Hace unos siete años el «Department of Interior and American Folklore Center» publicó un reportaje en el cual se encuentra el término «preservación cultural». Esto se refiere a los esfuerzos tanto públicos como particulares que tratan de proteger y en algunos casos rescatar todo lo tradicional que está en peligro de perderse dentro del panorama cultural en los Estados Unidos.
El año antepasado, siendo candidato para la vice presidencia de la AATSP, propuse incorporar el folklore a nuestros programas y clases de lenguas para reconocer y a la vez sacar a luz la abundante herencia cultural de nuestros abuelitos en este país antes de que fallezcan y nos dejen con las manos vacías. No cabe duda que el folklore abarca un sin fin de géneros: desde cuentos, adivinanzas, corridos, chiquillados, y dichos, hasta alabados y canciones populares o antiguas. Dentro de este conjunto hay un hilo que liga a todos estos rasgos culturales; este hilo es el viejito o el anciano mismo.
Para llevar a cabo esa preservación cultural a la cual me acabo de referir, es menester que cada uno de nosotros acuda solo o con nuestros estudiantes a las comunidades hispanas o portuguesas en los Estados Unidos. Antes de lanzarse uno en busca d e esos tesoros recónditos del folklore, hay que tener en cuenta que nos conviene cumplir con cierto proceso; este proceso consiste en varios pasos de suma importancia.
Señalemos cada uno de estos pasos para que tengamos una idea bien clara de cómo supone funcionar el conjunto en total entre el estudiante y el anciano, o entre el profesor y el anciano. He aquí el proceso paso por paso.
A. Preparándose para la entrevista.
La preparación por parte del entrevistadores extremadamente importante para que la entrevista rinda buenos resultados. Por lo tanto, hay que tomar en cuenta una serie de factores: (1) seleccionar a la persona a quien se va a entrevistar según el propósito del proyecto y lo que se pretende llevar a cabo; (2) ponerse en contacto con el anciano, seguido de una discusión preliminar, para explicarle el proyecto, es decir, el propósito de la entrevista, y cómo es que se propone utilizar el contenido de dicha entrevista; (3) procurar un acuerdo legal; y (4) estar seguro de que el bosquejo para la entrevista esté de acuerdo con las intenciones del proyecto.
B. La entrevista
El entrevistar a alquien no es sólo un arte sino que requiere una técnica que se preste a un enfoque que entable una buena conversación. Para llevar a cabo esto se debe aprovechar la mejor manera de entrevistar a los ancianos -la mayor parte de los cuales carecen en muchos casos de educación formal- y que todavía retienen su lengua nativa. Así que conviene involucrarlos en un intercambio oral, ya sea en español o portugués, en vez de simplemente hacer pregunta tras pregunta, a veces evocando nada más que un sí o un no. Merece la pena evitar esta trampa. Por ejemplo, existen cuatro tipos de entrevistas: (1) el que exige una especie de proceso; (2) el que consiste en materiales suplementarios que complementen la tarea principal; (3) el que discute temas específicos; (4) el que recalca datos autobiográficos; y (5) el de la narrativa inestructurada donde a la persona se le permite hablar casi sin ton ni son sobre cualquier asunto de interés.
C. La transcripción
La transcripción no es nada más que el proceso de convertir la palabra oral a la letra escrita lo más preciso y fiel que se pueda sin cambiar el contenido de la entrevista.
D. La revisión
Las transcripciones deben revisarse con cuidado para estar seguro que cada una cumple con la entrevista misma casi siempre al pie de la letra. Una vez que se lleve a cabo esto, la transcripción se puede revisar otra vez antes de pasarse a la computadora, o cuando ya esté lista para publicarse.
E. La catalogación
La ventaja primordial en catalogar el folklore que se ha grabado es en poder recobrar (por ej., investigadores) dicha información sin tener que ir a través de un sin fin de trámites innecesarios.
F. La distribución de los materiales—703→
El examen, estudio, asimilación, organización y preparación de los materiales folklóricos para poderse compartir con el público es el último paso que se debe dar dentro del conjunto que se planteó al principio de este ensayo.
A. Fotografías antiguas
Bastante valioso para todo proyecto de folklore es conseguir información concreta como la que representan fotografías antiguas ya que de allí provienen datos innegables. Es decir, estas fotografías contienen una fuente fundamental e informativa, además de los aspectos personales de la familia que también son tan importantes.
B. Fotografías de la gente
Las fotografías contemporáneas de la gente a quien se haya entrevistado son importantísimas, puesto que representan al anciano tal y como es ahora en comparación a cómo era en el pasado. Así se puede notar la diferencia en trajes de ropa o cualquier otro aspecto histórico de importancia que es indispensable para el folklorista.
Aparte de lo que se dijo al principio de este ensayo tocante a la importancia de la preservación cultural, cabe hacer hincapié en que esta preservación cultural es de gran valor para nosotros cómo académicos por cuestiones culturales, lingüísticas, académicas y literarias. A la vez, se les ofrece a los viejitos la oportunidad de jugar un papel activo (no pasivo) ya que todos mantienen su lengua natal. También se les da la ocasión de una experiencia personal y emotiva. Al fin y al cabo todos saldremos ganando si hacemos el esfuerzo de preservar su cultura (nuestra cultura), antes de que se nos vayan nuestros abuelitos -«os nossos avós».
New Mexico Highlands University
What information and insights do we want to find in a review of a translated work of literature? We most certainly want a review to tell us something about the book in question: we want to read the reviewer's comments and insights (if any) about the subject matter of the book and how successful or unsuccessful the author was in dealing with his/her subject matter. But aren't there other points, which a review of a translated work should at least attempt to address? Indeed, there are. Nevertheless, one finds little or no difference between most reviews of translated works of literature and reviews of literary works written in English. That difference manifests itself in a brief acknowledgement by a few reviewers that the work is a translation: those reviewers mention the translator's name, the language from which the book was translated, and maybe a few words about linguistic style. They make no comment or observation on the quality of the translation. They do not discuss the difficulty or relative ease of the Source Language (SL) text, the language in which the book was originally written, and they do not discuss the translator's success or failure to communicate the human experiences of one culture to individuals of another culture. Of the eight reviews which I was able to read of Peter Theroux's admirable translation into English of Abdelrahman Munif's novel, Cities of Salt, only three make some mention of the fact that it is a translation. In «The Albuquerque Journal» Mary Lee Grisanti, a novelist who lives in New York, states that Theroux's translation of Cities of Salt is «an exceptional translation», but she does not tell us why she makes that statement. An anonymous brief review printed in «Forecasts» states that «Theroux's sensitive translation conveys the subtleties of ambiguity and nuance inherent to the Arab language and culture». Michael Upchurch, a Seattle novelist and reviewer, takes a few steps beyond his two aforementioned colleagues when he writes in «The Seattle Times» that «Translator Peter Theroux... renders Munif's Arabic into a prose of rhythmic melancholy, surprise, and simplicity. This reader can't compare it to the original, but there may be no need to: Cities of Salt comes through loud and clear as an important novel... We're lucky to have it».
