E-Comp!
Volume XXIV - May 1, 2006


Welcome to E-Comp!, a complimentary monthly newsletter for language educators brought to you by Prolinguistica.com. Tell us what you think. Send feedback, comments, submissions and suggestions to Laura Zink de Diaz at : e-comp@prolinguistica.com

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Inquiries and Announcements…

First, I've upgraded my computer system, and in checking this month's newsletter, I've found extraneous squigglies here and there in the text. I think I removed all of them; some accent marks may have been eliminated in the process. If you find some, it's not your system - it's undoubtedly a little compatibility problem I'll have to work out over time! I also have noticed some variation in font size depending on the program that receives the newsletter. FYI: I've used Ariel, 22 point for the entire newsletter this time, in hopes that on all systems, the text will be legible. If your copy is so tiny as to be unreadable, please send me a message so I'll know I need to make an adjustment next month. Keep in mind that within a day or two this newsletter will be posted at the website, where everyone should be able to read it without any difficulty.

Next, some announcements and inquiries submitted by readers:

Elena Poniatowska
"The Train Comes First: A Novel Inspired by the Mexican Railroad Workers' Movement"
Thursday, May 4, 4 pm!

DFree and open to the public
Kane Hall 210
University of Washington
The author of forty books, Elena Poniatowska is one of Latin America's preeminent writers, renowned for her innovative combinations of fiction, biography and journalism, in the cause of social justice and women's rights. A pioneer feminist author and cofounder of the journal Fem, Poniatowska has written seminal novels based on the lives of Diego Rivera's first wife, Russian painter Angelina Beloff (Dear Diego, 1978), and of Italian activist photographer Tina Modotti (Tinísima, 1991). Jesusa Palancares, the feisty soldadera and washerwoman from Poniatowska's testimonial novel Here's to You, Jesusa (1969), is one of the most memorable characters in Mexican literature. A pathbreaking author of testimonial and documentary fiction, Poniatowska penned the definitive accounts of the 1968 student movement (Massacre in Mexico, 1971), of the 1985 Mexico City earthquake (Nothing, Nobody, 1988), and now of the railroad workers' movement of the 1950s (El tren pasa primero/The Train Comes First, 2005). Poniatowska has been inducted into the French Legion of Honor and the Polish Academy, and has received numerous literary awards, including the Mexican National Journalism Award, Chile's Gabriela Mistral Award, and Spain's Alfaguara Award for the best Spanish-language novel of 2001(The Skin of the Sky). Her most recent books include Las siete cabritas, a collection of essays on Mexican women artists and intellectuals; the short-story collection Tlapalería (2003); and the eighth volume of Todo México, her collected interviews with many of the leading intellectuals of the twentieth century.
Sponsors: Department of Comparative Literature, Division of Spanish and Portuguese Studies, Latin American Studies Program, Simpson Center for the Humanities

Looking for a TPR Instructor
TPR instructor of Spanish  living in the Northern California area of Auburn, Sacramento or Roseville to train 20 staff members in a head start program. Please contact: Suzanne Roberts.  Phone: (530) 886-4149 e-mail: sroberts@pcac-inc.org

Canadian Inquiry - Who Teaches via TPR?
We've had a request for a list of language teachers in the Ottawa area who teach via TPR. If you fit this description, or know of others who do, and would like me to forward contact information to the person inquiring, please get in touch with me.

TPR Workshops Sought
Kari Jensen, of Plentywood, MT is looking for TPR training offered in Northeastern Montana, North Dakota or Minnesota during 2006. I haven't come across any workshops in those areas, but perhaps some of you know can help her. If you know of any upcoming TPR workshops with graduate level university credit in Montana, North Dakota, or Minnesota, please contact Kari Jensen at: karikilljoy@yahoo.com

Looking for a TPR Instructor
TPR instructor of Spanish  living in the Northern California area of Auburn, Sacramento or Roseville to train 20 staff members in a head start program. Please contact: Suzanne Roberts.  Phone: (530) 886-4149 e-mail: sroberts@pcac-inc.org

Also, Sunnybrae Elementary School in San Mateo, California is looking for more training for their TPR teacher. If you're aware of any workshops in that area, please contact Wynne Hegarty, the Magnet Resource Teacher at Sunnybrae, at: 650-312-7599, Ext. 2881.

