FLN 2012

AU G U S TA S TAT E U N I V E R S I T Y

FOREIGN LANGUAGE Spring

The Year of Culture

by Robert Bledsoe

Studying a foreign language really means exploring a culture (or cultures), its products, and its practices in all their diversity. This issue of Foreign Language Notes is devoted to showing some of the paths this journey of exploration took at Augusta State University during the past year.You will find articles on music, dance, literature and film–items commonly identified as “culture”–but you will also find articles about language, speech, politics,

Table of Contents 1 The Year of Culture 2 La Tuna Universitaria de Salamanca 2 AATSP-GA Recipient 3 El Ballet Folklórico de

Antioquia, Colombia 3 Alpha Mu Gamma 4 Palabras Póstumas Para

Un Amigo 4 Student Comic

and living arrangements. Each of these topics is part of the rich blend of practices that make up a culture.

We hope that you will enjoy these articles and that they will prompt you to continue on your own journey of cultural exploration.

We also want to thank Dr. Sandarg for her work in preparing and editing this issue.

Edited by Jana Sandarg

5 African Americans:

Singing in French 6-7 Spanish Student Writings 7 Alpha Mu Gamma

Outstanding Student 8-9 German Student Writings 10-11 French Student Writings 11 Student Comic 12 Salamanca 13 Alumni News

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13 Heidi Hernandez 13 Announcements 14-15 Student Clubs 15 Student Awards/ Presentations 16-17 Faculty Notes 17 ASU International

Friendship Program 17 Welcome New Faculty

La Tuna Universitaria de Salamanca por Profesor Frederic Leveziel El pasado mes de octubre, durante una semana, ASU ejerció de anfitriona de la Tuna Universitaria de Salamanca.

Esta Tuna es la más conocida y la más antigua de todas las tunas.

Una tuna es una hermandad de estudiantes universitarios que llevan vestimentas medievales y que interpretan temas musicales del folclore ibérico e hispanoamericano, tanto canciones típicas de la Tuna (clavelitos, Fonseca...) hasta los más bailados pasodobles pasando por fados, boleros y tradición popular, tocando generalmente instrumentos de cuerda, guitarra española, bandurrias y laúdes. Según unos entendidos, las raíces de las tunas se encuentran en los antiguos sopistas y pícaros de antaño; para otros, se hallan en los continuadores de la tradición goliarda, los estudiantes pobres, que se valían de sus talentos musicales para financiar sus estudios y necesidades.

De cualquier modo, la tuna en sus orígenes agrupaba a aquellos estudiantes que por su condición económica no podían costearse su estancia en la universidad, y hacían versos por las fondas y mesones para conseguir dinero y un plato de sopa con los que mantenerse. Por esta razón, se les conocía como “sopistas” y se decía que vivían de la sopa boba. En cuanto al origen de la palabra tuna, ésta viene de la palabra tunante que era una palabra despectiva referida a los estudiantes nocherniegos que hacían ruido por las noches, que por uso derivó en “Tuna”.

Siendo una tradición íntimamente ligada a las universidades, las tunas mantienen vivas las costumbres heredadas de los estudiantes universitarios del siglo XIII. Alfonso X el Sabio se refirió a los tunos como juglares, en 2

FOREIGN LANGUAGE NOTES 2012

su Código de las Siete Partidas escribió “Esos escolares que troban y tañen instrumentos para haber mantenencia”. Para estas funciones, estos tunos portaban guitarras y bandurrias, cantaban coplas populares y se servían de sus habilidades musicales para enamorar a las doncellas que pretendían.

En la actualidad, la Tuna Universitaria de Salamanca está integrada por alrededor de veinticinco personas, la mayor parte estudiantes de la Universidad de Salamanca, de distintas y variadas facultades; estudiantes que participan tanto en actividades de la Universidad de Salamanca (graduaciones y actos oficiales), como en bodas, bautizos, reuniones, comuniones dentro de la provincia de Salamanca, en toda España y en el extranjero.

Tonya McGowan Spanish Student of the Year Georgia chapter of the American Association of Teachers of Spanish and Portuguese

El Ballet Folklórico de Antioquia, Colombia en Augusta por Profesor Pedro Hoyos Salcedo La Universidad Estatal de Augusta (Augusta State University) en su 44th Annual Lyceum Series, 2012, incluyó en su agenda la presentación del grupo folklórico colombiano El Ballet Folklórico de Antioquia, Colombia.

La jerarquía del Ballet Folklórico de Antioquia se identifica a partir de su participación como miembro especial invitado a los juegos Olímpicos de Beijing en el año 2008. Es de anotar que esta experiencia artística fue el centro de esta jornada deportiva. La fuerza de su virtuosismo, las combinaciones de baile, de danza y de teatro hicieron que la gran audiencia de augusta, además de la comunidad académica, profesoral y estudiantil de la ciudad, los aplaudiera incansablemente entre sus pausas grupales en donde aparecían combinados, como por arte de magia, cambios de estilo clásico y contemporáneo.

Este grupo folklórico internacional se presentó en la Universidad Estatal de Augusta el día sábado 10 de marzo del presente año.

La audiencia tuvo la oportunidad de degustar de una extensa y variada muestra de arte debido a la gran calidad profesional del grupo como también por su inigualable nivel técnico y alta cualidad artística. Durante el desarrollo de esta magnífica muestra estética se pudo observar uno de los objetivos del grupo cual es la promoción y la objetivación de la fuerza y de la riqueza multiétnica y multicultural de Colombia. De lo anterior se deduce que El Ballet Folklórico de Antioquia, Colombia es definitivamente un buen embajador colombiano preocupado por mostrar una de las esencias culturales del país suramericano.

El clímax de esta histórica presentación se presentó cuando apareció la majestuosa Cumbia, seguida por el emocionante y sensual Mapalé, ritmo e idea que encarna ancestralmente la herencia original colonial africana.

Uno de los elementos únicos de este grupo se refiere a la muestra que nos conecta con la herencia pre-colombina: vimos un corpus in vivo agustiniano cuya plástica discurre dentro de un plano totalmente objetivo.

Es la cultura de San Agustín aquella que se movió de norte a sur y de sur a norte dentro del estrado del teatro de nuestra alma mater.

Gracias a Albeiro Roldán Penagos, fundador del Ballet Folklórico de Colombia, Antioquia, hace unos 20 años en Medellín, Colombia, tuvimos la oportunidad de ver plasmadas las emociones de los actores y las de la audiencia. Ganó la universidad, ganó Augusta y ganó el arte, una vez más.

Alpha Mu Gamma Fall 2010 & Spring 2011

by Pedro Hoyos Salcedo The Iota Phi chapter of Alpha Mu Gamma at Augusta State University has been very busy this year. The third edition of The Polyglot magazine was published which showcased short stories and poems in various languages including Greek, Russian, Chinese, Igbo, Spanish, Pakistani–Urdu, Armenian, Portuguese, French and Romanian along with their English translations. A guest lecturer, Dr. Paolo Spadoni, discussed his book about the Cuban embargo followed with a question and answer session. A Face–to–Face event was held in October where students could meet students of other languages and cultures.

Another popular event that is hosted each semester is the International Game Night where students play games from various cultures.

