HDTenEightyP/NetNews huggingface dataset:
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Date:         Tue, 26 Jan 1993 21:54:20 EST
From:         SED8A8N@BUACCA.BITNET
Subject:      Re: E.R. Auerbach

Elsa Auerbach's snail mail address is:

English Department
University of Massachusetts - Boston
Harbor Campus
Boston, MA 02125

I don't know if she's on e-mail or not.

Suzanne Irujo
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Date:         Fri, 22 Jan 1993 21:08:24 -0700
From:         PELLIOTT@ARIZVMS.BITNET
Subject:      Re: Document Hunting

Lydie, I don't know if this is the same paper but here is a reference:
Bacon, Susan M. & Finneman, Michael D. (1990). A study of the attitudes, motives
   , and strategies of university foreign language students and their dispositio
   ns to authentic oral and written input" Modern Language Journal v74(4)pp4??+
I hope this helps.
PELLIOTT@CCIT.ARIZONA.EDU
Second Language Acquisition and Teaching Program
Univ. of Arizona
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Date:         Mon, 25 Jan 1993 17:30:34 CST
From:         Andrew D Cohen-1 <adcohen@STAFF.TC.UMN.EDU>
Subject:      Re: Teresa Pica

The address I have for Tere Pica is watanabe@a1.relay.upenn.edu
but I have never received a message from her there.

--
DR. ANDREW D. COHEN
ESL, 126 Klaeber Ct, U of Minnesota, 320 16th Ave SE, Mpls, MN 55455
Tel: 612-624-3806/Fax: 612-625-2312/NEW e-mail: adcohen@staff.tc.umn.edu
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Date:         Fri, 22 Jan 1993 00:33:28 -0700
From:         LCINKO@ARIZVMS.BITNET
Subject:      Re: Teaching Languages with NEWS

I enjoyed reading your article.  It is true that even when the interactive
context of a classroom enhances some communicative needs, meaningful linguistic
exchanges and subtantial language development, the instructional context is
still  limited in the range of genuine sociolinguistic situations it
can provide.  Plus, recent studies (Ellis, 1992) have shown that interlanguage
input is not ideal for language acquisition because it lacks quality: the
danger of language fossilization has been underlined because transferred
language patterns are used across students sharing the same native language.
Using international electronic networks allows access to native speakers, and
also gives access to quality input as well as to  a sociolinguistic reality
that  a classroom cannot offer.  Using NEWS could be an efficient way to
overcome the limitations of the instructional environment, as you very well
point out.  Your article offers very interesting insights!...  I am looking
forward to further reactions!!!....

<><><><><><><><><><><><><><><>
     Lydie Meunier-Cinko
   lcinko@ccit.arizona.edu
    lcinko@arizvms.bitnet
<><><><><><><><><><><><><><><>
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Date:         Thu, 28 Jan 1993 09:01:52 -0700
From:         LCINKO@ARIZVMS.BITNET
Subject:      Re: your mail

Yes, JEri, that was the Direct Method, a piece of antiques based on the premise
that   L2 acquisition = L1 acquisition, notwithstanding the fact that students'
and teachers' personality was not taken into consideration at all. Throwing
students into the target language country is in a way a variant of the direct
method:  again, we throw as much input (comprehensible or not) at the learner
and let's see what it does...  after all kids, have learned the language this
way...  Let's keep in mind, however, that the affective filter of adult
learners is much higher than for children.  Children are provided a caretaker
talk,whereas adults are perceived as adults,and caretaker talk is rarely used
for them.  LEt's also remember, that children have a direct access to their
Language Acquisition Device and that they can tap into their Universal Grammar.
Adults, however, rely more on cognitive strategies and conscious learning.
Organisation of material is essential for them.  Let's also remember, that for
children, knowledge is not yet unitized, whereas adults have already gone
through the critical period of unitization.   Socially, let's also add that
children have a smaller social and psychological distance, whereas adults need
to go through a difficult acculturation process: children don't have a definite
set of cultural and social values whereas adults do.   Psychologically, adults
have a stronger ego permeability and consequently a stronger language shock as
well as a stronger culture shock.  Keeping all the above considerations in
mind, it is clear that you can't just throw  adults into a foreign country
without preparation adn ask them to learn: it could be a desaster considering
all the culture, linguistic, and social stress a person has to go through when
traveling abroad.

<><><><><><><><><><><><><><><>
     Lydie Meunier-Cinko
   lcinko@ccit.arizona.edu
 <><><><><><><><><><><><><><><>
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Date:         Tue, 26 Jan 1993 19:18:41 EST
From:         B7RS000 <B7RS@MUSICB.MCGILL.CA>
Subject:      socialization/empowerment

Hi.
  I'm a graduate student at McGill U. and I'm writing my monograph
on socialization through the curriculum of adult ESL job search
classes.  Currently I'm having a lot of difficulties finding
literature on this topic.  Do you have any suggestions regarding
literature on the following topics:
1.  socialization in second languages (specifically ESL)
2.  the 'hidden curriculum' in second languages
3.  empowerment and adult ESL learners
  Thank you for your help.  I look forward to hearing from you.

