Summer Cooperative African Language Institute comes to MSU

Found on MSU.edu on 8 May 2009

Contact: Stephanie Motschenbacher, International Studies and Programs, motsche3@msu.edu, Direct: (517) 884-2135, Cell: (517) 648-9945

More than 15 African languages will be taught at MSU this summer as part of the Summer Cooperative African Language Institute program.

“To host it here on campus is a wonderful opportunity for MSU students, and a great way to highlight the MSU African language program,” said Yacob Fisseha, assistant director of the African Studies Center at MSU, who is helping facilitate the program.

Students taking part in the program may earn a full year of academic credit in a language of their choice to apply to a degree program or specialization.

SCALI is sponsored by the Association of the African Studies Program, a national organization that coordinates the teaching of African languages in the United States, and is collaboratively offered by the 12 Title VI national resource centers for African studies with funding from the U.S. Department of Education. Other centers taking part in the program include those at Yale, Stanford, Colombia and Boston University.

MSU will host the SCALI program for the summers of 2009 and 2010 with the African Studies Center in International Studies and Programs and the Department of Linguistics, Germanic, Slavic, Asian and African Languages sharing organizational responsibility.

More than 100 participants are expected to attend, with MSU and non-MSU students and faculty coming from all over the country.

“Whether people are conducting research in or about Africa, planning to travel there or are simply interested in current African languages, we welcome them to attend SCALI.” Fisseha said. “For students who would like to have two years of African language training under their belt, this is a rare opportunity.”

Languages to be taught at SCALI in 2009 include Arabic, Mandinka, Swahili, Zulu, Xhosa, Shona and Yoruba. Other languages, such as Afrikaans, Twi, Wolof, Malagasy and Kongo may be offered based on the demand for them.

The deadline for applications is May 30 and the program will run June 15 to August 7.

For more information, visit the SCALI Web site, or contact the African Studies Center at (517) 353-1700.

News: Jordan Opens Chinese Language-learning Confucius Institute

Found on CRI.cn on 2 April 2009

China and Jordan on Wednesday opened a Confucius Institute in the kingdom to teach Chinese language to promote bilateral relations.

The inauguration came following a Memeradum of Understanding (MOU) signed last September between the Confucius Institute Headquarters of China and an Arab professional service firm Talal Abu-Ghazaleh Organization (TAG-Org).

Speaking at the opening ceremony, Chinese Ambassdor to Jordan Yu Hongyang highlighted the importance of the opening of the institute, saying it will not only facilitate Jordanians to learn the Chinese language, but also present more Chinese culture to them.

It can also promote the bilateral ties and friendship between the two countries, and play productive role for bilateral cooperations, Yu added.

For his part, Jordanian Cultural Minister Sabri Irbeihat expressed his hope that the Chinese language-learning institute would strengthen the cultural ties between the two countries and bridge the gap between the Chinese and the Arabs.

TAG-Org CEO and Chairman Abu-Ghazaleh also highlighted the importance of learning Chinese language, saying there is an urgent need to learn Chinese to facilitate communications and exchange of trade between the two peoples.

The TAG-Org is one of the largest Arab professional service firms specialized in the fields including training, accounting, intellectual property and information technology.

It has 71 offices in the Middle East and North Africa, with some representative offices in Europe and North America.

Exclusive Interview: Jill Scott Talks ‘The No. 1 Ladies’ Detective Agency’

Found on BlackVoices.com on 25 March 2009

Jill Scott talks about the new series, getting the role and … learning Southern African languages!

jill-scott-wireimage

Jill Scott

Who knew that when she won appraised for her performance in Tyler Perry’s ‘Why Did I Get Married?’ that she would follow that up by working with an Oscar winning director? On Sunday, March 29, Jill Scott will be playing the role of Precious Ramotswe in ‘The No. 1 Ladies’ Detective Agency,’ when the series premieres on HBO. The pilot episode was directed by the late Anthony Minghella (‘The English Patient’). Based on a series of novels by Alexander McCall Smith, Scott plays a Botswanan woman who starts up the country’s first female-owned detective agency. Within the series, she is paired with a cast of talented actors, including Tony Award winner Anika Noni Rose, Idris Elba, Colin Salmon, David Oyelowo, and Lucien Msamati. Taking the role was not as easy it seems. On route to Africa to shoot the series, the Grammy award singer learned she was pregnant. This came as a shock to her considering she had been told previously by her doctors that bearing children wasn’t in the cards. With her first child, with partner and drummer Lil’ John Roberts , due next month and with a blazing singing and film career, life is full of roses for the Philadelphia native.

