Emory College Language Center Newsletter 2014-15

ECLC NEWSLETTER Winter 2014-2015

W E L C O M E F RO M O U T G O I N G D I R E C TO R

As the Faculty Director of the Emory College Language Center (ECLC) from 2011-‐2014, I look back with fondness and appreciaFon at all that the ECLC has been able to accomplish over the past few years. Charged with supporFng and promoFng language studies at Emory, the ECLC has been acFve in a number of areas. Whether it has been exploring new instrucFonal technologies, contribuFng to changes in the College’s General EducaFon Requirements, responding to the restructuring of Emory College, parFcipaFng in the university’s formaFon of its new global strategy, holding workshops on language pedagogy, hosFng guest lectures on the latest developments in second language acquisiFon, collaboraFng with other units on campus to foster language studies, recognizing outstanding student and faculty achievement in language studies, or supporFng student and faculty language-‐related projects, the ECLC has tried to play an important and prominent role in helping the Emory community understand the centrality of language studies for a liberal arts research university. A large reason for the ECLC’s success over the years has been the outstanding work of the many language studies faculty who have parFcipated in the events, discussions, and commiQees organized by the ECLC. I am parFcularly grateful to the ECLC ExecuFve CommiQee for its sage advice and support of the many iniFaFves undertaken in the last four years. I also want to thank Sarah ShorQ, the ECLC’s Program Coordinator, who has played such an integral role in coordinaFng and organizing all the ECLC acFviFes, including the compilaFon of this newsleQer. The past four years have allowed me to truly understand the importance of the ECLC for Emory, and therefore I am delighted to know that Dr. Hong Li with her many scholarly, pedagogical, and administraFve talents will lead the Center in the future.

Hiram MaximECLC Director, 2011-‐2014

W E L C O M E F RO M I N C O M I N G D I R E C TO R

Hong LiECLC Director, 2014-‐2017

As the incoming director of the Emory College Language Center (ECLC), I would like thank Dr. Hiram Maxim, who served as the Director of ECLC for the past four years. Under his leadership, the ECLC supported the teaching and learning of languages and cultures at Emory in numerous ways, such as offering lectures and workshops, providing support for faculty’s conference presentaFons and curriculum development; as well as recognizing excellence in the teaching and learning of languages. In the past four years, the ECLC became not only a gathering place for all faculty in languages and cultures to exchange ideas and support each other, but also the strong voice to advocate for the centrality of languages and cultures in liberal arts educaFon on Emory campus and beyond. Based on the great work that the ECLC has iniFated in recent years, I will strive to advocate for the importance of languages and cultures on behalf of all language programs and department. I will also conFnue the ECLC’s efforts in providing professional development and pedagogical training programs through lectures, workshops, and our lunch and learn series. AddiFonally, I hope to work with language faculty in developing new opportuniFes to further support students in our language programs. As I embark on this new journey, I will conFnue to consult with Dr. Hiram Maxim. I also welcome thoughts and suggesFons from all faculty and students. Please feel free get in touch with me with your quesFons or suggesFons.

languagecenter.emory.edu 2

2013-2014: A Year in Review

The 2013-‐2014 academic year was another busy one for the Language Center with a series of events and speakers aimed to support and promote the teaching and learning of languages. Although the different programs examined a range of issues in language educaEon, a central theme all year was the cultural embeddedness of language use. The first take on this theme was a set of two talks that examined the ethnography of language learning. Emory’s own Dr. Debra Vidali (Anthropology) and Dr. Anna Grimshaw (ILA) shared their ethnography-‐

based research as a way to introduce language studies faculty to the relevance of ethnographic methodologies for studying and understanding language use. That talk was followed by a guest lecture by Dr. Celeste Kinginger, Professor of French and Applied LinguisEcs at Penn State University, on her ethnographic research into study abroad. Her use of an ethnographic lens for analyzing study abroad allows her to gain important insights into the intercultural challenges that students face while studying

overseas. The next talk that highlighted language as a carrier of cultural meaning was a guest lecture by Dr. Elana Shohamy, Professor of EducaEon at Tel Aviv University, on her research into the linguisEc landscape of her hometown Tel Aviv. Specifically, she examines how the public display of language reveals the tensions among the populace regarding idenEty, language, and ideology. Because of the strong interest among faculty in

involving students in linguisEc landscape research, Dr. Shohamy will return to campus in 2015 for a pedagogical workshop on using linguisEc landscape with students. The next two guest speakers conEnued the focus on the cultural component of language by approaching language as discourse. Dr. Claire Kramsch, Professor of German and EducaEon at the University of California-‐Berkeley, presented on