Betty Chow
McGill University
email:  b7rs@musicb.mcgill.ca
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Date:         Mon, 25 Jan 1993 18:15:38 EDT
From:         "Dr. Frank Moore" <CMS300@LWCVM1.LWC.EDU>
Subject:      E-Mail/Internet/and foreign language instruction

Barbara Lafford: In response to your question on e-mail and foreign
language instruction, I would urge you to get in touch with David Cox at
the Virginia Department of Education (Foreign Language Division) in
Richmond, VA He has worked withseveral people in our state on using
internet to help students access international bulletin boards and
communicate with counterparts in France, Belgium, Canada, Spain and
Germany as well as Russia. The two teachers (High School level-but it
should be even easier to set up at the university level) in Virginia who
have pioneered this are Ms. Debra O'Dell and Ms. Janice Paulsen at
Midlothian High School in Midlothian, Virginia. Their address is 401
Charter Colony Parkway, Midlothian, VA 23113. (804) 378-2440. If you
would like to e-mail David Cox at the VA Dep't of Ed his coordinates
are:  DECOX AT VDOE386.VAK12ED.EDU
Good Luck!


Frank Moore CMS300 AT LWCVM1.LWC.EDU
Modern Languages
Longwood College
Farmville, VA 23909
(804)395-2180
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Date:         Wed, 27 Jan 1993 22:00:00 EDT
From:         RBSCOTT@CUTCV2.BITNET
Subject:      lurnin stuff

24 hours after expressing my unempirical conclusions
about classroom vs. overseas language learning options,
I returned to the computer to find a thoroughly captivating
discussion on the SLART network, and now I have some
renewed faith in classroom instruction along with even
more deep-seeded doubts about the efficacy of formal
language teaching/learning..

I am not going to
 describe my entire language learning
experience other than to say that I am glad Mrs. Law
in 9th grade gave me a chance to have a pen-pal to
practice Spanish with, and I am glad my folks took
a risk and sent me to spend a week with my pen pal's
family  in Ecuador when I was 15.  Then again I remember
that my mom wouldn't let me go on the day of my flight
until we got Mrs. Law to come over and establish telephone
contact with the people who were going to meet me at
the airport, to confirm that indeed someone would be
there to meet me.

That week stands out as a major experience in my life.
I took pictures shaking hands across the equator with
my pen pal.  We saw a bit of the country.  Nobody I
met could speak English, so I was forced to use/remember
the little I knew already, pick up some more normal
ways of speaking, and there was a lot of laughing
and smiling the last few days as I came to feel more
relaxed, comfortable, and confident.

Another analagous experience was when I had my
learners permit for driving, and my dad and little
brother and I drove up to Chicago to bring back a
nice boat to Kansas.  I happened to be at the wheel
as we came into the complex multi-lane traffic
system leading into Chicago.  And I did my best to
handle the challenge of so many different things
going on all at the same time, for about five
minutes, and then we pulled over to change drivers.
My dad told me that those 5 minutes were worth
5 years of driving experience in Kansas.  The
only problem with this analogy is that I do not
know which represents the classroom and which
represents overseas experience.

There is a lot of other stuff.  The fact that
after 4 and a half years in Japan, and great
working rapport with the people and lots of
what seemed like communication, I really knew
almost nothing of the language, and felt a bit
embarrassed.

And then there are my kids.  Now studying in
a Japanese school in a Spanish-speaking country
yet still able to carry on ENglish conversations
with their old dad.

I am a strong believer in the benefit of meeting
new people and learning from them, whether this
occurs in a classroom or in another country or
just down the street, and whether they teach
you new words, new ideas, or just make you
more aware in general.

My own teaching will benefit from all the
interaction on SLART regarding this unwieldy(sp)
topic.  Let's do some more of this.

Robb Scott/ rbscott@cutcv2/ teachers college columbia university
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Date:         Wed, 27 Jan 1993 11:22:00 CDT
From:         patricia s kuntz <KUNTZ@MACC.WISC.EDU>
Subject:      Re: fl

The National Foreign Language Center has published two studies:
Language Gains During Study Abroad:  An Analysis of the ACTR Data

Listening Comprehension Before and After Study Abroad

Both monographs authored by Ralph Ginsberg, 1992.

