The role of women in the church has long been a contentious topic for Christians. In this groundbreaking study, Dr. Anna Sui Hluan critically examines the understanding of “silence” within the Myanmar context, specically as it impacts the church’s interpretation of 1 Corinthians 14:34–35. She oers a comparative study of the Judson Burmese Bible alongside versions of the Greek text, exploring the role of translation in reinforcing cultural assumptions and codifying the translator’s interpretive viewpoint. Analyzing the verses in question through the lens of three contemporary schools of interpretation – literal traditional, feminist, and egalitarian – she demonstrates the need for developing a satisfactory contextual hermeneutic for interpreting passages that concern women in Myanmar today. This interdisciplinary study combines cultural and linguistic awareness, a critical analysis of hermeneutics, and a deep commitment to Scripture as the foundation for faith and life. Dr. Hluan oers the church a model of “believing criticism,” equipping believers to take responsibility for their own interpretations of Scripture and its application in their societies. This is a powerful resource for translators, scholars, church leaders, and all those seeking to faithfully apply the Bible in their contexts.

Traducir el silencio / Translating Silence is a bilingual selection from Manuel Iris' books that have previously been awarded accolades and published in Mexico. Most of the translations have been made or revised by the author. With this volume Manuel Iris finds his place at the avant-garde of the new Latin American poetry in the United States. Mythical poet and scholar Armando Romero has authored a deep and praising introduction. ---- Traducir el silencio / Translating Silence es una selección bilingüe de libros de Manuel Iris que han sido antes premiados y publicados en México. La mayor parte de las traducciones han sido hechas o revisadas por el autor. Con este volumen Manuel Iris encuentra su lugar en la vangaurdia de la nueva poesía latinoamericnan en los Estados Uidos. El mítico poeta y académico Armando Romero es el autor de una bien meditada introducción que celebra la obra.

Whether a conscious choice or constraint, silence has always been the result of oppression, censorship, trauma, and mental or physical handicap. Its provocative and mysterious nature has always motivated readers and critics towards interpretation. The present volume offers to read and interpret silence – unexpressed emotions, thoughts, hesitations and gestures – on mainly a textual and verbal level. How is the pervasive presence of silence explained in literature and linguistics? The collected scholarly essays in this volume offer a wide range of answers. The majority of the writings are literary critical in nature, focusing on major and less well-known literary texts from the Renaissance until the twentieth century. The authors approach the works of Spenser, Shakespeare, Shelley, Dickinson, Wright, Auster, Tan and Ishiguro among others, as well as less well-known, silent or silenced authors and their texts with equal dedication. Other essays included in the volume either deal with the problem of translating gaps and hiatuses or focus on capturing the phenomenon of silence in speech, through analyzing ellipsis, emptiness and hesitations in spoken language. The controversial and manifold aspects of silence are captured and interpreted in this volume.

This bilingual edition, based on a reexamination of the Old French manuscript, makes Silence available to specialists and students in various fields of literature, to those in women's studies and, most important, to everyone who loves a first-rate story.

Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process, for others silence represents a threat, inhibiting target language interaction which is so vital during second language acquisition. This book eschews stereotypes and generalisations about why so many learners from East Asia seem either reluctant or unable to speak in English by providing a state-of-the art account of current research into the complex and ambiguous issue of silence in language education. The innovative research included in this volume focuses on silence both as a barrier to successful learning and as a resource that may in some cases facilitate language acquisition. The book offers a fresh perspective on ways to facilitate classroom interaction while also embracing silence and it touches on key pedagogical concepts such as teacher cognition, the role of task features, classroom interactional approaches, pedagogical intervention and socialisation, willingness to communicate, as well as psychological and sociocultural factors. Each of the book’s chapters include self-reflection and discussion tasks, as well as annotated bibliographies for further reading.

Both passionate and artful, learned and bawdy, Catullus is one of the best-known and critically significant poets from classical antiquity. An intriguing aspect of his poetry that has been neglected by scholars is his interest in silence, from the pauses that shape everyday conversation to linguistic taboos and cultural suppressions and the absolute silence of death. In Silence in Catullus, Benjamin Eldon Stevens offers fresh readings of this Roman poet's most important works, focusing on his purposeful evocations of silence. This deep and varied "poetics of silence" takes on many forms in Catullus's poetic corpus: underscoring the lyricism of his poetry; highlighting themes of desire, immortality-in-culture, and decay; accenting its structures and rhythms; and, Stevens suggests, even articulating underlying philosophies. Combining classical philological methods, contemporary approaches to silence in modern literature, and the most recent Catullan scholarship, this imaginative examination of Catullus offers a new interpretation of one of the ancient world's most influential and inimitable voices.

Why are second language learners in Japan's universities so silent? This book investigates the perplexing but intriguing phenomenon of classroom silence and draws on ideas from psychology, sociolinguistics and anthropology to offer a unique insight into the reasons why some learners are either unable or unwilling to speak in a foreign language.