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ACA Summit Proposal

ACA Summit Proposal. Presentation will cover Finding grant resources to engage students in global study and issues Presenting the results of our (successful) lnternational tour and how students became engaged with each other & foreign colleagues

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ACA Summit Proposal

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  1. ACA Summit Proposal • Presentation will cover • Finding grant resources to engage students in global study and issues • Presenting the results of our (successful) lnternational tour and how students became engaged with each other & foreign colleagues • Showing results not only in curriculum development (lesson plans) but also in better communication and engagement between Appalachian higher educational institutions and public school systems

  2. Innovation in Africanized French & Its Implication for 2nd Language Acquisition: Strategies for Engaged Learning Practices in Study Abroad Charles Jones & Fidelis Achenjang ACA Summit, Abingdon VA Oct 22-23, 2010

  3. What is a Fulbright-Hays Grant? Union College Overseas programs are intended to improve secondary and postsecondary teaching and research concerning other cultures and languages, training of specialists, and the American public's general understanding of the peoples of other countries.

  4. Programs to Consider Union College • Fulbright-Hays Doctoral Dissertation Research Abroad This program provides grants to institutions of higher education to fund doctoral students to conduct research in other countries in modern foreign languages and area studies for periods of six to 12 months. www.ed.gov/programs/iegpsddrap • Fulbright-Hays Faculty Research Abroad This program provides grants to institutions of higher education to fund faculty to maintain and improve their area studies and language skills by conducting research abroad for periods of three to 12 months. www.ed.gov/programs/iegpsfra

  5. Programs for ACA Students Union College • Fulbright-Hays Group Projects Abroad This program provides grants for overseas projects in training, research, and curriculum development in modern foreign languages and area studies by teachers, students, and faculty engaged in a common endeavor. Projects may include short-term seminars, curriculum development, group research or study, or advanced intensive language programs. Eligible applicants are institutions of higher education, state departments of education, private nonprofit educational organizations or combinations thereof. www.ed.gov/programs/iegpsgpa

  6. Office of Postsecondary Education Union College • International Education Programs Service - Home Page www.ed.gov/programs/iegpsgpa

  7. Types of Projects

  8. 1. Short-Term Seminar Project • Project Features: • Integration of international studies into curriculum throughout U.S. school systems at all levels; • Increase linguistic and/or cultural competency among U.S. students and educators; and/or • Focus on a particular aspect of area study, such as the culture or portion of the culture in host country.

  9. 2. Curriculum Development Team Project • Project Features: • Acquire first-hand resource materials for curriculum development in modern foreign language and area studies; • Provide for systematic use and dissemination in the United States of the acquired materials; and • Resource materials = artifacts, books, documents, educational films, museum reproductions, recordings, instructional material.

  10. Short-term Seminar & Curriculum Development Project Details • Time Frame & Participant Numbers: • Minimum 4 weeks host country • Grant performance period: 18 months • 4 weeks: 12 participants + Project Director = 13 min • 6 weeks: 10 participants + Project Director = 11 min • 8 weeks: 8 participants + Project Director = 9 min • Maximum Grant Award: • Up to $100,000 for 4-5 week projects* • Up to $110,000 for 6-7 week projects* • Up to $125,000 for 8+ week projects* • *equals time spent in host country

  11. 3. Group Research or Study Project • Project Features: • Designed to undertake research or study in a country outside of the United States. • Time Frame & Participant Numbers: • Minimum 12 weeks in the country of study • Grant performance period: 18 months • 12 weeks training: 3 participants + Project Director = 4 min • Participants: • Language proficiency (minimum one semester intensive language and one course in related area studies) • Disciplinary competence • Maximum Grant Award: up to $125,000

  12. 4. Advanced Overseas Intensive Language Training Project (not to be competed in FY11) • Project Features: • Language indigenous to host country; maximum use of local institutions and personnel; • Training must be at advanced level (equivalent to completion of at least two academic years of language training); and • Project must take advantage of advanced language training opportunities present in host country & not available in US. • Time Frame & Participant Numbers: • Project activities: full year, academic year, semester, trimester, quarter, and/or summer in host country (8 weeks minimum). • Four, 12-month performance periods (four years total). • 8 weeks: 12 participants + Resident Director = 13 minimum • Maximum Grant Award: $425,000

  13. FinancialProvisions

  14. Lodging and meals • International travel • Local travel within the host country • Educational materials • Honoraria/meeting room space • Local administrative services *Restrictions: The grant does not provide funds for project related expenses within the U.S., including pre-departure orientation and follow-up activities.