The chapter officers are Rena Thompson (president), Stacy Poole (treasurer) and Ashley Rivero (secretary). The chapter had at the beginning of the academic year 159 members and in 2012 initiated 36 full members. The chapter advisor is Dr. Pedro Hoyos-Salcedo.

GRACIAS: SHUKURIA ARIGATO GRAZIE JUSPAXAR DANKE SCHÖN MERCI BÏYAN BOLZÏN

Palabras póstumas para un amigo

Requiescat in Pace Riposa In Pace Rest in Peace Descanse en paz José A. Febus: por Profesor Pedro Hoyos Salcedo El día 26 de octubre del año 2011 murió en la ciudad de Augusta, Georgia, José A. Febus, amigo invaluable cuya tenacidad, humildad, integridad, cordura y dulzura fueron sus normas de vida.

José Febus, el estudiante excelente, el padre admirable, el hijo fiel, el diácono creyente, el profesor paciente, el voluntario eterno, el intérprete sin interés, el bilingüe por convicción, el soldado convencido, el consejero diario, el tutor alerta, el cocinero magnífico, el buen catador de vinos, el caminante cuotidiano, el sempiterno observador y el radiante esposo, se nos fue de este mundo después de haber logrado varios objetivos vitales para la vida y para la sociedad como son: formar una familia con todos los valores que requiere la sociedad moderna, lograr varios títulos académicos para sí como para algunos miembros de su familia, viajar por diferentes partes del mundo, y sobre todo, de haber disfrutado plenamente tanto de su familia, como de sus amigos, de su trabajo, de su iglesia católica y de su santa madre.

José nació en San Juan, Puerto Rico. Cuando joven, sus padres Blanca Ortiz y Astacio Febus lo orientaron hacia el servicio militar en el ejército norteamericano en donde se desempeñó como técnico dentista. Hizo cosas muy importantes para la sociedad como ser uno de los socios fundadores del Capítulo #13437 de Los Caballeros de Colón (Knights of Columbus) y miembro activo y voluntario de la Asociación Cultural Hispanoamericana (ACHA).

Para su dignísima esposa Estrella González Febus, para sus hijos Essie Febus, José Antonio Febus, Jr., Jaime Aloysius Febus, y Esbelle Cristal Febus, un saludo fraternal y en espera de que la presencia y las enseñanzas de José estén siempre y para siempre tanto en sus corazones como en los nuestros. Va para él, mi inolvidable alumno (ASU) y colega, toda la gloria y este ramo de ideas como homenaje póstumo.

por Garic Vonhillebrandt, estudiante 4

FOREIGN LANGUAGE NOTES 2012

African Americans: Singing In French

by Professor Eronini Egbujor If one accepts that early migrants and settlers to the United States brought along with them their cultures and languages and that the Africans and the French were among these pioneer migrants, then it would not be out of place to state that the French language is not so foreign to the United States. In reality, glaring evidence of French cultural influence has thus far permanently marked and characterized such places as New England and Louisiana (a region with a significant African American population), locations where it is rather the norm to run into families who still identify French as the first language spoken in their homes.

In line with FLAIR activities celebrating the African American Month 2012, this very brief presentation entitled Contributions of African American Singers to the French Language, attempts to identify, examine and analyze the role of African American singers in the cultural development of French language in the United States of America. Simply put, it is essentially about: Which African Americans sang in French? What did they sing about? What influence, if any, did or does their effort have on the French Language? At this stage, it would not be out of place to state that progress during the research for the presentation was significantly slowed because of the non-availability of bodies of work related to the topic; this consequently relegated our endeavour to the status of a work in progress.

Some of the songs (and singers) identified belong to what are known as Chansons Nègres, or SLAVE SONGS OF THE UNITED STATES; these are essentially anonymous Creole folk songs for solo voice and piano. The following: «Papa Dit Non, Maman Dit Oui» (Papa says yes and Mama says no), «Monsieur Banjo» (Mister Banjo), «Pauv’ Pitit’ Mamzell’ Zizi» (Poor little Miss Zizi), «Les Jours du Temps Passé» (Days of the past), «Quand Patates Sont Cuites» (When potatoes are done), «Bal Fini» (End of the dance) exemplify this category. However, more modern day twentiethcentury artists, and thus less anonymous singers, are associated with singing some songs in French. This ranges from Alicia Keys: «Dans mon île» (In my island); Queen Ida Lewis: «Bon Temps» (Good times), to Michael Jackson: «Je ne veux pas la fin de nous» (I don’t want us to part); Beyonce: «Vois sur ton chemin» (Watch your road); Boozoo Chavis: «Allons à Lafayette» (Let’s go to Lafayette); Chubby Carrier: «Tu LeTon Son Ton» (Always your voice); Canray Fontenot: «Blues du Voyageur» (Travellers’ Blues); Geno Delafose: «Bee de La Manche» (La Manche Bay) and even to Josephine Baker (widely known as an African American Parisian of the 1940’s) and especially the internationally renowned opera artist, Jessie Norman, and her roles in Berlioz, «Les Nuits d’été» (Summer Night) and «La mort de Cléopâtre» (The Death of Cleopatra); in Chausson’s «Chanson perpétuelle» (Pepetual song), Debussy’s, «L’Enfant prodigue» (Prodigal son) and «La damoiselle élue» (The Chosen lady), Henri Duparc’s «Mélodies» (Melodies) and Ravel’s «Deux mélodies hébraïques» (Two Hebrew melodies).

is suggested by «Quand Patates Sont Cuites» (When potatoes are done); about space as seen in «Allons à Lafayette» (Let’s go to Lafayette) and «Bee de La Manche» (La Manche Bay); about human effort and emotions as in «Tu LeTon Son Ton» (Always your voice) and «Je ne veux pas la fin de nous» (I don’t want us to part); about JudeoChristian collective memory as in «L’Enfant prodigue» (Prodigal son) and «Deux mélodies hébraïques» (Two Hebrew melodies); and about death as in La mort de Cléopâtre» (The Death of Cleopatra).

Finally, the songs in Creole highlight the diversity of the French and Francophone culture; the general themes of the songs (in Creole and classical language) point towards universal human conditions and values. Suffice it to say that since some of these artists and songs have endowed posterity with records of their powerful acoustic and visual pieces, cultural products such as songs could very well serve as pedagogical instruments in foreign language classrooms, especially in la société immédiate et numérique (the now, now digital society) where learners seem to revel in learning via sound and visual.

A mere glance at the titles of some of the above songs opens a window into what these singers sang and what they sang about. They sang about family or male/female relationships as suggests «Papa Dit Non, Mam dit Oui» (Papa says yes and Mama says no); it is about time, the seasons and weather, as could be deduced from «Les Nuits d’été» (Summer Night) and «Les Jours du Temps Passé» (Days of the past); about food as FOREIGN LANGUAGE NOTES 2012

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Student Writings El español que se habla en Chile por Ana Thompson, estudiante

FOREIGN LANGUAGE NOTES 2012

r

6

r

Algunos ejemplos de la fonética y fonología del español chileno son dignos de estudiarse. Por ejemplo, las personas educadas o de clases sociales media-alta y alta tienden a tener una pronunciación muy parecida al castellano de España, a pesar de que el entonamiento de las palabras y la velocidad a la que se habla les diferencía de otros hablantes del castellano.

