ADVANCED ARABIC LANGUAGETRAINING

**THE CENTER FOR ARABIC STUDY ABROAD (CASA)**

**AT THE AMERICAN UNIVERSITY IN CAIRO)**

###### Abstract

The Center for Arabic Study Abroad (CASA) is a consortium of twenty-nine
American universities that was formed in 1967 for the purpose of
providing advanced level training in Arabic language and culture at the
American University in Cairo. Since its establishment, CASA has trained
over 1,400 American students. The four programs described below are
offered during the 2007-2008 academic year.

\(1\) CASA Summer Program

This is a seven-week intensive summer program that offers twenty hours
of instruction per week. The summer program includes: (i) a course in
Egyptian Colloquial Arabic (ECA) titled *Umm d-dunya* and aimed at
developing proficiency in the spoken Arabic of Egypt; (ii) a course
titled *Egypt: Culture and Society* and conducted in Modern Standard
Arabic (MSA). The objective of this course is to introduce students to
aspects of Egyptian culture and society through printed, audio, and
video texts and activities that emphasize the development of the various
MSA skills; (iii) a weekly field trip connected to the *Egypt: Culture
and Society* course. Eight fellows will be participating in this program
in the 2007-2008 academic year.

\(2\) CASA Full Year Program

This is a one-year program that includes the summer course outlined
above. The fall semester of this program offers eighteen hours per week
of training in i) ECA; ii) listening comprehension, and iii) reading
comprehension and vocabulary building. The fall program also includes a
weekly lecture series on a wide variety of topics. The spring semester
provides fourteen contact hours per week that include a required course
on writing and three elective content-based courses (all in Arabic)
chosen by the fellows based on their interests and areas of
specialization. Twenty-five fellows will be participating in this
program.

\(3\) CASA II Program

This program is designed for students who have completed the full year
CASA program within the past five years. The program provides the CASA
II fellows with the opportunity to spend one or two semesters in Egypt
working on further developing their advanced language skills in Arabic
or doing language-based research under the supervision of academic
specialists from various Egyptian universities. For 2007-2008, we will
have one CASA II fellow.

\(4\) CASA III

CASA also provides refresher courses in Arabic for university professors
of the humanities and the social sciences who use Arabic actively in
their teaching and research. This course is funded by the US Department
of Education and the Fulbright Binational Committee in Egypt and
provides opportunities to study in Egypt for a period that ranges
between two and four months. Two professors will be joining the CASA III
program in 2007- 2008.

# Dr. Mahmoud Al-Batal

######## 1 University Station F9400

West Mall Building, 6.102

University of Texas at Austin

Austin, TX 78712-1104

Tel.: (512) 471-3463; Fax: 512-471-7834

E-mail: <mbatal@mail.utexas.edu>

## SUMMER ARABIC PROGRAM

## FOCUSES ON THE REGION OF JORDAN, SYRIA, LEBANON AND IRAQ

## Abstract

Since 1984, the University of Virginia and Yarmouk University have
jointly sponsored an intensive summer language-training program in
Arabic. The program is conducted on the Yarmouk campus in Irbid, Jordan
and lasts eight weeks. Each year, about thirty-five students from
institution of higher education throughout the United States are
selected for study in three levels of advanced Arabic. Students take
classes in Modern Standard Arabic, Colloquial Jordanian and Media
Arabic, and receive 7-8 credit hours upon successful completion of each
level.

The primary purpose of the program is to provide advanced training in
Modern Standard Arabic and Jordanian dialect. It also introduces
students to the social, cultural, political, literary and religious
traditions of the contemporary Arab world. Through this program,
students achieve proficiency in listening, speaking, reading and writing
Arabic. They are thus prepared for further studies, research and
teaching in the Arabic language and literature and/or Near and Middle
Eastern Studies.

These objectives are achieved through a comprehensive program including
classroom instruction, language laboratory, specialized study clubs,
educational excursions and social activities. Through first-hand
exposure to native speakers, to local and regional texts, and to
contexts in which language functions, students understand how language
both shapes and reflects contemporary Arab society and culture.

Program success is achieved through several factors. Faculty and
administrators offer extensive experience in management of the program
and training of U.S. students in Jordan. Likewise, and Advisory Board of
distinguished Arabic language faculty ensures the program meets the need
for advanced language instruction for U.S. students and institutions of
higher education. To help students cope with the academic pressures and
culture shock inherent in an intensive foreign study program, both peer
counseling and orientation sessions are provided. Finally, the
University of Virginia and Yarmouk University have a strong
institutional commitment to the program and ensure that it has adequate
facilities, resources and personnel to meet its objectives.