Interested in Learning Chinese?
We received this message via Dr. Asher:
I'm a Mandarin native speaker, love teaching, love Chinese culture and language, love to share interesting things with others.I am glad to know anyone who would like to learn Chinese and probably have an interest in Chinese culture. I had the experience of teaching for years.I can teach beginners to advanced learners.
Contact this person via
MSN:
teachyouchinese@hotmail.com
Or Skype:
toteachyouchinese
Or e-mail:
teachyouchinese@tom.com

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Grant Opportunities, Workshops, Conferences

6th Annual Documentary Film Workshop: Teaching Diversity & Cross-Cultural Understanding through Documentary Films
For high school, community college and in-service educators
Saturday, 20 May 2006
8:30 AM-12:30 PM
Mary Gates Hall, Room 238, UW Campus
$25 includes 4 clock hours, continental breakfast, curriculum materials
Pre-registration necessary
(Student fee - $15 - please include student number and institution in your registration.)
This half-day workshop will introduce educators to documentary films that can be used to teach students about cultural diversity and cross-cultural understanding. This year's workshop will feature films dealing with issues for Latin American, Europe, India and the Inuit in Canada's Far North. These films provide excellent teaching 'tools' for introducing critical diversity and cross-cultural issues into your classrooms today. Increasingly students learn about their world through video and film - this workshop provides an opportunity to enhance that learning to include critical social issues at the international level. This event is sponsored by the Henry M. Jackson School of International Studies Outreach Centers.
 • Elizabeth Salas, American Ethnic Studies, will present on the film Walkout, about Chicano/a students, 22,000 strong walking out of East Los Angeles high schools in 1968. The film first aired on HBO in March 2006. It provides an excellent background as to why high school students were protesting this March about the bill in the U.S. Congress concerning illegal immigration. More on film: http://www.hbo.com/events/walkout/index.html
 • Vjeran Pavlakovic will discuss the film Bringing Down A Dictator, which documents the spectacular defeat of Slobodan Milosevic in October, 2000 by an ingenious nonviolent strategy of honest elections and massive civil disobedience. More on film: http://www.aforcemorepowerful.org/films/bdd/index.php
 • Jane Dyson, Geography and Jackson School of International Studies, will present on a film from India, The House of Gulmohar Avenue, which explores the politics of home, gender and religion in contemporary India through the 'lens' of a single family. More on film: http://www.himalmag.com/2006/march/reflections_1.html
 • The Canadian Studies Center will provide curriculum materials and free copies of the newly released film Echo of the Last Howl about the Inuit of Nunavik in Northern Quebec and the tragic loss of their sled dogs in the 1950s and 60s and the impact of this event on the communities and culture. More on film: http://www.nunatsiaq.com/archives/50121/news/nunavik/50121_01.html
To register send check for $25 payable to 'University of Washington' to: Attn: Documentary Film Workshop, Canadian Studies Center, Box 353650, University of Washington, Seattle, WA 98195.* Please include (print legibly!):
Name, Home Address, City/State/Zip Code, Day Phone, Evening Phone, Email, School, and Grade Level Taught. Questions? 206-221-6374 or canada@u.washington.edu
 • Payment will be processed electronically using the information on the check to create an electronic funds transfer. You will not receive your cancelled check because SFS is required to destroy the check after it has been processed. For more information, or to stop the conversion of your check into an electronic funds transfer, please contact SFS at (206) 543-4694 or by email at sfshelp@u.washington.edu.
CANADIAN STUDIES CENTER
Henry M. Jackson School of International Studies
Box 353650
University of Washington
Seattle WA 98195
Phone: 206-221-6374
Fax: 206-616-8171
http://jsis.artsci.washington.edu/programs/canada/
Director: Daniel Hart
Associate Director: Nadine Fabbi
Program Assistant: Marion Cook

Opportunity for U.S. Schools -Teachers of Critical Languages Program
The Bureau of Educational and Cultural Affairs of the United States Department of State is pleased to announce the Teachers of Critical Languages Program, an international educational exchange program under the new National Security Language Initiative. This program seeks to strengthen the teaching of Chinese and Arabic at U.S. schools, while also providing the international teachers the opportunity to learn about U.S. teaching methodologies, culture and society. For the 2006-2007 academic year, U.S. primary or secondary schools may apply for the opportunity to host a teacher from China or Jordan to teach Mandarin Chinese or Arabic, respectively, and also to serve as cultural resources in the school and community. The Department of State will provide J-1 visa sponsorship, airfare, accident and illness insurance, and a living allowance for the teacher. U.S. schools must provide a mentor teacher and must demonstrate a plan for how both the U.S. school and the international teacher will benefit from the program. The deadline for applications is Wednesday, May 31, 2006. For more information contact
Catharine Cashner
Program Officer
Office of Global Educational Programs
Bureau of Educational and Cultural Affairs U.S. Department of State
301 4th Street, S.W., Room 349
Washington, DC 20547
Tel. (202) 453-8880
Fax (202) 453-8890
CashnerCE@state.gov

