Edling Digest, Vol 7, Issue 19
Raquel Sanchez
raqsan at gmail.com
Tue Feb 12 19:47:38 UTC 2013
Hi Harold,
You are correct. I shouldn't have said "monolingual". They would have
been mostly bilingual by the turn of the 20th century.
Raquel
On Mon, Feb 11, 2013 at 8:39 AM, Harold Schiffman <hfsclpp at gmail.com> wrote:
> Regarding Raquel Sanchez's claim that there were many monolingual
> German speakers in the US prior to WWI, I would dispute this. My research
> (mentioned in an earlier post several days ago) indicates that German
> Americans
> were switching to English within 2 generations, and that the demand for
> English
> medium education and English medium religious services began to accelerate
> at about the time that German immigration peaked in 1882. My own
> mother's parents (one born in Germany and immigrated at the age of 8,
> the other born
> in the US of German-born parents) were both educated in English medium,
> and though their home language was German until WWI, they both saw English
> as the language of opportunity. My mother spoke German only until the age
> of
> 6, then learned English at school.
>
> As for the other question of whether there should be a requirement of
> English knowledge for naturalization, it's already there--it became a
> requirement in the
> 19th century in immigration law, but was never imposed by the federal
> government. There's an exemption for people over 60, I believe, and
> for very young children.
>
> Hal Schiffman
>
> On Fri, Feb 8, 2013 at 12:37 PM, <edling-request at bunner.geol.lu.se>
> wrote:
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> >
> > Today's Topics:
> >
> > 1. Re: Political Economy of Culture: Where Should President
> > Obama Start: By Designing a Consistent language policy or on
> > Imposing English Language as a Requirement to the Path of U.S.
> > Citizenship? (Raquel Sanchez)
> >
> >
> > ----------------------------------------------------------------------
> >
> > Message: 1
> > Date: Fri, 8 Feb 2013 09:14:28 -0800
> > From: Raquel Sanchez <raqsan at gmail.com>
> > Subject: Re: [Edling] Political Economy of Culture: Where Should
> > President Obama Start: By Designing a Consistent language policy
> or on
> > Imposing English Language as a Requirement to the Path of U.S.
> > Citizenship?
> > To: The Educational Linguistics List <edling at bunner.geol.lu.se>
> > Message-ID:
> > <CAOT76=
> 06Rix07znZZWqp_7e6k2+2WMMt3siDvRNBYZQXE_feaQ at mail.gmail.com>
> > Content-Type: text/plain; charset="windows-1252"
> >
> > I think Bob is referring to societal bilingualism (not individual).
> > I believe there were many monolingual German speakers in the U.S. prior
> to
> > WWI (not just in Missouri, but also in Pennsylvania and other states).
> > The point is that ideas can be translated into any language. It is
> common
> > ways of thinking that unit people, not a common language.
> > In a multilingual society, as long as there are several bilingual
> > individuals (not necessarily in the same languages), translation and
> civic
> > engagement can occur. I believe it is more important for people to be
> > literate in at least one language than it is to mandate what language
> that
> > should be.
> > In the U.S., basic literacy and numeracy (in any language) are more real
> > problems than "whose language".
> >
> >
> > On Fri, Feb 8, 2013 at 12:18 AM, Hartmut Haberland <hartmut at ruc.dk>
> wrote:
> >
> >> As much as I sympathize with the point that Bob makes, I'd like to point
> >> out that he talks about bilingualism, so there was a shared language. I
> >> wonder how many of the Missouri German speakers were monolingual at any
> >> time.
> >> I am not trying to argue that one shared language is a necessary
> condition
> >> for a civic identity. It is certainly not a sufficient condition. Didn't
> >> somebody once point out that Northern Ireland, Rwanda and Somalia are
> among
> >> the most homogeneous areas in the world language-wise?
> >>
> >> Hartmut Haberland
> >> Professor, German language and sociolinguistics of globalization
> >> Roskilde University, Denmark
> >> ________________________________________
> >> Fra: edling-bounces at bunner.geol.lu.se [edling-bounces at bunner.geol.lu.se
> ]
> >> på vegne af kaboyates at charter.net [kaboyates at charter.net]
> >> Sendt: 7. februar 2013 20:05
> >> Til: The Educational Linguistics List
> >> Emne: Re: [Edling] Political Economy of Culture: Where Should President
> >> Obama Start: By Designing a Consistent language policy or on Imposing
> >> English Language as a Requirement to the Path of U.S. Citizenship?