Patricia S. Kuntz                                Internet: kuntz@macc.wisc.edu
African Studies Program - Outreach Director             Bitnet: kuntz@wiscmacc
1454 Van Hise Hall, 1220 Linden Dr.                  Fidonet: kuntz 1:121/25.3
University of Wisconsin                              BBS: kuntz (608) 262-9689
Madison, WI  53706-1557      Voice: (608) 263-2171         FAX: (608) 262-6998
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Date:         Sat, 23 Jan 1993 07:40:50 -0700
From:         LCINKO@ARIZVMS.BITNET
Subject:      Re: Document Hunting

Thanks Phillip for the reference.  I had seen it on the computer at the library
but ignored it.  Afterall, it might very well be the final version of the
conference.  I'll look into it!!!  Thanks again!...  --Lydie!...
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Date:         Fri, 22 Jan 1993 08:07:11 -0700
From:         LCINKO@ARIZVMS.BITNET
Subject:      Re: Foreign Language Requirements (fwd)

Scientists especially neet to know that there are human beings in other
countries...  Here is a quote by Mark Twain:

"Why, Huck, doan' de French people talk de same way we does?"
"..."
"Is a Frenchman a man?"
"Yes"
"Well, den!  Dad blame it, why doan' he talk like a man?"

(The adventures of Huckleberry Finn (p.. 110-11)

The word "foreign" already has an unfavorable connotation in the American
culture, so if students stop learning a foreign language, it situation will be
worst:

"When we describe something as foreign to our way of life, we do not speak in a
complementary way of that foreign thing.  We have a "foreign particle" in our
eye;  it is an abrasive nuisance..."

Simon, P.  The Tongue Tied American.  New York:  Continuum, 1980, p. 64.

In 1982, the State Department did not require any knowledge in Foreign language
as a condition of entry into the Foreign SErvice, which explains why only nine
of the 60 Foreign Service Officers in Teheran could speak some Persian ...
which made the crisis between Iran and the US even worse.

Lurie, Joseph.  "America... Globally Blind, Deaf, and Dumb.  A Shoking Report
of our Incompetence, Through Ignorance in Dealing with other Countries".
FOREIGN LANGUAGE ANNALS, 15, 6, 1982.

Not forgetting the document:  A NATION AT RISK, by Paul Simon.

Stopping the foreign language requirement is a serious regression towards
isolation.  Isolationism is very dangerious not only for future international
relations, but also professionally for students who won't be able to compete
with the rest of the world since they won't know what work is being done else
where.  Stopping FL requirement will not help them at all in the long run in
their profession.

<><><><><><><><><><><><><><><>
     Lydie Meunier-Cinko
   lcinko@ccit.arizona.edu
    lcinko@arizvms.bitnet
<><><><><><><><><><><><><><><>
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Date:         Fri, 22 Jan 1993 09:51:00 CDT
From:         patricia s kuntz <KUNTZ@MACC.WISC.EDU>
Subject:      Re: Teaching Languages with NEWS

Your article concerning NEWS and utilizing computers for language communication
underscores my effort to improve the resources for language learning of Swahili.

In August, 1992, a colleague beginning a course at a small liberal arts college
needed assistance in materials as well as a refresher of his language skills
(reading and writing).  I recognized this lack of opportunity for African
language teachers to practice their skills in the US.  Consequently, I
established a listserv "Swahili-l" through my efforts as the African Studies
Outreach Director for a US Department of Education Title VI (Higher Education
Act) funding.

To date we have over 70 users of the board including students,
instructors, former Peace Corps volunteers, business persons doing business in
East Africa, and so forth.  Users include Americans and Africans both living in
North America, Europe, Latin America, and Africa.

Various topics are posed.  Some subscibers discuss the linguistic components of
the language while others argue the political situation in Somalia, Kenya,
Bosnia, and the US.  One writer created a poem poking fun at the "bug" which
caused some difficulties during the first month of operation.  Another
subscriber submitted a paper presented at the African Studies Association
meeting.  Instructors of Swahili enjoy collaborating on teaching straties via
the Swahili-l.

Requests have been made for a similar board to be created for Hausa, Yoruba,
Shona, Lingala, Bamana, Amharic, and Arabic.  For many private langauge
organizations in the DC and New York areas, this service also assists their
training.

For less commonly taught languages, this technology is a great resource.  I now
include students from campuses where  self-instructional language programs are
offered.  These students with their informants work on reading and writing
skills via the computer while they focus on listening and speaking skills in
their "tutorial."