In my opinion, the failure to address such crucial and fundamental questions about the quality of a translation in most English-language reviews of books translated into English is a serious omission. Although it is obvious, it must nevertheless be pointed out in this context that without the translation/translator, great works of fiction like Leo Tolstoy's War and Peace, or Anna Karenina, Gabriel Garcia Márquez's One Hundred Years of Solitude, and, of course, Munif's Cities of Salt, to name only a few, would have remained inaccessible and unavailable to readers of the English language, not to mention some reviewers as well. It must also be said in this regard that unless the translation is a good translation which successfully overcomes all the cultural and linguistic problems and barriers inherent in such a task, the book in translation will have no readers and will receive no acclaim.
It is self-evident and universally accepted that a translation of any given book must be a truthful and accurate rendition of the original work as written in the SL. This is not to say that it is the same book. It may be said for our purposes here that the relationship between the translation of a literary work in any target language (TL, the language into which a text is translated) and the work as written by its author in the SL is similar to that which exists between identical or fraternal twins. Both have the same morphological or genetic characteristics, and both have a striking and sometimes confusing resemblance to each other, but each is a separate and distinct entity. The main and most important difference between these two literary siblings is this: while the SL text deals with the human experience of a given human culture using the language, idiom, the world view of that culture, the TL text deals with that same human experience using the language, idiom and world view of another, different culture. Bearing in mind the fraternal relationship between the SL text and the TL text, we can thus say that while the SL text may describe, portray, or somehow deal with a situation within the confines of a single room, so to speak, from the perspective of being in that room, the TL attempts to describe, portray, or otherwise deal with that same situation, as depicted in the confines of that same room, from the perspective of being outside that room, looking in.
It is the literary translator who, Janus-like, to borrow Elena Castedo's simile, allows us as speakers —705→ and readers of the English language to look in on the world created by the novelist in a language different from ours by replicating that world and presenting it to us in our own language. Elena Castedo, a novelist who was born in Spain, raised in Latin America, and now lives in the United States, has the distinction of being the translator who translated into English a novel that she herself wrote in Spanish (Paradise, Grove Weidenfeld). Castedo believes that a literary translator must gain a complete and thorough understanding of the SL text and of its unique mix and arrangement of «cultural context, syntax, musicality, and vocabulary» so that he/she can create a new, yet identical and equally unique mix and arrangement of «cultural context, syntax, musicality, and vocabulary» in the TL.
I hope these lengthy prefatory remarks prove to be a constructive way of sharing with my ATA colleagues the thought processes that went through my mind as I thought about and wrote this piece. When I accepted this assignment to review Cities of Salt quite some time ago, I had no idea what a review of a translation should cover. Many fine reviews of English translations of literary works gave me no clues as to what a review of a translation should attempt to cover. I did know, however, that, as a reviewer, I had to read both versions of Cities of Salt: the Arabic as well as the English. I also think that a reviewer should read the SL text before reading the translation.
The ATA Chronicle
Interpreter Use by Language 1988 as Re-ported by U. S. District Courts
A Foreign Language Multimedia Consortium has been formed by seven higher education institutions (Brigham Young University, Smith College, and the Universities of Calgary, Chicago, Illinois at Urbana-Champaign, Iowa, and Pennsylvania) with $2 million in computer equipment and support from IBM. Consortium members will develop and test multimedia programs to help teach listening, reading, speaking, and writing skills in French, German, and Spanish. Professors James Pusack and Sue Otto of the University of Iowa are coordinating the project.—706→
(Chronicle of Higher Education February 6, 1991)
The biggest affront yet to the Portuguese way of life (...) came in December when the Governments of Portugal, Brazil and five former Portuguese colonies in Africa agreed to standardize the way their language is written. And it was essentially the Brazilian version that won out.
The argument for uniformity was that, even though there are 180 million native speakers of Portuguese, more than of German, Japanese and French, international organizations currently rarely use the language to avoid having to choose between competing ways of spelling or accenting some 3,000 words.
Brazil's version was favored, not only because it has 150 million inhabitants to Portugal's 10 million, but also because Brazilian Portuguese is far simpler than that of Portugal. And Angola, Mozambique, São Tomé and Príncipe, Guinea-Bissau and Cape Verde all readily agreed.
In Portugal, however, the Orthographic Accord caused an uproar in literary, publishing and journalistic circles, as if this country's very identity were at stake. «A language belongs to those who speak it», said Gerald Salles Lane, who heads Lisbon's Literary Circle.
For Mr. Lane and his allies, the decision is all the more outrageous because Portugal has always treated its language and its trappings of tildes, cedillas, hyphens, acute, grave and circumflex accents and even diereses with reverence. To them, a more -phonetic Brazilian-style- spelling is an offense to history.
They also view Brazil's vocabulary with suspicion: it has incorporated many strange-sounding Indian and African words, it is quick to adopt Americanisms and it leans heavily on slang. «We want to maintain the European language», Mr. Lane said.
Portuguese book publishers sniff a commercial motive behind the accord. They have accused Brazil's more aggressive publishers of pushing the agreement in the hope of monopolizing the book market in the entire Portuguese-speaking world.
But having appeased local intellectuals by abandoning a similar accord five years ago, the Portuguese Government is standing firm this time. The agreement is still subject to ratification by the Parliaments of signer countries, but it should go into effect on Jan. 1, 1994, with a good number of accents and silent consonants eliminated.
In reality, as a spoken language, «Brazilian» is already well installed in Portugal thanks to the enormous popularity of slick and sensual television soap operas imported from Rio de Janeiro. With five currently being broadcast daily, their stars a re household names, their clothes shape local fashion, their catch phrases become colloquialisms.
Economic relations between the two countries are also changing. After a leftist revolution ended decades of rightist rule here in 1974, many rich Portuguese fled with their money to Brazil. Now it is the turn of rich Brazillians to invest in Portugal with an eye to opportunities in the European Community.
Reliable statistics on Brazilian investment are hard to come by because it often arrives here from offshore safe havens, but even official figures show a jump in new Brazilian private investment here from just $2.4 million in 1985 to $60.4 million in 1989, while Brazil's total stake in Portugal is estimated at several hundred million dollars.