Don Tuten, Debra Vidali and Anna Grimshaw

Celeste Kinginger

Elana Shohamy

ECLC NEWSLETTER Winter 2014-2015

Continued on page 3

Please send all inquiries to:

Emory College Language CenterEmory University

540 Asbury Circle

421A Woodruff Library

Atlanta GA 30322

Phone: 404.727.8319

Program Profile: Tibetan at Emory

Structured Independent Language Study (SILS)

Faculty Promotions

Faculty and Student Awards- Curriculum Development Fellowship- Excellence in Language Teaching- Excellence in Language Studies

Programming for 2014-2015

Video Portrait Series: Languages Make a Difference

Summer Workshop on Technology

2013-2014: A Year in Review

IN THIS ISSUE

http://languagecenter.emory.edu



the importance of seeing language use as a reflecEon of larger cultural norms and values. Her fine-‐grained analysis of classroom discourse and a classroom textbook exemplified the cultural subjecEviEes inherent in all language use. Dr. Kramsch was followed by Dr. Barbara Johnstone, Professor of LinguisEcs and English at Carnegie-‐Mellon University, who presented on her research on the Pi]sburghese

dialect as a cultural, rather than a linguisEc, phenomenon. The final guest lecture of the year was by noted cogniEve scienEst Dr. Lera Boroditsky from the University of California-‐San Diego who presented on her research into the role that language plays in shaping how we think. Through a series of examples that highlighted cross-‐linguisEc differences in thought, she made a compelling case for the power of language in affecEng a culture’s thought processes. By the end of the year, the ECLC had introduced a range of issues – language as culture, language as idenEty, language as discourse, language as thought –

that all were stark reminders of the centrality of language in shaping who we are and how we view the world. Several of these talks were videotaped and can be accessed through the ECLC website (languagecenter.emory.edu). In addiEon to the guest lectures from outside experts, the ECLC was delighted to host several events

Claire Kramsch

Lera Boroditsky

that featured Emory faculty. In the fall Dr. Hong Li, Professor of Pedagogy in Chinese, and Aya McDaniel, Instructor of Japanese, presented on their use to great effect of different instrucEonal technologies, such as SoundCloud, Wimba, Storify, YouTube, and Voicethread. Later in the year, Dr. Bumyong Choi, Lecturer in Korean, presented on his newly developed hybrid Korean class centered around Korean TV drama. Dr. Choi’s work in developing this course was supported by the 2013 ECLC Curriculum Development Fellowship. Finally, Dr. Peggy Barle], Professor of Anthropology and noted expert on Sustainability Studies, led a

workshop on incorporaEng sustainability into the language studies curriculum. This workshop served as an effecEve follow-‐up to the annual Piedmont Project that many language studies faculty members have a]ended in previous years. In fact, language studies departments have been some of the leaders on campus in exposing students to sustainability issues through their coursework. Recent examples include a German course on filmic portrayals of nature, a Yiddish culture course on nature and the Jewish imaginaEon, an Italian course on the slow food culture, a Chinese course on environmental awareness in China, and a Spanish course on ecological imperialism. As all the different events and topics indicate, language studies faculty are involved in exploring many different aspects of language teaching and learning and are constantly seeking new approaches and ideas for furthering their work.

Barbara Johnstone

Aya McDaniel and Hong Li

ECLC NEWSLETTER Winter 2014-‐2015




As part of its long-‐Eme programming focus on instrucEonal technology, the ECLC hosted two daylong summer workshops that explored the theory and pracEce behind two parEcularly compelling developments in computer-‐assisted and mobile-‐enabled language learning: geolocaEve learning and ePorcolios.