In speaking with Black Voices, Ms. Scott talks about getting the role, working with the director Anthony Minghella, who died before the film had its BBC premiere last year, and working with Tyler Perry on the sequel to ‘Why Did I Get Married?’

The No. 1 Ladies' Detective Agency

The No. 1 Ladies' Detective Agency

How did the project come about for you?

Jill Scott: Well, I had heard through the grapevine. My agent called me and told me that Anthony Minghella was auditioning for a role; and I am a huge, huge fan of his work. I had seen ‘The Talented Mr. Ripley’ and thought that was amazing. The acting was fantastic and I knew the director had to be the bomb based on what he pulled out of those actors. I was told about the audition and I went and auditioned once by video. I went back to audition in New York by video. Then I got a call a couple of days later saying that Anthony Minghella flying in from London to Philadelphia to meet me, which was a huge deal. He came and we auditioned for about five hours. Every time I saw him after that, I think I auditioned two more times and it was five hours each time. He had been looking for his Precious Ramotswe for two years at this time.

Did you do anything special to help nail the part?

Jill Scott: No. I wish I could have thought of something to do, but I just did whatever he had asked me to do; like play the character with a cold or play the character with one leg. I’m a director’s actor in my opinion and when a director does their part, it thrills me to have that kind of guidance. I love it.

On your way to Botswana you get the news of your pregnancy. How did that work out?

Jill Scott: Well, it stopped things for a moment absolutely. I was told I was pregnant on Friday, and I was supposed to be leaving that day at noon. I found out at 10 a.m. It sort of throws you for a huge loop, especially since I was told could never be pregnant. This was a shock; a complete and utter shock to me. I just had to hold things for a day. I called my doctors and of course, I called my family to let everyone know and to find out if it was okay to travel for that long distance during my first trimester of pregnancy. I wanted to know that I was all right because I hadn’t had any shots. What were the possibilities? I wanted to know them all. Once I got the go-ahead from my doctors, I left the following day.

How was filming in Botswana?

Jill Scott: It was a challenge this time. The first time we shot there was in the summer of 2007. Our summer is their winter. When we got off the plane, we were surprised to find out how cold it was. You needed hats, scarves, gloves and all of that. It was cold. Nobody told me that Africa could be cold. I had no clue. This time around we went in our fall which is their summer and it was the exact opposite. It was 110, 112, 115 degrees for no reason; just because it’s Wednesday or Thursday. That was a challenge. Being pregnant and the heat were very difficult for me; but I had great doctors around me. The crew really paid attention. They didn’t seem to mind it so much. There was a deadline and I’m the lead. As far as I know, I’m the first African American woman to be the lead of an HBO series, so there was a lot of pressure to get the job done, even between morning sickness.

Had you read the books after you did the pilot episode?

Jill Scott: No, I read the books before I left for Botswana. Once I went out for the role, by the third audition is when I had all the books. I was busy touring and I had finished shooting ‘Why Did I Get Married?’ I didn’t know anything about the books. They just sent me the sides and told me to focus on them. I found out it was a series of books and decided to be fully aware of what’s going on here. Once I read the books, I thought this character is so sweet and so powerful and so endearing, and I wanted to be a part of that.

Did you get a chance to talk with the author Alexander McCall Smith about the character he created?

Jill Scott: Quite frankly, he stayed out of the way. Being a writer myself, something you have that urge to direct, but he had full faith in Anthony and in the production itself. When he met me, I remember him saying, ‘Oh my God, Precious, it’s really you. You’re exactly what I thought you would be.’ That was a wonderful feeling. It also made Anthony very happy as well.

Is there anything that you and Precious have in common?

Jill Scott: She’s more like my mother. Growing up in Philadelphia, my mother is very active in the community. If there was any kind of drama or trouble, my mother was in the thick of it, trying to make sure everybody was okay. If there was someone who was ill, my mother would try to take care of them. In the community, if someone was hungry, she would feed them. She’s very much like my mom.

Was it a challenge learning the South African language?

Jill Scott: Absolutely. People talk about speaking Japanese and how tough it is to learn and it’s also difficult to sing in that language, but Botswana is really hard. It’s not spelled the way that it sounds. Just to learn the alphabet is a challenge. The language is very difficult and it’s very precise. In English or Spanish, if you pronounce a word incorrectly, you can get away with it, but in Botswana, there is no leeway. You have to get it right.

How was working with Anika Noni Rose?