Brazilians hoping to escape their country's economic troubles, though, are no longer finding the welcome mat out for them. Portuguese and Brazilian citizens enjoy equal rights in each other's country once they have become residents. But Portugal is holding back on giving Brazilians residence permits.
Portuguese professionals are also learning to defend their turf against Brazilian competitors. For example, local dentists have lobbied successfully to prevent Brazilian diplomas from being recognized here, forcing Brazilian dentists to work illegally or in the guise of «assistants».
Portugal of course is not the first mother country to learn that former colonies can grow big and brash. It was during World War II that Britons discovered with a start that Americans were «over-paid, oversexed and over here». Now, perhaps, it is Portugal's turn to meet the more complicated side of its special relationship with Brazil.
New York Times
February 15, 1991—707→
ALCANCE, a national program to develop teaching, testing, and evaluation materials in Brazilian Portuguese, completed the second of a three-year grant from the Fund for the Improvement of Postsecondary Education (FIPSE, U. S. Dept. of Education). The project was awarded federal funding of $197,439 for the three-year period (68% of the total) with an additional $119,421 (32%) from the University of Texas. The major accomplishments during the second year include (1) a summer language institute for secondary school teachers, (2) the completion and acceptance for publication of a first-year textbook of Brazilian Portuguese for Spanish speakers, (3) writing and initial use of a draft of a second-year textbook of Brazilian Portuguese for Spanish speakers, (4) a workshop on assessment for the purpose of revising new proficiency and placement test in Brazilian Portuguese, (5) the publication of a volume of essays on foreign language teaching and testing, and (6) oral proficiency interview rater certification in Brazilian Portuguese by the American Council on the Teaching of Foreign Languages (ACTFL).
For ten weeks during the summer sessions of 1990 eight secondary school teachers and one translator-interpreter attended the intensive Brazilian Portuguese Summer Institute, taught by K. David Jackson, Orlando Kelm, Antônio Similes, and Rita Alcalá. Christopher Ballantyne and Sophia Bixby participated as language informants, and Elizabeth Jackson conducted ACTFL oral proficiency interviews with participants. A lecture series featured officials from the Texas Education Agency and current secondary teachers of Brazilian Portuguese from Ysleta Independent School District in El Paso, Texas.
|Stephen Mace||(Irving ISD)|
|Perla Cisneros||(Brownsville ISD)|
|Lewis A. Rosenbaum||(E. Baton Rouge Parish, LA)|
|Cecilia Jacques||(El Paso ISD)|
|Christie Walker||(Warren ISD)|
|Michael Baldwin||(Brownsville ISD)|
|Sherri Lackman-Cheatham||(Garland ISD)|
|Elizabeth Morris Agee||(Eanes ISD)|
|Mario O. Candia||(Sioux Falls, SD)|
- Mariano Díaz Miranda, U of Rhode Island, Brazil and Spanish America-A History of Divergence
- Lillie Webb, Johnston High School, Austin ISD, Starting and Interest Group for Brazilian Portuguese
- Paulo Calmon, UT-Austin/LBJ School, Collor's Economic Program
- William Wale, Texas Education Agency, Teacher Certification and a Portuguese Program
- Maria Cândida Barros, Museu Goeldi, Pará Amazonia —709→
- James Mauseth, UT-Austin, Botany and Ecology of Brazil
- Linda Calk, Foreign Language Supervisor and Irene
- Torres, Portuguese Teacher, Brazilian Portuguese with a Texas Accent in Ysleta ISD
- Charles Perrone, U Florida, Contemporary Music: Poetry and Song
- Inés Garcia, Texas Education Agency, Spanish and Portuguese in the Secondary Curriculum
- Dale Koike, UT Austin, Politeness Forms in Brazilian Portuguese
The Summer Institute participants will seek to complete their secondary accreditation and begin Brazilian Portuguese language classes in their schools during the coming year. ALCANCE is pursuing a cooperative effort with Michigan State University to send the language institute participants to São Paulo, Brazil, during the summer of 1991.
UT-Austin is the only university in the country where a student can complete two years of intensive Brazilian Portuguese study during one summer. A new cooperative agreement has been signed between UT and the UFSC (Florianópolis, Santa Catarina, Brazil), where a summer language program is being planned. There is a new Kaqchikel Maya-Portuguese cooperative agreement with Tulane U. ILAS FLAS fellowships are available for summer Portuguese study at UT-Austin. Info: ALCANCE-Brazilian Portuguese Development Project, Institute of Latin American Studies, SRH1.310, University of Texas at Austin, Austin, Texas 78712-1155.
The Rockefeller Foundation granted 101 fellowships each worth $5,000 for the summer of 1991 to study ten foreign languages including Spanish and Portuguese.
Christopher Clouet, Central High School, Bridgeport, CT., was the only recipient in Portuguese for one of these eight-week summer grants. The award enabled Clouet to travel to Brazil in order to research his project on Brazilian secondary schools. The results of this study will be a bilingual (Portuguese/English) manual for use both in the U. S. and Brazil by parents, students, and school personnel who would like to know the difference between the two school systems. Clouet's project was triggered by the presence of Brazilian immigrants in the United States who have had to face the problem of attempting to integrate their offspring in a school system divergent from that of Brazil. Useful in this type of situation, the manual will also serve North Americans going to Brazil.
Central High School has a four-year program in Portuguese, and one unique idea within this system was initiated by Clouet. «Porta-Voz» is a bilingual Portuguese newspaper for young people and produced by his students.
Clouet has a Masters in Portuguese from Boston University in Providence, Rhode Island where he was inspired by Prof. Nelson Vieira, Director of the Center of Portuguese and Brazilian Studies.
Of the Rockefeller Fellowships granted, the largest number, 38, went to Spanish high school teachers who studied throughout the Hispanic world: Central America (5), Mexico (10), South America (6) and Spain (17). The recipients in Spanish were the following: María del Rocío Alcántara, San Diego, CA; Linda Alzaa, Gooding, ID; Ricardo Arenas, Fremont, CA; Ann Beck, Chicago, IL; Marisa Bevington, Portland, OR; S. Kathern Biever, Marysville, WA; Jenifer Boudnik, Milwaukee, WI; James Brown, New Orleans, LA; Roman Brysha, Tulsa, OK; Margaret Carlson, Cheswick, PA; M. Abigail Clark, Toms River, NJ; Mary Cuyler, Stratford, CT; A-Emelia DeCroix, Chapel Hill, NC; Teresa Dombrowski, Chester, VA; Marsha Ferguson, Wallingford, CT; Michael Hauber, Uniontown, OH; María Kellor, Madison, WI; Thomas Lynch, Buffalo, NY; Daniel MacKinney, Mundelein, IL; John Maier, Andover, MA; Terry McCarthy, East Longmeadow, MA; Maag Mitton, Tarrytown, NY; Carolyn Moir, Solvang, CA; Kenneth Mosier, Huber Heights, OH; Maxwell Mowry, Charleston, SC; Martha Jo Munice, Portland, OR; Mark Nutter, Belpre, OH; Robert Ogden, Cazenovia, NY; Lucy Read, West Hartford, CT; Patricia Robinson, Casper, WY; Laura Rodríguez, Hamden, CT; Tamara Sax, Dallas, TX; Fernando Soldevilla, Bedford, OH; Yvonne St. Hill, Forestville, MD; Claire Stracke, Augusta, GA; John Summers, Cortland, OH; Robert Walker, Portland, OR; Carol Woodhouse, Lakeville, MA.