In August 2013 two colleagues from the School of Modern Languages at Georgia Tech, Dr. Oswaldo Clejer and Dr. Jan Uelzmann, led a capEvated audience of Emory language studies faculty into the rapidly growing world of mobile, placed-‐based, augmented reality learning experiences. The general idea behind this technology is that students and teachers can use their mobile devices to create apps that allow users of the app to interact with specific places. The focus of the workshop was on one parEcular soeware, Augmented Reality for InteracEve Storytelling (ARIS), that allows users (faculty and/or students) to build interacEve tours of a parEcular locaEon in a foreign language. The possibiliEes for using this technology both on the Emory campus and during study abroad are limitless and are parEcularly intriguing because of the opEon that allows students to become the authors of the interacEve tours. The interest among faculty in this technology remains high, and this past spring three faculty members in the Department of Russian and East Asian Languages and Cultures (REALC), Dr. Bumyong Choi (Lecturer in Korean), Dr. Yu Li (Senior Lecturer in Chinese), and Aya McDaniel (Instructor of

Summer Workshops on Instructional Technology

Japanese), each implemented a small-‐scale geolocaEve learning component in their courses that involved students creaEng an online tour of local Korean, Chinese, and Japanese establishments, respecEvely.

In August 2014 Dr. David Fisher, Senior Lecturer in English and Director of First-‐year ComposiEon at Emory, held an ECLC-‐sponsored workshop on implemenEng electronic porcolios in language studies programs. The idea of having language learners document their learning via a porcolio has been a long-‐Eme interest of language studies faculty at Emory, but there was always the dual challenge of finding both the right technology for supporEng the electronic presentaEon of student learning and the personnel on campus to support such a project. Now with Dr. Fisher’s experEse along with his colleagues David Morgen and Joona Trapp in the English Department, who have experience with ePorcolios as well as recent developments in technology, parEcularly free web authoring tools, such as Weebly, Wix, or Wordpress, the Eme appears to be right to explore this mode of assessment more thoroughly. Of parEcular interest to the workshop parEcipants was to use the ePorcolio to document the learning that majors undergo within a parEcular language studies program. The next step will be for faculty to explore with their respecEve departmental colleagues how this assessment tool could be implemented either at the course or programmaEc level.

Because of Emory College’s rich and impressive offering of 18 foreign languages as well as the SILS program, the ECLC is coordinaEng a mulE-‐year project to videotape tesEmonials by Emory students about their experiences learning and using foreign languages. EnEtled “Languages Make a Difference,” this video portrait series highlights both the range of acEviEes and the profound effects that foreign language learning at Emory makes possible. To date, six such portraits have been filmed and are available on the ECLC website with plans to add to this series each semester for the foreseeable future.

Video Portrait Series “Languages Make a Difference”





Programming for 2014-2015

In fall of 2014, the ECLC “Lunch and Learn” series focused on the roles language proficiencies and cultural knowledge play in the teaching and research of Emory faculty. Dr. Jenny Chio, Assistant Professor in the Anthropology Department, reflected on the role of language and cultural proficiencies that informed and shaped her research on ethnic idenFty, rural development, and tourism in China, which she has recently published as a book Ftled A Landscape of Travel: The Work of

Tourism in Rural Ethnic China (University of Washington Press, 2014). Dr. Jeffery Lesser’s talk “The CreaFon of NaFonal IdenFFes in Brazil: Language and the Case of Guerrilla Leader Shizuo Ozawa” focused on the language (both normaFve Portuguese and ethnic coded versions) of naFonal idenFty used by Shizuo Ozawa (known by his nom de guerre Mario Japa), one of the most famous Brazilian guerrillas of the 1960’s. By connecFng with faculty in non-‐language departments, the ECLC hopes to highlight the centrality of language and cultural proficiencies in the teaching and research of Emory faculty, and to inspire students to pursue advanced studies in languages and cultures.

