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Sepedi Brochure
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Description

Like the Sotho and Tswana, the Pedi in pre-conquest times lived in large villages divided into groups centered on family clusters favoring paternal line. Each consisted of a group of households built around a central area which combined meeting place, cattle byre, graveyard and ancestral shrine. Homes were ranked in order of seniority. Each wife had her own round thatched homestead, joined to the others by a series of open-air enclosures (lapa) encircled by mud walls.

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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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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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Upcoming Events
Oct
2019
25 - 26
Pennsylvania
Presentation
CALPER Materials and Resources

CALPER is co-sponsoring this year's 100th conference of the Pennsylvania State Modern Language Association (PSMLA). Please come visit us in the exhibit area and see our new materials and resources.

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Nov
2019
13
Texas
Workshop
OER Hangout: Joining a teaching community

In this discussion-based webinar, you will have the chance to talk with three educators who manage or are involved with teacher professional learning communities: Meredith White (#langchat), Oscar Joya (COERLL's Heritage Spanish community), and Una Daly (Community College Consortium for OER). There will be 20 minutes of presentation time where you will hear about how their communities started and evolved, how people communicate and collaborate within the community, and how you can get involved in these communities or start your own. The rest of the hour is for you to ask questions, talk to presenters, and share information about your own communities.

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Nov
2019
16
Arizona
Workshop
LaTeS: Genre Matters in Contextualized World Language

Genre Matters in Contextualized World Language Learning Francis John Troyan (Ohio State University) This workshop introduces participants to a genre theory and pedagogy that views spoken and written texts as genres that can be made visible and systematically taught to students. Participants will learn how to integrate genre into a backward design approach for the assessment and instruction of language that is centered on the development of the learner’s ability to communicate in written and spoken genres. Francis John Troyan, Assistant Professor of World Language Education at The Ohio State University, specializes in world language teacher development, genre and functional linguistics in K-12 world language education, and teacher practices in dual language immersion education. —————————— CERCLL’s biannual Language Teacher Symposium (LaTeS) is a professional development opportunity geared towards K12 educators. Registration is free. A certificate for Arizona Continuing Education is provided.

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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.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

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