Estas personas pueden hablar educadamente de acuerdo a la ocasión, y transformar su lenguaje a uno mas sencillo al comunicarse coloquialmente con amigos y personas de baja clase o con poca educación. En el uso cotidiano de la lengua en Chile se observan ciertas diferencias, como el aflojamiento de los puntos de articulación de la “s” y la “d”, en los finales de palabras o en la última sílaba: estos fonemas se pierden totalmente o se reducen a una leve aspiración. Por ejemplo, si decimos “los perros”, en Chile se pronuncia [loh perroh] terminando cada una de estas palabras con un sonido como “h”; si decimos “tienes hambre , verdad?”, se pronuncia [tenéambre, ßerdá] Un saludo sería: [komoéhta uhté] – “¿Cómo está usted?” Esta aspiración, la cual evitan cuando se quiere hablar en una manera formal, tiene un sonido como el que se usa en la mitad sur de España. También se hace poca distinción entre la “b” y “v”; por ejemplo “ven aqui” suena como [ben aki] y como siempre, se le agrega rapidez en el “tempo” de la frase. Cuando se usan palabras con “tr” se pronuncia

como una [t ° ], sonido que alguna vez se consideraba inculto, pero que ahora se registra en todas las clases sociales. Cuando dicen “postre” lo pronuncian [poht °e]. (

Los españoles llegaron a Chile en 1540. Durante los años que siguieron, Chile fue explorado y conquistado de norte a sur. Su territorio fue creciendo con la obtención de parte del Perú y Bolivia, y de varias islas del Pacífico como Rapa Nui, Chiloe, y Juan Fernández. El idioma que se hablaba en Chile antes de la llegada de los españoles era el mapuche. Este idioma fue considerado como uno de los más perfectos entre los idiomas americanos, (Encina,1983). Se cree que algunas palabras que se utilizan de manera coloquial en el español chileno vienen de este idioma del pueblo aborígen.

Encina asegura que en todo el español de América, las lenguas indígenas no han influido, ni menos modificado, la estructura interna del castellano, sino que cada país ha desarrollado su propio modo de hablarlo, y en Chile esto no es una excepción.

(

De los dialectos que se hablan en America del Sur, el que se habla en Chile no se parece a ningún otro, (Lipski, 1994). El acento que ellos utilizan es muy original por lo que se puede reconocer de inmediato cuando hay algún chileno en un grupo. Los chilenos hablan rapidamente, y usan palabras en formas que sólo ellos pueden entender, por lo que otros hispanoparlantes tienen a veces problemas para darse cuenta de lo que los chilenos quieren decir, lo cual no ocurre con la mayoría de los dialectos.

Los chilenos encuentran esto muy cómico y les encanta ver como otros se sorprenden por las palabras que usan. Del origen de este dialecto no se sabe mucho. Algunos han especulado que mucho influyó la cultura Mapuche en el lenguaje actual del chileno. Otros autores opinan que esto se debe estudiar más a fondo para poder llegar a una conclusión definitive, (Lipski, 1994; Encina, 1983)

A pesar de que el dialecto chileno es muy original, en algunas ciudades chilenas se pueden escuchar muchas palabras nuevas que están transformándolo. Algunas de estas palabras son provinientes del inglés debido al incremento en las comunicaciones y la tecnología, así como otras palabras tomadas de dialectos de otros países como México y Argentina debido a la influencia que los programas de la television ejercen en el pueblo chileno, quien les pone su toque especial y las pronuncia a su modo. Para analizar el actual dialecto chileno en su totalidad, a pesar de que los dialectos siguen una evolución constante, más estudios necesitan efectuarse por especialistas del lenguaje.

Colombian Ground

by JoBen Rivera-Thompson, student Just as they did almost four years ago in Beijing, as part of the jaw-dropping opening ceremony for the Olympics, Ballet Folklórico de Antioquia Colombia captivated Maxwell Theatre patrons Saturday night, staging for the local community unstinted dances and inexhaustible energy.

Ballet Folklórico de Antioquia Colombia is a company of dancers, musicians and artists who work together to project expressions of Colombian folklore and promote intercultural dialogues by using dance as a common language.

The event was the overwhelmingly successful realization of a conscious effort

by Hispanic associations and the Lyceum Series promoting international culture to first Augusta, then the United States, and finally abroad.

Through snapshots of the country’s musical and dance prowess, the show brings light to the indigenous, European and African roots, cutting out the modern image of drugs and violence that has framed the South American nation.

“The stereotype people have made, is that being Colombian is equal to a problem with drugs,” said Associate Professor of Spanish, Pedro HoyosSalcedo, who came to the states in pursuit of what he termed unlimited academic resources. “They are legends that are out there. Black or false legends as we call them. I feel well represented as a Colombian when I hear of the Ballet, and the same is true for people from of all levels, whom I talk to.”

advantage culturally in terms of juggling information.

The continued study and honest representation, artistic or academic, of Latino culture and of historic truths in and out of Latin America is imperative to combating ignorance and furthering a conscious understanding of language and identity.

Hoyos-Salcedo says the growth he has seen since 2000 in the CSRA is proof Augusta is getting where it needs to be concerning Hispanics.

“Augusta is putting itself in a good place for the future,” Hoyos-Salcedo said. “Growth of Latinos here is very strong; a perfect example of what it takes to be an ample and complete representative of the culture.”

National pride does not fault the Colombian.

Contrary to their American counterparts, Colombians are usually much more aggressive conversationally, like the Valdesian punch in coffee of whose production they are second in the world. Speech patterns for natives favor a quicker rate and a more in-your-face approach, opposite the American “space bubble”, leading to something Hoyos-Salcedo called, a “choque cultural”, or a culture shock when he arrived here 20 years ago.

In Colombia, he said, believe it or not, the sun has a lot to do with the way they carry themselves. Two seasons – wet and dry – are all Colombia gets.

“There are sidewalks everywhere, he said. “It’s not like here where no one can walk to get where they want to go. I am not saying these things are bad, they are just different from our culture.”

Even more different, and a growing field of study for the linguist and sociologist alike, is the emergent subculture of “broken-Spanish” speaking Latino’s born to immigrant parents, fighting to understand their brand of the language and their roots.

In recent bilingual studies from the Penn State University Center for Language Science, researchers discovered that not only does the first language influence the second and vice versa, but also knowledge of a speaker’s ability to switch gives them more control of their linguistic environment and an

Marcia Diehl Alpha Mu Gamma Outstanding Student in Spanish FOREIGN LANGUAGE NOTES 2012

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Student Writings München von Richard Dillenbeck, Student München bekommt ihren Namen von einer Gemeinschaft von benediktischen Mönchen des 11. Jahrhunderts, die “zu den Münichen” hiess. Bis heute ist der kleine gelb-schwarz gekleidete Mönch das Symbol der Stadt München.