AddiFonally, the ECLC intends to conFnue its programing in instrucFonal technology and sustainability through lectures and workshops by Emory faculty. As a follow up to the Piedmont Project workshop enFtled “Sustainability and Languages: Strategies for Course Development and CreaFve Engagement” in the spring of this year, the ECLC offered another workshop featuring curricular innovaFons through issues of sustainability. This workshop, enFtled “InnovaFve Teaching of Languages and Cultures through Sustainability Issues”, engaged presenters and parFcipants in discussions on how sustainability and modern languages can come together through innovaFve teaching and program development. Professors Wan-‐Li Ho, Simona Muratore, and Noriko Takeda discussed the implementaFon of learner-‐centered projects on sustainability in their language courses. Professor Karen Stolley reflected on how sustainability can be incorporated into the language curriculum across the learning spectrum by presenFng programmaFc pracFces in the Department of Spanish and Portuguese. Professor Vialla Harhield-‐Mendez facilitated brainstorming sessions among parFcipants, aiming to bring the conversaFon to an even broader level of pedagogical strategy and curriculum development and explore the leadership role that language and culture can play with regard to sustainability.

InstrucFonal technology has been a long term programing focus for ECLC. In fall of 2014, Yu Li, Senior Lecturer of Chinese, Bomyong Choi, Lecturer of Korean, and Mika Yamaguchi, instructor of Japanese, will jointly present case studies of their project-‐based geolocaFve learning designed to enhance students' cultural competence in East Asian language courses. Students research geolocaFve points of interest that are related to Chinese, Japanese, and Korean cultures and heritage in their local community and map their findings on Google Map. This presentaFon is Ftled “Mapping East Asian Cultures in the U.S.: GeolocaFve-‐Learning Projects in Language Courses.”


Jenny Chio

Jeffrey Lesser

Sustainability Workshop Fall 2014

Continued on page 6




In the spring semester of 2015, the ECLC will feature an array of outside experts to examine issues of language advocacy and linguisFc landscape as well as the development of advanced literacy. Some of those issues were already introduced by the ECLC during its programing events last year. The upcoming lectures and workshops will further inform and guide the teaching and learning of languages at Emory.

Elaine Tarone, Director, Center for Advanced Research in Language AcquisiFon (CARLA) University of Minnesota“Revitalizing Foreign Languages in the Academy”In this presentaFon, a variety of strategies will be presented as opFons for revitalizing foreign language programs in post-‐secondary sekngs. Jan. 27, 4:00-‐5:30pm, Oxford Auditorium

Jennifer Leeman, Associate Professor of Spanish LinguisFcsGeorge Mason University“Reading the linguisFc landscape: New approaches for research and teaching”In this presentaFon, Dr. Leeman will describe the origins of linguisFc landscape in the field of language planning and policy and discuss new direcFons within this fast-‐growing area of research. Feb. 26, 4:00-‐5:30pm, Room 201, Modern Languages Building

Elana Shohamy, Professor of Language EducaFonTel Aviv UniversityWorkshop: LinguisFc Landscape as a Pedagogical Tool: Methods for Designing CollecFng and Analyzing Language and SocieFes in the Public SpaceMarch 30, 4:00-‐7:00pm, Room 201, Modern Languages Building

Marianna Pankova, Assistant Professor of German, Director of CurriculumGeorgetown University“ConnecFng linguisFc complexity to semanFc complexity of advanced literacy contexts: ImplicaFons for fostering advanced language use in FL curriculum construcFon and pedagogy”April 16, 4:00-‐5:30pm, Room 201, Modern Languages Building In addiFon to guest speakers, Emory faculty will share their work on curriculum development and innovaFve teaching. Dr. Elena Glazov-‐Corrigan (Russian and East Asian Languages and Cultures) and Dr. Rkia Cornell (Middle Eastern and South Asian Studies) will conduct a workshop on teaching languages and cultures through music and songs. Dr. Naama Harel (Middle Eastern and South Asian Studies) will present on her work in developing curriculum for the Hebrew Program.

