II Summer Programs, 1967

1967 ◽  
Vol 10 (01) ◽  
pp. 103-105
Author(s):  
Norman R. Bennett
Keyword(s):  
Los Angeles ◽  
Language Instruction ◽  
Summer Program ◽  
African Language ◽  
Language Program ◽  
African Languages ◽  
National Defense Education Act ◽  
Duquesne University ◽  
Summer Session ◽  
Education Act

An NDEA Summer Lanuage and Area Program will be offered during the eight-week summer session, June 26-August 18, 1967, on the UCLA campus. Languages to be offered are: Swahili, Afrikaans, Hausa, and Fulani. Area courses will be offered in anthropology, English, geography, history, law, and political science. The program is open to all undergraduate and graduate students interested in pursuing a combined area and language program. Applications for admission should be directed to the Summer Sessions Office, UCLA, Los Angeles, Calif. 90024. Fellowships (NDFL Summer Awards) are available through the Office of Education in Washington, D.C. The African Language and Area Center of Duquesne University, in cooperation with the African Language and Area Centers of Columbia, Howard, Indiana, Michigan State, Northwestern, Ohio, and Wisconsin universities, is sponsoring an eight-week Intensive Summer Language Program in six African languages which is supported by matching funds provided by the U.S. Office of Education under the National Defense Education Act. The Reverend Joseph L. Varga, C.S.Sp., professor of Swahili at Duquesne University, will assume overall responsibility for language instruction; and the whole Intensive Summer Program will be under the direction of Dr. Geza Grosschmid, director of the African Language and Area Center, Duquesne University. Courses: Intensive elementary courses are offered in Hausa, Ibo, Lingala, Mende, Swahili, and Yoruba. Intensive intermediate or advanced conversation courses are offered of the same, and enrollment will determine their instruction. Each intensive elementary and intermediate course (12 credits) is five hours a day, including lab, Monday through Friday. The advanced conversation course (4 credits) is one and one half hours a day, Monday through Friday.

Conference on the Teaching of African Languages

1964 ◽  
Vol 7 (03) ◽  
pp. 12
Author(s):  
L. Gray Cowan
Keyword(s):  
United States ◽  
New York ◽  
The United States ◽  
African Studies ◽  
Present Moment ◽  
African Language ◽  
African Languages ◽  
National Defense Education Act ◽  
Summer Session ◽  
Education Act

A small conference was held in New York on March 19 to 20, 1964, concerning the general position of the teaching of African Languages in the United States at the present moment. The conference, called at the joint request of the National Defense Education Act Language and Area Centers and Columbia University's Institute of African Studies, was attended by the directors and teachers of African language of the major centers of African studies in the United States. In the course of the two-day meeting the directors reported in some detail on the position of African language teaching in their respective universities and a number of clarifications of NDEA policy were presented by Mr. Donald Bigelow. The question of a summer session on African languages was discussed at length and a variety of suggestions were offered for possible changes in the format of the existing summer session sponsored by NDEA. In this connection, a resolution was passed urging the establishment of a summer Institute of African Languages, to be located at a permanent site, and under the sponsorship of the African Studies Association.

III Summer Programs, 1966

1966 ◽  
Vol 9 (01) ◽  
pp. 78-80
Author(s):  
David W. Brokensha
Keyword(s):  
Summer Programs ◽  
Summer Program ◽  
Support Section ◽  
Fellowship Program ◽  
Introductory Courses ◽  
Language Program ◽  
Postgraduate Students ◽  
African Languages ◽  
Language Courses ◽  
Summer Session

The African Studies Center at UCLA will offer a special NDEA summer program in African languages and area studies for undergraduate, graduate, and postgraduate students. Five intensive language courses will be offered during the eight-week summer session from June 20 to August 12, 1966 (the first six of which will be coterminous with the regular six-week summer session). Introductory courses will be offered in Afrikaans, Hausa, and Zulu, and both introductory and intermediate courses will be offered in Swahili. Area courses in anthropology, education, geography, and political science will be offered during the first six-week summer session, and courses in education and history in the second six-week session. The area courses will be open to students enrolled in the eight-week language program. Each language course will include three hours of classroom instruction and one hour of work in the language laboratory each day, five days a week for the eight weeks. Classroom and laboratory hours will be conducted jointly by a linguist and an informant. The language courses are 6-unit courses, and the area courses are 2-unit courses. A limited number of language fellowships for undergraduates will be available under the NDEA Fellowship Program. Inquiries should be directed to the Student Support Section, Graduate Division, Administration Building, UCLA. The tuition fee for the eight-week summer session will be $130 and will also cover enrollment in any courses offered in the first six-week session. There will be no out-of-state fee.