"Linking the Planet" International Summer Language Camp
International Language School Cosmopolitan - Novosibirsk, Siberia, Russia
The International Language School Cosmopolitan, located in the largest Siberian city of Novosibirsk, seeks volunteer teachers and international students to participate in its "Linking the Planet" International Summer Language Camp. The camp, offered in four consecutive two-week sessions during the summer of 2006, hosts local Russian children and adults, volunteer teachers, and international students from around the globe. The camp program combines language instruction (English, German, French, Spanish, Italian, and other languages for local Russian students, and Russian for overseas students and volunteer teachers) with organized activities, including arts and crafts projects, workshops, music and drama, games and contests, art and drawing, performances and shows, sports and outdoor activities, and other excursions. Native speakers of English, French, German, Spanish, Italian, and other languages from all fields are encouraged to apply as volunteer teachers. The camp also seeks people (middle school through university students and adults) to join the camp as students of the Russian course, and to participate in all the activities scheduled within the program. For more information about the camp, E-mail Natasha Bodrova, Director of International Language School Cosmopolitan, at cosmopolitan@online.nsk.su or cosmoschool2@yandex.ru. Read more about this at: http://millennium.arts.kuleuven.ac.be/slavic/studenten/Mission_of_Peace2.pdf

American Indian Language Development Institute
The University of Arizona
Tucson, AZ
June 5 - June 30, 2006
AILDI is a four-week residential summer program, offering six credit hours at the graduate and undergraduate level that can be applicable toward ESL and other state endorsements or any other university program. This year's theme is, "Gathering Talk: Documenting, Describing and Revitalizing Our Languages." To receive an application, contact:
American Indian Language Development Institute
The University of Arizona
Department of Language, Reading, and Culture
College of Education, Room 517
P.O. Box 210069
Tucson, AZ 85721-0069
Phone: (520) 621-1068
Fax: (520) 621-8174
Email: aildi@u.arizona.edu

TESOL
Chicago, IL
June 23-24, 2006
The 2006 TESOL Academy will be held June 23-24, 2006, at Roosevelt University in Chicago, Illinois. The Academy provides intensive, hands-on workshops for a wide variety of TESOL practitioners and features six 10-hour workshops focused on key issues and areas of practice in the profession. Read more about it at: http://www.tesol.org/s_tesol/sec_document.asp?CID=23&DID=4157

German Summer School
University of Rhode Island
June 25 - August 4, 2006
Six week immersion program, consisting of two 3 week sessions. Fully accredited, full language program from beginning to advanced level, graduate level courses for teachers, and financial aid is available. For more information contact:
Norbert Hedderich
Director, Deutsche Sommerschule am Atlantik
hedderich@uri.edu (401) 874-4710
http://www.uri.edu/iep/dssa

Workshop on Books and Reading Strategies for Bilingual Students in Grades K-8
California State University San Marcos (CSUSM)
San Marcos, CA
June 26-28, 2006
Will focus on reading, selecting, and using appropriate literature to teach reading strategies to bilingual students. Topics and activities will include: selecting appropriate literature- cultural and linguistic considerations, using literature to teach reading strategies such as Reader's Theater, Directed Listening/Reading Thinking Activity, Choral Reading, Preview/Review, Language Experience Approach, Reciprocal Questioning, and Responding through the Arts. Methods for accelerating vocabulary development and motivating readers will also be demonstrated. The three-day workshop, sponsored by California State University San Marcos, will be conducted in English. The cost is $115. For more information, contact:
Isabel Schon
Barahona Center for the Study of Books in Spanish for Children and Adolescents
California State University
San Marcos
333 S. Twin Oaks Valley Road
San Marcos, CA 92093-0001
Tel: (760) 750-4070
Fax: (760) 750-4073
E-mail: ischon@csusm.edu
Visit the website at: http://www.csusm.edu/csb/english/wrkshps_2005.htm