        Subscription =  message of request to:
                kuntz@macc.wisc.edu


Patricia S. Kuntz                                Internet: kuntz@macc.wisc.edu
African Studies Program - Outreach Director             Bitnet: kuntz@wiscmacc
1454 Van Hise Hall, 1220 Linden Dr.                  Fidonet: kuntz 1:121/25.3
University of Wisconsin                              BBS: kuntz (608) 262-9689
Madison, WI  53706-1557      Voice: (608) 263-2171         FAX: (608) 262-6998
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Date:         Fri, 22 Jan 1993 06:54:00 CST
From:         Jeri.Dies@UTXVM.CC.UTEXAS.EDU
Subject:      Re: Foreign Language Requirement

At times we have stressed language learning as an academic pursuit instead
of a way for our students to pursue their own learning goals.  Students
have to choose language learning as the means of accomplishing tasks that
have personal meaning.  We need to show that monolingualism may cause a
distorted view of the world.
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Date:         Wed, 27 Jan 1993 08:23:34 PST
From:         Phillip Thomason <THOMASON@PEPVAX.BITNET>
Subject:      Re: fl

I also favor travel and stays in the country for language learning.  There
are, however, two very important factors to consider:  the type of travel and
stay in the country where the target language is spoken; and the quality
and quantity of preparation given to the "learner" before they go to the
country.  There is certainly an ideal time for a learner to be involved in
an abroad program.  Since there are usually limited amounts of funds and time,
efficient use of both dicatates careful preparation (classroom?) and planning.
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Date:         Mon, 25 Jan 1993 09:09:00 CST
From:         Jeri.Dies@UTXVM.CC.UTEXAS.EDU
Subject:      Re: fl

I would assume that the rationale for all educational efforts is that it
is possible to help learners improve upon their natural learning capacity.
Not just learning, but efficient, effective learning is vital.

Jeri Dies
jeri.dies@utxvm.cc.utexas.edu
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Organization: Faculty of Arts, University of Utrecht, The Netherlands
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Date:         Wed, 27 Jan 1993 13:01:25 +0000
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From:         Mike.S.Smith@LET.RUU.NL
Subject:      Re: fl

On the issue of the value of trips/stays abroad, learners seem to vary a great
deal in the value they get from it. Provided their stay is enjoyable, the
motivational benefits speak for themselves. Also, communicative ability gets
a boost. However, at higher levels of proficiency, a great many come back
basically unchanged since they have merely become even better at operating with
the current linguistic resources they had when they left. excepting some new
vocabulary perhaps. This would argue for visits that were carefully
supervised with preparation,post-tests and perhaps some interim contact with
appropriate teachers. All of this suggests that, for the intermediate/advanced
students, guaranteed benefits from foreign travel depend on a lot of
planning and financial backing!
M.Sh-Smith
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Date:         Wed, 27 Jan 1993 11:12:00 CDT
From:         patricia s kuntz <KUNTZ@MACC.WISC.EDU>
Subject:      Re: Travel for L2

The Higher Education Act 1992 and the National Security Education Act 1991 both
provide funding for students (undergraduate/graduates/faculty) to study
languages overseas.  Contact the US Department of Education and USIS (Department
of Defense sponsor) for grant definitions.

I attended St. Olaf College in the 1960s because this college was one of the few
available in the US which "required" not merely allowed students to study
overseas.  St. Olaf provide programs not only for French, German, Spanish
language training, but also for Music in Italian (Rome), Nursing in Norwegian
(Oslo),  and so forth.  Language and profession were linked not only overseas
but now courses are offered on campus.

** St. Olaf was one of the few schools in
the 1960s which offered courses in Liberia, Ethiopia, Thailand, India,
and Israel.  St. Olaf administrators recognized the value of overseas language
programs which resulted in my studying Yoruba for two years at Obafemi Awolawo
University, Ife, Nigeria and  Arabic/Hebrew on the Israeli Semester.

In contrast the University of Wisconsin-Madison during the 1960s offered only
the standard French, German, Spanish in country.  Utilizing grants from the US
DOE and other sources, Wisconsin offers a wide variety of courses.  Since my
interest is AFrica, UW now supports students in the following programs:

        Academic year -
                Sierra Leone (Krio )
                Egypt (Arabic)
                Tanzania (Swahili)
        Summer -
                Togo ( French/Ewe)
                Morocco (Arabic)
                Egypt (Arabic)
                Nigeria (Hausa/Yoruba)
                Tanzania (Swahili)

Wisconsin African Studies Program is only recently considering a requirement
that all graduates of the program have overseas experience and language
training.  For the past 30 years of Title VI US Department of Education funding
graduates of the program could obtain a Ph.D. not knowing (not proficient) an
African language and not having been on the continent.



Patricia S. Kuntz                                Internet: kuntz@macc.wisc.edu
African Studies Program - Outreach Director             Bitnet: kuntz@wiscmacc
1454 Van Hise Hall, 1220 Linden Dr.                  Fidonet: kuntz 1:121/25.3
University of Wisconsin                              BBS: kuntz (608) 262-9689
Madison, WI  53706-1557      Voice: (608) 263-2171         FAX: (608) 262-6998
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