Another important project that the ECLC is currently undertaking is to finalize the learning outcomes for the HAP/HAL General EducaFon Requirements. A task force on the assessment of HAP/HAL courses is working hard to develop assessment measures and rubrics to assess a few HAL courses in the Spring of 2015.


Programming for 2014-2015Continued from page 5




With the generous support of ECLC Curriculum Development Fellowship, I was able to develop an online hybrid course KRN305 Korean Proficiency through Korean TV Drama and offered the

course in the Spring semester of 2014.

In the development of the course, the most challenging task was to select an appropriate TV drama that contained rich features of Korean culture as well as good quality of language inputs. Aoer selecFng the TV drama, I was able to idenFfy several possible online

acFviFes for the course and decided to use Blackboard as our courseware. The developed course consisted of two hours of in-‐class acFviFes and one hour of online acFviFes. The following is the basic module for the weekly online acFviFes: Watching Episode – Vocabulary assignment – Vocabulary Quiz -‐ Comprehension QuesFon -‐ Pre summary acFvity -‐ Individual summary – Story retelling – Listening/Speaking acFviFes. Although I had to sacrifice some interacFve acFviFes, such as dubbing acFvity and interacFve discussion board by using Blackboard, I am expecFng it will be improved when new features, such as Voice Thread, are available on our Blackboard site in the near future. In the Spring of 2014, 14 Emory students enjoyed watching a popular Korean drama, discussing relevant cultural and social issues, and expanding their knowledge of the Korean language. This course will be offered in the following academic year with more improved features. I want to express my sincere thanks to ECLC and REALC department for their great support on this project.

Bumyong ChoiSenior Lecturer in Korean

Bumyong ChoiECLC Curriculum Development Fellowship Recipient for 2013

Faculty and Student AwardsOne of the primary goals set forth in the Mission Statement of the Emory College Language Center is to recognize outstanding achievement of both language faculty and language students. Each Spring semester the ECLC presents the following awards: the Curriculum Development Fellowship, the Excellence in Language Teaching Award, and the Excellence in Language Studies Award.

Curriculum Development Fellowship

The Curriculum Development Fellowship aims to provide support to foreign language faculty who plan to develop teaching materials, assessment tools, and/or research designs that will benefit foreign language programs at Emory.

Naama HarelECLC Curriculum Development Fellowship Recipient for 2014

I received the ECLC Curriculum Development Fellowship in Spring 2014 for my project Integra(ng Technological Approaches into the Hebrew Curriculum. This project was designed to fulfill a few pedagogical goals, including developing students’ listening comprehension skills, enriching their cultural understanding, and improving access to resources. During the fellowship period I

collected various Hebrew audiovisual materials, such as Israeli song clips and short sketches, and also created audio versions of textual materials. These materials, as well as digital stories in Hebrew, created by advanced Hebrew students over the last two years, is available online as of the Fall of 2014 for students in the enFre Hebrew program, arranged according to class levels. AddiFonally, I created an online placement test in Hebrew, which is already available though the Hebrew webpage on the department of Middle Eastern and South Asian website. The Hebrew placement test is widely used, as up to 70% of the Hebrew students in the intermediate and advanced levels have not taken Hebrew courses at Emory, but gained their Hebrew skills elsewhere (typically in Jewish day schools). The online Hebrew placement test solved accessibility problems (as the placement process is typically taking place over the summer break) and made the placement process much more efficient for students and faculty alike. I am truly grateful to the ECLC for enabling this project to come to fruition.