The University of Virginia-Yarmouk University Summer Arabic Program has
a significant impact on the study of Arabic and area studies. In terms
of language instruction, it offers a curriculum compatible with most
Arabic studies programs in the U.S. It therefore serves students from
many colleges and universities from all regions of the United States of
America who seek to accelerate their progress into advanced studies at
their home institutions. In terms of area studies, the program focuses
on a region\--Jordan, Syria, Lebanon (the Levant) and
Iraq\--traditionally underserved by U.S. programs. As recent conflicts
suggest, it is crucial that future American Near and Middle East
specialists understand more about the political, social and cultural
outlooks of these states.

Dr. Mohammed Sawaie

University of Virginia

PO Box 400781, Asian and Middle Eastern Languages and Culture

Charlottesville, VA 22904-4195

Tel: (434) 924-7917; Fax: (434)-924-6977

E-mail: <ms@virginia.edu>

[www.virginia.edu/arabic/yarmuk_program.htm](http://www.virginia.edu/arabic/yarmuk_program.htm)

# TANGIER SUMMER ARABIC LANGUAGE PROGRAM

**Abstract**

The American Institute for Maghrib Studies is offering a special
language and area studies program for advanced students of Arabic based
in Tangier, Morocco. Taught by experienced bilingual American faculty
and specially trained Moroccan professors, this intensive program
comprises six weeks of language study, with a break for independent
activities. Students will be placed in one of two tracks of Modern
Standard Arabic (MSA), advanced and intermediate, depending on
transcripts, a telephone interview and performance on a placement test.
Completion of at least two years of Modern Standard Arabic is required
prior to application. A course in the fundamentals of the Moroccan
Colloquial Arabic dialect will also be offered. Moroccan Colloquial
Arabic is optional, although a working knowledge of the dialect is
beneficial in actual communication with Moroccans. Students are welcome
from all disciplines.

The program\'s primary aim is to develop sound conversational and
reading skills in Modern Standard Arabic. At the same time, all students
will be in a position to better experience the full range of Moroccan
cultural-life, including French-Arabic code switching. The program is
housed in the heart of Tangier, Morocco at the American School of
Tangier (AST). The facilities at AST include large, well-lit rooms, a
soccer field, swimming pool, and excellent food by one of the best cooks
in Tangier.

There are also special lectures and programs in Arabic and in English
dealing with various aspects of North African history, culture, and
society. Students have also attended concerts, receptions, parties,
weddings, and Sufi ceremonies. Mini-classes focusing on various aspects
of the culture and society are taught in Arabic.

Eight college credits can be earned by successful completion of the
program: six credits of MSA + 2 credits of Moroccan Colloquial Arabic or
two credits of MSA extended. (the equivalent of two semesters, or 150
instruction hours). MSA extended consists of additional class time in
MSA, concentrating on speaking skills.

Students planning to do research will find the American Legation Museum
in Tangier a priceless resource. An extensive library is available to
AIMS program students. The American director and the Moroccan staff are
helpful and supportive.

Information about the program is posted on our website,
AIMSNorthAfric.org

Dr. Keith Waters

C/o Kerry Adams

The University of Arizona

Center for Middle Eastern Studies

P.O. Box 210158-B

Tucson, Arizona 85721-0158-B

Tel: (520) 626-6498; Fax: (520) 621-9257

E-mail: <maimscmes@u.arizona.edu>

[www.aimsnorthafrica.org](../www.aimsnorthafrica.org)

#### SCHOLARSHIP PROGRAM FOR ADVANCED CHINESE LANGUAGE TRAINING

#### AT THE COUNCIL FOR THE INTERATIONAL EXCHANGE OF SCHOLARS (CIEE) STUDY CENTERS IN CHINA AND TAIWAN

######### 

######### **Abstract**

The Council for the International Exchange of Scholars (CIEE) will
manage a scholarship program to provide external funding for students
studying Chinese at the advanced level at the CIEE Study Centers in
China and Taiwan. Fulbright-Hays Group Projects Abroad scholarships will
be awarded to highly qualified candidates with at least two years of
advanced Chinese training, a strong undergraduate academic record, the
perceived ability to reflect on and use their personal experiences
during their study abroad experience, to gain expertise in the Chinese
language and culture, and an intention to pursue advanced studies and
careers related to China in the areas of academia or public affairs. The
grant will allow CIEE to award partial funding towards program fees to
approximately 28 participants in the second year of the project.

Categorized as a \"group IV\" language by the Foreign Service Institute,
it takes almost three times as long for American students of Chinese to
achieve proficiency compared with those of \"group I\" languages such as
Spanish and French. Given the learning environment in existing U.S.
academic settings, the success of advanced learning of Chinese as a
foreign language relies significantly on the incorporation of study
abroad into the undergraduate curriculum. Studying Chinese in China or
Taiwan not only expedites a learner's language acquisition, but also
dramatically improves their understanding of Chinese culture and
society.