Jill Scott: That was cool. She really embodied that character. When we got there, Anika and myself, and Lucien (Msamati), who Mr. JLB Matekoni, proprietor of Tlokweng Road Speedy Motors, we all had these ideas of what our characters were supposed to be like. Anthony (Minghella) completely flipped the script on us. I think it was because once we got to Botswana, you really get an opportunity to see the people and feel the energy and to get to know the country. Before that, we did everything by phone. We had studied with dialect coaches an hour a day for two months by phone. You don’t hear it all the time and so that changes things. You don’t see the clothing and how people behave until you get there. Once there, we had to revamp our characters and the dialect as well. We learned the wrong dialect. They were teaching us a Zimbabwe accent.

Since you’re the only who has a scene with all the men so far in the pilot and in the series, how was working with Idris (Elba), Colin (Salmon) and David Oyelowo and the rest of the guys?

Jill Scott: Fantastic. I enjoyed working with Idris so much on many levels. This is a person who is music lover and we got along in that aspect. He’s just a cool cat to be around. He likes to work fast and I’m not mad at that. That was cool. Colin is a great guy. Fantastic actor. He plays his part well. Overall, I enjoyed working with everyone, honestly. Lucien (Msamati) is a dear sweet man. He’s a wonderful Shakespearian actor and very popular in theater in London. That made me feel good working with him. There’s so much more to come. Patterson plays a terrible man in the series. He’s my arch nemesis. The casting was really well done. Also, working with John Kani was amazing. Sitting down with him and talking with him is an eye opener.

What did you learn from Anthony (Minghella) as a director?

Jill Scott: A lot. I’m glad I started with Tyler Perry. I’m glad I started with Anthony doing a bigger film. What I got from Tyler is a work ethic. What I got from Anthony is sort of a spirit ethic. When you come on the set, you acknowledge everyone. Not that I wouldn’t, but to see this Oscar award winning director and he is so respected and so nice. He’s immensely kind to others, it just lets you know for certain, that you can kind and that you don’t have to be rough around the edges and that you don’t have to yell and bark and all that other stuff. I have seen this behavior with directors in theater and in television as well. Being around him, I loved that he came prepared everyday. He knew exactly what he wanted to get from us. He made no bones about what he wanted to see and he didn’t leave until he got what he wanted. At that point, all I wanted to do, as an actress, is give him what he wanted, immediately. He would later say to me, ‘You are a proper actress.’ That’s one of the best compliments I received as an actress.

Tyler recently said that he’s looking to do a follow-up to ‘Why Did I Get Married?’ and if so, would you come back and where do you see your character in the sequel?

Jill Scott: I would love to come to the role. I’m eight months pregnant right now so I would love for my character to either be pregnant or want to have a child. There are a lot of difficulties with people trying to conceive. I would like to see that topic addressed. I would love for my character to have baggage from her last marriage; even though she has a good man. I have this philosophy that if you have had someone bad in your life, the hardest thing in life is to be with a good one. Those topics would be interesting to me.

Do you have a name picked out for your baby?

Jill Scott: I do, but I’m going to wait til I see his face.

So on Sunday March 29, why should anyone watch ‘The No. 1 Ladies’ Detective Agency?’

Jill Scott: Because I’m in it. It’s a sweet film and it would nice to watch something with your children and your grandma. We don’t have television like that anymore. Everything is either really sexual or really violent; and the language is vulgar on some cable channels. It leaves very little for a family to watch together. There is also a stereotype of what Africa is and how African people and I think the series will broaden their horizons and minds about this fantastic continent and one particular country. This will blow the minds of those who think of Africa from the poverty they see on TV and the dialect they hear. It’s so far from the truth, it’s not even funny. Not funny at all.

Update: Found on Tampabay.com on 28 March 2009

‘No. 1 Ladies’ Detective Agency’ author Alexander McCall Smith says HBO series captures magic of Botswana

By Colette Bancroft, Times Book Editor
In Print: Sunday, March 29, 2009

Author Alexander McCall Smith praised Scott’s success in picking up the African language of Setswana.

“Most authors seem to moan about their books being made into films, but I’ve been very lucky,” says Alexander McCall Smith.

Legions of fans will get to make their own judgment when The No. 1 Ladies’ Detective Agency, the series based on McCall Smith’s internationally popular series of books about Botswanan sleuth Precious Ramotswe, premieres tonight on HBO.

“They’ve done a gorgeous job,” McCall Smith says. “They were very respectful of the ethos of the books. And with Botswana itself, they’ve done a lovely job. They’ve done us proud.”

The series’ two-hour first episode is the first feature-length film made entirely in Botswana, a place dear to McCall Smith, 60. His family is Scottish, but he was born in what is now Zimbabwe, the nation just to the north of Botswana in southern Africa. He has spent much time in Botswana over the years (he helped establish its first law school in the 1980s), and the No. 1 Ladies’ books have made the country and its people familiar and endearing to countless readers who otherwise might know nothing about them.