Warum ist München heute eine der populärsten Touristenzielen Europas? Schon seit Jahren ist München auch eine der lebenswertigsten Städte der Welt. In der Meinung vielen ist ein Grund das beliebte, geldschaffende Oktoberfest, mit über sechs millionen Besuchern jährlich. Es ist vielleicht die bekannteste Veranstaltung Europas. Meiner Meinung nach—und ich hatte das Privileg in München für fünf Jahre zu leben—ist es, weil die Münchner das Konzept der Gemütlichkeit verstehen, d.h. die Menschen suchen eine freundliche, angenehme Atmosphäre, in der man sich wohlfühlen kann. München sucht alles in bester Ordnung zu präsentieren. Und die sechs Münchner Hauptbrauerein—jede mit einem riesigen Bierzelt auf dem Oktoberfestgelände, das achttausend Menschen Platz bieten kann—tragen die Verantwortung dafür, dass das Bier nie knapp wird.

Ein Kunstliebhaber findet viele Museen, Sammlungen, und Gallerien. Es gibt auch viele Anstalten für die Förderung der Musik—von Jazz und Rock zur Klassik. Die Münchner Symphonie und die Münchner Philharmoniker sind international tätig. Spazieren und Sightseeing kann man natürlich in München ausgiebig geniessen.

Die Stadt hat viele Fussgängerzonen, in denen man feine Läden und Restaurants finden kann. Man kann durch das Olympiagelände von 1972 wandern oder einen ganzen Tag in der grössten Sammlung der Technologie und Wissenschaft der Welt—des Deutschen Museum—verbringen. Oder man geniesst den Englischen Garten, einen der grössten City-Parks der Welt. In der Stadt ist das Schloss Nymphenburg mit einem riesigen Park, botanischen Garten und einer Schatzkammer sehenswürdig.

Sicherlich mitwirkende Faktoren, die zu Münchens Beliebtheit beigetragen haben, sind die naheliegenden Gletscherseen mit ihren Sportmöglichkeiten und auch Münchens Lage in der Nähe von Deutschlands bergiger Süd-Grenze, die auch den Touristen viele herrliche Abenteuer anbietet. Die Grenze ermöglicht auch leichten Zugang zur Österreich und Italien. Und vergessen Sie nicht die beliebten Schlösser von König Ludwig II. Einfach ausgedrückt: Gehen und sehen Sie für sich selbst!

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FOREIGN LANGUAGE NOTES 2012

Die Religion und der Staat von James Baugh, Student Es interessiert mich, die Beziehung zwischen der Religion und dem Staat in Deutschland und in den Vereinigten Staaten zu vergleichen.

Die Verfassung der USA erklärt in Article VI, dass es keinen religiösen Test für Amtsfähigkeit geben darf. Weiter erklärt der erste Zusatzartikel, dass der Kongress kein Gesetz beschließen darf, um eine Religion zu gründen oder die freie Ausübung der Religion zu verbieten.

Artikel 4 des deutschen Grundgesetzes ist ähnlich, aber er ist nicht identisch.

Zuerst erklärt der Artikel, dass die Freiheit des Glaubens, des Gewissens und die Freiheit des religiösen und weltanschaulichen Bekenntnisses unverletzlich sind.

Der erste Teil des zweiten Satzes dann erklärt, dass die ungestörte Religionsausübung gewährleistet wird, aber es gibt auch eine Beschänkung, die es in der Verfassung der USA nicht gibt: “soweit im Zussammenhang mit der Religionsausübung weder Menschen noch Tiere gequält, verletzt, verstümmelt oder getötet werden.”

Der letzte Teil des Artikel 4 erklärt, dass niemand gegen sein Gewissen zum Kriegsdienst mit der Waffe gezwungen werden darf. Es gibt keine ähnliche Verordnung in der amerikanischen Verfassung. Der Kongress darf so ein Gesetz machen, oder nicht.

In den beiden Ländern sind Staat und Kirche getrennt, aber die Beziehung in Deutschland ist verwickelter als in den USA. In Deutschland, z.B., als Mitglied einer christlichen Kirche muss man Kirchensteuer bezahlen. Wegen des ersten Zusatzartikels ist so ein Brauch nicht möglich in den USA. Es gibt auch Religionsunterricht in deutschen Schulen, obwohl die Teilnahme keine Pflicht ist. In den öffentlichen Schulen in den USA darf man Religion nur als Geschichte, Literatur, oder Philosophie unterrichten.

Die Grünen von Fallon Montgomery, Studentin Die Grüne Partei in Deutschland wurde 1980 gegründet und fusionierte 1993 mit dem Bündnis 90 aus den Bundesländern der Deutschen Demokratischen Republik.

Die Grüne Partei ist eine Partei, die spezifisch arbeitet, den Schutz der Umwelt, Menschenrechte, Tierschutz, soziale Gerechtigkeit, und multilateralen internationalen Politik fortzusetzen und zu verstärken.

Seit 1983 hat die Grüne Partei eine Vertretung im Parlament. Obwohl sie bisher nie eine Mehrheit erreicht hat, bildete sie eine Koalition mit den Sozial Demokraten 1998-2005. Diese Partei ist dennoch verantwortlich für die Gestaltung der Reformpolitik der rot-grünen Koalition und spielte eine wichtige Rolle, Deutschland zu einem nationalen und internationalen Partner für nachhaltige und friedliche Entwicklung zu machen. Die Grüne Partei ist die weltweit größte ökologische / sozialpolitische Gruppe in einem Parlament.

Deutsche Wohngemeinschaften gegen amerikanische Mitbewohner von Robert Bryant, Student In Deutschland wohnen oft Studenten zusammen in einer Wohngemeinschaft (WG). Unverheiratete Jugendliche kommen zusammen, um Lebenskosten niedrig zu halten. In den USA dagegen wohnen zwei Personen oder selten ein oder zwei mehr zusammen als Mitbewohner. Viel mehr Amerikaner leben allein. Mein Bruder hat einen Mitbewohner gehabt, aber er ist ausgezogen, sobald er einen Job gefunden hat. Es scheint, dass das Zusammenwohnen in Deutschland geläufiger ist.

Mit so vielen Studenten oder Jugendlichen in einer WG zu leben, kann problematisch sein. Die meisten Vermieter wollen nicht an eine WG vermieten.

Sie glauben, dass Studenten und Jungendliche laut, unruhig und unverantwortlich sind. Aber der entscheidende Punkt ist die Mietzahlung.

Dieses Problem entschärfen viele, die eine WG anfangen wollen, indem sie Hauptmeiter werden. Sie bezahlen die Miete für den Monat, und dann holen sich das Geld von den anderen in der WG nachträglich.

Obwohl es Probleme geben kann, eine WG zu gründen und in einer zu wohnen, leben viele gern in einer. Das Leben in der WG kann nicht nur die Lebenskosten einschränken, sondern auch Freundschaft und Sicherheit bieten. In den USA dagegen denkt man oft hauptsächlich an die Kosten, und nicht an Freundschaft und Sicherheit. Im Gegenteil, manch ein Amerikaner meint sogar, ein guter Freund macht ein schlechter Mitbewohner.