CIEE's research has shown that living in China and Taiwan has been
instrumental in creating a long-term professional commitment to the
region. Therefore, this project provides financial support to those
advanced language learners that need an overseas experience to develop
their language skills where they may use them in a professional setting
or graduate program following their undergraduate experience.

Mr. Daniel Olds

Program Director, Asia Programs

Council on International Educational Exchange

7 Custom House St., 3^rd^ Floor

Portland, ME 04101

Tel: (207) 553-7624; Fax: (207) 553-0624

E-mail: <Dolds@ciee.org>

[http://www.ciee.org](http://www.ciee.org/)

# ADVANCED FILIPINO ABROAD (AFA) PROGRAM

# ![](media/image1.jpeg){width="4.069444444444445in" height="4.069444444444445in"}Abstract

The U.S. Department of Education, Fulbright-Hays Group Projects Abroad
(F-H GPA) program awarded funds to the Center for Southeast Asian
Studies at the University of Hawaii to conduct the Advanced Filipino
Abroad (AFA) program in the Philippines in 1991 and from 1993-2007.
These summer immersion programs provided scores of American teachers and
students the opportunity to learn Filipino (Tagalog) in a Philippine
environment.

The 2007 AFA programs will focus on advanced language acquisition
through a structured academic program complemented by substantial
exposure to native speakers that will in turn be strengthened through
living for five weeks with a Filipino-speaking family. Fourteen
students, a project director, and three in-country educators will spend
three weeks at the De La Salle University (DLSU) Dasmarinas campus and
four weeks at DLSU in Manila.

The program's goals are to provide American students and teachers
advanced instruction in Filipino, to promote scholarly cooperation
between the U.S. and the Philippines, to provide participants the skills
necessary to do research in the Philippines, and to provide and test a
body of pedagogical materials for intensive language study abroad
programs and field test proficiency examinations in Filipino.

The participants get six credits in Advanced Filipino from the
University of Hawaii at the end of the program.

Dr. Teresita V. Ramos

University of Hawaii at Manoa

Hawaiian and Indo-Pacific Languages

Honolulu, HI 96822

Tel: (808) 956-8933; Fax: (808) 956-5978

Email: <teresita@hawaii.edu>

###### ADVANCED LANGUAGE PROGRAM IN INDIA

###### 

###### Abstract

###### 

The American Institute of Indian Studies (AIIS) Advanced Language
Program in India will provide language instruction to students studying
Bengali, Hindi, Marathi, Tamil and Urdu. The Hindi program is located in
Jaipur, the Bengali program will take place in Kolkata, the Tamil
program will take place in Madurai, the Marathi program will take place
in Pune, and the Urdu program will take place in Lucknow.

The language instruction at the advanced level is provided by and under
the guidance of highly proficient professionals in India. The Chair of
the AIIS language committee through personal visits, workshops, and
program evaluations constantly monitors the language programs in India.

The objective of each program is to maximize the benefit from the
cultural environment in which students find themselves. In addition to a
carefully structured, but individually oriented, curriculum for class
meetings there are field trips, field projects, host families, bringing
various persons from the community into the classroom, journal writing,
and use of the audio-video media. All these resources are richly laden
with socio-linguistic variation. In all situations there is pre-activity
preparation and post-activity evaluation as well as problem resolutions.

An additional objective for the upcoming year is to continue to
emphasize the concept of self-management of learning. Students are
provided with orientation information to take charge of their own
learning, watch it closely, analyze it, and identify their needs in the
target language. The AIIS Advanced Language Program in India is an
exemplary combination of sound theoretical basis in second language
acquisition, sound pedagogy through workshops for continuous
professional development of instructors, and careful selection of mature
and motivated learners.

Dr. Philip Lutgendorf

C/o Elise Auerback

American Institute of Indian Studies

1130 East 59^th^ Street

University of Chicago

Chicago, Il 60637

Tel: (773) 702-8638; Fax: (773) 702-6636

E-mail: <maiis@uchicago.edu>

# ADVANCED INDONESIAN ABROAD PROGRAM IN INDONESIA

## Abstract

The 2007 Advanced Indonesian Abroad Program was held from June 18 to
August 18, 2007, in Indonesia. It was the thirty-first program organized
by the Consortium for the Teaching of Indonesian and Malay (COTIM); it
will be administered by Ohio University and conducted at Universitas Sam
Ratulangi at Manado (UNSRAT) in the province of Northern Sulawesi in
Indonesia.

The program provides intensive and specialized instruction in Indonesian
for students and teachers from a variety of U.S. institutions and from a
number of different disciplines who are planning or pursuing careers in
Southeast Asian studies. Participants receive advanced instruction in
Indonesian as well as in-country experience. In addition, the program
stimulates scholarly cooperation between U.S. and Indonesian
institutions and is the site for the developing and testing of new
materials for Indonesian language teaching. Over the years since its
inception, this program has continued to grow and develop to become a
fine model of intensive language training at the advanced level.