Whole Language Umbrella Literacies for All Summer Institute
The National Council of Teachers of English (NCTE)
Charlotte, NC
July 13-16, 2006

http://www.ncte.org/groups/wlu

Summer Seminars in Guatemala for Ohio Spanish Teachers
July 26 - Aug. 11, 2006 (tentative).
The Center for Latin American Studies and the Department of Spanish and Portuguese at The Ohio State University announce this year's intensive Summer Seminars Abroad, a two-week workshop in language and linguistics in Antigua, Guatemala. The purpose of the program is to provide selected students with an opportunity to analyze and practice the Spanish language in a natural linguistic and cultural context, and to receive university credit for that experience. The program is intended primarily for Spanish teachers. Application is open, however, to undergraduate and graduate students from Spanish and other disciplines who have a demonstrated ability in the use of the Spanish language and a need for this type of course. Both native and non-native speakers of Spanish are invited to apply. Applications will be available soon! More
information is available at: http://oia.osu.edu/ssast/.
Contact Jenny at spolnik.1@osu.edu or 614-292-6053 for more information.

Institutes on Culturally Responsive Instruction
Edvantia
Louisville, KY
July 17-21, 2006
Edvantia, an education research and development not-for-profit corporation (formerly AEL), will hold two "Improving Learning for Minority and Disadvantaged Students" institutes on July 17-21, 2006 at The Brown Hotel in Louisville, KY. Level 1: Foundations of Culturally Responsive Practice; Level 2: Guiding the Journey toward Culturally Responsive Schools. The registration fee is $425 for Level 1 and $365 for Level 2 ($790 for both). Visit the website at:http://www.edvantia.org/news/index1.cfm?&section=news&area=cri-institutes

Call for Proposals: La Cosecha 2006
Santa Ana Pueblo, NM
Hyatt Regency Tamaya Resort and Spa
November 8-11, 2006
Deadline for submission: May 31, 2006
The Planning Committee for La Cosecha 2006 seeks proposals for presenting at the 11th Annual Dual Language Conference at the Hyatt Regency Tamaya Resort and Spa in Santa Ana Pueblo, New Mexico. Proposals should specifically address dual language education and/or language revitalization programs, include an outline of the presentation along with the proposal form, and have a duration of 1.25 hours.
http://www.lacosecha2006.org/presenters.html


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For Your Reading Pleasure

New cultures, challenges: It's a polyglot world
By Bill Brubaker - The Washington Post
WASHINGTON - Soon after he arrived at the upscale Wegmans Food Markets store in Dulles, Va., last year, executive chef Llewellyn Correia discovered that many of the 120 employees he supervised had not been attending the company's mandatory safety and sanitation classes. The reason? "The courses were in English, and many of my employees don't speak English," he said.Correia said some of his Asian cooks needed training in U.S. food-handling standards, which are more rigorous than the ones in their home countries and more likely to be enforced by government inspectors."It's very hard to break old habits," he said.The lack of training, he said, also was raising safety issues among some employees who were posing a danger to themselves and their co-workers. "We had lots of issues like slips and falls," he said. Read the rest at:
http://seattletimes.nwsource.com/html/businesstechnology/2002814701_language19.html

Brazilian Language: a Sea of Metaphors
by Tom Moore
Every culture and every language lives not only through its concrete vocabulary, but most vividly through its stock of poetic imagery and metaphor. (The most compelling imagining of this may have been that episode of Star Trek: The Next Generation, where Captain Picard was literally unable to communicate with an alien until he began to inhabit the other's references to literature and myth.) And, of course, the imagery and metaphors vary depending on the physical (and metaphysical) circumstances of the culture involved. Portugal, like England, was a great seafaring nation - a small strip of land on the Atlantic taking for its own the seven seas. It bequeathed a language full of maritime expressions to its most important colony, Brazil, and the Brazilian popular vernacular still smacks of the sea. Every Brazilian knows that 'Navegar e preciso' (Navigating is necessary), and usually identifies this with Camoes, the great Baroque poet of the Portuguese sea voyages of the early modern age, when Europeans discovered Brazil (the full expression actually goes back to the Roman general, Pompey, who said Navigare necesse est, vivere non est necesse!" (Navigating is necessary, life is not necessary!). The formulation is echoed elsewhere in everyday language... Read the rest at:
http://www.brazilmax.com/news2.cfm/tborigem/fe_society/id/25