Willi F. Habsheim –Nazi Partei SA-Führer von James Hester, Student Willi F. Habsheim ist im Jahre 1910 in Mühlhausen im Elsaß geboren. 1916 ist seine Familie nach Mannehim umgezogen. Im Jahre 1929 ist er Mitglied des “Studentensturm” an der Universität Heidelberg geworden. Zwischen den Jahren 1932 und 1938 hat er für die Nazi-Partei gearbeitet. Von 1939 bis 1945 hat er Kriegsdienst in Frankreich, Italien und Nordafrika gesehen, meistens war er mit besonderen Aufgaben für Propaganda betraut. 1945 ist er von den Amerikanern verhaftet worden. Später im Jahr wurde er aus der Gefangenschaft entlassen. Während seiner Haft sprach er über seine Zeit in der Nazi-Partei. Seine Antworten auf die Fragen zeigen, dass er die Art und den Ausmaß der NS-Verbrechen nicht verstanden hat. Er erklärte seine Teilnahme als Auswuchs der elterlichen Lehre, “Man muß ehrlich sein….”

Herr Habsheim behauptet, dass er nicht gewußt hat, dass die Juden in den KZ getötet wurden. Ich meine, das ist unglaublich. Wie konnte er es nicht wissen?

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9

Student Writings Le Renégat par Patricia Ford, éstudiante Pour notre journal final, nous avons lu une prose d’Albert Camus intitule «Le Renégat.» Une histoire qui est racontée a la première personne et écrit au présent. Le narrateur/personnage principal est un missionnaire catholique qui a entrepris un voyage pour convertir les tribus d’Taghaza dans le christianisme. Dans la manière habituelle du narrateur racontant sa propre histoire, il commence à parler de différents événements qui ont eu lieu. En parlant des événements passes, il décrit sa situation actuelle.

L’histoire commence lorsque le missionnaire est dans le désert avec un fusil à main, pour tuer l’homme qui lui remplacerait. Il se plaint des choses qui lui sont arrivés alors qu’il était sur son chemin. Il explique que sa langue a été coupée. Il décrit la chaleur du soleil de différentes façons tout au long de l’histoire. Il parle aussi de la chaleur du désert et de la vie barbare de la tribu Taghaza. Il décrit les ambitions qu’il avait comme un séminariste en France et de ses intentions de transformer la tribu dans le christianisme. Tout au long de l’histoire, il décrit la ville comme «la ville du sel». Quand il arrive, il a été maltraite par les gens de la ville. Il immédiatement été emprisonne et torture, l’eau et les grains donnes une fois par jour pendant deux semaines, puis ils l’ont emmené. Ils ont nié son dieu et commence un rituel pour le convertir dans leur tribu. Peu de temps après, il a été emmené dans un temple avec une femme qui avait un tatouage sur le front. L’histoire implique qu’il a des relations sexuelles avec la femme mais il ne le dit pas directement.

Le missionnaire commence à parler d’une manière nouvelle. Il commence à décrire la haine et le mal comme étant «la vraie voie» de l’univers. Il devient alors l’un de la tribu et commence à adorer ces gens qui l’ont convertir à la religion qu’il a déjà expose à professer sur eux. Il professe le mal comme étant la vraie voie de l’univers. Il se mit à adorer ces personnes de la tribu qu’il était allé à changer. Leurs coutumes et les manières sauvages qu’ils l’étaient. Tout est devenu fascinant de lui et il a laissé sa propre religion derrière. Il voit dans sa religion et le vieux dieu comme les mêmes vertus, avec la même dévotion que la nouvelle religion qu’il avait adopté. Il a commencé à voir dans sa nouvelle religion et que dieu ancien avec les mêmes attributs. Sauf que pour lui, Dieu était un hypocrite. Puis il commença à penser qu’il (Dieu) est venu sur terre qui demande à être martyrisé et pensant que ce serait faire preuve de bonté.

Maintenant, il continue à mendier pour le martyre. Pendant une longue période, il a été torturé, et c’est comment il a perdu le sens de la personne qu’il était. Le missionnaire qui avait décollé de transformer cette tribu, avait été transformé.

Le missionnaire revient à la réalité quand il apprend que l’église catholique vient d’envoyer un autre missionnaire pour le remplacer. Il commence à se sentir trahis par la ville, ses maitres, quand il a réalisé qu’ils avaient négocié avec les soldats, permettant ce remplacent d’enseigner à leurs enfants. Le Fétiche l’avait abandonné, comme Dieu avait abandonné le Christ.

Le missionnaire est en colère car il se faufile hors de la ville et attend la venue du nouveau missionnaire à l’horizon. Alors qu’il attend à la roche, 10

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il se plaint et se penche sur son histoire. Lorsque son remplaçant se présente, le missionnaire vise son fusil et fait feu sur lui. Quand le missionnaire approche de la caravane, il est en colère et rempli d’une certaine brutalité bestiale, il rit comme un fou. Il bat son remplacement a la mort avec la crosse de son fusil et il aime, même quand il est transporté hors ´ et battus. Sa haine est sa joie, sa rébellion est son sacrifice. Il rit comme il est exécuté par son maitre comme il devient finalement un martyr, mais pas du bon, mais le contraire, il devient un martyr pour le mal. Il fut difficile de décrire ce que l’histoire racontant au début.

Le missionnaire expose sur cette mission de changer la tribu a ses propres croyances religieuses et quand il est torture et force à participer à des rites religieux des tribus, puis le connecter leurs propres passions pour la religion et c’est ainsi qu’il se convertir à l’un d’entre eux. Il apprend une leçon dans la douleur et la haine et voit le monde tel qu’il est rempli de doleur et de haine dans les moyens des tribus barbares et il se soumet à eux spirituellement. Il embrasse la religion qu’ils composent, et il embrasse les gens qui ont changé pour cette religion. Les membres de sa tribu ont trouvé cette dévotion étrange et peut-être supposé que les étrangers n’étaient pas aussi traîtres comme ils l’avaient été dans le passé. Et ils ont pensé que pour la première fois que l’occasion se pour le commerce et l’intégration avec le monde extérieur, et s’est félicité du changement.

Ce fut une histoire déroutante à lire et à comprendre parce que bien que l’histoire ait été décrite par le narrateur d’un missionnaire qui a été torture et a changé, il n’est que plus tard que nous avons découvert à qua il faisait allusion quand l’histoire a commencé.

Mes Impressions du Film Deux Jours à Paris

By Carrie Shoultz, estudiante

par Michael Jordan Pruner, éstudiant Avant avoir vu le film, j’ai pensé que le film sera comme la plupart des films Américains que j’ai vu ; drôle et dramatique sans réalisme. Mais, après avoir vu le film, j’admets que mes impressions du film ont changé. Le film était très drôle, mais aux même temps je crois qu’il était très réaliste. Les caractères de Jack et Marion apportent beaucoup d’humour à ce film via leurs arguments et aussi par la paranoïa de Jack. Oui, c’est un peu mal pour rire aux malheurs d’autres, mais il était un film, donc c’est acceptable.

J’ai eu assez d’expérience pour savoir que quelque des gens ne sont pas équilibré, donc j’aime beaucoup cette aspect du film. Les relations entre Jack et Marion, Anna et Jeannot, et Jack et tous les françaises, tout en étant drôle, étaient réalistes. Il y quelque gens, comme Jack, qui n’est pas ouvert a les sociétés d’autre pays et personnes. Donc, cette aspect du film est vraiment réaliste, mais il est toujours un peu drôle pour regarder leur luttes contre les gens qui parlent une autre langue et vivre une vie diffèrent. C’est ainsi que Jack se sent sur ses relations avec les françaises. Sa relation avec Marion était diffèrent. Jack peux parler en anglais avec Marion, mais quand elle parle en français, Jack devient paranoïaque car Marion devient toujours furieux et bruyante, et parfois, il pense qu’elle le trompe. Il est évident que Marion est un peu folle et pas équilibré, mais elle insiste sur le fait qu’elle n’a jamais trompé.