Naama HarelLecturer and Language Coordinator in Hebrew





During the 2013-‐14 academic year, Hong Li and ChrisFne Ristaino began their research on the culinary, social, economic, and cultural tradiFons around the noodle. Thanks to the generous course release provided by ECLC, they will develop their research into a freshman seminar to be taught in the fall of 2015. Their course will first debate popular myths around the origin of the noodle and then move into the noodle’s deep cultural Fes. The noodle has a rich tradiFon and it has traveled longer and further than Marco Polo himself. However, contrary to popular myth, Marco Polo was not the person who first brought the noodle from China to Italy. There is an array of conflicFng theories regarding the invenFon of the noodle, crediFng the Chinese, the Italians, and the Arabs. So how does China and Italy’s connecFon to the noodle extend beyond a profound love for the noodle and a rich history of culinary dishes? In reality, the noodle has affected China and Italy in different yet intersecFng ways, and is closely linked to the two cultures and tradiFons. Dr. Ristaino and Dr. Li's seminar will go deep into the noodle’s cultural significance to see how it has integrated itself into the myth, symbolism, storytelling, cycle of life, social context, class structure, history, art, and cultural DNA of China and Italy. Their focus will be on storytelling around the noodle as well as the family connecFon and tradiFons that highlight the noodle’s integraFon into Chinese and Italian cultures. UlFmately their class will follow the noodle into Italian and Chinese American families in the United States. Does the noodle manifest itself in these immigrant families in similar ways? How does the noodle hold onto the culture of the mother country and then break away into new forms once it is in the United States? Does the country own the noodle or does the noodle possess the country in which it thrives?

ECLC Curriculum Development Fellowship Recipients

Hong Li, Professor of Pedagogy in ChineseDepartment of Russian and East Asian

Languages and Cultures


ChrisSne Ristaino, Senior Lecturer of ItalianDepartment of French and Italian

Noodle Narratives on the Silk Road: A Cultural Exploration of China and Italy through Noodles


Wan-‐Li HoCo-‐Recipient of the 2014 Excellence in

Language Teaching Award

Wan-‐li Ho teaches courses on Chinese language and culture in the Department of Russian and East Asian Languages and Cultures. She has been at Emory since 2001. A naFve of Taiwan, she received her Ph.D. from Temple University, where her dissertaFon focused on religion, women's studies, and the environment. Her commitment to research in these fields in general, and eco-‐feminism in parFcular, informs her teaching in both language and culture classes.

Professor Ho's versaFlity as a teacher is excepFonal: she has taught Chinese at all levels, led countless directed studies, been central to the Chinese program's mentoring efforts for both students and junior faculty, and implemented several courses in English including a popular first-‐year seminar. Not only that, she has received a impressive array of teaching awards, including the Winship Award and four each of both the Phi Beta Kappa and Emory Scholar Teaching awards.

When I reflect on the many years that I have known Professor Ho, the word that comes to mind most readily is compassion. Whether one is observing her classroom teaching, reading her essays and arFcles, or collaboraFng with her on rouFne administraFve duFes, compassion is Professor Ho's most outstanding quality. It has inspired students to persist in their study of Chinese language and achieve goals beyond what they imagined themselves capable, it has helped scholars of environmental studies consider new ways to face perennial challenges, and has been at the heart of the creaFve community of educators we work with in the department and the ECLC.

Professor Ho's record of success has been remarkable, and the honors she has received from students and her peers is deeply deserved. I am delighted that the ECLC has chosen to recognize her with its highest accolade, the ECLC Teaching Award.

Cheryl Crowley, Associate ProfessorRussian and East Asian Languages and Cultures


Robyn Clarke is a stellar teacher whose fanaFcally devoted students at the undergraduate and graduate level praise her engaging yet rigorous classes and view her as a model of the non-‐naFve speaker who embraces a second language and culture. Graduate students describe her as a commiQed mentor available to discuss teaching strategies and help them prepare for the job market. Emory graduates recount how they call on lessons learned with Prof. Clarke in their current posiFons as an immigraFon paralegal, a teacher, or a doctoral student in Clinical Psychology.

Prof. Clarke’s teaching responsibiliFes span the full range of the Spanish curriculum, including SPAN 316, a course in phoneFcs and phonology cross-‐listed with LinguisFcs and one of the most popular in the Department. As Director of the Spanish Language Program she is responsible for scheduling and oversight of the largest language program at Emory and for placing hundreds of anxious students at the appropriate level, using an on-‐line placement exam along with student transcripts and interviews with a diplomaFc combinaFon of encouragement and firmness. She has responded to enrollment pressures in Spanish with innovaFve curricular iniFaFves such as a first year course for ‘false beginners’ and a proposal that will enable students to complete the foreign language GER by taking a 200-‐level or higher Spanish course and PORT 110 (Portuguese for Spanish Speakers). She is a mainstay of the Iberian Studies Summer Program, which she co-‐directs with Professor Donald Tuten. Tellingly, her unmistakable Southern twang disappears completely when she's speaking Spanish.