Johnnie Eng, Spanish teacher at Alamo Heights High School, San Antonio, Texas, was one of 188 U. S. teachers selected by the National Endowment for the Humanities to receive a fellowship of $2,800 for the summer of 1991.
The Independent Studies for the Humanities fellowship will allow Eng to pursue a reading program for six weeks. His topic, «Feminine Voices of the Spanish Civil War», will contrast in style and substance ten representative female authors with ten male authors. Dr. Jean S. Chittenden, Trinity University, will serve as advisor.
EAST HARTFORD. Like Christopher Columbus, Steven Strange saw an opportunity and seized it. And like the famous Italian explorer, Strange -a local resident who teaches Spanish at Rocky Hill High School- had to navigate some tricky seas to win a leave of absence from his job.
This fall, Strange 40, will begin his own journey of discovery, venturing to Spain and Florida to conduct research under a prestigious national fellowship program for the humanities.
He is one of 48 teachers nationwide, and the only person from Connecticut, to receive a grant under the —710→ National Endowment for the Humanities/Reader's Digest Teacher-Scholar program. He plans to spend the next year culling libraries, archives and the records of historical societies for witnesses' accounts of Spanish explorations in what is now the United States during the 16th century.
His research will take him to Madrid and Seville in Spain and finally to St. Augustine, Fla., where he plans to research the history of one of the city's founding families.
John McGrath, a spokesman for the National Endowment for the Humanities, said Strange's proposal and the 47 other winners were selected from 326 applications.
«His is a really interesting project. He has the cooperation of some authorities and archives in Spain», McGrath said.
«The board did recognize it is a significant achievement. It adds luster to Rocky Hill», Superintendent of Schools Ricardo Caliendo said.
Strange will be paid the difference between his salary and the cost of hiring a substitute, Caliendo said.
A graduate of the State University of New York at Oswego, Strange holds a master's degree in Spanish from Pennsylvania State University and is doing more graduate work at Central Connecticut State University. He has also taught Italian and English literature at the high school, and has been an instructor at the Hartford College for Women and St. Alphonsus College in Suffield.
The Hartfort Courant
February 21, 1991
The Department of Spanish and Portuguese of the University of Arizona announces the following Scholarships: (1) One three-year $10,000 Graduate Fellowship, (2) One Three-Year $10,000 Minority Graduate Felloswhip, and (3) Two $10,000 Minority Graduate Fellowships. Info: Prof. Judith Nantell, Department of Spanish and Portuguese, University of Arizona, Tucson, AZ 85721.
The Modern Language Association of America has awarded its tenth annual Kenneth W. Mildenberger Prize to Professor Bernard Spolsky of Bar-Ilan University, Israel, for his book Conditions for Second Language Learning, published by Oxford University Press (UK). The prize is awarded annually for an outstanding research publication in the field of teaching foreign languages and literatures. It consists of a check in the amount of $500, an engrossed certificate, and a year's membership in the association. The committee's citation for Professor Spolsky's book reads: «In Conditions for Second Language Learning, Bernard Spolsky has produced a volume that sums up what it means to know a language, to know how to use it, to measure what has been learned, and to test specific components of that knowledge. An ambitious and important contribution that clearly reflects the author's many years of research, the book offers a truly global vision of what is involved in acquiring and learning a second language».
Nancy Humbach, a teacher of Spanish at Cincinnati's Finneytown High School and former president of AATSP, was among 49 educators from across the nation picked by the National Endowment for the Humanities in February to conduct year-long independent study projects in history, literature, foreign languages, and other humanities disciplines. Humbach says she wants her students to have the information necessary to formulate new ideas and opinions about Mexico, a country «that will have a major impact on our way of life as we enter the next century... It is critical that our young people obtain a tolerance and an appreciation of the culture of one of our nearest neighbors». Humbach will use the award to study the history of Mexican folk legends.
21 February 1991
El 5 de marzo de 1991, el jurado del concurso «Letras de Oro» organizado por la Universidad de Miami, dio a conocer la lista de ganadores para 1991. El primer premio fue adjudicado a Alfredo Rodríguez por su novela Ella. Mario Andino, profesor chileno de español en Oakton College, de Des Plaines, II., resultó en el segundo lugar con su novela Prohibido para mayores. 350 novelas provenientes del mundo hispánico y de los Estados Unidos participaron este año.
En la categoría de teatro, el primer premio correspondió a Antonio García del Toro, por su obra, La primera dama. En la categoría del ensayo, el ganador fue Jesús Barquet por su obra titulada «Las peculiaridades del grupo Orígenes en el proceso cultural cubano».
Herminia M. López (jubilada)
Niles Township H. S., West Skokie, IL
A fellowship program funded primarily by the National Endowment for the Humanities with additional support from the Geraldine R. Dodge Foundation is offering summer fellowships to outstanding foreign language teachers in grades K-12. The program establishes a new generation of the successful Rockefeller Fellowship Program for High School Teachers (1986-1991) which has helped more that 600 foreign language teachers develop their linguistic and cultural proficiency through individually-designed summer study projects abroad.
The NEH Foreign Language Fellowships carry a stipend of $3,750 for six weeks of study or research. They are intended to be used entirely outside the mainland U. S. in order to afford qualified K-12 teachers —711→ an authentic immersion experience and the opportunity to increase significantly their knowledge of foreign languages and cultures.
The next generation of Fellows, beginning in 1992, will expand the horizons of the program by including foreign language teachers in both elementary and secondary schools. A special initiative, funded by the Dodge Foundation, will support fellowships for teachers of critical languages. The program also encourages teachers of more commonly taught languages to carry out projects involving cultures normally underrepresented in their classrooms. As the mandate for foreign language instruction is extended to the earliest grades and becomes more content-based, the NEH Fellowship Program for Foreign Language Teachers K-12 reaffirms the importance of giving all foreign language teachers the opportunity to increase their linguistic proficiency and understanding of the languages and the cultures they teach.
