English for Bible and Theology: Understanding and Communicating Theology Across Cultural and Linguistic Barriers

This article introduces English for Bible and Theology (EBT), an inherently interdisciplinary field that merges English language learning with the content of biblical and theological studies in a context that is, by nature, cross‐cultural. Within this collaboration there exists the possibility not only to enable theological study, but also to enhance it through a focus on personal meaning and its communication, both of which are foundational to the communicative language classroom. That is, EBT seeks both to aid students worldwide in attaining the specialized language and cultural proficiency necessary to access English theological resources and to provide a community in which students can connect theological content to their lives. It is this second aim that provides EBT its relevance across a range of theological contexts, as native English‐speaking students likewise stand to benefit from the application of EBT's principles.     

Peer Aggression by Secondary School Learners in a South African School Setting: Effects of Race,Ethnicity, and Gender

This study reports the experience of aggression by secondary school learners attending a South African school. There were 14 participants ranging in age from 16 to 19 years (Gender: 6 young women and 8 young men; Ethnicity: 7 Black; 3 Coloured; 2 Indian and 2 White). Data were collected using open ended interviews and analysed using Tesch's (1990) thematic panning method. The findings suggest these learners have little understanding or appreciation of diversity in their multicultural schools. Consequently, they experience negative interpersonal relationships with peers and teachers. The accompanying aggression they experience and display has racial and gender overtones that are shaped by the violence in their communities.     

Response rate on the Adjusted Rorschach Comprehensive System (ARCS) by isiXhosa learners: a replication and extension

This study describes the response profiles of a sample of isiXhosa learners regarding to the Adjusted Rorschach Comprehensive System (ARCS) and related influences to explain the response latencies. This was a multiple case study in which six test naive high school learners (females = 3; males = 3; aged 14 years) attempted to respond to the ARCS. Both test protocol and process data were gathered. Data were thematically analysed. Responses were adequate in 83% of the instances. Process factors that appeared to impact response rate and quality included language of administration, seating arrangement, and option to use drawing for the responses.     

The English Reformation in Wittenberg: Luther and Melanchthon’s Engagement with Religious Change in England 1521–1560*

ABSTRACT

Exploring the reception in Wittenberg of the historiographically often puzzling English Reformation, this article examines Luther’s and Melanchthon’s reactions in their correspondence. Relationships between Henry VIII and the Wittenberg Reformers deepened with an English embassy, led by Edward Foxe, to the Schmalkaldic League. The delegation was based in Wittenberg 1537–38; German deputations were in England in 1538 and 1539 (the year of the conservative Act of Six Articles). The Reformers’ responses show good general knowledge of events in England. Although Wittenberg had hoped for English conversion, Henrician theological ambiguity impeded negotiations with the League. The executions of Thomas More, Anne Boleyn and Thomas Cromwell caused the Wittenbergers to regard Henry with scepticism. Finally, Melanchthon's relationships to England after the deaths of Luther and Henry VIII are discussed. Developments under Edward VI made the English Reformation recognizable as part of the wider movement, and Melanchthon advised that English exiles in Germany should be treated as fellow-believers.     

The conciliar intent of Richard Hooker’s theological hermeneutic

Abstract

Recent research has sought to resolve the question of Richard Hooker’s theological relationship to the Reformation by identifying a hermeneutical framework that supports and guides his work as a whole. Two proposals are noteworthy: Torrance Kirby’s thesis on Hooker’s alignment with the Continental reformers and William Haugaard’s thesis on Hooker’s role in the development of ‘Anglicanism.’ This paper holds that these proposals should be understood within the context of Hooker’s conciliar intent. With a focus primarily on the preface to the Lawes, it is suggested that Hooker’s conciliar intent is motivated by the theological and ecclesial principles found in the premise, namely, the connection between the divine peace and order of 1 Corinthians 14:33 and the Council of Jerusalem. In clarifying the correlation of these two principles, the article asserts that the priorities of Hooker’s preface are first, to identify the hermeneutical crisis of his day as the crisis over the public criteria of Christian truth, and then to respond to this crisis by connecting spiritual discernment amidst controversy to conciliar judgment. Accordingly, ecumenical implications rather than doctrinal demarcation appear as central to Hooker’s theological project.     

William Tyndale on Covenant and Justification

Abstract

This article offers a fresh interpretation of William Tyndale’s doctrine of justification with particular reference to his concept of covenant. It resists past scholarly attempts to resolve the apparent tension in his theology between faith and works in favour of either solifidianism or legalism. Instead, a close examination of Tyndale’s publications suggests that he maintained the gracious nature of justification without adopting justification by faith alone in the style of Martin Luther. Tyndale emphasized love for divine law as the essence of Christian righteousness. The gradual development of reciprocity in his concept of covenant came to undergird this formulation. Greater clarity with regard to Tyndale’s own theological position exposes misplaced comparison between Tyndale and Luther whilst encouraging the identification of views shared with Erasmus and the Swiss reformers consistent with certain trends in late-medieval theology.     

The Moderating Role of English Proficiency in the Association Between Immigrant Chinese Mothers' Authoritative Parenting and Children's Outcomes

The authors' objective was to investigate the association between Chinese immigrant mothers' authoritative parenting and their children's socioemotional and behavioral difficulties. Participants were 136 first-generation Chinese immigrant mothers with 3–5-year-old children residing in the United States. Authoritative parenting was associated with lower socioemotional and behavioral difficulties in children as reported by preschool teachers. Further moderation analyses revealed that immigrant mothers' English proficiency moderated the association between authoritative parenting and children's difficulties. Specifically, authoritative parenting was significantly associated with fewer total difficulties only for children with mothers who reported higher English proficiency.     

高中生英语阅读知觉广度的眼动研究

该研究采用经典的"呈现随眼动变化技术"对高中生的英语阅读的知觉广度进行了眼动研究。结果发现:1)高中生英语阅读知觉广度的右侧范围是注视点右侧8～11个字符的空间;2)高中生的英语阅读知觉广度已达到成人水平。     

小学五年级学生英语阅读知觉广度的眼动研究

使用Eyelink2000型眼动仪,采用经典的呈现随眼动变化技术,对24名被试在不同窗口条件下英文阅读的眼动指标进行记录和分析,以考察小学五年级学生英语阅读的知觉广度。研究结果表明:小学五年级学生英语阅读的知觉广度的右侧范围是注视点右侧5-8个字符空间。