The program provides participants a language instruction to supplement
their previous training in Indonesian and to attain a relatively high
level of competence in the language, in the range of 2-3 on the
five-point scale of the U.S. Foreign Service Institute ratings. COTIM is
dedicated to language study that makes use of materials that are both
current and authentic (created by Indonesians for Indonesians, rather
than created for the second-language learners), and which reflect a
variety of genres.

Two types of evaluation are conducted. first, the participating students
are evaluated in order to ascertain their instructional needs and to
measure their progress made during the course of the program. Second, an
external evaluator will evaluate the program itself in order to
ascertain how well it meets its stated objectives.

Dr. Marmo Soemarmo, COTIM President

Department of Linguistics, Gordy 375

Ohio University

Athens, Ohio 45701

Telephones:(740) 593-0252 or (740) 590-1401

Fax: (740) 593-2967

E-mail: <soemarmo@ohio.edu>

# INTER-UNIVERSITY CENTER FOR JAPANESE LANGUAGE STUDIES \--

## INTENSIVE TRAINING IN ADVANCED SPOKEN AND WRITTEN JAPANESE

### **Abstract**

The Inter-University Center for Japanese Language Studies provides a
carefully selected group of college and university students with
intensive training in speaking and reading Japanese at the intermediate
and advanced level. During 2007-08, 47 students will be admitted in two
programs: (1) a pre-academic program for students intending to pursue
academic careers teaching Japanese language or area studies; and, (2) a
pre-professional program for students who plan careers in law,
journalism, public administration, business or other non-academic
professions.

Admission is open to all qualified students from accredited colleges or
universities who have completed two years of Japanese language training
or its equivalent, regardless of their age, race, creed, sex,
disability, or institutional affiliation. Applicants are selected on the
basis of their general promise, their record of academic achievement,
and their proficiency in Japanese as measured by a standardized Japanese
Proficiency Test.

The Center program lasts ten months. All teaching materials are in
Japanese, all instruction is carried out in Japanese, and all teachers
are native speakers of Japanese. The teaching staff is recruited through
national searches in Japan. The Center program, reinforced by the
experience of living in a Japanese environment, provides students with a
level of competence in Japanese that the best American programs can
provide only after several years of advanced training, if at all. The
program is designed to bring each participant to a level of proficiency
sufficient for academic or professional use. Training focuses on
development of the ability to converse in Japanese on specialized
subjects, to comprehend and deliver public presentations, and to read
and write materials in Japanese in order to function professionally in
academia, business, government, and other fields. At the end of the
program, it is expected that students will be able to use their Japanese
for effective academic research or other professional use. All students
reach a proficiency level equivalent to 2 plus on the Foreign Service
Institute (FSI) scale, and the best students reach a level equivalent to
4. The Center is operated under the governance of a consortium of 16
North American universities. An American staff at Stanford University
and a Japanese staff at the Center in Yokohama provide day-to-day
administration of the program.

The Center pre-academic program is funded in part by the U.S. Department
of Education. In addition, the Center is funded at present by member
university contributions, income from attendance fees, textbook sales,
and grants and/or fellowships from the Japan-U.S. Friendship Commission,
the Japan Foundation, the Blakemore Foundation, the College Women\'s
Association of Japan, the Shoyu Club, Tokyo Club, the Bank of
Tokyo-Mitsubishi UFJ Scholarship, the Itoh Foundation U.S.A., the Sato
Foundation, the America-Japan Society, Inc., the Cressant Foundation,
and the Hiroko Araki Fowler Scholarship. In addition, the Center
receives material support from the City of Yokohama in the form of
rent-free office and classroom space.

Dr. Steven D. Carter

Chair and Professor of Asian Languages

Executive Director, Inter-University Center for Japanese Language
Studies

C/o Stacey Campbell

Encina Hall, Room E009

Stanford University, Stanford, CA 94305-6055

Tel: (650) 725-1490; Fax: (650) 723-9972

Email: <mstacey.campbell@stanford.edu>

**ADVANCED STUDY OF KHMER (ASK)**

**Summer Abroad Program In phnom penh, CAMBODIA**

####### 

####### Abstract

![](media/image2.png){width="4.784027777777778in"
height="4.804861111111111in"}The Advanced Study of Khmer (ASK) Summer
Abroad Program is an intensive six-week Khmer language-training program
held in Phnom Penh, Cambodia. It aims to fill a void in the U.S.
academic community by providing third-year level Khmer students with a
\"one-of-a-kind\" opportunity to acquire the linguistic foundation
necessary to engage in academic research, professional discourse, and
cultural interaction with all segments of Cambodian society.

