Accordingly, the aim of this paper is to explore the contribution made by the positive obligations approach to the interpretation of the ECHR in cases involving children against the backdrop of the CRC. However, as this paper will show, it is the court’s “positive obligations” approach that has underpinned ECtHR case law in the development of its children’s rights jurisprudence, allowing it to make a genuinely unique contribution to international children’s rights standards. protection.3 The court has also sought to rely, increasingly, on other children’s rights instruments, notably the Convention on the Rights of the Child (CRC), in order to ensure that its judgments reflect current standards in children’s rights. A number of interpretive approaches have been instrumental in the development of ECHR case law in children’s cases, including the development of procedural obligations2 and the emphasis on effective rights. The European Convention on Human Rights (ECHR) contains few express references to children and so its potential to protect children’s rights is not immediately apparent from its text. Some of these links between words, and it is not so much the case of single items as of patterns or repeated words, can be responsible for ways of thinking that are prejudicial to groups of people quantitative analysis brings out and highlights any repeated and therefore potentially significant pattern, and it is in this respect that it represents an invaluable instrument in a study concerned with the relationship between language and ideology. of expectations about which words are likely to occur together: the predictability of these links can be exploited to ideological ends, implicitly or explicitly, to control readers’ reactions, call up certain connotations or trigger ideologically loaded associations. As members of the same cultural world, in fact, we share a great deal in terms. The smallest unit, in this sense, is the word, the concern of the present chapter. The selection of certain linguistic expressions accounts, to a great extent, for the impression readers get from a text, although the working of ideology will not necessarily be the result of a conscious choice on the part of the writer. In each case several examples are discussed. translate the phrases in the New Testament in a meaningful way, the possible meaning these phrases may have is categorised as follows: phrases in which functions as the (direct) object of an event phrases in which a movement towards can be detected phrases that are used instrumentally phrases indicating state/status phrases that are used to indicate cause. In this article such an approach is questioned, in particular when a translator wishes to translate in such a way that the meaning of the original text is transmitted accurately to the reader.
The translation of -phrases in the New Testament In most cases translators translate the phrases in the New Testament literally. These findings are discussed in terms of their relation to previous research and their implications for policy and practice. The third analysis showed systematic differences in parents’ views on literacy according to their levels of conversing: parents in the high‐conversing group were more likely to regard reading as a valuable and enjoyable activity for its own sake, while parents in the low‐conversing group were more likely to see literacy in instrumental terms. The second analysis described in more detail four main Junctions of conversing-responding to the text, labelling and identifying, making sense, and priming. This analysis also found large differences between parents in the amount of conversing in which they engaged.
The first analysis showed that parents were more likely to intervene in children's reading to support their decoding of the text, while teachers were more likely to read to the children or to discuss the text with them-an activity we termed ‘conversing’.
This paper describes a study in which 32 children (mean age 6 years 4 months) were observed reading with a parent at home and with their teacher at. However, little is known about what parents actually do when listening to their children read. The practice of children reading school books with their parents at home is being widely advocated as a means of raising literacy standards in the UK.