Title Format Sponsor
Meru Brochure
Web

Description

Meru is the language spoken by the Meru people (Ameru) who live on the Eastern and Northern slopes of Mount Kenya, Kenya, Africa and on the Nyambene ranges. They settled in this area after centuries of migration from the north. The Meru people are a fairly homogeneous community and all share a common ancestry. They speak same language, Kimeru, but there are some slight regional differences, in accent and local words. The community comprises the following subdivisions; from the north to south: * Igembe * Tigania (Tiania) * Imenti * Tharaka (Saraka) * Igoji * Mwimbi–Muthambi * Chuka (Gicuka)

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Makonde
Web

Description

The Makonde people are believed to have originated from the Ndonde area of northern Mozambique. A large group then migrated into southern Tanzania during the 1700 and 1800s. The Makonde were said to have migrated to avoid becoming enslaved by the Ngoni tribe fleeing war in Zululand. Although there are varying accounts, the Makonde traditional creation myth generally holds that a man living in the bush carved a human figure from wood and set it down. Overnight, the figure came to life . After two miscarriages, the woman finally gave birth to a boy. This third child survived and was considered to be the first Makonde child.

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Masaaba Brochure
Web

Description

The origin of the Bamasaaba people is unknown, however oral traditions suggest that they most likely originated from Egypt or northwestern Ethiopia. Bamasaaba oral tradition asserts that they are descendants of people called Mundu and Sera who migrated to peak of Mt. Masaaba (Elgon) during 16th century. Mundu and Sera had two children, Masaaba and Kundu. Kundu moved south and is thought to be the father of the Basoga people and Masaaba is thought to be the beginning of the Bamasaaba lineage. Due to the believed shared lineage, the Bamasaaba are closely related to the Baganda and Bakonjo tribes of Uganda in terms of the language structure, and the Hermitic groups of the northwestern Ethiopia in terms of culture. The Bamasaaba are also closely related to the Babukusu of western Kenya and many Babukusu clans trace their lineage back to the Bamasaaba people.

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Upcoming Events
Dec
2019
4
Arizona
Workshop
Webinar: Learn to Teach with Social Networks- A Practical Guide for Intercultural Competence

Margherita Berti (University of Arizona) will present “Learn to Teach with Social Networks: A Practical Guide for Intercultural Competence” This webinar will illustrate how social networks, such as Facebook, Instagram, and Twitter, can be utilized in language courses to foster intercultural competence. Pedagogical applications and practical suggestions will be provided for using social networks and authentic social media with beginner and intermediate language learners. Participants will receive a teacher’s guide e-book, access to an online training site, and video tutorials to begin using social networks with their own students the very next day! Margherita Berti is a doctoral student in Second Language Acquisition and Teaching (SLAT) at the University of Arizona and holds a master’s degree in Linguistics/TESL from Indiana State University. Her research specialization resides at the intersection of intercultural competence, educational technology, and curriculum and L2 content development.

Event Link
Jan
2020
23 - 26
Arizona
Conference
2020 International Conference on the Development and Assessment of Intercultural Competence

Seventh International Conference on the Development and Assessment of Intercultural Competence. Internationalizing the Curriculum: The Role of Intercultural Competence on January 23-26, 2020, in Tucson, Arizona, and online. Invited Presentations: Adriana Diaz (University of Queensland – Australia) Marianne Larsen (Western University – Canada) Sharon Stein (University of British Columbia – Canada) This biennial event brings together researchers and practitioners across languages, levels, and settings to discuss and share research, theory, and best practices, and to foster meaningful professional dialog on issues related to the development and assessment of Intercultural Competence, especially in a foreign or second language. The 2020 ICC conference will take stock of current models for internationalizing curricula as well as the genealogies of these discussions. The organizers are interested in accounts of best practices as well as critical examinations of current trends and conceptual think pieces around what it might mean to internationalize higher education. Proposal submission deadline: May 31, 2019

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Mar
2020
25
Arizona
Conference
University of Arizona Language Fair

In Spring 2020, the Center for Educational Resources in Culture, Language and Literacy (CERCLL) launched the UA Language Fair, an event designed to raise the visibility of the wide range of languages that students study at The University of Arizona. The event was open to all students, faculty/staff, and visitors to campus. Departments, programs, and UA student clubs representing the languages and cultures taught at UA showcased the languages taught in their departments and spoken in their communities. Participants enjoyed free food, games and other activities that celebrate the benefits and opportunities that come from communicating in another language. In 2019, the following languages were represented: American Sign Language Ancient Greek Arabic Chinese English as a Foreign Language French German Hebrew Italian Japanese Kazakh Korean Latin Navajo Persian Portuguese Russian Spanish Tohono O’odham Turkish With representatives from the following programs on hand, to share information about their offerings as well: Critical Languages Program Foreign Language and Area Studies (FLAS) scholarships for language study Global Studies Program UA Study Abroad Current students in language programs joined in the fun, and new ones were recruited for Fall classes!

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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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