Qui sait?

En généralement, j’ai aimé le film. J’aime vachement la France – la culture, la langue, les gens, et les images qu’on pense de la France – donc, j’aime tous les films français et tous les films de la France que j’ai vu. Je n’étais pas sûr que j’aimerai ce film, mais après avoir le voir, je peux dire, «oui, je l’ai aimé.» En regardent le film, je me suis rappelé du temps que j’ai passé dans les rues Parisien, donc le réalisme est la chose que m’a fait aimer le film.

FOREIGN LANGUAGE NOTES 2012

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Salamanca, Spain 2011

by Jana Sandarg, Program Director Thirty-five students studied at the University of Salamanca, Spain, in the summer of 2011. Gene Allison and Tonya McGowan had gone in the summer of 2010 and had such a fantastic experience, they just had to go back! Salamanca is even more charming the second time around, and the third, and the fourth…. who could ever get tired of this lovely city?

Other ASU students followed Gene and Tonya to all the best spots: Kristin Arguedas-Arias, Robert Connolly, Stephanie Dillard, Daniel Dominowski, Brett Gorrell, Jasmine Housey, Morgan Howell, La’Shaunda Jackson, Derrick Jones, Marisa Liebscher, Joanna Ordóñez, Becca Perbetsky, Laura Pierson, Katrina Wright and Amanda Zwanziger. Eighteen other students from UGA, Kennesaw, Georgia State and Georgia Perimeter College rounded out the group – and what an unforgettable group it was. They even upstaged the bulls in Pamplona!

They made friends with several of the musicians of the Tuna Universitaria de Salamanca, and invited them to visit us at ASU. Five tunos came in October, 2011, and stayed ten days in Georgia. Hearing them sing made us want to go back to Spain.

Although our students studied formally at the University of Salamanca, Spain’s oldest and most prestigious university, they soaked up the culture 12

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and language in the museums and streets of Madrid, Toledo, Segovia, Salamanca, Pamplona and Barcelona.

From castles and cathedrals to flea markets and the beach, they saw it all. And they want to go back!

One way to extend the Spanish magic is to work as a cultural assistant in Spain, helping English teachers in the classroom. Bionca Davis and Nathaniel Rugh both studied at the University of Salamanca in the summer of 2010 and they just finished the school year 2011-2012 as cultural assistants in Spain. Bionca was near Logroño and Nate was in the Basque country. Both are planning on staying a second year.

Daniela Hazelwood (Summer 2008) and Cassandra Martin (Summer 2010) will be cultural assistants in Spain this fall.

If you have not yet experienced Salamanca, sign up for next year’s program. If you go, you won’t want to come back! www.aug.edu/salamanca

Alumni News Ronnie Owens (Spanish major, May 2011) just completed a master’s degree in biology at Middle Georgia College & State University in the summer, 2012. He hopes to enter dental school and use his Spanish doing dental missions to Latin America.

Bridgette Alzheimer has been accepted to George Mason University School of Law and will begin classes in August, 2012. In spring 2011 she worked as an intern at the Library of Congress in Washington, D. C. Bionca Davis (Spanish major, 2010) spent the year in Logroño, Spain as a cultural teaching assistant. In June 2012 she worked a week as a volunteer in Alba de Layos, Spain, in the Vaughan Town program. Spanish major Nathaniel Rugh spent the year in Bilbao, Spain, as a cultural teaching assistant.

Miguel Navarte (Spanish major, 1993), has been working with computers in California, Atlanta and Hilton Head. He is now in the Augusta area and uses his Spanish occasionally in his job.

Jenny Davison (French major, 1998) received her master’s degree in French from UNC-Chapel Hill. She taught French at Cross Creek High School and will begin teaching French at Augusta Prep this fall.

Elizabeth Funsch (Spanish and English major, 2000) was accepted into a three year program for a Masters in Public Health and Latin American Studies at the University of Arizona. This year she is mainly taking MPH classes, and next year she will focus on LAS, finishing them up the following year. She was also accepted as a Peace Corps Fellow, which is quite an honor.

In the spring of 2012, she had an internship and a graduate research assistantship. She also co-chaired the Social Justice Committee on her campus. She was accepted to

a graduate study abroad program in Ecuador for the summer of 2012, where she will spend 8 weeks in Tena, Ecuador, learning Kichwa, the name the Quechua people in Ecuador call themselves and their language.

Thomas Weeks (Spanish minor, May 2012) has been accepted into Valdosta State University to begin a master’s program in Library and Information Science. He will begin his studies this fall.

Announcements Thank You The faculty of the Department of English and Foreign Languages appreciates the generous donation from Dr. William Caput

Gilbert Lewis received his MA degree from Georgia Southern University in May 2012 and is teaching Spanish this fall at Forest Hills Elementary School.

In addition to his financial support, Dr. Caput has served as a tutor for Spanish for over two years.

Heidi Hernández

Funding Needed for Scholarship

by Jana Sandarg A wonderful teacher, a true friend and a lovely young lady, Heidi Hernández was lost in an automobile accident this past spring. Heidi graduated from ASU in 2009 with a major in Spanish. She taught Spanish at Jefferson County High School and was engaged to Stephen Jones, who also taught at the same school.

I became good friends with Heidi in the fall of 2007 when she took a drama class with me. During the course of the semester, the students acted out parts of plays in class, and Heidi took the stage with style.

Not only was her Spanish excellent, her stage presence was strong and convincing. She had natural talent and performed with ease.

Heidi made many friends in class that term. The students bonded during their performance of El censo at Lakeside High School in November, and Heidi was part of the “family.”

The students celebrated at the Pizza Joint after the play and bantered like siblings at a family birthday party. Heidi was truly happy with her life, her family, her friends and her profession. We miss her terribly.

Heidi lives on in our heart and memory.

Her grace, her spirit, her charm will never be forgotten.

The Foreign Language Unit is seeking donations for the EFL International Scholarship, which provides funds to students who study French, German or Spanish in a country where that language is spoken.

If you wish to support this scholarship, please make a donation to the ASU Foundation and earmark it for the EFL International Scholarship. We thank you in every language!

Language Resource Center • The LRC has now over 200 movies available to watch on site from French, German, and Spanish cinemas.

• During Spring 2012, one tutor in French, one in German, and four in Spanish helped foreign language students with their language skills.

• In many courses, many Web 2.0 applications like Blogs, wikis, and digital storytelling have been used.

• The LRC attendance is increasing thanks to our wonderful tutors.

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Clubs

Los Amigos Hispanos

by Jana Sandarg, Faculty Advisor A team of dedicated officers – Victor Granda (president), Ashe Rivero (vice president), Trey Thorne (secretary) and Ross McDaniel (treasurer) – kept our students busy with back-to-back events. We continued our decadeslong tradition of holding a tertulia, or Spanish conversation group, every Friday. During the year students volunteered at several local organizations that help Hispanics, and in December we gathered three car loads of gifts for needy Hispanic families. We also made a donation to a local family devastated by a fire during the holidays.