Basic eligibility requirements include three years experience in foreign language teaching and at least 1/2 time of the full schedule spent teaching foreign languages. Rockefeller Fellows and teachers of ESL and bilingual education are not eligible.
Applications will be judged on the basis of professional qualifications, two recommendations and a 750-word project plan designed by the applicant to meet his/her professional and institutional needs. Projects should show promise of bringing tangible benefits to the K-12 foreign language classroom. Outreach across their school curriculum or the other foreign language colleagues is also expected as part of the outcome. Info: NEH Fellowship Program for Foreign Language Teachers K-12, Connecticut College, 270 Mohegan Avenue, New London, CT 06320, (203) 439-2282.
Com Licença! Brazilian Portuguese for Spanish Speakers will be published by the University of Texas Press in 1991. This first-year textbook was written by Antônio R. M. Simões for the ALCANCE project.
A draft of the second-year continuation of Com Licença! was used for the first time in the Brazilian Portuguese Summer Institute and is being written with ALCANCE support by a team headed by Simões (U Kansas) and including Jon Vincent (U Kansas), Vera Teixeira (Northwestern U), Irene Wherritt (U Iowa), and Karin Van den Dool (Stanford U).
Dale Koike has been writing four-skills placement and proficiency tests for Portuguese language students since September 1989. These are the only four-skills test for Portuguese in the U. S. Koike led the workshop on Portuguese Proficiency Assessment April 20-22, 1990, with funding from the Roger Thayer Stone Center for Latin American Studies at Tulane University, the Iberoamerican Studies Program of University of Wisconsin-Madison, and the Institute of Latin American Studies at UT to review and revise the first draft of these tests.
The eight-member team met in a second workshop on November 16-17, 1990 at UT-Austin. In addition to the above, support was obtained from the Center for Latin American and Caribbean Studies at U Illinois-Urbana. The workshop participants and their universities are: Dale Koike, Chair, UT-Austin; Elizabeth Jackson, Organizer, UT-Austin; Almir C. Bruneti, Tulane U; Ellen Sapega, U Wisconsin-Madison; Peggy Sharpe-Valadares, U Illinois-Urbana; Antônio R. M. Simões, U Kansas; Irene Wherritt, U Iowa; Karin Van den Dool, Stanford U.
The Education Testing Service in Princeton, N. J., and the Center for Applied Linguistics in Washington, D. C., have expressed interest in the tests. The team prefers to keep the tests at UT-Austin, however, if at all possible. Koike estimates that approximately 50 people a year nationwide will take the proficiency exam and 70 people will take the placement test. Preparation, distribution, and grading of the tests will be provided by ALCANCE.
The team discussed the possibility of producing a Continental Portuguese version of the tests. With the necessary modifications and recordings using the Peninsular accent, it would fill a need in areas with large immigrant populations. The new orthographic rules for Brazilian Portuguese will be incorporated as soon as they are ratified by the Brazilian Congress.
Both the Placement and Proficiency Tests will be field-tested at the participating universities to obtain data on the statistical reliability of the questions. The results will be compiled and subsequent revisions will be made before the test is ready for distribution.
The Center for the Study of Books in Spanish for Children and Adolescents at California State University, San Marcos is an interdisciplinary university unit. It's purpose is to serve the needs of young readers, librarians, teachers, and parents in the selection, acquisition, and use of books in Spanish and in English about Hispanics for children and adolescents. Info: Dr. Isabel Schon, Director, Center for the Study of Books in Spanish for Children, California State University, San Marcos, 820 Los Vallecitos Boulevard, San Marcos, CA 92069, (619) 771-4158 or 4166.
Hands on Language is published annually by the Pacific Northwest Council on Foreign Languages and edited by Alfred N. Smith, Utah State University. It includes articles dealing with pedagogy, methodology, and other aspects of language teaching and acquisition as well as with cross-cultural and international studies. Submissions are invited from PNCFL members at large. Info: PNCFL Executive Secretary, Foreign Languages & Literatures, Oregon State University, Kidder Hall 210, Corvallis, OR 97331-4603. The Journal of Second —712→ Language Writing is now accepting article submissions on topics related to the study and teaching of writing in a second language. The editors welcome theoretically grounded reports of research and discussions of central issues in second and foreign language writing and writing instruction at all levels of proficiency. Info: Ilona Leki, Department of English, University of Tennessee, Knoxville, TN 37996-0430; (615) 974-7080 or -5401.
The aim of the Bayreuth Contributions to Glottodidactics is to allow foreign language teachers and researchers to share with colleagues around the world their experiences, materials, and deliberations in book form. For information about contributing to the series contact: Udo O. H. Jung, University of Bayreuth, Language Centre, POB 10 12 51, D-8580 Bayreuth, Germany. Professor Jung is also the editor of the International Bibliography of Computer-Assisted Language Learning, which first appeared in 1988. A second volume is now being planned and contributions are invited.
Most of the foreign language materials produced by the federal government are in the public domain and may be bought at cost; private companies that advertise these courses are simply repackaging and reselling at a profit material that taxpayers have already paid for. Some of these courses cover languages that are difficult if not impossible to find materials for otherwise. For a free catalog of the materials and/or to buy directly from the government contact the National Audiovisual Center, 8700 Edgeworth Drive, Capitol Heights, MD 20743-3701; (800) 638-1300, FAX (301) 763-6025.
How to Plan and Implement a Two-Way Spanish Immersion Program, by Ginger Dale, Julie A. Moore, and Jennifer Reynolds has been published by the Windsor Union School District. Info: The California Department of Education, Office of Humanities Curriculum Services, 721 Capitol Mall, Box 944272, Sacramento, CA 94244-2720.
It is not too early in the year for students to begin thinking about a summer workcamp experience abroad. Since 1981 the Council on International Educational Exchange has placed thousands of young Americans throughout the world in these camps, where volunteers from various countries work together with local community groups for two to four weeks while sharing meals, decision-making and recreational activities. Destinations include Yugoslavia, Wales, USA, USSR, Turkey, Tunisia, Spain, Portugal, Poland, Morocco, Hungary, Ghana, Germany, France, Denmark, Czechoslovakia, Canada, Bulgaria, Belgium, and Algeria. Volunteers must be at least 18 years old and are encouraged to apply by April 15. Info: CIEE, 205 East 42nd Street, New York, NY 10017; (212) 661-1414, FAX (212) 972-3231.