Fans know that one of the great charms of the books is their voice. “In Botswana they speak English very well,” McCall Smith says. “It’s common for them to switch between English and Setswana (the native language), and I’ve tried in the books to capture the cadences of African English. It’s very correct. There’s a slight air of formality, compared to how English is spoken in other countries, that I think is very attractive.”

McCall Smith says the series captures that well. He is particularly impressed with the performances of Jill Scott as Mma Ramotswe and Anika Noni Rose as her somewhat peculiar secretary, Mma Makutsi.

(That “Mma”? It’s a Setswana honorific for women, the equivalent of “Madam,” pronounced “mah,” with a slight hesitation on the “m.” Men are addressed as “Rra,” pronounced “rar.”)

Scott, a Grammy-winning singer-songwriter, and Rose, who won a best featured actress Tony for Caroline, or Change, are African-American, and neither had been to Africa before.

“They did actually very well with the body language and with the accent. It’s very difficult to do credibly.” McCall Smith says Scott even impressed his Botswanan friends in a few scenes in which she speaks Setswana. “The dialect coach told me she has a very, very good ear, which you would expect from a musician.”

Playing Mma Ramotswe is a demanding task. Not only is she a smart, strong, independent, big-hearted woman, she has devoted fans all over the world — the books have sold 15 million copies in English and been translated into dozens of other languages. “I’ve just been to Australia” on book tour, McCall Smith says, “and the books have a big following in India. I’ve just spent a week at the big book fair there.”

Although they are mysteries, the novels don’t dwell on violence, instead focusing on human foibles and flaws that Mma Ramotswe sets straight with gentle wisdom and wry humor. Even their titles are charming, such as Morality for Beautiful Girls, Blue Shoes and Happiness and, coming in April, the 10th in the series: Tea Time for the Traditionally Built (that last phrase being Mma Ramotswe’s dignified way of describing her frame).

For many Americans, the only common images of sub-Saharan Africa are those in the news: war, disaster, famine and strife. The Botswana in McCall Smith’s books, and in the series, is warmly beautiful and boasts a rich traditional culture. “It’s not something I had set out to do, to write a contrary vision of Africa,” he says. “But in retrospect, yes, it’s what I’m in effect doing.”

Media coverage of problems there is necessary, he says, but can produce a one-sided picture. “Just like everyplace else, there are many people leading very good lives and doing a very good job of it. I think the film captures that generosity of spirit and dignity.”

He says he loves to hear from fans who have been inspired by his books to travel to Botswana and come back as fond of the place and people as he is. Tourism is vitally important to Botswana with the collapse of the diamond market, a major industry there. “They are suffering greatly, so when I hear from people who visit, it just makes me feel warm inside.”

The No.1 Ladies’ books are hardly McCall Smith’s only project. Asked how many books he has written, he says, “I think it’s about 60. I haven’t counted recently. I know that sounds like an affectation, but it’s true.”

He has indeed written more than 60, including three other fiction series in addition to No. 1 Ladies’, a shelf’s worth of children’s books and a dozen legal texts. McCall Smith retired as emeritus professor of medical law at the University of Edinburgh and has worked with many organizations as an expert on bioethics and medical law.

He and his wife have two daughters and live in Edinburgh in the same neighborhood as another bestselling mystery author, Ian Rankin, and Harry Potter creator J.K. Rowling.

McCall Smith writes several books a year, and last year wrote an online serialized novel, Corduroy Mansions, published on the London Daily Telegraph‘s Web site five days a week, a chapter a day — with instant feedback from readers.

“It was great fun,” he says. “It meant I could respond to readers’ suggestions, and I did. They had lots of suggestions about characters they wanted to see more of and so forth. Quite interesting. I’ll probably be doing another.”

When he’s not writing, McCall Smith and his wife are enthusiastic participants in something called the Really Terrible Orchestra, which they founded about 10 years ago. “It’s for people who really can’t play an instrument at all well.” The orchestra has about 55 members, and there are three offshoots in U.S. cities.

“We have a concert in New York, at Town Hall no less, coming up April 1,” he says. “We make the most dreadful sound, but people love it.

“I’ll be playing the euphonium. Very badly.”

Once he has wrapped up touring for the HBO series, he’ll take a few days off and then hit the road for Tea Time for the Traditionally Built. Its title refers to one of Mma Ramotswe’s favorite rituals, her endless cups of redbush tea.

When McCall Smith began writing the books, bush tea was little known outside of Africa. Now you can buy redbush tea, also called rooibos, at many U.S. grocery stores. Is it the power of Precious?

