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.

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.

American University of Beirut Begins its 102nd Year

1967 ◽  
Vol 1 (2) ◽  
pp. 26-27
Author(s):  
Robert W. Crawford
Keyword(s):  
Near East ◽  
Summer Programs ◽  
Student Enrollment ◽  
Summer Program ◽  
Medical Sciences ◽  
American University ◽  
Arts And Sciences ◽  
American University Of Beirut ◽  
Summer Session ◽  
Academic Year

On October 9, 1967, the American University of Beirut began its 102nd academic year with a larger student enrollment than at the same time the previous year. As a result of the June 1967 war in the Near East, the 1966/1967 academic year was brought to a close approximately one week in advance of schedule and it was assumed that it might be impossible to hold the normal summer session. In July, however, it was decided to hold registration for the summer program in the Faculty of Arts and Sciences and an encouraging number of students enrolled, in addition to those continuing their normal summer programs in the Faculties of Medical Sciences, the Faculty of Agricultural Sciences, and the Faculty of Engineering and Architecture. By the last part of July, more than 1100 students were pursuing their studies.

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.

scholarly journals Professional language use by alumni of the Harvard Medical School Medical Language Program

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Joseph A. Pereira ◽  
Kari Hannibal ◽  
Jasmine Stecker ◽  
Jennifer Kasper ◽  
Jeffrey N. Katz ◽  
...  
Keyword(s):  
Medical School ◽  
Language Proficiency ◽  
Harvard Medical School ◽  
Language Use ◽  
The United States ◽  
Paired Data ◽  
Language Program ◽  
Medical Language ◽  
Language Courses

Abstract Background Despite the growing number of patients with limited English proficiency in the United States, not all medical schools offer medical language courses to train future physicians in practicing language-concordant care. Little is known about the long-term use of non-English languages among physicians who took language courses in medical school. We conducted a cross-sectional study to characterize the professional language use of Harvard Medical School (HMS) alumni who took a medical language course at HMS and identify opportunities to improve the HMS Medical Language Program. Methods Between October and November 2019, we sent an electronic survey to 803 HMS alumni who took a medical language course at HMS between 1991 and 2019 and collected responses. The survey had questions about the language courses and language use in the professional setting. We analyzed the data using descriptive statistics and McNemar’s test for comparing proportions with paired data. The study was determined not to constitute human subjects research. Results The response rate was 26% (206/803). More than half of respondents (n = 118, 57%) cited their desire to use the language in their future careers as the motivation for taking the language courses. Twenty-eight (14%) respondents indicated a change from not proficient before taking the course to proficient at the time of survey whereas only one (0.5%) respondent changed from proficient to not proficient (McNemar’s p-value < 0.0001). Respondents (n = 113, 56%) reported that clinical electives abroad influenced their cultural understanding of the local in-country population and their language proficiency. Only 13% (n = 27) of respondents have worked in a setting that required formal assessments of non-English language proficiency. Conclusions HMS alumni of the Medical Language Program reported improved language proficiency after the medical language courses’ conclusion, suggesting that the courses may catalyze long-term language learning. We found that a majority of respondents reported that the medical language courses influenced their desire to work with individuals who spoke the language of the courses they took. Medical language courses may equip physicians to practice language-concordant care in their careers.

scholarly journals Obstetrics and Gynecology Ultrasound Fellowship: Experience of Dubrovnik International University Fellowship Program in Dubai

2014 ◽  
Vol 8 (1) ◽  
pp. 52-59
Author(s):  
Ulrich Honemeyer ◽  
Paul Sungler ◽  
Diana Grobler ◽  
Lorraine Natasha John
Keyword(s):  
Obstetrics And Gynecology ◽  
Fellowship Program ◽  
International Faculty ◽  
Postgraduate Students ◽  
Organizational Challenges ◽  
Practical Examination ◽  
Academic Teaching Hospital ◽  
International University ◽  
One Year ◽  
Teaching Modules