Two booklets for parents are now available in Spanish-language editions (English editions also available). They are: Como escoger una escuela para su hijo (National Clearinghouse for Bilingual Education, 1118 22nd Street, NW, Washington, DC 20037; 800-321-6223) and Guía de prevención para los padres de familia: Crecer libre de drogas (National Clearinghouse for Alcohol and Drug Information, Information Services, Box 2345, Rockville, MD 20852; 800-729-6686). (OERI Bulletin, [Fall/Winter 1990]: 5).
The Archives Collection, a series of critical editions of modern Latin American authors, published in Paris with support of UNESCO, will be translated into English and published in this country by The University of Pittsburgh Press. Prof. Julio Ortega, from Brown's Hispanic Studies, has been named general editor.
Planned for 120 volumes, the series started publication one year ago and has published 15 titles. Beginning in 1992, the Pittsburgh Press will publish five English translations each year. The director of the Collection is Prof. Amos Segala, from the Université de Paris. Prof. Ortega is member of the International Scientific Committee in charge of planning. A team of experts edits each book from manuscript and first editions. Moreover, individual works have new critical studies as well as philological and textual discussions.
In 1992 will appear a volume entitled Hispanic Canadian Women Writers which is the result of the first Symposium on this topic. Representing an original contribution to the study of ethnic women writers in Canada, the Symposium was held at Glendon College, York University, Toronto Canada, November 3, 1990. Professors Roxanne B. Marcus and Caridad Silva-Velásquez were the organizers of this event.
a socialist and feminist journal on the theory and practice of teaching, will devote an upcoming issue to the political, social, cultural, and economic consequences of the 1492 encounter of two worlds. Send inquiries for suggested topics or a prospectus of no more than one page to: Leonard Vogt, 19-19 21st Road, Astoria, NY 11105; or, Arthur B. Powell, Academic Foundations Department, Rutgers University, Newark, NJ 07102.
La Asociación para la Enseñanza del Español como Lengua Extranjera, (ASELE), nace en 1987 en España con la ilusión de acoger a aquellos que de una forma u otra se sienten —713→ preocupados por la difusión y enseñanza de la lengua española en el mundo. Los socios proceden de Japón, Suecia, Italia, Estados Unidos y Brasil; no son sólo profesores sino autores de material didáctico, traductores o jóvenes licenciados universitarios.
La Asociación, cuyos Estatutos están reconocidos por el Estado español, tiene entre sus objetivos más decididos el fomentar la formación inicial y continuada del profesorado. Asimismo la Asociación publica un Boletín que recoge primordialmente informaciones interesantes para los profesores y demás profesionales interesados en la enseñanza del español y da cabida a publicaciones relacionadas con problemas metodológicos y didácticos de este campo. Info: ASELE, Apartado de Correos 60.109, 28080 Madrid, España.
Pedro Benítez Pérez
Universidad de Alcalá de Henares
The Latin American Institute of the University of New Mexico and the New Mexico School of Law cosponsored their second annual Summer Law Institute in Guanajuato, Mexico, June 5- July 10. The program is not limited to law students, and could be very appropriate for Latin Americanists interested in Mexican social and legal matters. For information on future Institutes write: Theo R. Crevenna, Deputy Director, LAI and Co-Director, Summer Law Institute, University of New Mexico, 801 Yale NE, Albuquerque, NM 87131-1016.
The Quincentenary Program of the Library of Congress is called «An Ongoing Voyage». To increase public interest in the historic voyage of Christopher Columbus in 1492, the Library has been carrying out a well planned series of exhibitions, conferences, public events research projects, and exhibits of facsimile reproductions based on the Library's collections that will continue through 1994. Highlights of the program are two major exhibitions-Old World/New World: The Worlds of Columbus (1992) and The Changing Americas: A Point of Departure (1994). Featured in these two exhibits is a survey of microfilm and photographic holdings of Spanish archival materials in the Library of Congress, conferences on cultural pluralism, musical and literary programs, and facsimile editions of the Columbus Codex (1502), the Gutiérrez map of America (1562), the Huejotzingo Codex (1531), and the Oztoticpac man (cira 1540). Info: Dr. John R. Hebert, Coordinator, An Ongoing Voyage, The Quincentenary Program, Library of Congress, Washington, D. C. 20540.
The American Review
The Center for Latin American Studies, University of Florida, Gainesville, Florida, has formally initiated its Program in Andean Interdisciplinary Studies. At present there are 39 faculty members in 18 departments who conduct research and teach about the region. Planned for development in 1991 is an Andean area newsletter and an Occasional Papers series. Info: Center for Latin American Studies, University of Florida, Gainesville, FL 32611.
The Center for Latin America, University of Wisconsin, announces the issuance of an educational video entitled «Sixteenth Century Perceptions of Latin America: Civil or Savage?» A revisionist view of the encounter of two civilizations, it attempts to show the ways in which perceptions or assumptions can be altered by opposing arguments. Info: Outreach Coordinator, The Center for Latin America, University of Wisconsin-Milwaukee, P. O. Box 13, Milwaukee, WI 53201.
The Roman Catholic Bishops of the United States have established the committee for the «Observance of the V Centenary of Evangelization in the Americas». The Committee plans to promote national projects and coordinate local initiatives in the areas of «history, observance, and evangelization». The Committee publishes a newsletter, Aurora, that provides news of the Committee's activities as well as those of other Catholic groups world wide. Info: Aurora, National Conference of Catholic Bishops, V Centenary Committee, 32114th Street, N. E., Washington, D. C. 20017-1194.
Linguistics Association of Great Britain, 16-18 September, University of York. Info: Nigel Fabb, Programme in Literary Linguistics, University of Strathcylde, Glasgow G1 1XH, Scotland.
European Second Language Association, 17-19 September, Salzburg. Info: EUROSLA 1991 Secretariat, Linguistics Section, Department of English, University of Salzburg, A-5020 Salzburg, Austria.
Symposium on European Universities, Linguistics and Language Teaching, 26-28 September, Geneva. Info: Faculté des Lettres, Université de Genève, Place de l'Université, CH-1211 Genève 4, Switzerland.
Mid-America Conference on Hispanic Literature, University of Nebraska-Lincoln, 3-5 October. Info: Catherine Nickel, MACHL, Dept. of Modern Languages and Literatures, University of Nebraska-Lincoln, Lincoln, Nebraska 68588-0315.
Literatures and Film, 3-5 October. Info: Charles Ganelin or Jeanette Beer, Foreign Languages and —714→ Literatures, Purdue University, West Lafayette, IN 47907; (317) 494-3827.