This program is sponsored by the College of Languages and Literature at
the University of Hawai'i (UH), and by the Royal University of
Phnom-Penh (RUPP) in Cambodia. The ASK project will increase the number
of linguistically competent Khmer-speaking professionals available for
employment in federal agencies, departments responsible for national
security, and all non-governmental agencies. Also, it will promote
scholarly cooperation and cultural understanding between Cambodia and
the US.

The ASK curriculum is intensive, and implements six instructional
modules based on ACTFL proficiency guidelines. Instruction is given to
small individualized groups taught by Khmer linguists from the Institute
of Foreign Languages (IFL) at RUPP. ASK is a structure academic program
consisting of four hours of formal classroom instruction each morning,
followed by (a three hours) pre-arranged afternoon site visit and
related task-based learning opportunities to observe, analyze, interact,
and experience issues introduced in the morning sessions, as well as to
practice their language skills. These activities include meetings with
governmental offices, local non-governmental organizations, businesses,
and encourage student interaction with all segments of Cambodian
society. In addition, the curriculum includes day-long weekend field
trips to outlying areas of Phnom Penh. In language study, immersion is
fluency\'s best guarantee.

Dr. Chhany Sak-Humphry

University of Hawaii

Hawaiian of Indo-Pacific Languages

Honolulu, HI 96822

Tel: (808_956-5978; Fax: (808) 956-5978

E-mail: <msak@hawaii.edu>

RUSSIAN LANGUAGE AND AREA STUDIES PROGRAM, SUMMER RUSSIAN LANGUAGE
TEACHERS PROGRAM, EURASIAN REGIONAL LANGUAGE PROGRAM, RUSSIAN LANGUAGE
FLAGSHIP PROGRAM

Abstract

Since 1976, American Councils for International Education: ACTR/ACCELS
(American Councils) has worked to advance education, research, and
mutual understanding across the United States and the nations of Eastern
Europe, Eurasia, and Southeast Europe. American Councils programs are
designed to improve the quality of Russian and Eurasian language
instruction in the United States and enable teachers, students, and
professionals to attain advanced proficiency levels in Russian and
Eurasian languages through substantial immersion experiences in the
target culture.

American Councils has Fulbright-Hays support for four overseas language
study programs:

\(1\) The Russian Language and Area Studies Program (RLASP) offers
undergraduate and graduate students intensive language training and
seminars in literature, area studies, and culture at Russian
institutions for a summer, semester or academic year.

\(2\) The Summer Russian Language Teachers Program enables U.S. teachers
of Russian to study advanced Russian, Russian literature, linguistics,
and culture for six weeks at Moscow State University.

\(3\) The Eurasian Regional Language Program enables advanced
undergraduates and graduate students to study virtually any of the
languages of the independent states of the former Soviet Union in an
overseas, immersion-based setting for a semester, summer or academic
year.

\(4\) The Russian Language Flagship Program provides already advanced
learners of Russian the rare opportunity to achieve
superior/professional proficiency levels through a yearlong program of
study and practical training tailored to their professional interests
and academic specialization.

# 

Dr. Daniel E. Davidson

President, American Councils:

ACTR/ACCELS (Washington, D. C.)

1776 Massachusetts Ave., NW Suite 700

Washington, DC 20036

Tel.: (202) 833-7522; Fax: (202) 833-7523

E-mail: <Davidson@americancouncils.org>

## RUSSIAN HERITAGE SPEAKER SEMINAR IN MOSCOW 

## Abstract

The Center for Russian and East European Studies and the Department of
Slavic Languages and Literatures at the University of Pittsburgh has
implemented an Advanced Overseas Intensive Language Training Project to
create a "Russian Heritage Speaker Seminar" to be taught in Moscow,
Russia during the summers of 2005-07. This seminar was located within
the administrative framework of the University's annual Slavic and East
European Summer Language Institute (SLI). Seminar participants were
nationally recruited and will consist of Russian heritage speakers on
the junior or senior undergraduate level or the graduate level, who are
interested either in K-12 or college teaching careers in foreign
language or area studies, or in applying their international knowledge
to other fields such as government, the professions or international
development. In addition, the SLI recruits into this seminar at least
one current or prospective middle or high school teacher of Russian (who
may or may not be a heritage speaker) each year.

All participants receive intensive advanced Russian language training
for five weeks at the University of Pittsburgh in June -- July,
immediately followed by five weeks at Russia's most prestigious
educational institution, Moscow State University, in July -- August. In
each location, the seminar provides both regular language instruction
and individualized tutoring and mentoring to address heritage speakers'
specific needs across the wide range of differences in literacy and
fluency encountered among such speakers. The participating middle and
high school language teacher(s) receive the benefit of observing
firsthand and receiving instruction through example in the special needs
of heritage speakers. The Moscow portion of the seminar utilizes local
instructional personnel, customized cultural excursions, and other
in-country resources to maximize the expansion of the participants'
linguistic and cultural knowledge.