  15. Program Priorities

  16. Absolute (eligibility): Africa, East Asia, South Asia, Southeast Asia and the Pacific, the Western Hemisphere (Central and South America, Mexico, and the Caribbean), East Central Europe and Eurasia, and the Near East. Competitive Priority # I: Up to an additional five (5) points: projects that provide substantive training and thematic focus, both during the pre-departure and in-country project phases, on any of the seventy-eight (78) priority languages that were selected from the U.S. Department of Education’s list of Less Commonly Taught Languages (LCTLs). Competitive Priority # II: Up to an additional five (5) points: short-term projects abroad that develop and improve foreign language and/or area studies at elementary and secondary schools and propose 50 percent or greater participation of K-12 teachers, K-12 administrators, or both in short-term projects abroad.

  17. The selection criteria for this program are from 34 CFR 664.31 and are as follows: Union College (a) Plan of operation (20 points), (b) Quality of key personnel (10 points), (c) Budget and cost effectiveness (10 points), (d) Evaluation plan (20 points), (e) Adequacy of resources (5 points), (f) Potential impact of the project on the development of the study of modern foreign languages and area studies in American education (15 points), (g) Relevance to the applicant's educational goals and its relationship to its program development in modern foreign languages and area studies (5 points), (h) The extent to which direct experience abroad is necessary to achieve the project's objectives and the effectiveness with which relevant host country resources will be utilized (10 points), and (i) The extent to which the proposed project addresses the competitive preference priorities (10 points).

  18. TABLE OF CONTENTS Union College Narrative Abstract 1. PLAN OF OPERATION Project Design Project Theme Rationale for the project and identification of local needs Plan of Management Phase I: PRE-DEPARTURE PREPARATION AND ORIENTATION Phase II: FIVE WEEKS OF STUDY-TRAVEL IN MALAWI Phase III: POST-TRIP INTEGRATION OF AREA STUDIES INTO THE GENERAL CURRICULUM (c) How the Objectives of the Project Relate to the Purpose of the Program Use of Resources and Personnel to Achieve the Program Objectives * Summary (e) Unbiased Selection of Participants

  19. TABLE OF CONTENTS Union College 2. QUALITY OF KEY PERSONNEL (a) Qualifications of Project Director (b) Qualifications of other key personnel (c) Time Commitment of Key Personnel (d) Non-biased Employment Selection 3. BUDGET AND COST EFFECTIVENESS (a) Adequacy of the Budget (b) Reasonableness and Cost Effectiveness 4. EVAUATION PLAN 5. ADEQUACY OF RESOURCES 6. POTENTIAL IMPACT 7. RELEVANCE TO INSTITUTIONAL DEVELOPMENT 8. NEED FOR OVERSEAS EXPERIENCE THROUGH THE PROPOSED PROJECT 9. RELATION TO FULBRIGHT-HAYS COMPETATIVE PROGRAM PRIORITIES

  20. TABLE OF CONTENTS Union College Supplemental Information: List of Appendices Appendix A Letters of support Appendix B Standards of a Learned Society (AMA, NCATE, APA etc.) Appendix C Schedule of the Pre-Departure Orientation Seminar Appendix D Proposed Daily Schedule of Five-week field research and materials acquisition Appendix E Draft evaluation form Appendix F Sample lesson plan Appendix G Curricula Vitae of the Project Director and Other Key Personnel

  21. Rules of Thumb Union College • Carpentry: Measure twice, cut once • Grant writing: Apply twice, funded once • Take reviewers comments seriously! • Use your institution and ACA experience to your advantage • “Unusual” foreign languages are “golden”

  22. Rules of Thumb Union College • Colleagues with foreign contacts or who are native to the nation in question are a great asset. • Foreign host intuitions are a must and Missionaries are great contacts.