Our president, Victor, and our vice president, Ashe, helped design a banner for our fall club day at the JSAC and another one for ASU Homecoming.

Club members attended two movies in Spanish in the fall and two in the spring.

The Spanish club helped organize the International Festival on September 29th where students enjoyed music, entertainment, food, displays and a fashion show in the Amphitheater.

Dressed in a huipil from Mexico, Dr. Sandarg won the faculty prize for best costume! The club also pitched in to work on Oct 8th and 9th at the Hispanic festival downtown.

A new event for the Spanish club was the FIFA tournament. Students played virtual soccer and the overall winner walked away with a trophy.

Another new event was a discussion about Mexico’s drug cartels, facilitated by attorney Ricardo Bravo. Students also sat together at the dazzling performance of the Ballet Folklórico de Antioquia, a dance group from Colombia, which was part of the Lyceum Series sponsored by ASU. Los Amigos Hispanos held its annual Hispanic dance in February, where Eduardo Díaz of A & E Dance Studios taught the salsa, merengue and bachata, and our deejay, Ricardo Rodríguez, played the top tunes in Spanish. Our other annual event was el Día del Idioma, a celebration of the Spanish language, held on April 16th. Students competing in contests of culture, spelling, dance and music won prizes, and Augusta Prep middle school students, under the direction of teacher Gina Turner, performed a play. There were plenty of displays, music and Hispanic foods to enjoy.

This was the year of festivals. Los Amigos Hispanos also partnered with the Asociación Cultural Hispanoamericana (ACHA) to co-sponsor three other 14

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festivals. Over two hundred people attended La noche panameña in November, where the folkloric dance group ¡Viva Panamá! performed in exquisite and colorful costumes.

In March, the JSAC ballroom was jammed at the Noche de Puerto Rico, where we sampled Puerto Rican delicacies and danced the night away. In April, we celebrated the Día de las Américas with bilingual displays on all Hispanic countries, music, food and videos.

The most exciting event of the year was hosting the Tuna Universitaria de Salamanca, a musical group from the University of Salamanca, Spain, that dresses in medieval garb and performs folkloric songs in Spanish. During their ten-day visit, they performed at ASU, the Hispanic festival and several restaurants and schools. Between classes you could find them strumming their instruments and playing our favorite songs in the atrium of Allgood Hall. They even sang for their dinner in Atlanta and toured the aquarium and Georgia State University in costume. The tunos – Alex, Andrés, Eloy, José and Miguel Ángel – were a huge hit and their fans tearfully saw them off at the Augusta airport.

Los Amigos Hispanos ended the fall semester with a holiday celebration and the spring semester with a big Cinco de mayo fest. To top off 2012, we spent four days in St Augustine, Florida, relaxing and enjoying the Hispanic culture, food and beach.

Please join us this fall at our first tertulia!

Le Cercle Français

by Liana Babayan, Faculty Advisor The French Club (Le Cercle Français) under the leadership of Roberto Franco, president, had a very successful and eventful semester.

Students and other French-speaking members of the community had many opportunities to participate in events organized by Le Cercle Français. We regularly held our Conversation Table (La Table Française) at Aroma’s Coffee shop. We had three French movie screenings on campus and students enjoyed the opportunity to watch French and Francophone movies of different genres. A group of students and the faculty advisor, Dr. Liana Babayan, made a trip to Charleston, South Carolina, where they visited a French exhibit in a museum, explored the French quarter and had French lunch and dinner in local restaurants.

The club also held “reading meetings,” where students got together to discuss Albert Camus’ The Stranger.

Le Cercle had a French luncheon at Manuel’s Bread café, a local French restaurant, where students had a chance to taste typical French dishes and appetizers. At the end of the semester the club organized a French-themed potluck picnic at Savannah Rapids, where everyone brought a homemade French dish and shared with friends and classmates. We are looking forward to a busy and interesting fall semester.

German Table

by Rob Bledsoe, Faculty Advisor The German Table met throughout the year for Kaffeeklatsch (coffee and conversation). It also attended films at the ASU Film Series and viewed other selected films. Anyone who would like to join should contact Dr. Bledsoe (rbledsoe@aug.edu).

Student Awards/ Presentations, etc.

On November 12, 2011, Dr William Caput (Spanish major, 2010) gave a paper on “The Argument for Spanish Language in University Curriculum” at the annual conference of the Georgia Political Science Association in Savannah, Georgia.

Faculty sponsored two foreign language student presentations at the Phi Kappa Phi Student Conference on March 21, 2012. Dr. Jana Sandarg sponsored Carrie Shoultz, who presented “Story to Screen: Translating Magical Realism in Film.” Dr. Frederic Leveziel sponsored Travis Wagner, who presented “That Obscure Object of Patriarchy: Luis Bunuel and the Misogynist Vision of the Bourgeois.”

Carrie Shoultz won the Georgia Consortium for International Studies Student Award (February 2012) for her paper entitled “Losing the Drug War: A US Foreign Policy Analysis of ‘Plan Colombia’”

Alpha Mu Gamma Outstanding Student in Spanish

Marcia Diehl was named AMG Outstanding Student in Spanish in 2012.

Phi Kappa Phi Initiates

ASU’s Foreign Language Unit is pleased to announce that Anne Marie Fox, a Spanish minor, and Meaghan Renée Borquez, a French Education major, were initiated into the national honor society of Phi Kappa Phi this academic year.

Who’s Who

Spanish majors Ashley Rivero and Tonya McGowan were selected for Who’s Who Among Students in American Universities and Colleges. They were honored for their academic achievement as well as their service to ASU and the community.

Student Ambassadors

Spanish majors Olivia Bruton, Maclaine Garrison, Kaitlyn Rouillard and Rena Thompson were selected to serve on the ASU Student Ambassador Board. Congratulations!

2012 University/College Composition Contest

This state contest is sponsored by the Georgia chapter of the American Association of Teachers of Spanish and Portuguese (AATSP-GA). This year the students of Chris Botero, Sara Griswold and Jana Sandarg participated.

The advanced-level winners are listed below.

Level V

NOTABLE Allison Cleary Daniel Dominowski Jo Givens Colby McKnight Rachel Pierson Warlette Shubert Carrie Shoultz EXCELLENT Olivia Bruton

Chelsea Foster Charlotte Greenway Amy Jackson William Parsons Juli Whipple SUPERIOR Luke Amerson Savannah Crews Ruth Daugherty Maclaine Garrison Kaitlyn Rouillard

Garic VonHillebrandt

Level V Native NOTABLE Víctor Gutiérrez Lucía Reino Josué Rivera

SUPERIOR Ashley Rivera JoBen Rivera-Thompson FOREIGN LANGUAGE NOTES 2012

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Faculty Notes Rob Bledsoe presented papers on Duchamp’s “Fountain” and Georg Büchner’s drama Woyzeck. He also published reviews of books on the polymath Johann Gottfried Herder, the Romantic scientist Johann Wilhelm Ritter, and German theories of warfare in the Enlightenment. He was also finally able to finish reading the complete essays of Michel de Montaigne, which had been on his to-do list since his days as an undergraduate.