Bilingual or Immersion?
A new group of studies is providing fresh evidence that it’s not the language of instruction that counts, but the quality of education
By Kendra Hamilton
Eight years ago, Proposition 227 virtually eliminated bilingual education in California’s K-12 schools. Since then, the English-only approach has made inroads in states like Arizona and Massachusetts, where ballot initiatives have created even more restrictive “English immersion” programs than California’s. In Colorado, backers of a failed ballot initiative are trying again, this time with a campaign for a constitutional amendment. But a group of new studies is providing fresh evidence of what many researchers have been saying all along: English immersion has more political appeal than educational merit. Read the rest at:
http://diverseeducation.com/artman/publish/article_5794.shtml

btw, its tuff to communicate wit ur kid
By Kelly Kazek
T
’s up, peeps.
nuttin much wit me just wanted to say hey cus im bored. btw did u c julies new haircut CUUUUTTTE!
k…im done L8R
If you can read that paragraph, you are either a National Security Agency code breaker, a Sanskrit translator or a 12-year-old girl. When my nearly 13-year-old daughter e-mails or messages her friends, she doesn’t use any language I’ve ever seen. It’s not that I am unworldly — I can count to at least eight in Spanish and order beignets in French. It’s just that she refuses to be bound by the centuries-old rules of grammar to which the rest of the country is firmly tied. Giggle at the rest at:
http://www.enewscourier.com/entertainment/cnhinspopculture_story_069113139.html?keyword=secondarystory

Storytelling mothers bridge cultural barriers
By Luis Zaragoza
SAN JOSE - They're known as Los Dichos Moms, and they're bursting with stories.
They have the stories they read aloud in Spanish to schoolchildren throughout the South Bay. They have the stories they share with each other of growing up in Mexico and then coming to America -- apprehensive, hopeful, yet excited by the opportunities. And they have the stories of realizing they wanted to preserve their culture and language as their children assimilate. Perhaps the mothers' most memorable tale, though, is of their own transformation: Not so long ago, they were anxious about contact with their children's schools because they speak little or no English. Today, they are campus darlings because they can read aloud in Spanish. Since their debut nearly two years ago at a few San Jose elementary schools, the group has grown to about 80 moms reading weekly at a dozen area elementary schools. Some have become deeply involved on campus, catching the attention of schools throughout Santa Clara County that are looking for ways to involve Spanish-speaking parents in school activities. "Yes, people are afraid sometimes; but you have to get past that to do what's going to help your children do well in school," said Maria Delosangeles Romero, a Los Dichos Mom who reads at Horace Mann Elementary. Read the rest at:
http://www.contracostatimes.com/mld/cctimes/living/education/14028538.htm

Mexico schools embrace native tongues
Chris Hawley
With its bare walls, battered desks and worn but well-swept floors, the classroom where Floridalia Guzmán teaches looks a lot like any other school in Mexico. But it doesn't sound like one. "Xi tlakuiloka nochi tlen istoke ipan ininchinanko," Guzmán said in Nahuatl, the language of the Aztecs, as her third-graders scrambled to get out their notebooks. "Make a list of things in your community," she repeated, this time in Spanish. The children don't understand much Spanish, but that's OK. At the Benito Juarez Bilingual School, teachers introduce the national language slowly, a few words at a time. By sixth grade, the children will be bilingual. In the United States, bilingual programs such as these have ignited fierce debates as schools search for the best way to teach migrant children who don't speak English. But in Mexico, where 7 percent of the population speaks an indigenous language, the government has embraced bilingual education. Mexico's experience could offer important lessons for the United States, Mexican educators say. Read more at:
http://www.azcentral.com/arizonarepublic/news/articles/0315secondtongue.html

Adopted in China, Seeking Identity in America
By LYNETTE CLEMETSON
...Since 1991, when China loosened its adoption laws to address a growing number of children abandoned because of a national one-child policy, American families have adopted more than 55,000 Chinese children, almost all girls. Most of the children are younger than 10, and an organized subculture has developed around them, complete with play groups, tours of China and online support groups....As the oldest of the adopted children move through their teenage years, they are beginning — independently and with a mix of enthusiasm and trepidation — to explore their identities. Their experiences offer hints at journeys yet to come for thousands of Chinese children who are now becoming part of American families each year. Those experiences are influenced by factors like the level of diversity in their neighborhoods and schools, and how their parents expose them to their heritage. Read more at:
http://www.newscoast.com/apps/pbcs.dll/article?AID=/20060323/ZNYT02/603230862