  23. Fulbright Trip to Cameroon, Africa 20 June -24 July 2010 Statistics: • 12 participants – French educators • Appalachian zone- 3-NC, 3-WVA, 4-KY, 2-TN • 6 weeks language immersion program • Lectures, seminars & historical site visits • Classroom visits & focused conversations

  24. Insert…song… si tu vois ma go

  25. Multilingual Cameroon… history & language development • Triple heritage… “policy” development • Germans 1884-1916 • French 1916-1960 • English 1916-1958 • Post-independence 1960-date • 250+ indigenous or ethnic languages • Major areas – francophone & anglophone

  26. Linguistic configuration & Language profile - Cameroon • 3 language categories … • Official languages… French & English • Lingua francas… pidgin, arabic, hausa, douala • Minority languages…250+ • Ethnic groups.. 5 major • Grassfield (west)… 31% • Bantu…(equatorial-coastal)27% • Fulani (fulbe)… 10% • Kirdi- sudanese… 11% • Immigrants…14%

  27. Introduction • Cameroon (West Africa) – actively engaged in process of transformation & change at the level of language & speech • Africanization of French … in terms of.. • Vocabulary • Expression of ideas • Syntax • African French becomes an embargoed language

  28. The French taught Africans… their culture, language & history • Africans in past • spoke perfect French à l’ Académie française • behaved like French people (metropolitan) • Learned to think French • Were virtually assimilated French • Today there is a rise of a new form of the language • Domestic & modified version of French • Evolving domestication.. Franglais => camfranglais

  29. TODAY… Defiance of French grammar – French Language is embargoed!! • Je parle Camerounais… title of book by Fouda • Quest for linguistic autonomy from Académie française • French in text subjected to indigenization to reflect Cameroonian socio-cultural realities • Papa-j’ai grandi = trousers (short pants) • Sans confiance = unreliable shoes (slippers) • Attrape manioc = human teeth

  30. Pre-, mid- & post-testing of participants • Self-rating proficiency Instrument in the areas of ACTFL’s 5 C’s • American Council On the Teaching of Foreign Languages… communication, cultures, comparisons, connections & community • Direct measure – objective & quantifiable • Copy of Assessment Instrument

  31. Fulbright FY2010 participant self assessment results…

  32. Bilingualism policy creates franglais-1970s …language mixing • I have not yet cashed my mandat…money order • He went to the bank to ask for a credit …loan • I need an autorisation de sortie • J’ai besoin d’une autorisation de sortie • The bon de caisse are not yet out • Les bons de caisse ne sont pas encore sortis • 1980s… Code-switching & desire to be incomprehensible… University students

  33. Camfranglais: symbiosis of French & other foreign languages - 1980s.. higher order franglais?? • The new language is an interaction of French & other languages & local patois (dialects) • Spanish, English, Latin, pidgin… • Can it evolve into a standard language? • Is it resentment of France & its Académie française ? • Has it got any boundaries? (inter)Nationally • Is it a break away from the frustrating grammar & rules of French

  34. Features of Camfranglais – hybrid, secret or composite language • Provides extra emotions lacking in French language… on la frappe jusqu’aaaaah = il a été bien bastonné • other words used… oh, eh, hein, hummm, • Apostles of the new language • Musicians • Francophones (≠t anglophones) • University Students & Youth (35 + years) • Secondary (high) school students

  35. Examples of Camfranglais … Koppo song? • Si tu vois ma go, dis lui que je go • If you see/meet my girlfriend, tell her that I am going • Je go chez les whites pour falla le ndoh • I am going to the whiteman’s country to look for money • La galère du Camer, toi-même tu know • The poverty in cameroon, yyourself you are aware • Tu boulot, tu boulot, mais où sont les ndoh • On works hard but where is the means (the monies)

  36. Conversation & advanced camfranglais • Hello, Désirée, C’est how? • Hi, girl. Ça va well. Thank you. Et toi • Ça va well, merci. Comment va le school? • Le school me beat mal, mais je vais le win à la fin • On se meet encore quand? • C’est moh tomorrow • A tomorrow alors • Chao!!

  37. Word formation techniques in camfranglais • Borrowing … bobolo (cassava - beti); ndombolo (fat woman- Zaire); gombo • Coinage… Vrai-de dieu; Langa.. mouth watering… novel creations; magidas (nomads) sauveteurs (survivors-hawkers) • Shortening… asso; clando (clandestine) • Inversion… mère-mother rémé • Reduplication… Longo-longo (tall person); penya penya • Meaning change…mamba (money); gombo (windfall) • Compounding… mange mille • Abbreviations … BH (beignet haricot)

  38. French teaching resources: a heritage language • Practice via cultural projects • Immersion programs • Creativity • Songs… days of week; • Music • Parlons Français … Student’s Books for C ameroon English Secondary Schools