+-----------------------------------+-----------------------------------+
| Dr. Robert Hayden                 | Dr. Oscar Swan                    |
|                                   |                                   |
| Director, Center for Russian and  | Professor of Slavic Languages and |
| East European Studies             | Literatures                       |
|                                   |                                   |
| University of Pittsburgh          | University of Pittsburgh          |
|                                   |                                   |
| 4400 Posvar Hall                  | 1417 Cathedral of Learning        |
|                                   |                                   |
| Pittsburgh, PA 15260              | Pittsburgh, PA 15260              |
|                                   |                                   |
| Tel.: (412) 648-7407              | Tel.: (412) 624-5906              |
|                                   |                                   |
| Fax: (412) 648-7002               | Fax: (412) 624-9714               |
|                                   |                                   |
| E-mail: <rhayden@ucis.pitt.edu>   | E-mail: <swan@pitt.edu>           |
+-----------------------------------+-----------------------------------+

**INTENSIVE ADVANCED SWAHILI COURSE IN TANZANIA: SUMMER 2007**

# 

# Abstract

The University of Georgia's African Studies Institute will direct an
eight-week Advanced Intensive Swahili course in Tanzania (as part of a
Fulbright-Hays Group Project Abroad \[GPA\]) in the summer of 2007. The
main goal of the course will be to reinforce and enrich participants'
knowledge of Swahili language and culture. Applications will be accepted
nationwide from juniors, seniors, and graduate students in United States
universities. Requirements include at least four semesters of Swahili or
the equivalent and an interest in African (East Africa) area studies.
Students enrolled in their final semester or quarters of their second
year of study of the language will also be considered.

The three-year program offers the University of Georgia the opportunity
to collaborate with Michigan State University and to consult with the
Association of African Studies Program (AASP), the African Language
Teachers Association (ALTA), and past directors of the Swahili GPA. The
program will be held in affiliation with the Department of Kiswahili at
the Center for Development (MS-TCDC -- the training location for GPA
2004) in collaboration with Tumaini University at Makumira College
Campus (Arusha) and the Swahili Department at the University of Dar Es
Salaam. Participants will receive adequate pre-departure and in-country
orientations, a combination of virtual and face-to-face information
dissemination and discussions. The most comprehensive orientation will
be in country and will include one week of academic and cultural
orientation that involves hands-on experiences at the MS-TCDC in Arusha,
Tanzania. This will be immediately followed by seven weeks of advanced,
intensive language training at the same Center. The training will also
include cultural and educational site visits, host family stay, and a
community-based project written in the target language (Kiswahili).
Participants will be evaluated throughout the program and course
transcripts will be mailed to their home institutions upon their
completion of the course requirements and return to the United States.

Dr. Lioba Moshi

University Professor and Director, African Studies Institute

321 Holmes/Hunter Academic Building

University of Georgia

Athens, GA 30605

Tel: (706) 542 5314; Fax: (706) 583-0482

E-mail: <mafrica@uga.edu> [or]{.underline} <mMoshi@uga.edu>

**ADVANCED STUDY OF THAI (AST) (2007)**

###### 

###### Abstract

Advanced Study of Thai (AST) is conducted over an eight-week period
(mid-June to mid-September) in Chiang Mai, Thailand in cooperation with
Chiang Mai University. AST is supported by a consortium of U.S.
universities: Arizona State, UC-Berkeley, UC-Los Angeles, Cornell,
Hawaii, Michigan, Northern Illinois, Ohio, Washington, Wisconsin, and
Yale.

AST provides intensive, advanced Thai instruction for up to ten students
in an immersion setting. The curriculum is task-based and emphasizes
communicative skills in listening, speaking, reading, and writing.
Classes are small, averaging four to six students each and all
instructors are experienced pedagogues from the Faculty of Humanities of
Chiang Mai University (CMU). The formal in-class sessions, which are
structured around a textbook authored by former AST instructors at CMU,
are supplemented by homework assignments that require interactions in
the community; in addition field trips are included for all
participants. All of the language to which AST participants are exposed
is authentic Thai.

Formative and summative evaluations are conducted and participants in
AST programs over the years have demonstrated significant improvement in
proficiency, as determined by an American Council for the Teaching of
Foreign Languages (ACTFL) style pre-test and post-test.

AST, which enrolled its first group of students in 1986, is coordinated
by the University of Washington Southeast Asia Center.