Ancient Tongue Linked to Aztec Past
A Santa Ana man teaches classes in Nahuatl, keeping alive a language that lets many students connect with their heritage.
By Jennifer Delson
For 15 years, David Vazquez has awakened each morning at 5:30 to clean the pews and the patio at the Episcopal Church of the Messiah in Santa Ana. His wife, Rosa, brings him lunch. When the musicians don't show up on Sundays for the Spanish-language service, Vazquez plays the guitar. For Good Friday, he weaves religious figures out of palm leaves and makes church decorations for Day of the Dead. But what has attracted attention among Mexican Americans seeking to learn more about their heritage is his second, unpaid job. He teaches his native Nahuatl, a language spoken by the Aztecs and still spoken in parts of central Mexico. An estimated 1 million people, including more than 25,000 Mexican immigrants in the United States, speak some form of Nahuatl (NAH-wa-tl, with the "l" nearly silent). It varies in pronunciation from region to region. For Vazquez and his students, learning the language is a way to link themselves to Mexico's core. Read more about this at:
http://listserv.arizona.edu/cgi-bin/wa?A2=ind0602&L=ilat&D=1&P=2687

French GE workers applaud language ruling
A French subsidiary of General Electric Co. has been ordered to distribute its internal company documents in French after employees complained about having to use English at work. A French appeals court said Thursday that GE's health-care division will have to translate software, instructions, training manuals and documents relating to health and safety into French. The court fined the GE subsidiary 600,000 euros ($815,000 Cdn), with additional fines of $27,200 a day if it fails to provide the translations by June. Read the rest at: http://www.cbc.ca/story/business/national/2006/03/02/ge-060302.html

Soldiers learning art of body language
By Andrew Bridges
An aid to soldiers and students, unspoken gestures can speak volumes and are gaining acceptance from researchers for accurately revealing how people think. "It tells you what people have in their heads. As such, it is a clear window into what they're thinking," said Justine Cassell, a professor of media technology and society at Northwestern University.In Iraq, Afghanistan and elsewhere, this knowledge has found its way into a video game and training program the Pentagon uses to give soldiers a crash course in how to speak and gesture like the people they run across. Read the rest at: http://www.honoluluadvertiser.com/apps/pbcs.dll/article?AID=/20060306/NEWS08/603060353/1018/NEWS

Brain processing of speech sounds is different in some southern English speakers
Rice U. study focuses on merged vowel sounds in different dialects

...While working on a B.A. in linguistics at Rice, Brianna Conrey wanted to study the variation in spoken American English in certain regions of the U.S. "I lived in a lot of different areas of the country as a kid and was exposed to many different ways of talking, so this topic was really fascinating," Conrey said. "We know from sociolinguistics – the study of language variation and change – that a great deal of phonetic variation occurs even within a single language." She cited as an example a language variation known as a "vowel merger," in which two vowels with different pronunciation in one dialect of a language are merged, or not distinguished in pronunciation, in another dialect. The pin/pen merger, in which "i" and "e" are both pronounced like "i" before nasal sounds like "n" and "m" but not in other contexts, is often heard in Southern states and Texas, where a merged-dialect speaker might sound like they’re pronouncing both "pin" and "pen" as "pin" to an unmerged-dialect speaker. The merged-dialect speaker is unlikely to be aware of the lack of distinction between the two sounds. "Our study was interested in figuring out what happens in the brain when people who speak these different dialects hear similar sounds pronounced," said Conrey, who received funding from the Rice University Undergraduate Scholars Program. Read the rest at: http://www.innovations-report.com/html/reports/studies/report-55826.html