African-Language Study in the 21st Century: Expansion through Collaboration and Technology

2002 ◽  
Vol 30 (2) ◽  
pp. 42-49
Author(s):  
Sandra Sanneh ◽  
Alwiya S. Omar
Keyword(s):  
Foreign Language ◽  
The United States ◽  
African Language ◽  
National Defense ◽  
Or Education ◽  
African Languages ◽  
National Defense Education Act ◽  
Title Vi ◽  
Education Act ◽  
National Resource

The formal study of African languages in U.S. universities began with the passage of the National Defense Education Act (NDEA) in 1958. Title VI of that act supported the establishment of “centers for the teaching of any modern foreign language [that is] needed by the federal government or by business, industry or education” and for which “adequate instruction is not readily available in the United States.” The act also authorized fellowships for those undergoing advanced training in these languages. Over the next two decades, a small number of universities successfully competed for the federal funding from NDEA and subsequent acts that established Foreign Language and Area Studies fellowships and later Title VI National Resource Centers (NRCs) for African studies.

The Foreign Language Program in 1964

PMLA ◽  
1965 ◽  
Vol 80 (2) ◽  
pp. 29-32
Author(s):  
Donald D. Walsh
Keyword(s):  
Foreign Language ◽  
The United States ◽  
Foreign Languages ◽  
Modern Language Association ◽  
National Defense ◽  
Language Program ◽  
Modern Language ◽  
National Defense Education Act ◽  
Title Vi ◽  
Education Act

Our major activities this year, as in each of the past five years, have been undertaken either with foundation support or through contracts with the United States Office of Education under the National Defense Education Act. In February John Harmon became Director of the Materials Center, changing places with Glen Willbern, who became Director of Research. Under Mr. Willbern's direction and through a government contract we have just completed a survey of modern-foreign-language enrollments in junior and senior colleges as of the fall of 1963. We are currently negotiating several contracts through Title VI of the National Defense Education Act. The first is to gather statistics on offerings and enrollments in all foreign languages in public and non-public secondary schools. The second is to make a survey of current college enrollments in all foreign languages. Since gathering statistics on the classical languages is not a justifiable expenditure of national defense funds, the Modern Language Association will pay out of its own funds the proportion of the total cost needed to gather the facts on Latin and Greek in schools and colleges.

New African Studies Centers: A UCLA/Hew Pilot Program

1969 ◽  
Vol 12 (02) ◽  
pp. 223-225
Author(s):  
John F. Povey
Keyword(s):  
Los Angeles ◽  
University Of California ◽  
African Studies ◽  
National Defense ◽  
New Faculty ◽  
National Defense Education Act ◽  
Department Of Health ◽  
Education Act ◽  
The University ◽  
Considerable Discussion

There has been considerable discussion recently in recognition of the need to develop African studies in this country on a far wider basis than at present, where it is concentrated too narrowly in a few major centers of great academic strength. Such discussion has been exacerbated by the demands of Afro-Americans whose concern for African studies is not less significant for the debatable academic basis upon which it is posited. The problem with all previous programs to inaugurate new African programs has been that they focused totally upon the training of faculty. There have been a series of summer courses, many of which have in themselves been of high quality and substantially imaginative. Yet they did little to innovate new programs on the campus, owing to the sluggishness of the administrative machinery or the relative indifference to the new faculty interest. The program which the African Studies Center at the University of California at Los Angeles planned for the summers of 1968 and 1969 attempted to remedy this deficiency. The project was financed by the Department of Health, Education and Welfare under National Defense Education Act funds and was organized and administered by Michael F. Lofchie and John F. Povey, themselves joint assistant directors of the UCLA African Studies Center.