Karen Stolley, Chair and ProfessorSpanish and Portuguese

Robin ClarkeCo-‐Recipient of the 2014 Excellence in

Language Teaching Award

The Excellence in Language Teaching Award recognizes one language faculty member who has a minimum of six years on the Emory College faculty, an outstanding teaching record, evidence of innovaFon in teaching and interest in conFnued professional development, evidence of appreciaFon by peers and students as a model teacher, involvement in language teaching at the various levels, extended service to her/his own language program (on-‐campus acFviFes, study abroad) and to the Emory language community at large, and involvement with students both inside and outside the

Excellence in Language Teaching Award 2014




Ikmal Adian Mohd Adil (Arabic)

Gahee Lee (Chinese)

Shuhao (Andy) Zhang (English as a Second Language)

Drew Reeson Kaup (French)

Yuan (Sarah) Yue (German)

Alexander Lee Chen (Greek, Ancient)

Jessica Gordon (Hebrew)

Owen Sanders Jollie (Hindi)

Meredith Sanders Green (Italian)

Excellence in Language Studies Awards 2014The Excellence in Language Studies awards are presented to one student in each language offered at Emory College. Each student is chosen by his or her respecFve department and recognized at the ECLC awards ceremony held in their honor each Spring. In the Spring of 2014, the following students were recognized.

James Yuji Lunde (Japanese)

José Alexander Cruz Rodriguez (Korean)

David Ryan Stevenson (LaFn)

Sahar Rahim (Persian)

Verónica CrisFna Romero (Portuguese)

David Koser (Russian)

Antonia Celano Rovira (Spanish)

Morika Rose Hensley (Tibetan)


From Associate Professor to Professor

Valerie Loichot, Professor of French and EnglishDepartment of French and Italian

Hiram Maxim, Professor of GermanDepartment of German Studies

Karen Stolley, Professor of Spanish Department of Spanish and Portuguese

Garth Tissol, Professor of ClassicsDepartment of Classics

PromoSon to Professor of Pedagogy

Hong Li, Professor of Pedagogy, ChineseDepartment of Russianand East Asian Languages and Cultures

Language Studies Faculty Promotions 2013 - 2014

From Lecturer to Senior Lecturer

Yu Li, Senior Lecturer of Chinese Department of Russianand East Asian Languages and Cultures

Lilia Coropceanu, Senior Lecturer of FrenchDepartment of French and Italian

Simona Muratore, Senior Lecturer of ItalianDepartment of French and Italian

Marjorie Pak, Senior Lecturer of LinguisFcsProgram in LinguisFcs



http://french.emory.edu/people/loichot.html

http://french.emory.edu/people/loichot.html

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http://german.emory.edu/home/people/faculty/maxim.html

http://german.emory.edu/home/people/faculty/maxim.html

http://german.emory.edu/home/index.html

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http://spanish.emory.edu/home/people/faculty/stolley.html

http://spanish.emory.edu/home/people/faculty/stolley.html

http://spanish.emory.edu/home/index.html




http://classics.emory.edu/indivFacPages/tissol/tissol.html

http://classics.emory.edu/indivFacPages/tissol/tissol.html

http://classics.emory.edu/

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http://realc.emory.edu/home/people/faculty/hong_li.html