“Bush tea was very much a minority taste,” McCall Smith says. “But Mma Ramotswe has succeeded in persuading people to drink it.”

Colette Bancroft can be reached at cbancroft@sptimes.com or (727) 893-8435.

Livemocha: Social network and language learning website in one

Found on Search Engine Watch on 24 March 2009

What Search Engine Watch say:

Social Media Madness – The Final Four

NCAA March Madness is in full swing, and so is Social Media Madness! We started our own Big Dance with 16, but now the Final Four is starting to come into focus, thanks to all of you who have voted for your favorite social media sites.

Based on the predictions for the winner of Social Media Madness in the bracket below, it looks like Facebook, YouTube, Wikipedia, and Twitter are all headed for the Final Four.

Who Will be the Social Media King? 


What we discovered:

Nevermind the King – we spotted a far more interesting contestant right at the bottom…!:

Livemocha Logo

Livemocha is a hybrid between social network and a language learning Web site.

Key wins: Has the backing of Starbucks’ CEO Howard Schultz, which may be why the name is closely related to coffee. Limited competition; LiveMocha competes with italki, a China-based startup offering similar services.

Key losses: Not much brand awareness. Still in beta mode. Overwhelming number of Chinese attempting to learn English don’t have enough English friends trying to learn Chinese.

Business Use: Most applicable for travel and offline language learning tools. Also, this is a great free way for employees trying to learn a language for business reasons.

Coach: CEO and Chief Roaster Shirish Nadkarni enjoys his coffee in Bellevue, Washington.

Check out the website at http://www.livemocha.com/

We were surprised to find even a range of African languages represented!

They promise:

Language Learning with Livemocha

Fun Engaging Interactive lessons better than any other CD-ROM language software.
Community Practice speaking with native speakers and receive feedbacks.
Effective Free and premium lessons to help you learn a language quickly.

Have you had any experience with this service? Tell us about it! We’re keen to hear more about this great idea!

eLearning Africa 2009 – 4th International Conference on ICT for Development, Education and Training

Le Méridien President, Dakar, Senegal, 27 – 29 May 2009
Event website: http://www.elearning-africa.com

The pre-conference events, taking place on Wednesday, May 27th are now online!

The Call for Papers for eLearning Africa 2009 has resulted in more than 430 submissions from Africa and beyond. The complete eLearning Africa 2009 programme will be available shortly on the conference website.

eLearning Africa 2009 will feature:

  • nearly 300 speakers from approximately 50 countries
  • 4 plenary sessions
  • 10 parallel conference strands with 60 sessions
  • 20 best practice demonstrations
  • 19 pre-conference events and
  • manyother new features

eLearning Africa 2009 will be a bilingual conference. The languages are English and French.

eLearning Africa 2009 has been actively supported by the Senegal National eLA09 Committee, which is looking forward to welcoming participants to Dakar in May.

Scope and Size

eLearning Africa is the most comprehensive conference on ICT for development, education and training on the Continent. Its mission is to bring people together who are actively engaged in education and in the implementation of learning technologies in schools, universities, corporate training as well as in education in the public sector. Participants are high-level decision-makers such as Ministers of Education, representatives from government agencies, Non-Governmental Organisations (NGOs), development agencies and international organisations, senior executives from businesses, as well as practitioners from all fields of education.

Networking Across the Globe

Participant figures for the annual event have grown significantly – from 832 at the debut event in 2006 in Addis Ababa to 1502 delegates at the third conference in Accra, Ghana in May 2008. Attendees come from more than 80 countries in Africa and the wider globe – a geographic and cultural richness that is unrivalled. The strong African involvement – 80 percent of the delegates come from the Continent – makes it a truly pan-African event.

eLA 2009 – The Conference

Meeting the networking needs of the pan-African eLearning and distance education sector, the annual eLearning Africa conference is the key networking venue for practitioners and professionals from Africa and all over the world.

Main Facts:

  • eLA is the largest gathering of eLearning and distance education professionals in Africa, enabling participants to develop multinational and cross-industry contacts and partnerships, as well as to enhance their knowledge, expertise and abilities.
  • At eLearning Africa 2008, over 1500 eLearning users, newcomers, providers and experts gathered during the three conference days at the Accra International Conference Centre in Accra, Ghana. Eighty percent of the participants came from African countries. The conference programme featured the work of 315 Speakers and Chairpersons from 54 countries, addressing all forms of technology-enhanced learning and including a rich mix of themes, topics and a variety of session formats.
  • Delegates are high-level policy and decision makers and practitioners from education, business and government – the three key areas driving eLearning adoption and innovation.
  • The conference is held in English and French. It includes plenary sessions with world-class experts, smaller presentation and special focus sessions, practical demonstrations and debates on specific topics, as well as various informal networking opportunities where practitioners share their experiences, ideas, new information and perspectives.
  • An exhibition and demonstration area accompanies the programme, where leading international eLearning manufacturers, suppliers and service providers present their latest products and services. Participants evaluated the exhibition as a critical meeting point for professional interaction within the conference.
  • A full-day programme of workshops conducted by leading eLearning practitioners precedes the event. These small, intensive sessions offer attendees a unique opportunity to fine-tune their skills and acquire new ones.
  • A number of special events take place alongside the conference, such as product launches, special interest group get-togethers, sponsored workshops, best practice showcases and meetings.

PRE-CONFERENCE EVENTS 2009

Event FD1: 3rd UNESCO-UNEVOC TVET Summit on “Access and Inclusion: Improving TVET through ICT-based Information and Learning Solutions”
Time: 09:00 – 18:00
Price: free of charge for conference participants
Language: English

Event FD2: The AVU eLearning Day
Time: 09:00 – 17:00
Price: free of charge for conference participants
Language: English

Workshop FD3: Technology-supported Learning for Environmental Education
Time: 09:00 – 18:00
Price: free of charge for conference participants
(Due to a limited number of seats, participants need to be accepted for this workshop.)
Language: English

Workshop FD4: Social Networking Technologies for Teaching and Learning Transformation
Time: 09:00 – 18:00
Price: free of charge for African participants; fee for non-African participants: € 45
Language: English

Workshop FD5: Building Capacity: Invest in the Future by Investing in the Present
Time: 09:00 – 18:00
Price: free of charge for conference participants
Language: English

MORNING EVENTS

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Workshop M1: Introducing & Teaching Mobile Application Development
Time: 09:00 – 13:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English

Workshop M2: Presentation Skills
(This workshop is being offered twice, once in the morning and once in the afternoon.)
Time: 09:00 – 13:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English/French

Seminar M3: Open ECBCheck – A Community-based Quality Label
Time: 09:00 – 13:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English

AFTERNOON EVENTS

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Workshop A1: Effective Evaluation – A Participatory Workshop to Improve Practice
Time: 14:00 – 18:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English

Workshop A2: Le Certificat Informatique et Internet (C2i) : Atout majeur de productivité pour les entreprises et les administrations
Time: 14:00 – 18:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: French

Workshop A3: Forum for Education in West Africa (FEWA)/ Forum de l’Education pour l’Afrique de l’Ouest (FEAO)
Time: 14:00 – 18:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English/French

Workshop A4: Presentation Skills
(This workshop is being offered twice, once in the morning and once in the afternoon.)
Time: 14:00 – 18:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English/French

Workshop A5: Getting the Most out of eLearning Africa 2009: The Newcomer’s Guide
Time: 15:00 – 17:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English

Workshop A6: Mobile Learning for All
Time: 14:00 – 18:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English

Workshop A7: “Storytelling @ eLearning Africa”
Time: 13:30 – 18:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English/French

Seminar A8: Universities 2.0: Global Learning Organisations?
Time: 14:00 – 18:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English

Seminar A9: How Should a Master’s Programme in Educational Technology be Responsive to the Needs of Africa?
Time: 14:00 – 18:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English

Workshop A10: A Hands-on Guide to Using an Open Source Virtual Learning Environment (Moodle)
Time: 14:00 – 18:00
Price: free of charge for African participants; fee for non-African participants: € 35
Language: English

In what language do deaf people think?

Found on StraightDope.com on 19 March 2009

By Cecil Adams, December 26, 2003

Dear Cecil:

In what language do deaf people think? I think in English, because that’s what I speak. But since deaf people cannot hear, they can’t learn how to speak a language. Nevertheless, they must think in some language. Would they think in English if they use sign language and read English? How would they do that if they’ve never heard the words they are signing or reading pronounced? Or maybe they just see words in their head, instead of hearing themselves?

You’re on the right track, kid. But first a little detour. Your speculations raise a larger question: Can you think without language? Answer: Nope, at least not at the level humans are accustomed to. That’s why deafness can have far more serious consequences than blindness, developmentally speaking. The blind suffer many hardships, not the least of which is the inability to read in the usual manner. But even those sightless from birth acquire language by ear without difficulty in infancy, and having done so lead relatively ordinary lives. A congenitally deaf child isn’t so lucky: unless someone realizes very early that he’s not talking because he can’t hear, his grasp of communication may never progress beyond the rudiments.