«Theory Construction and Methodology in Second Language Acquisition Research», 4-6 October, East Lansing. Info: Department of English, 201 Morril Hall, Michigan State University, East Lansing, MI 48824; (517) 353-0800; FAX (517) 336-1149; Bitnet 2191 Omgr@MSU.
Latin American Jewish Studies Association, 6-8 October, College Park. Info: Saúl Sosnowski, Spanish and Portuguese, University of Maryland, College Park, MD 20742.
Southeast Regional TESOL, 10-12 October, Atlanta. Info: Alice Gertzman, Applied Linguistics/ESL, Urban Life Building, Georgia State University, Atlanta, GA 30303; (404) 651-3650.
European Studies Conference, 10-12 October, Omaha. Info: Bernard Kolasa, Political Science, University of Nebraska at Omaha, Omaha, NE 68182; (402) 554-3617.
Washington Association of Foreign Language Teachers and Confederation of Oregon Foreign Language Teachers, 11-12 October. Info: Rhonda Backman, 6129 Cotton Drive SE, Olympia, WA 98503; (206) 459-0046.
«Outcomes and Assessment: Teachers Helping Teachers», New York State Association of Foreign Language Teachers, 13-15 October, Lake Kiamesha, New York. Info: Albert Martino, 18 Ritton Street, Sidney, NY 13838. (607) 563-8066.
Quebec TESL, 16-19 October, Laval. Info: Charles Brown, 600, rue Fullu, 6e étage, Montreal, Quebec H2K 4L1, Canada.
Minnesota Council on the Teaching of Foreign Languages, 17-18 October, Bloomington. Info: John J. Janc, AH 87, Mankato State University, Mankato, MN 56002-8400.
Mountain Interstate Foreign Language Conference, 17-19 October, Greenville. Info: Martin Schwarz, Foreign Languages and Literatures, East Carolina University, Greenville, NC 27858-4353; (919) 757-6232, -6017, -6546.
«Bridging Theory and Practice in the Foreign Language Classroom», 18-20 October, Baltimore. Info: Foreign Languages, Loyola College in Maryland, 4501 N. Charles St., Baltimore, MD21210-2699; (301) 323-1010 ext.2780; E-mail MORGAN@LOYVAX1.BITNET.
The 16th Annual Boston University Conference on Language Development, October 18-20. Info: Yunhee Ker, Conference on Language Development, Boston University, 138 Mountfort Street, Boston, MA 02215, (617) 353-3085.
Southern Conference on Language Teaching with Foreign Language Association of North Carolina, 24-26 October, Raleigh-Durham. Info: Lee Bradley, Valdosta State College, Valdosta, GA 31698; (912) 333-7358; FAX (912) 333-7408.
«Chatauqua!», October 24-27, The 1991 Illinois Joint Foreign Language Conference of the Illinois Council on the Teaching of Foreign Languages, Illinois State Board of Education, Illinois Foreign Language Leadership Council, and Illinois Assoc. of Teachers of Japanese. Info: Susan C. Johnson, LaSalle-Peru Township High School, LaSalle, IL 61301 (815) 224-1968.
Indiana Foreign Language Teachers Association, 25-26 October, Indianapolis. Info: Harry Reichelt, Indiana University, German, Cavanaugh Hall, 425 Agnes St., Indianapolis, IN 46202.
Annual Conference of the Center for the Study of Books in Spanish for Children and Adolescents, 26 October, San Diego Convention Center, San Diego, CA. Info: Center for the Study of Books, 820 West Los Vallecitos Boulevard, San Marcos, CA 92096.
Texas Foreign Language Association, 31 October - 2 November, Houston. Info: Cathy A. Champagne, TFLA Recording Secretary, 14135 Barrone, Cypress, TX 77429.
Rocky Mountain TESOL, 31 October - 3 November, Albuquerque. Info: Geraldine Wilks, CITE, Box 3W, New Mexico State University, Las Cruces, NM; (505) 646-3629.
Youngstown State University Foreign Language Conference, 1-2 November, Youngstown. Info: Foreign Languages, Youngstown State University, Youngstown, OH 44555; (216) 742-3461.
Wisconsin Association of Foreign Language Teachers, 1-2 November, Appleton. Info: Patrick T. Raven, School District of Waukesha, 222 Maple Avenue, Waukesha, WI 53186.
Massachusetts Foreign Language Association, 1-2 November, Burlington. Info: Nancy M. Kelly, 1395 Quincy Shore Drive, Quincy, MA 02169.
1st International Conference on Spanish in Contact with Other Languages, 7-9 November, University of Southern California. Info: Center for Multilingual, Multicultural Research, University of Southern California, University Park, WPH-1002d, Los Angeles, CA 90089-0031.
International Fair for Languages, Translation and International Communication, 7-10 November, —715→ Frankfurt. Info: Mazinzer Ausstellungs GmbH, Alexander-Diehl-Strasse 12, D-6500 Mainz 26, Germany.
Midwest Modern Language Association, 14-16 November, Chicago. Info: María A. Duarte, 302 English & Philosophy Building, University of Iowa, Iowa City, IA 52242-1408.
International Rojas Conference, 21-24 November, West Lafayette. Info: Ivy Corfis, Foreign Languages, Stanley Coulter Hall, Purdue University, West Lafayette, IN 47907.
American Council on the Teaching of Foreign Languages, with American Association of Teachers of Italian, 23-25 November, Washington. Info: ACTFL, 6 Executive Plaza, Yonkers, NY 10701-6801; (914) 963-8830; FAX (914) 963-1275.
«El mundo de Luces de Bohemia: Sociedad y Literatura en el Madrid Finisecular», Congreso Internacional y Exposición, 16-18 December. Info: Luciano García Lorenzo, Consejo Superior de Investigaciones Científicas, Medinaceli 4, Madrid, España.
Modern Language Association, 27-30 December, San Francisco. Info: Modern Language Association, 10 Astor PI., New York City 10003-6981.
International Association of Teachers of English as a Foreign Language, 3-9 January, Barcelona. Info: Julia Norcott, 3 Kingsdown Chambers, Kingsdown Park, Tankerton, Whitstable, Kent CT5 2DJ, United Kingdom.
Winterfest, «That Welcome Weekend Getaway», Statewide Foreign Language Conference, 14-15 February, Stephen Decatur High School, Decatur, IL. Info: Susan Leibowitz, Glenbrook South High School, Glenview, IL 60025. (312) 549-7517.
«Rediscovering America, 1492-1992», 26-29 February, Louisiana State University, Baton Rouge, LA. Info: Arnulfo G. Ramírez, Foreign Languages, Louisiana State University, Baton Rouge, LA 70803. (504) 388-6616.
