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Gbaya Brochure
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The Gbaya are also known as the Baya, the Mbere Baya or the Gbaya-Bossangoa. They are the largest ethnic group in the Central African Republic. The Gbaya are closely related to the Mandija people (also called Mandja). In 1880 the fled Fulani slave raids an holy wars (Jihad) connected with the founding of the Sokoto Caliphate; the ancestors of the Gbaya migrated to the region from present-day northern Cameroon and Nigeria in the early 1800s. They incorporated many of the indigenous nhabitants creating the six basic subgroups of the Gbaya. Fulani continued to raid the Gbaya region each year to capture slaves for sale both in the Caliphate and to the rans-Saharan caravans

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Gurage Brochure
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The languages spoken by the Gurage are known as the Gurage languages. The variations among these languages are used to group the Gurage people into three dialectically varied subgroups:Northern, Eastern and Western. However, the largest group within Eastern subgroup, known as the Silt’e, are identified foremost as Muslims . The Gurage live a sedentary life based on agriculture, involving a complex system of crop rotation and transplanting. Ensete is their main staple crop, but other cash crops are grown, which include coffee and Khat. Animal husbandry is practiced, but mainly for milk supply and dung. Other foods consumed include green cabbage, cheese, butter, and roasted grains with meat consumption being very limited

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Senufo Brochure
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The Senufo number 1,000,000 to 1,500,000 and live in Côte d’Ivoire, Ghana, Burkina Faso, and the extreme south of Mali. They live principally off agriculture fruits and occasionally hunting. Senufo agriculture is typical of the region, which includes millet, sorghum, maize, rice, and yams. Minimal amounts of hunting and fishing also contribute to the local economy. In addition to a belief in a creator deity, ancestors and nature spirits, a central concept in Senufo religion is a female ancestral spirit called “ancient mother” or “ancient woman,” the sacred guiding spirit of each poro society. All adult men belong to the poro society, which maintains the continuity of religious and historical traditions, especially through the cult of the ancestors.

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Upcoming Events
Jun
2018
24 - 26
Arizona
Institute
Reading Globally: Critical Issues in Global Literature for Children and Adolescents

Presented by Kathy Short (University of Arizona) with experts and authors in global literature. We live in a world where our lives are interconnected in complex ways across global cultures as well as fractured with tensions that divide us. Global children’s literature provides one means of facilitating intercultural understanding, but issues of availability, access, authenticity, and classroom use must be addressed for this potential to be realized. In this institute, participants will explore current trends in global literature for children and adolescents, examine critical issues and approaches to analyzing these books, and experience strategies for critically engaging with global literature. Participants will use the Worlds of Words collection (http://wowlit.org) to be immersed in a wealth of global literature as well as to delve deeply into key books to develop critical understandings and to consider how to invite students into a critical reading of the word. An additional component will be interactions that pair classic, well-known texts often used in elementary and secondary classrooms with global children’s and adolescent literature to expand the curriculum and include global perspectives.

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Jun
2018
25 - 26
Pennsylvania
Workshop
Designing Articulated Performance Assessment in the Three Modes of Communication

This workshop will guide participants in designing performance assessment tasks in the three modes of communication, articulated across three levels. We will explore Interpretive, Interpersonal, and Presentational mode tasks and design integrated assessment around a theme and context. We will also develop specific Can-Do Statements from them, a key implementation piece, keeping transfer and intercultural competence in mind. Examples of integrated tasks with novice high, intermediate mid, and advanced low performance targets will be presented and explored.

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Jun
2018
25
Michigan
Workshop
Increasing proficiency through World Language Core Practices

Looking to up your proficiency game? World Language Core Practices, recently published by ACTFL, are research-supported “teacher moves” that support language learners in gaining proficiency. The practices include using the target language, providing interpersonal communication tasks, employing functional goals and objectives, teaching grammar use in context, using authentic texts, and providing appropriate feedback. Participants in this two-day make-and-take workshop (an expanded version of last year's one-day) can expect to explore the reasoning behind World Language Core Practices, the how-to of using them, and spend time creating their own activities and/or plans for nurturing more proficient world language students.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

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