The language of the deaf is a vast topic that has filled lots of books–one of the best is Seeing Voices: A Journey Into the World of the Deaf by Oliver Sacks (1989). All I can do in this venue is sketch out a few basic propositions:

The folks at issue here are both (a) profoundly and (b) prelingually deaf. If you don’t become totally deaf until after you’ve acquired language, your problems are . . . well, not minor, but manageable. You think in whatever spoken language you’ve learned. Given some commonsense accommodation during schooling, you’ll progress normally intellectually. Depending on circumstances you may be able to speak and lip-read.

About one child in a thousand, however, is born with no ability to hear whatsoever. Years ago such people were called deaf-mutes. Often they were considered retarded, and in a sense they were: they’d never learned language, a process that primes the pump for much later development. The critical age range seems to be 21 to 36 months. During this period children pick up the basics of language easily, and in so doing establish essential cognitive infrastructure. Later on it’s far more difficult. If the congenitally deaf aren’t diagnosed before they start school, they may face severe learning problems for the rest of their lives, even if in other respects their intelligence is normal.

The profoundly, prelingually deaf can and do acquire language; it’s just gestural rather than verbal. The sign language most commonly used in the U.S. is American Sign Language, sometimes called Ameslan or just Sign. Those not conversant in Sign may suppose that it’s an invented form of communication like Esperanto or Morse code. It’s not. It’s an independent natural language, evolved by ordinary people and transmitted culturally from one generation to the next. It bears no relationship to English and in some ways is more similar to Chinese–a single highly inflected gesture can convey an entire word or phrase. (Signed English, in which you’ll sometimes see words spelled out one letter at a time, is a completely different animal.) Sign can be acquired effortlessly in early childhood–and by anyone, not just the deaf (e.g., hearing children of deaf parents). Those who do so use it as fluently as most Americans speak English. Sign equips native users with the ability to manipulate symbols, grasp abstractions, and actively acquire and process knowledge–in short, to think, in the full human sense of the term. Nonetheless, “oralists” have long insisted that the best way to educate the deaf is to teach them spoken language, sometimes going so far as to suppress signing. Sacks and many deaf folk think this has been a disaster for deaf people.

The answer to your question is now obvious. In what language do the profoundly deaf think? Why, in Sign (or the local equivalent), assuming they were fortunate enough to have learned it in infancy. The hearing can have only a general idea what this is like–the gulf between spoken and visual language is far greater than that between, say, English and Russian. Research suggests that the brain of a native deaf signer is organized differently from that of a hearing person. Still, sometimes we can get a glimpse. Sacks writes of a visit to the island of Martha’s Vineyard, where hereditary deafness was endemic for more than 250 years and a community of signers, most of whom hear normally, still flourishes. He met a woman in her 90s who would sometimes slip into a reverie, her hands moving constantly. According to her daughter, she was thinking in Sign. “Even in sleep, I was further informed, the old lady might sketch fragmentary signs on the counterpane,” Sacks writes. “She was dreaming in Sign.”

How to Learn (But Not Master) Any Language in 1 Hour

Found on FourHourWorkWeek.com on 19 March 2009

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Deconstructing Arabic in 45 Minutes

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Conversational Russian in 60 minutes?

This post is by request. How long does it take to learn Chinese or Japanese vs. Spanish or Irish Gaelic? I would argue less than an hour.

Here’s the reasoning…

Before you invest (or waste) hundreds and thousands of hours on a language, you should deconstruct it. During my thesis research at Princeton, which focused on neuroscience and unorthodox acquisition of Japanese by native English speakers, as well as when redesigning curricula for Berlitz, this neglected deconstruction step surfaced as one of the distinguishing habits of the fastest language learners…

So far, I’ve deconstructed Japanese, Mandarin Chinese, Spanish, Italian, Brazilian Portuguese, German, Norwegian, Irish Gaelic, Korean, and perhaps a dozen others. I’m far from perfect in these languages, and I’m terrible at some, but I can converse in quite a few with no problems whatsoever—just ask the MIT students who came up to me last night and spoke in multiple languages.

How is it possible to become conversationally fluent in one of these languages in 2-12 months? It starts with deconstructing them, choosing wisely, and abandoning all but a few of them.

Consider a new language like a new sport.

There are certain physical prerequisites (height is an advantage in basketball), rules (a runner must touch the bases in baseball), and so on that determine if you can become proficient at all, and—if so—how long it will take.

Languages are no different. What are your tools, and how do they fit with the rules of your target?

If you’re a native Japanese speaker, respectively handicapped with a bit more than 20 phonemes in your language, some languages will seem near impossible. Picking a compatible language with similar sounds and word construction (like Spanish) instead of one with a buffet of new sounds you cannot distinguish (like Chinese) could make the difference between having meaningful conversations in 3 months instead of 3 years.