  39. Lesson plans … template in use • 2010 Union College Fulbright GPA- Cameroon Lesson Plan Template • Name of Instructor:_______________________ Date:____________________________ • Course Level: ____________________________ • Topic of Lesson:__________________________ • Duration of lesson: • Title of Unit: __________________________________________________________________________ • Previous Knowledge (how does this lesson tie into unit and previous lessons): • _____________________________________________________________________________________ • Objectives (SWBAT: Students will be able to…): • _____________________________________________________________________________________ • Connections (**dependant on your State’s connections/should focus on world language as well as core content connections**): • _____________________________________________________________________________________ • Required Materials (resources, technology, etc.): • ___________________________ ___________________________, etc • Procedures: • 1. 2. Etc • Implications/Challenges for Differentiated Instruction (foreseen challenges and how they will be addressed, i.e. students with disabilities and modifications required): • _____________________________________________________________________________________ • Assessments (formative/summative): • Type of Assessment Description of Assessment Depth of Knowledge Level Adaptations and/or Accommodations

  40. Lesson plans … work in progress • Bilingual Cameroon & its Implications on American Attitudes of Second Language Acquisition… identify & distinguish between Anglo- & Franco-phone areas in Cameroon; comprehend necessity of 2nd language learning • Public Education in Cameroon … to introduce the Cameroon school system • La Vie de Famille au Cameroun(Family Life in Cameroon) … describe family structure & individual roles within a Cameroonian family; compare & contrast family life in US & Cameroon • Fruits & Vegetables of Cameroon… Describe, compare & contrast US & Cameroon fruits/vegetables, recognize French words for fruits/vegetables & pricing in CFA

  41. Educational Ladder In US versus Cameroon; Francophone versus Anglophone Africa • Comparative Schedule of Educational Ladder in USA versus Francophone & Anglophone Africa • USA Testing type Anglophone Africa Testing Type Francophone Africa Testing type • Preschool  • Kindergarten Class 1 • Nursery Class 2 Cil • 1st Grade Class 3 CP • 2nd Grade Class 4 CE 1 • 3rd Grade CAT-5 No student accountability (NSA) Class 5 CE 2 • 4th Grade KIRIS, NSA Class 6 CM 1 •  5th Grade KIRIS, NSA Class 7??? CEE – Admission to Grammar Sch. FSLC Exam- NSA CM 2 BEPC admission into Grammar school • 6th Grade Form 1 6 ème • 7th Grade KIRIS... Portfolios, NSA Form 2 5 ème • 8th Grade Form 3 4 ème • 9th Grade Form 4 3 ème • 10th Grade Form 5 GCE O-level Admission into High sch. 5+ subj. 2nde Brevet, admission to High school • 11th Grade KIRIS, NSA Lower 6th 1 ère • 12th GradePortfolios NSA Upper 6th GCE A-level Admission into College, 2+ subj. Terminale Baccalauréat Admission into College • BEPC: Brevet d’Etudes de Premier Cycle (First Cycle Certificate of Education);CAT: Comprehensive Achievement TestCEE: Common Entrance ExaminationGCE O- & A- Level: General Certificate of Education Examination, Ordinary or Advanced LevelFSLC-E: First school Leaving Certificate ExaminationKIRIS: Kentucky Instructional Results Information System

  42. More Camfranglais Examples • Maguida … musulman ou vendeur ambulant • Ndjomba … fiancée • Djimtété …. haute poersonalité • Zouazoua …. carburant • Ngomna …. administrateur • ndjoh …. gratuitement • Njangui … tontine • Nayo nayo …. doucement • Penya …. neuf • Makalapati …. pourboire

  43. appreciation • Thanks for coming/your time

  44. Elle est sortie nayo nayo • She went out very slowly (safely) • Tu as sleep où hier? • Where did you sleep or pass the night yesterday • Il fia même quoi? • What is he really afraid of • Le djo-ci long dans une villa non loin du lycée • This guy lives in a villa near the high school • On a kick mon ago go • Someone has stolen my wrist watch • Ne me bring pas ton ndoutou • Do not bring me your badluck

  45. All les gars du kwat-ci sont des ndosses • All the guys in this neighborhood are thieves • Tu tone-tone quoi • Why are you so hesitant • Sa moto est encore ngang ngang (penya penya) • His car is brand new • Mola, je go où avec une djim djim mater • Man, what’s my business with such a fat woman • Je tell que c’est quand tu laï les ngas q’elles te hia • I tell you that girls would only believe you if you lie to them • Je ne fia personne, s’il me touch je le bollè • I am not afraid of anyone, if he messes with me I’ll kill him

  46. Cameroon est le pays de on attend • Cameroon is a country of wait and see

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