The Foreign Language Program in Title III of the National Defense Education Act

PMLA ◽  
1960 ◽  
Vol 75 (2) ◽  
pp. 11-15
Author(s):  
John R. Ludington
Keyword(s):  
Foreign Language ◽  
Strong Support ◽  
Modern Language Association ◽  
National Defense ◽  
Language Program ◽  
Modern Language ◽  
National Defense Education Act ◽  
Title Iii ◽  
Education Act ◽  
Support Research

Only fifteen months ago the President signed the National Defense Education Act into Law. Many of you here know what went into getting that legislation in the form necessary for acceptance by Congress. It is no exaggeration to say that without the Modern Language Association there may never have been an NDEA. Certainly, languages would not have received the attention they deserved without the strong support, research, and testimonial efforts of the MLA and its members.

Preparation of College and University Language Teachers

PMLA ◽  
1961 ◽  
Vol 76 (2) ◽  
pp. 12-14
Author(s):  
Jack M. Stein
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Language Program ◽  
Dynamic Leadership ◽  
College And University ◽  
National Defense Education Act ◽  
Education Act

The improvement of foreign language teaching in America in the past ten years under the dynamic leadership of the Foreign Language Program of the MLA is a fact in which we can all rejoice. The added impetus, financial and otherwise, provided recently by the National Defense Education Act, has made it possible for the Program, instead of retrenching after the period of Foundation endowment was ended, to expand with unprecedented vigor and effectiveness. The FLP has been active over a broad spectrum of foreign language teaching and learning, but there are areas where its influence has not yet been felt. One of these is the preparation of college and university language teachers.

scholarly journals “Make Your Voice Heard”: Communism in the High School Curriculum, 1958–1968

2012 ◽  
Vol 52 (3) ◽  
pp. 351-369 ◽  
Author(s):  
Campbell F. Scribner
Keyword(s):  
Social Studies ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
National Defense ◽  
High School Curriculum ◽  
National Defense Education Act ◽  
American Schools ◽  
Education Act

The launch of Sputnik in 1957 sparked a crisis in American education. Suddenly threatened by superior Soviet technology, progressive educators' concern for children's preferences, health, and adjustment in school yielded to public demands for more basic learning and academic skills. Congress soon passed the National Defense Education Act, providing millions of dollars for math, science, and foreign language instruction. By the early 1960s, educators and academics began to reexamine other aspects of the curriculum as well. Their efforts prompted two changes in the social studies: one was a shift from worksheets and memorization to the investigative approach of the “new social studies,” the other a requirement that schools teach about the specter of international Communism. Much has been written about the first of these reforms, surprisingly little about the second. Yet, insofar as the new social studies grew out of Cold War imperatives, instruction about Communism provides an interesting perspective on its tenure in American schools. In fact, a closer examination of the relationship between the two might force us to reconsider current assumptions about the nature of curriculum reform during the period.

Caribbean French-African Creole and African Metaphysics

2018 ◽  
Author(s):  
Hanétha Vété-Congolo
Keyword(s):  
African Language ◽  
The West ◽  
French Empire ◽  
African Languages ◽  
The World ◽  
The Caribbean ◽  
Per Se

The Euro-enslavement enterprise in America expanded the European geography temporarily, and, more lastingly, its culturo-linguistic and philosophical influence. The deportation of millions of Africans within that enterprise similarly extended the African presence in this part of the world, especially in the Caribbean. Africans deported by the French Empire spoke languages of the West Atlantic Mande, Kwa, or Voltaic groups. They arrived in their new and final location with their languages. However, no African language wholly survived the ordeal of enslavement in the Caribbean. This signals language as perhaps the most important political and philosophical instrument of colonization. I am therefore interested in “Pawòl,” that is, the ethical, human, and humanist responses Africans brought to their situation through language per se and African languages principally. I am also interested in the metaphysical value of “Pawòl.”

African Language Instruction in the United States: Directions and Priorities for the 1980s

1981 ◽  
Vol 24 (4) ◽  
pp. 109
Author(s):  
John Hutchinson ◽  
David Wiley ◽  
David Dwyer
Keyword(s):  
United States ◽  
The United States ◽  
Language Instruction ◽  
African Language
Sign in / Sign up

Export Citation Format

Share Document