Let’s look at few of the methods I recently used to deconstructed Russian and Arabic to determine if I could reach fluency within a 3-month target time period. Both were done in an hour or less of conversation with native speakers sitting next to me on airplanes.

Six Lines of Gold

Here are a few questions that I apply from the outset. The simple versions come afterwards:

1. Are there new grammatical structures that will postpone fluency? (look at SOV vs. SVO, as well as noun cases)

2. Are there new sounds that will double or quadruple time to fluency? (especially vowels)

3. How similar is it to languages I already understand? What will help and what will interfere? (Will acquisition erase a previous language? Can I borrow structures without fatal interference like Portuguese after Spanish?)

4. All of which answer: How difficult will it be, and how long would it take to become functionally fluent?

It doesn’t take much to answer these questions. All you need are a few sentences translated from English into your target language.

Some of my favorites, with reasons, are below:

The apple is red.
It is John’s apple.
I give John the apple.
We give him the apple.
He gives it to John.
She gives it to him.

These six sentences alone expose much of the language, and quite a few potential deal killers.

First, they help me to see if and how verbs are conjugated based on speaker (both according to gender and number). I’m also able to immediately identify an uber-pain in some languages: placement of indirect objects (John), direct objects (the apple), and their respective pronouns (him, it). I would follow these sentences with a few negations (“I don’t give…”) and different tenses to see if these are expressed as separate words (“bu” in Chinese as negation, for example) or verb changes (“-nai” or “-masen” in Japanese), the latter making a language much harder to crack.

Second, I’m looking at the fundamental sentence structure: is it subject-verb-object (SVO) like English and Chinese (“I eat the apple”), is it subject-object-verb (SOV) like Japanese (“I the apple eat”), or something else? If you’re a native English speaker, SOV will be harder than the familiar SVO, but once you pick one up (Korean grammar is almost identical to Japanese, and German has a lot of verb-at-the-end construction), your brain will be formatted for new SOV languages.

Third, the first three sentences expose if the language has much-dreaded noun cases. What are noun cases? In German, for example, “the” isn’t so simple. It might be der, das, die, dem, den and more depending on whether “the apple” is an object, indirect object, possessed by someone else, etc. Headaches galore. Russian is even worse. This is one of the reasons I continue to put it off.

All the above from just 6-10 sentences! Here are two more:

I must give it to him.
I want to give it to her.

These two are to see if auxiliary verbs exist, or if the end of the each verb changes. A good short-cut to independent learner status, when you no longer need a teacher to improve, is to learn conjugations for “helping” verbs like “to want,” “to need,” “to have to,” “should,” etc. In Spanish and many others, this allows you to express yourself with “I need/want/must/should” + the infinite of any verb. Learning the variations of a half dozen verbs gives you access to all verbs. This doesn’t help when someone else is speaking, but it does help get the training wheels off self-expression as quickly as possible.

If these auxiliaries are expressed as changes in the verb (often the case with Japanese) instead of separate words (Chinese, for example), you are in for a rough time in the beginning.

Sounds and Scripts

I ask my impromptu teacher to write down the translations twice: once in the proper native writing system (also called “script” or “orthography”), and again in English phonetics, or I’ll write down approximations or use IPA.

If possible, I will have them take me through their alphabet, giving me one example word for each consonant and vowel. Look hard for difficult vowels, which will take, in my experience, at least 10 times longer to master than any unfamiliar consonant or combination thereof (”tsu” in Japanese poses few problems, for example). Think Portuguese is just slower Spanish with a few different words? Think again. Spend an hour practicing the “open” vowels of Brazilian Portuguese. I recommend you get some ice for your mouth and throat first.

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The Russian Phonetic Menu, and…

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Reading Real Cyrillic 20 Minutes Later

Going through the characters of a language’s writing system is really only practical for languages that have at least one phonetic writing system of 50 or fewer sounds—Spanish, Russian, and Japanese would all be fine. Chinese fails since tones multiply variations of otherwise simple sounds, and it also fails miserably on phonetic systems. If you go after Mandarin, choose the somewhat uncommon GR over pinyin romanization if at all possible. It’s harder to learn at first, but I’ve never met a pinyin learner with tones even half as accurate as a decent GR user. Long story short, this is because tones are indicated by spelling in GR, not by diacritical marks above the syllables.

In all cases, treat language as sport.

Learn the rules first, determine if it’s worth the investment of time (will you, at best, become mediocre?), then focus on the training. Picking your target is often more important than your method.

[To be continued?]

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