Dr. Thomas W. Gething

Affiliate Professor, Asian Languages & Literature

Acting Director, Southeast Asia Center

University of Washington

Seattle, Washington 98195-3650

Tel: (206) 543-9606; Fax: (206) 685-0668

E-mail: <mgething@u.washington.edu>

<http://depts.washington.edu/~seac/ast/>

> > ARIT-AATT SUMMER FELLOWSHIP PROGRAM FOR
>
> > ADVANCED TURKISH LANGUAGE STUDY

# Abstract

Under this project, 17 students were supported to study advanced Turkish
at the eight-week summer intensive language program utilizing the
resources and facilities of Bogaziçi University in Istanbul, Turkey.

This program has been designed to provide the equivalent of a full
academic year course in advanced Turkish. Grant funds will be used in
support of advanced level language training of these qualifying
undergraduate and graduate students recruited nationwide and selected by
a committee based on proficiency assessment of the applicants' Turkish
language skills.

Dr. Erika H. Gilson, Project Director

Department of Near Eastern Studies

Princeton University

110 Jones Hall

Princeton, NJ 08544-1008

Tel: (609) 258-1435; Fax: (609) 258-1242

E-mail: <ehgilson@princeton.edu>

**VIETNAMESE ADVANCED SUMMER INSTITUTE (VASI)**

Abstract

The Vietnamese Advanced Summer Institute (VASI) is a two-month summer
program held in Hanoi and in Ho Chi Minh City. It is designed to teach
intensive advanced courses in Vietnamese language and culture. VASI has
operated successfully since 1996 under the oversight of the GUAVA
Consortium (Group of Universities for the Advancement of Vietnamese
Abroad), which includes Vietnamese teachers from several major U.S.
universities. To date, 120 students from more than 30 institutions have
participated in VASI.

VASI is organized in cooperation with the Vietnamese Language Center,
under the auspices of the Hanoi University of Foreign Studies, and the
Saigon Vietnamese Language School for Foreigners, under the aegis of the
Viet Nam National Ministry of Education and Training. Both centers are
known for their experience in teaching Vietnamese to foreigners and have
had excellent evaluations from former VASI participants.

VASI admits twelve applicants after a rigorous screening process to
ensure the participation of students of the highest potential in their
respective fields of study. Candidates are chosen through a careful and
equitable selection process, from a variety of backgrounds and home
institutions.

The immersion experience in the country where the language is spoken
permits students to gain proficiency in the contemporary language used
in on-going political, economic, and social discourse. It contributes in
raising student cultural sensibilities to achieve successful
interactions in a wide variety of formal and informal context within the
Vietnamese society.

Dr. Kim O. Nguyen

Southeast Asian Studies\-- Box 353650

### University of Washington

### Seattle, WA 98195-3560

Tel: (206) 543-9606;Fax: (206) 685-0668

E-mail: <oriole@u.washington.edu>

# INTENSIVE ADVANCED YORUBA COURSE IN NIGERIA

# 

**Abstract**

The Center for African Studies, University of Florida, Gainesville is
initiating an eight-week Intensive Advanced Yoruba Summer Course in
Nigeria as part of Fulbright-Hays Group Project Abroad from 2005 to
2008. The objective of the program is to provide an avenue for American
students to achieve advanced competence in the study of Yoruba language
and culture in an environment where the language is spoken on daily
basis. The Center accepts applications nationally from undergraduate and
graduate students who have studied Yoruba language at the college level
for a minimum of two academic sessions. Students who are enrolled in
their second year of language study will be encouraged to apply. Up to
twelve participants will be selected for the program every summer.

The Institute of Cultural Studies hosts the Program in Nigeria, Obafemi
Awolowo University (OAU) in Ile-Ife, but Yoruba professors and lecturers
in the Department of African Languages and Literatures of the University
teach all the courses. The courses emphasize mastery of speaking and
comprehension skills at advanced level as recommended by American
Council on the Teaching of Foreign Languages (ACTFL). Students who
successfully fulfill all necessary course requirements will have their
credits transferred by OAU directly to their individual universities.
The students, their teachers, and an external evaluator evaluate the
program itself. The yearly program evaluation and the program director's
report are forwarded to the Department of Education and the AASP/ALTA
(GPA) Oversight Committee.

Dr. Akíntúndé Akínyemí

Assistant Professor of Yoruba Language & Literature

Dept. of African and Asian Languages & Literatures

University of Florida

Gainesville, FL. 32611-5565

E-mail: <akinyemi@aall.ufl.edu>

Tel.: (352) 392 7082; Fax: (352) 392 1443

## THE BERKELEY URDU LANGUAGE FELLOWSHIP PROGRAM

# Abstract

This program is designed to provide intensive instruction in Urdu, the
official language of Pakistan, a national language of India, and one of
the most important languages of South Asia. The demonstrated strategic
importance of Pakistan and India, and of the study of Islam and Muslim
life in South Asia, further increase the need for more American
students, scholars, and teachers to gain high levels of proficiency in
the Urdu language.