Southeast Conference on Foreign Languages and Literatures, 27-29 February, Winter Park, FL. Info: Hilda López Laval, Rollins College, 1000 Holt Avenue-2614. Winter Park, FL 32789; (407) 646-2217.
Southwest Council on Latin American Studies (SCOLAS), Spring, Merida, Yucatan. Info: J. David Parker, Dept. of History, Washington & Lee University, Lexington, VA 24450.
I Congreso Internacional «Miguel Hernández», March, Universidad de Alicante. Info: Luis Almarcha Mestre, Carratalá, 47-03007 Alicante, España. Phone: (96) 510 1030. Telefax (96) 51008 96.
Teachers of English to Speakers of Other Languages, 2-8 March, Vancouver. Info: TESOL, 1600 Cameron, Suite 300, Alexandria, VA 22314; (703) 836-0774.
Ohio Foreign Language Association, 12-14 March, Cincinnati. Info: Barry Thomas, Modern Languages, Ohio University, Athens, OH 45701.
Philological Association of the Carolinas, 1214 March, Clemson University, Clemson, SC. Info: Martha L. Miller, Dept. of Foreign Languages, Univ. of North Carolina at Charlotte, Charlotte, NC 28223.
Southwest Conference on Language Teaching with Foreign Language Association of Nevada, 26-29 March, Reno. Info: Jan Herrera, 10724 Tancred, Northglenn, CO 80234; (303) 452-1038; CompuServe 71261, 3606.
South Eastern Council on Latin American Studies, «The Discoveries of America: Past, Present, and Future», annual conference at the Citadel, Charleston, South Carolina, April 2-4. Info: Dr. Rafael Hernández, Dept. of Foreign Languages, Converse College, 580 E. Main St., Spartanburg, SC 29302-0006.
Northeast Conference on the Teaching of Foreign Languages, 2-5 April, New York. Info: Northeast Conference, Box 623, Middlebury, VT 05753.
Central States Conference on the Teaching of Foreign Languages, 9-12 April, Dear-born. Info: Jody Thrush, Madison Area Technical College, 3550 Anderson Ave., Madison, WI 53704; (608) 246-6573.
Pacific Northwest Council on Foreign Languages, 30 April - 2 May, Boise. Info: Ray Verzasconi, Foreign Languages & Literatures, Oregon State University, Corvallis, OR 97331-4603; (503) 737-2289 or -2146; CompuServe 7550, 727.
University of Kansas, «Latin American Theatre Today: History, Gender, Genre, Performance», 28 April - 2 May, Lawrence, Kansas. Info: George Woodyard, Latin American Theatre Review, University of Kansas, Lawrence, Kansas 66045. FAX: (913) 864-4555.
III Congreso Argentino de Hispanistas, Buenos Aires, mayo. Info: III Congreso Argentino de Hispanistas, Universidad de Buenos Aires, Facultad de Filosofía y Letras, Instituto de Filología y Literaturas —716→ Hispánicas «Dr. Al. Alonso» CC4450-Correo Central, (1000) Buenos Aires.
Canadian Association of Second Language Teachers, 6-9 May, Edmonton. Info: CASLT, 369 Montrose Street, Winnipeg, Manitoba R3M 3M1, Canada.
International Association of Literary Semantics, 31 July - 2 August, University of Kent, Canterbury. Info: Trevor Eaton, Editor, Journal of Literary Semantics, Honeywood Cottage, 35 Seaton Ave., Hythe, Kent CT21 5HH, England.
Third International Congress on Latin American Theatre, 18-22 August, Universidad de Santiago, Santiago, Chile. Info: Fernando de Toro, ITTCTL, Dunton Tower 1705, Carleton University, Ottawa, Canada K1S 5B6.
Wisconsin Association of Foreign Language Teachers, 23-24 October Appleton. Info: Patrick T. Raven, School District of Waukesha, 222 Maple Avenue, Waukesha, WI 53186.
Youngstown State University Foreign Language Conference, 1-2 November, Youngstown. Info: Foreign Languages, Youngstown State University, Youngstown, OH 44555; (216) 742-3461.
America Translators Association, San Diego 3 - 7 November. Info: Deanna Hammond, 3550 S. George Mason Dr., Alexandra, VA 22302.
Texas Foreign Language Association, 5-7 November, El Paso. Info: Cathy A. Champagne, TFLA Recording Secretary, 14135 Barrone, Cypress, TX 77429.
American Council on the Teaching of Foreign Languages with American Association of Teachers of Italian, 20-22 November, Chicago. Info: ACTFL, 6 Executive Plaza, Yonkers, NY 10701-6801; (914) 963-8830; FAX (914) 963-1275.
International Fair for Languages, Translation and International Communication, 26-29 November, Frankfurt. Info: Mainzer Ausstellungs GmbH, Alexander-Diehl-Strasse 12, D-6500 Mainz 26, Germany.
The 1992-3 Illinois Joint Foreign Language Conference, 19-20 February, Jumer's Chateau, Bloomington, IL. Info: Susan Leibowitz, Glenbrook South High School, Glenview, IL 60025. (312) 549-7517.
Central States Conference on the Teaching of Foreign Languages, 25-28 March, Des Moines. Info: Jody Thrush, Madison Area Technical College, 3550 Anderson Ave., Madison, WI 53704; (608) 246-6573.
Teachers of English to Speakers of Other Languages, 9-18 April, Atlanta. Info: TESOL, 1600 Cameron St., Suite 300, Alexandria, VA 22314; (703) 836-0774, FAX (703) 836-7864.
Northeast Conference on the Teaching of Foreign Languages, 15-18 April, New York. Info: Northeast Conference, Box 623, Middlebury, VT 05753.
International Association of Applied Linguistics, 8-12 August, Amsterdam. Info: Johan Matter, Vrije Universiteit, Faculteit der Letteren, Postubs 7161, NL-1007 MC Amsterdam, The Netherlands.
American Council on the Teaching of Foreign Languages, 20-22 November, San Antonio. Info: ACTFL, 6 Executive Plaza, Yonkers, NY 10701-6801; (914) 963-8830; FAX (914) 963-1275.
Fédération Internationale des Professeurs de Langues Vivantes, 28 March - 1 April, Hamburg. Info: FIPLV Head Office, Seestrasse 247, CH-8038 Zürich, Switzerland.
Northeast Conference on the Teaching of Foreign Languages, 7-10 April, New York. Info: Northeast Conference, Box 623, Middlebury, VT 05753.
American Council on the Teaching of Foreign Languages, 18-20 November, Atlanta. Info: ACTFL, 6 Executive Plaza, Yonkers, NY 10701-6801; (914) 963-8830.