Sentences with phrase «speak separate languages»

However, in the 21st century, scientists and theologians speak separate languages.

At times the two seem to speak separate languages — perhaps most strikingly when they use the very same words.

People in the two groups probably looked different and spoke separate languages, Burger says.

Not exact matches

The ironic and indirect ways of affirming and denying — God bless the Czar and keep him far, far away — modes of speaking that are so important for Jewish humanism, are found in Yiddish, a plastic language that hung like a long suspension bridge over the chasm that separated the world of an isolated, vulnerable religious minority from the dangerous Gentile - dominated majority culture.

But how are they to do this if their partners in the dialogue from whose language they can not separate themselves speak of God and are interested in this word?

This year has been a year of great independence — Tyler began first grade, joined the French Immersion Program that requires him to complete his homework independently, speaks a language that neither of his parents understand, runs around the neighborhood alone calling for friends, plays independently at home with his sibling and peers, and generally has a whole life at school and on the playing field that feels mostly separate from his father and me.

It comes as new plans were revealed to strip benefits from anyone who can not speak English, with separate efforts to end the printing of welfare information in foreign languages.

Separate stories that come together to form one story, and this story could easily merge with others to form a larger story — the story of all of us, no matter where we are from, what language we speak, or what nation we live in.

The authors of the Common Core Standards wisely anticipated this misconception and they caution against it: «While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment.

While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment.

With the publication of the California English - Language Arts Framework in 1987, the treatment of reading and writing as separate subject areas began to give way to the idea of integrated language arts consisting of listening, speaking, reading, and writing.

In pushing the exhibition to the street level, Holmqvist confounds the relationships between spoken and written word, and the boundaries separating public and private language.

-- didn't I tell you HotWhopper just loves my stuff?!!!] at language from the gutter [a sensitive issue here since it involves a lady, and everything (and we all have had some episodes in our past, I dare muse, that — shall we say — benefit from the application of one or more, memory - gap, figurative, fig - leaf pasties), but I sense that HotWhopper speaks with real authority here, and (unlike your typical hive, B. S. - er type) can truly appreciate and savor the fine points that separate «good» gutter - language from «not - so - good» gutter - language)... but [ah!

(8) A French - speaking person who is qualified to be a resident pupil of an English - language separate district school board and to receive instruction in a secondary school grade is entitled to receive instruction provided in a secondary school operated by a French - language public district school board if the area of jurisdiction of the English - language board is in whole or in part the same as the area of jurisdiction of the French - language board.

(7) A French - speaking person who is qualified to be a resident pupil of a French - language public district school board and to receive instruction in a secondary school grade is entitled to receive instruction provided in a secondary school operated by an English - language separate district school board if the area of jurisdiction of the French - language board is in whole or in part the same as the area of jurisdiction of the English - language board.

These included characteristics on multiple levels of the child's biopsychosocial context: (1) child factors: race / ethnicity (white, black, Hispanic, and Asian / Pacific Islander / Alaska Native), age, gender, 9 - month Bayley Mental and Motor scores, birth weight (normal, moderately low, or very low), parent - rated child health (fair / poor vs good / very good / excellent), and hours per week in child care; (2) parent factors: maternal age, paternal age, SES (an ECLS - B — derived variable that includes maternal and paternal education, employment status, and income), maternal marital status (married, never married, separated / divorced / widowed), maternal general health (fair / poor versus good / very good / excellent), maternal depression (assessed by the Center for Epidemiologic Studies Depression Scale at 9 months and the World Mental Health Composite International Diagnostic Interview at 2 years), prenatal use of tobacco and alcohol (any vs none), and violence against the mother; (3) household factors: single - parent household, number of siblings (0, 1, 2, or 3 +), language spoken at home (English vs non-English), neighborhood good for raising kids (excellent / very good, good, or fair / poor), household urbanicity (urban city, urban county, or rural), and modified Home Observation for Measurement of the Environment — Short Form (HOME - SF) score.

This system separated many children from their families and communities and prevented them from speaking their own languages and from learning about their heritage and cultures.