> >>
> >> Colleagues,
> >>
> >> If you reflect on American history, Christian Faltis's point that "a
> >> national language unifies" is a debatable point is clearly supported.
> >> Of course, English did not prevent the Civil War. And, at the time of
> >> the greatest crisis in American history, entire regiments, brigades,
> >> divisions, and almost an entire corps spoke another language: German.
> >> They did not fight to PRESERVE the Union because English was unifying
> >> factor.
> >>
> >> In Missouri, the German speakers were crucial in keeping it in the
> >> Union. After the Civil War, besides cities like Milwaukee and
> >> Cincinnati (and at times St. Louis), there were communities in rural
> >> parts of Ohio, Illinois, Wisconsin, and Missouri (and I'm sure other
> >> states in the Midwest) that had public bilingual schools. (I have
> >> visited cemeteries in rural Missouri around Lutheran and Catholic
> >> Churches where almost all the headstones from the 1870s to the early
> >> 1920s are all in German.) I don't think those people were consider
> >> unAmerican until the outbreak of WW I. Of course, when the US entered
> >> the Great War, that bilingualism ended almost overnight.
> >>
> >> There are some areas where I live in Missouri that try to celebrate
> >> their bilingual past. There is a theater that puts on plays in a dialect
> >> of German and a community that has people tell stories in German about
> >> what it was like in that community during the Civil War. Hermann,
> >> Missouri is a tourist destination that celebrates its German past some
> >> of the people will talk about the historic buildings in German.
> >>
> >> I often wonder if the ending of German-English bilingualism had not
> >> happened and there were still some areas in the Midwest (beside some
> >> small Amish and Mennonite communities) that still had bilingual programs
> >> would we be so concerned about Spanish-bilingualism today.
> >>
> >> Bob Yates, University of Central Missouri
> >>
> >>
> >> On Thu, Feb 7, 2013 at 9:41 AM, Christian Faltis wrote:
> >>
> >> > I have to agree completely with Tom on this. Once you start with the
> >> > proposition that minority group doesn't want to learn the national
> >> > language, the assumption is that a national language unifies, and
> >> > there is much debate about that. Studying the history of the treatment
> >> > of indigenous and other minoritized groups in the US will show that
> >> > that the dominant groups will promote policies and practices that
> >> > ensure their dominance. One strategy is to espouse the belief that
> >> > certain minoritized groups don't want do belong, hence placing the
> >> > blame on them.
> >> >
> >> >
> >> > Chris Faltis
> >> > Professor, language, literacy, and culture
> >> > University of California, Davis
> >> > Sent from my iPad
> >> >
> >> > On Feb 6, 2013, at 9:16 AM, Thomas Ricento <tricento at ucalgary.ca>
> >> > wrote:
> >> >
> >> >> HI MYRNA,
> >> >>
> >> >> Here are your exact words in your e mail:
> >> >>
> >> >> "Fact is, historically, Hispanics are the only ethnic group
> >> >> immigrating to the U.S. that has resisted learning English. I'm not
> >> >> sure why this is so, but it might be a good basis for some research
> >> >> if
> >> >> it has not already been done or if it is not already in the works."
> >> >>
> >> >> Your statement is categorical, whatever your intentions might have
> >> >> been, and it is contradicted by evidence (if that matters).
> >> >>
> >> >> There is a TON of research on this topic; there ARE government
> >> >> programs providing ESL classes for immigrants in the US (but not
> >> >> nearly enough); this IS a political history with a deep and
> >> >> contentious history in the US, which I and many others have spent
> >> >> many years studying and writing about. If you are interested in
> >> >> learning more, then there is a wealth of literature to read. My
> >> >> comment about Huntington and anti-immigrant zealots was not directed
> >> >> to you personally; rather, it was describing a political reality in
> >> >> the U.S. If you look at the latest poll numbers on how Obama is
> >> >> graded on his position re. a path for citizenship for undocumented
> >> >> Americans (mostly Latinos), Republican (white) conservative males are
> >> >> the only group strongly opposed to his position on immigration
> >> >> reform.
> >> >>
> >> >> Tom
> >> >>
> >> >>
> >> >>
> >> >> ________________________________________
> >> >> From: edling-bounces at bunner.geol.lu.se
> >> >> [edling-bounces at bunner.geol.lu.se] On Behalf Of Myrna Goldstein
> >> >> [myrnaenglishfile at gmail.com]
> >> >> Sent: Wednesday, February 06, 2013 8:18 AM
> >> >> To: The Educational Linguistics List
> >> >> Subject: Re: [Edling] Political Economy of Culture: Where Should
> >> >> President Obama Start: By Designing a Consistent language
> >> >> policy or on Imposing English Language as a Requirement to the
> >> >> Path of U.S. Citizenship?