In 2004 the Berkeley Urdu program celebrated its thirtieth year of
providing advanced instruction of Urdu for up to twelve American faculty
members or students per year, most associated with programs of South
Asian studies in American universities. The Berkeley Urdu Program, until
Annual Year 2004-2005, had always taken place in Lahore, Pakistan. With
the U.S. Department of State-imposed Travel Warning following the global
impact of the tragic events of 9/11/01 in the United States, the Program
has not been able to send students to Pakistan for several years. This
year, for the third year in a row, the Berkeley Urdu Program will send
students to Lucknow, India, to attend the AIIS Urdu program there. For
the proposed project, then, we request funds to send students annually
to India for as long as the Travel Warning remains in place, following
which, the program will resume in Lahore, Pakistan.

In this upcoming cycle, 2005-2008, as in previous granting cycles, there
will be thirty weeks of instruction, divided into two semesters,
including periods of evaluation and testing, between September and May
each year. Language instruction will be intensive: twenty hours of
classroom or tutorial instruction plus a minimum of fifteen hours of
outside preparation each week. The lead Urdu instructor implements and
adapts the curriculum and syllabus developed through 30 years of
experience by the Urdu language committee, which consists of prominent
American scholars and teachers of Urdu and South Asian studies, most of
them Berkeley Urdu Language Program alumni. Proficiency testing will be
conducted before, during and at the conclusion of the program, using
proficiency testing techniques and standards developed for Urdu in line
with the Proficiency Guidelines of the American Council on the Teaching
of Foreign Languages (ACTFL).

Selection criteria include a good knowledge of Urdu grammar, script, and
vocabulary. Instruction will emphasize the development of spoken
language skills, while striving to improve the students' ability to read
and write Urdu with confidence. Formal instruction in Urdu will be
supplemented by lectures and field trips, as well as opportunities to
meet native speakers from all walks of life and to observe and
participate in the family life of the host country and the multifaceted
cultural activities of Lucknow or Lahore. Building on classroom language
instruction, all such opportunities and activities enliven and deepen
the students' experience of the host country, be it in India or
Pakistan, and provide unparalleled scope for using and expanding their
ability to communicate through Urdu.

Dr. Sanchita Saxena

#### Center for South Asia Studies

#### 10 Stephens Hall

#### University of California

#### Berkeley, CA 94720-2310

#### Tel: (510) 642-3608; Fax: (510) 643-5793

E-mail: <sanchitas@berkeley.edu>

INTENSIVE ADVANCED PROGRAM FOR ZULU IN SOUTH AFRICA

# 

# Abstract

The University of Pennsylvania African Studies Center is directing an
Advanced Intensive Group Project Abroad for Zulu in KwaZulu-Natal, South
Africa this summer of 2007. The purpose of the project is to expand and
enrich the participants' knowledge of the Zulu language and culture to
prepare them for careers in area studies disciplines related to Southern
Africa. The project will offer intensive intermediate and advanced
levels of Zulu. The curriculum will emphasize communicative pedagogical
strategies to enable the students to use the Zulu language appropriately
in various contexts. Applications were accepted nationwide and eighteen
participants were selected from undergraduate and graduate students this
year: the program funds sixteen American participants and two
non-Americans ineligible for program funding are funding their own way.
Selection criteria included two semesters of Zulu (or an equivalent) for
the intermediate level entry, and four semesters for the advanced.

The University of Pennsylvania is administering the project. The project
is held in affiliation with the School of Language, Culture and
Communication (SLCC) at the University of KwaZulu-Natal (UKZN),
Pietermaritzburg. The Project Director, members of faculty of the
Discipline of IsiZulu and School of Education & Development will teach
the course. Professors from the University of KwaZulu-Natal will lead a
series of lectures, and Zulu-language student tutors will serve as
teaching assistants.

The project begins with a two-day orientation program in Durban,
followed by an eight-week intensive Zulu-language study at the
University of KwaZulu-Natal. Formal instruction in Zulu will be
supplemented with lectures by Professors from the University of
KwaZulu-Natal, as well as field trips and home stays in urban and rural
areas to provide participants with opportunities to meet Zulu-language
speakers from all walks of life and to participate in Zulu family life
and multifaceted cultural activities of KwaZulu-Natal. An external
evaluator will evaluate the project, and the evaluation will be
forwarded to the Zulu GPA Committee, and the AASP/ALTA GPA Oversight
Committee.

Dr. Audrey N. Mbeje

Director, Program in African Languages

African Studies Center

647 Williams Hall

255 South 36^th^ Street

Philadelphia, PA 19104-6305

Tel.: (215) 898-4299; Fax: (215) 573-7379

Email: <mbeje@sas.upenn.edu>

[**http://www.africa.upenn.edu**](http://www.africa.upenn.edu/)