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Articles 1 - 4 of 4
Full-Text Articles in Language Interpretation and Translation
Elementary Hebrew I, Howard Ervin, Cheryl Iverson, Marlene Mankins
Elementary Hebrew I, Howard Ervin, Cheryl Iverson, Marlene Mankins
College of Theology and Ministry Faculty Research and Scholarship
It is the object of this course to provide the student with a basic knowledge of classical Hebrew. It is a practical concern of the instruction to provide the fundamental skills to enable the student to read and interpret the Hebrew text of the Old Testament for teaching and sermonic purposes.
Latin America Translated (Again): Roberto BolañO'S The Savage Detectives In The United States, Sarah S. Pollack
Latin America Translated (Again): Roberto BolañO'S The Savage Detectives In The United States, Sarah S. Pollack
Publications and Research
This essay addresses the cultural and political agendas that influence the selection of Latin American novels to be translated by U.S. publishers and the reception of these novels by U.S. readers. Focusing on two Latin American writers who have had enormous success in the U.S., the author traces the shift from the magical realism of Gabriel García Márquez in the 1970s, 80s and 90s, to the gritty realism of Roberto Bolaño, and asks what these different paradigms can tell us about stereotypical U.S. notions of Latin American cultural and political realities. Although Bolaño's work ostensibly realigns the coordinates of the …
Faith, Languages, Language Learning And Interpreting, Piet Koene
Faith, Languages, Language Learning And Interpreting, Piet Koene
Faculty Tenure Papers
No abstract provided.
World Englishes: Practical Implications For Teaching And Research, Fatima Esseili, Kyle Mcintosh, Cindy Torres, Elena Lawrick, Cristine Mcmartin-Miller, Shih-Yu Chang
World Englishes: Practical Implications For Teaching And Research, Fatima Esseili, Kyle Mcintosh, Cindy Torres, Elena Lawrick, Cristine Mcmartin-Miller, Shih-Yu Chang
English Faculty Publications
With the emergence of World Englishes (WE) and the continuous flow of international students into universities in the United States, issues surrounding the tolerance and acceptance of varieties of English, the notion of standards, and the concept of nativeness all come to the forefront of research and pedagogy. Since English is the dominant language of international academic publication and since it has been adapted and adopted by a number of countries for various instrumental, institutional, innovative/imaginative, and interpersonal functions (Kachru, 1984), it is essential for teachers and administrators to be aware of the pluricentricity of English and their students’ different …