http://realc.emory.edu/home/people/faculty/hong_li.html

http://realc.emory.edu/home/people/faculty/yu_li.html

http://realc.emory.edu/home/people/faculty/yu_li.html

http://realc.emory.edu/home/index.html






http://french.emory.edu/people/coropceanu.html

http://french.emory.edu/people/coropceanu.html



http://french.emory.edu/people/muratore.html

http://french.emory.edu/people/muratore.html



http://linguistics.emory.edu/home/people/corefaculty/pak.html

http://linguistics.emory.edu/home/people/corefaculty/pak.html

http://linguistics.emory.edu/home/index.html

http://linguistics.emory.edu/home/index.html



Established in 2008 under the Race and Difference IniFaFve and run by the Emory College Language Center (ECLC), Structured Independent Language Study (SILS) is a non-‐credit language program designed for students who need or want to study languages not offered as part of the regular curriculum. In the SILS program, a college-‐level instructor of the target language develops a self-‐study curriculum for students to follow. Students are required to meet twice a week with a local naFve speaker for conversaFon pracFce, and the instructor administers an oral proficiency exam (in person or via Skype) at the end of the semester. This ‘directed study’ model, which is endorsed by the NaFonal AssociaFon of Self-‐InstrucFonal Language Programs (NASILP, www.nasilp.net), provides the structure and the one-‐on-‐one interacFon that independent language students require.

Directed by Dr. Marjorie Pak, Senior Lecturer in LinguisFcs, and administered by Sarah ShorQ, Programming Coordinator of the ECLC, SILS has offered less-‐commonly taught language instrucFon in 19 different languages to over 150 students from all corners of campus (Emory College of Arts and Sciences, the Laney Graduate School, the Rollins School of Public Health, the Candler School of Theology, the Medical School, Goizueta Business School, and the Nell Hodgson Woodruff School of Nursing). As a result, SILS has more than doubled the number of languages that Emory students can learn in a structured context, and has greatly expanded the geographic and typological diversity of Emory language studies as well. For example, Emory College of Arts and Sciences has no African or Southeast Asian languages in its curriculum, even though these are some of the most linguisFcally diverse regions in the world; SILS partly fills this gap with Amharic, Kiswahili, Twi, Indonesian, Thai and Vietnamese. Moreover, many of the languages offered through SILS (e.g. HaiFan Kreyol) are not formally taught anywhere else in the greater Atlanta region. To date, American Sign Language, HaiFan Kreyol, and Kiswahili have been the languages most in demand by Emory students. Other languages that SILS has offered in addiFon to the ones already listed include Albanian, Bengali, Georgian, Modern Greek, Malayalam, Marathi, Nepali, Serbo-‐CroaFan, Turkish, and Urdu.

Students have needed this language instrucFon to support research and work criFcal to their current and future academic goals. For example, in the brief amount of Fme since its incepFon SILS has helped students who were

-‐ compleFng dissertaFons in the Laney Graduate School;-‐ pursuing master’s degrees in the Rollins School of Public Health or the Candler School of Theology;-‐ preparing for internaFonal careers;-‐ conducFng community-‐engaged field work overseas;-‐ applying for post-‐graduate fellowships or graduate school; -‐ wriFng senior honor’s theses for Emory College.

The ECLC is proud and excited to conFnue its support of this mission-‐criFcal program in the future.

Structured Independent Language Study (SILS): A Program for Studying Less Commonly Taught Languages at Emory



http://www.nasilp.net

http://www.nasilp.net


I first met Professor Tsepak Rigzin in 2004, when he came to my home town as a translator for the MysFcal Arts of Tibet Tour. He and the monks of Drepung Loseling Monastery had a tremendous impact on my life growing up, and, although I am sFll predominantly focused on environmental science, being involved with the Tibetan people, culture, and now language, has been one of my strongest passions. Indeed, I might not have found or aQended Emory at all had it not been for its Partnership with Tibet. On the first day of freshman year, then, it was fun to officially become Professor Rigzin's student. He is such an intelligent, passionate, and skillful teacher, and it is my great fortune to study Tibetan with him. Learning Tibetan has truly opened my mind into new thought-‐processes and ways of seeing the world. Hopefully in Spring 2015 I can parFcipate in the Emory Tibetan Studies Abroad Program in Dharamsala, India to further my learning and connecFon with Tibet.

Program Profile: Tibetan at Emoryby Morika Hensley, ‘16C


Morika Hensley and Dhondup Tso Tsepak RigzinInstructor and Language Coordinator in Tibetan



Emory College Language Center Newsletter 2014-15

Documents

Transcript of Emory College Language Center Newsletter 2014-15