ABSTRACT In this article, we review a 4-year experience (2009-2013) with a Postgraduate Fellowship Program in Advanced obstetrics and gynecology Ultrasound under the Academic Mentorship of Dubrovnik International University (DIU), Croatia. The fellowship was conducted in Dubai, Welcare Mediclinic Hospital, and an Academic Teaching Hospital of DIU. Since 2009, we completed four master diploma courses with 38 graduates from the Middle East, Africa and Asia. The concept of the fellowship program did not require internship in our institution and allowed postgraduate students to remain in their professional and private environment. Each fellowship lasted for one year, including six teaching modules of 9 days every other month. The modules consisted of lectures given by international faculty and handson in the hospital, in the field of ultrasound in obstetrics and gynecology. The number of participants was limited to twelve in one course. At the end of the fellowship, students had to pass a written, oral and practical examination and hand over a logbook of a minimum of 50 sonographic case documentations. We give detailed account of the fellowship program, medicolegal and administrative specifics, course-related problems and their solutions from the nursing perspective, and describe the organizational challenges. How to cite this article Kurjak A, Honemeyer U, Sungler P, Grobler D, John LN. Obstetrics and Gynecology Ultrasound Fellowship: Experience of Dubrovnik International University Fellowship Program in Dubai. Donald School J Ultrasound Obstet Gynecol 2014;8(1):52-59.

An evaluation of culture teaching and learning in a Uniwide Language Program: Teachers and students’ perspectives

2020 ◽  
Vol 10 (2) ◽  
pp. 357-380
Author(s):  
Salwa Mohamed
Keyword(s):  
Intercultural Competence ◽  
Teaching And Learning ◽  
Culture Learning ◽  
Language Program ◽  
Learning And Teaching ◽  
Language Class ◽  
Culture Teaching ◽  
Teachers And Students ◽  
Language Courses ◽  
S Model

Abstract It is generally accepted that culture is inseparable from language. However, the provision of culture in FL courses takes different forms. At Manchester Metropolitan University (MMU), minor route/30 credit language students in the Uniwide Language Programme are allocated 1 h for cultural studies (known as the project hour) in addition to a weekly 2 h language class. This study surveys teachers’ and students’ perceptions of the teaching of culture in MMU Uniwide language courses with the aim of discovering to what extent this promotes students’ intercultural competence (IC) based on Byram, Michael, Bella Gribkova & Hugh Starkey. 2002. Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Council of Europe, model. Byram et al.’s model of IC involves three components: knowledge, skills and attitudes. Teachers and students’ questionnaires were used to collect their views about the project hour and were analyzed both qualitatively and quantitatively. The qualitative data, using thematic analysis showed that teachers and students’ perceptions of culture learning and teaching, in general, were in line with the recent literature on IC. However, the quantitative data did not prove that the project hour fully attends to the components of IC, even though the methods and activities used matched its requirements.

scholarly journals Les effets des programmes d’été de littératie: Les théories sur les opportunités d’apprentissage et les élèves « non traditionnels » dans les écoles de langue française en Ontario

2021 ◽  
Author(s):  
Scott Davies ◽  
Janice Aurini ◽  
Emily Milne ◽  
Johanne Jean-Pierre
Keyword(s):  
The United States ◽  
Summer Programs ◽  
French Language ◽  
English Canada ◽  
Summer Program ◽  
Literacy Interventions ◽  
Traditional Student ◽  
Language Schools ◽  
Literacy Scores ◽  
Matching Models

According to studies from the United States and English Canada, student achievement gaps grow over the summer months when children are not attending school, but summer literacy interventions can reduce those gaps. This paper presents data from a quasi-experiment conducted in eight Ontario French language school boards in 2010, 2011 and 2012 for 682 children in grades 1-3. Growth in literacy test scores between June and September are compared for 361 attendees of summer literacy programs and 321 control students. Summer program recruits initially had lower prior literacy scores and grades, and tended to hail from relatively disadvantaged social backgrounds. Yet, summer programs narrowed those pre-existing gaps. Effect sizes from a variety of regression and propensity score matching models ranged from .32 to .58, which is quite sizeable by the standards of elementary school interventions and summer programs. Effects were stronger among students whose parents reported not speaking French exclusively at home. Our paper considers learning opportunity theory in light of the “non-traditional” student in Ontario French language schools.

scholarly journals Fostering Global Competence through Short-Term Study Abroad

2019 ◽  
Vol 31 (2) ◽  
pp. 139-157
Author(s):  
Theresa Schenker
Keyword(s):  
Study Abroad ◽  
Summer Programs ◽  
Global Competence ◽  
Summer Program ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
Before And After ◽  
Study Abroad Program ◽  
Summer Study

The article summarizes the effects of an eight week short term study abroad program four weeks in the U nited S tates and four weeks in Germany on students’ global competence. Students’ global competence was measured with the Global Competence Aptitude Assessment (GCAA) before and after the eight week summer program. Data was collected from three summer programs and a total of 42 students participa ted in the study. The results indicate that students made statistically significant improvements in several dimensions of global competence but also statistically declined in one area. Suggestions for possible curricular and programmatic changes were made that may be put into place to provide more opportunities for the development of global competence in future iterations of this summer study abroad program.

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