Liana Babayan presented a paper, “La Danse ou le mouvement vers la liberté dans Nulle part dans la maison de mon père d’Assja Djebar,“ at the Rocky Mountain Modern Language Association (RMMLA) Conference in Scottsdale, Arizona, on October 6-8, 2011. She also presented a paper, “Les ‘ouvrages’ féminins dans les Chansons des Femmes et dans Aucassin et Nicolette,“ at the South Atlantic Modern Language Association (SAMLA) conference in Atlanta on Nov. 7-9, 2011, as part of the Medieval and Renaissance Panel. During the Black History Month she presented a paper, “From Negritude to Prix Goncourt ,“as part of a panel discussion, Voices from Augusta and the Francophone World, which was sponsored by FLAIR on February 22, 2012. Liana reports her research from this panel: “In 2009 Marie NDiaye, a female French writer of Senegalese descent, won France’s top literary prize, Le Prix Goncourt, for her latest novel Trois femmes puissantes translated as Three Strong Women. In this paper I am looking at the path that Francophone Black woman writers took starting from 1930 in France with the Negritude movement and finishing with Marie NDiaye’s latest highest literary prize. I am observing the role that women played in the Francophone Black literature, how they have been presented by male writers and how women started to shape a new understanding of the emancipated African woman by their own writings.”

Chris Botero gave the ‘Alumni Address’ at the Linguistics Departmental Graduation Ceremony at Stony Brook University (SUNY). He also gave two public lectures. The first, “Hispanic Presence in the USA”, was a lecture given in honor of Hispanic Heritage month in September, to an audience of approximately 1000 at Fort Gordon. The following month he gave a talk, “Variations in Hispanic Linguistics and Cultures: Implications for Healthcare,” at Georgia Health Sciences University. In October, he served as a member of the Scientific Committee of the First National Conference on Innovations and Challenges in English Language Pedagogy (ELP 2012) held at Islamic Asad University, Najafabad, Iran. Not only was he the only American on the panel, he was the only non-Iranian. In spring 2012 Chris presented his research at two conferences in Georgia and at a Symposium for Heinle-Cengage Publishing Co. in Columbia, South Carolina.

Eronini Egbujor presented a paper, “Le Pauvre Christ de Bomba ou discours sur les droits de l’homme?,” at the 38th Annual Meeting of the African Literature Association, held in Dallas, Texas, April 11-15, 2012. He also chaired a round table called French Studies II: The Human Condition and presented a paper, “Réflexion sur un signe scriptural: du terroir à la diaspora,” at the Southeast Coastal Conference on Languages & Literatures, at Georgia Southern University on March 29-30, 2012. Dr. Egbujor participated in a French panel sponsored by FLAIR during the Black Heritage Month. He spoke on the ”Contributions of African American Singers to the French Language.”

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Sara Griswold was honored by the Georgia Chapter of the American Association of Teachers of Spanish and Portuguese. She received the 2012 Professor of the Year Award.

Congratulations, Sara!

Pedro Hoyos Salcedo presented a paper, “Hernán Cortés y el graffiti social en la Colonia,” at the 9th Annual Southeast Coastal Conference on Languages and Literatures (SECCLL), at Georgia Southern University in March, 2012. He attended the FLAIR conference and the Georgia TESOL conference in Augusta; the SCOLT/FLAG/SEALLT conference in Atlanta; the AATSP-GA conference in Athens; and the Florida Foreign Language Association conference in Cape Canaveral, Florida. He also attended the Cengage Heinle World Symposium in Columbia, South Carolina, as well as a conference at the Library of Congress on the “Mapping the Early Americas” in Washington, D. C. He is editor of the Alpha Mu Gamma publication, the Polyglot, and a referee for LEF-E. “L’ Erudit franco-espagnol, an electronic journal of French and Hispanic literatures.

Frederic Leveziel gave a presentation on Friday, Feb 24, 2012, at the Chair’s Forum of the Department of English and Foreign Languages. He outlined his research as follows: “As a member of the iEngage Faculty Learning Community, sponsored by the Center for Teaching and Learning and Information Technology Services, I am working on pioneering practices on technology-enhanced pedagogical use of mobile learning.

I am conducting research on the effects of second language (L2) literacy development within the context of mobile technologies (eBooks). The key findings and pedagogical implications drawn from this research will focus on the “what” (readable, authentic materials) and the “how” (activities that engage a hierarchy of cognitive processes).

Tenets such as reading interactivity, social and collaborative reading, community formation in learning process, peer-learning, and production and sharing of metadata, will be examined to challenge conceptions of L2 literacy development. In the same way, I will analyze the complex processes involved in the acquisition of language and literacy skills in L2 contexts such as negotiating with the text, reading for meaning and holistic reading.

The outcomes will be that the use of mobile technologies will ultimately help students work toward the discovery of new knowledge enhancing their L2 development.”

Duncan Robertson, Professor Emeritus of French, published Lectio Divina: The Medieval Experience

of Reading (Liturgical Press). Dr. Robertson taught French and Latin at ASU from 1990 until his retirement in 2010. Alpha Mu Gamma sponsored a book-signing for Dr. Robertson in April, 2012.

Jana Sandarg gave a paper, “The Use of Standards in Post-Secondary Curriculum and Assessment,” with Carol Wilkerson at the American Council on the Teaching of Foreign Languages (ACTFL) Conference in Denver, Colorado, on Nov 17-19, 2011.

She also gave a paper on “Study Abroad and the Foreign Language Standards: Helping Students Achieve Proficiency in all Standards” as part of the Georgia Consortium for international Studies Symposium held at Georgia Perimeter College in Atlanta on Feb. 24, 2012. She served on a panel at the Teaching Matters Conference in Barnesville, Georgia, on March 30, 2012, speaking on “Study Abroad: What you Shouldn’t Do.” Jana attended four other conferences: the AATSPGA conference on Sept 24, 2011 in Atlanta; the FLAIR conference on Oct. 6, 2011 in Augusta; the SCOLT/FLAG/SEALLT Conference on March 22-25, 2012 in Atlanta; and the NAFSA Conference in Houston, Texas, on May 27-31, 2012.

ASU International Friendship Program

by Jana Sandarg Since 1997, ASU students and faculty have befriended new international students through the International Friendship Program. After meeting over lunch, students and faculty make plans to get together at movies, festivals and/or cultural events. Not only does this help the new students adjust to campus life, it gives our ASU students and faculty a chance to interact with international students and learn about their language and culture.

Participating foreign language faculty friends were Liana Babayan, Eronini Egbujor, Frederic Leveziel and Jana Sandarg. Student friends included Spanish majors Matthew Ford, Victor Granda, Stacy Poole and Kristina Wendorf. Spanish minors who served as friends were Cassidy Clayton, Jose Lugo, Erica Middleton, Rebecca Perbetsky, Laura Starnes and Alexis Ward. If you are interested in serving as a “friend” next year, consult this link for more information: efldept.aug.edu/friendship.php

WELCOME The faculty of the Foreign Language Unit welcomes three instructors to its ranks: Brigida Ramos (Spanish), Moniqua Acosta-Heyman (Spanish) and Terry Meredith (French). Brigida and Moniqua both studied at the University of Salamanca, and Terry studied at Middlebury College.

FOREIGN FOREIGNLANGUAGE LANGUAGENOTES NOTES2012 2012 1717

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