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FYI...
By the numbers

About 200 million children in China study English; it's required in elementary school.
 • 31% of U.S. elementary schools teach foreign languages.
 • 44% of U.S. high school students are studying a foreign language. Of those, 69% are learning Spanish and 18% are learning French.
 • Less than 8% of U.S. college undergraduates take foreign language courses. Less than 2% study abroad in a typical year.
Mandarin Chinese: This is the world's most spoken language, with 900 million primary speakers in one of the world's fastest-developing economies. It is being taught in Oregon because of a large Chinese-American population there.
 • Spanish and English are the second and third most spoken primary languages, respectively. If you count people who speak English as a second language, English is the world's most popular language.
 • Hindi: This is the world's fourth most spoken language, with 182 million primary speakers in India, a rising economic powerhouse.
 • Arabic: This is the world's sixth most spoken language, with about 175 million primary speakers in a part of the world where the United States is at war. It will be taught in Michigan because of the state's large Arab-American population.
 • Farsi: This is about the world's 19th most spoken language, with about 40 million primary speakers in Iran, Afghanistan and parts of Pakistan, where the United States has security concerns.
For information about the National Security Language Initiative, including a transcript of President George W. Bush's remarks on it, go to http://usinfo.state.gov/gi/Archive/2006/Jan/06-344515.html
Sources: U.S. Department of Education, Center for Applied Linguistics, Digest of Education Statistics, National Virtual Translation Center, 2005 Central Intelligence Agency World Fact Book, farsinet.com and
http://www.freep.com/apps/pbcs.dll/article?AID=/20060404/NEWS05/604040601

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Resources you might be interested in...

LingNet Web Site

U.S. Department of Defense
Defense Language Institute Foreign Language Center
The LingNet Web site, supported by the Defense Language Institute (DLI) Foreign Language Center, hosts language-related resources and materials developed at the DLI's Curriculum Development Division. The Web site includes The Global Language Online Support System (formerly DLI-LangNet) which provides access to online language materials for language learners and teachers alike, a Countries in Perspective series the features study materials, interactive maps, and tests on countries around the world, and a library that categorizes language-related materials found on the Internet.
http://www.lingnet.org/default.asp

LangNet Web Site
U.S. Departments of Defense, Education, and State
LangNet is a language learning support system with interactive materials designed for those who want to practice and maintain their target language reading and listening skills. In addition to offering self-assessments, learning profiles, and learning plans, the Web site includes a searchable collection of language learning materials in Arabic (Modern Standard, Egyptian, Iraqi, Levantine), Chechen, Chinese (Traditional and Simplified), Dari, Greek, Hindi, Italian, Korean, Kurdish, Sorani, Pashto, Persian, Spanish, Turkmen, Urdu, Uzbek, and West Punjabi. At this time, LangNet is available only to government agencies and select academic institutions.
Check it out and see if your institution is eligible: http://www.langnet.org/

Articles from Dr. Krashen
These four short articles are now available at www.sdkrashen.com, for free download and sharing.
1. There Was No "Oceanside Miracle" (to be published in Language Magazine)
http://www.sdkrashen.com/articles/krashen_oceanside.pdf
2.Bilingual Education Accelerates English Language Development
http://www.sdkrashen.com/articles/krashen_intro.pdf
3. The Impact of English Immersion for English Learners in California, Arizona, and Massachusetts
http://www.sdkrashen.com/articles/krashen_immersion.pdf
4. Improvement in California? What CELDT Scores Really Tell Us
http://www.sdkrashen.com/articles/krashen_celdt.pdf

Interview with Poet Francisco X. Alarcon
Francisco X. Alarcón is an award-winning poet who writes for both children and adults. Colorin Colorado offers an interview (video or text) about his background, his books, how he became a poet, why he writes bilingual poetry, and more. You'll also find a list of his children's books. To access the interview or text go to: http://pbsmail.org/ct/y7L9npE1tRbE/alarcon

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On a personal note...
I apologize for issuing this month's newsletter a little late. Many of you know I spent the last two months in Bogotá, Colombia. A wonderful trip! While Colombia is still on the State Department's list of places Americans should be wary of, I found Bogotá and environs to be very calm and secure. Very friendly people, great food, inexpensive lodgings and transportation, great music, and of course, lovely Spanish! I wasn't able to access my mailing database while there, so this is the first newsletter since my return.

As a result of my stay in Colombia, I've decided to move myself and Prolinguistica to Bogotá during E-Comp!'s annual summer hiatus. I expect to have reliable internet access by the early fall, in time for the first issue in October. If you don't receive the first fall issue early in October, don't worry - I haven't dropped you from the mailing list! The likely cause will be a delay in getting cable internet access. I'll try to post updates on the website if that happens.

Best Wishes,
Laura

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E-Comp!
Prolinguistica - Teaching for Comprehension
http://www.prolinguistica.com
e-comp@prolinguistica.com

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