas ◽  
Complex Communication Needs ◽  
English Speaking ◽  
Communication Needs ◽  
Classroom Integration ◽  
And Training

Purpose In 2011, the United Nations estimated there were between 180 and 220 million youth with disabilities living around the world, and 80% of them resided in developing countries. Over the last 6 years, this number has increased significantly, and now, over 1 million people live in the Caribbean with some form of disability such as communication disorders resulting in complex communication needs (CCN). Method This publication discusses the benefits of an exploratory, descriptive, nonexperimental study on augmentative and alternative communication (AAC) classroom integration training for 8 special educators in the Bahamas who work with children with CCN. Results The results of this study revealed that 100% of the participants reported the study to be effective in increasing their knowledge and skill in the area of implementing AAC into their classrooms, enhancing their ability to team teach and incorporate AAC opportunities for all students with CCN within their classrooms, and increasing their knowledge and skill overall in the areas of AAC and CCN. Conclusion The findings highlight an important area of potential professional development and training that can be replicated in other English-speaking Caribbean territories focused on AAC classroom integration training program for special educators who teach students with CCN.

American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study

2019 ◽  
Vol 4 (5) ◽  
pp. 1148-1161
Author(s):  
Camilo Maldonado ◽  
Alejandro Ashe ◽  
Kerri Bubar ◽  
Jessica Chapman
Keyword(s):  
Qualitative Study ◽  
Service Provision ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Speech Language Pathologists ◽  
Federal Mandates ◽  
Refugee Families ◽  
Provision Of Services ◽  
English Speaking ◽  
Immigrant And Refugee

Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

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