> >> >>
> >> >> HI TOM,
> >> >>
> >> >> You quoted me wrong.
> >> >> And distorted what I wrote creating a fictitious context.
> >> >>
> >> >> I believe that stereotyping is so very negative and have
> >> >> never done so in my life.
> >> >>
> >> >>
> >> >> Myrna
> >> >>
> >> >>
> >> >>
> >> >> Myrna Goldstein, B.S.J., MATESL
> >> >> Founder, Director
> >> >> Are You in Your English File??
> >> >> Second Language Learning Research Center
> >> >> Eilat, Israel (formerly Milan, Italy)
> >> >>
> >> >> Member:
> >> >> TESOL
> >> >> Linguistic Society of America
> >> >> American Association for Applied Linguistics
> >> >>
> >> >> e: myrnaenglishfile at gmail.com
> >> >> Skype: myinmi
> >> >> c: ++972 053 525 5360
> >> >>
> >> >>
> >> >>
> >> >>
> >> >>
> >> >>
> >> >> On Feb 4, 2013, at 11:37 PM, Thomas Ricento wrote:
> >> >>
> >> >> Hello,
> >> >>
> >> >> Here is a brief snipet from a chapter I wrote to appear in R.
> >> >> Bayley, et al. (editors), The Oxford Handbook of Sociolinguistics
> >> >> (2013, p. 540):
> >> >>
> >> >> "Rumbaut, et al. (2006: 458), relying on data from two published
> >> >> studies and a
> >> >> survey they conducted themselves in Southern California during 2001?
> >> >> 2004,
> >> >> conclude that ?under current conditions . . . the ability to speak
> >> >> Spanish very
> >> >> well can be expected to disappear sometime between the second and
> >> >> third
> >> >> generation for all Latin American groups in Southern California.?
> >> >> They
> >> >> also
> >> >> found that ?the average Asian language can be expected to die out at
> >> >> or near
> >> >> the second generation? (ibid). To account for such a wide discrepancy
> >> >> between
> >> >> the apparent facts and widely held misperceptions, it is necessary to
> >> >> consider
> >> >> the influence, and effects, of deeply held beliefs about language and
> >> >> identity
> >> >> that are resistant to contrary evidence".
> >> >>
> >> >> It is amazing that someone who has expertise in English language
> >> >> teaching also succumbs to the stereotype that 'Latinos refuse to
> >> >> learn
> >> >> English'. This
> >> >> has been the battle cry of Huntington and others (mostly right wing,
> >> >> anti-immigrant advocates) who categorize Latinos as refuseniks. It's
> >> >> just not true. Maintaining Spanish (an American Language) alongside
> >> >> English should be viewed as a positive outcome, even though, as
> >> >> Rumbaut and his colleagues demonstrate, Spanish is being lost. If
> >> >> 'experts' make such claims as Myrna does, it shows that we as applied
> >> >> linguists have a long way to go to educate the broader public.
> >> >>
> >> >> Tom Ricento
> >> >> Professor and Chair, English as an Additional Language
> >> >> Faculty of Education
> >> >> University of Calgary
> >> >> ________________________________________
> >> >> From: edling-bounces at bunner.geol.lu.se [edling-
> >> >> bounces at bunner.geol.lu.se] On Behalf Of Myrna Goldstein
> >> >> [myrnaenglishfile at gmail.com
> >> >> ]
> >> >> Sent: Sunday, February 03, 2013 3:21 AM
> >> >> To: The Educational Linguistics List
> >> >> Subject: Re: [Edling] Political Economy of Culture: Where Should
> >> >> President Obama Start: By Designing a Consistent language policy
> >> >> or on Imposing English Language as a Requirement to the Path
> >> >> of U.S. Citizenship?
> >> >>
> >> >> Dear David,
> >> >>
> >> >> I read your piece with interest, trying to understand the
> >> >> rationale behind it, beyond the numbers of the Hispanic
> >> >> population. Fact is, historically, Hispanics are the only ethnic
> >> >> group
> >> >> immigrating to the U.S. that has resisted learning English. I'm not
> >> >> sure why this is so, but it might be a good basis for some research
> >> >> if
> >> >> it has not already been done or if it is not already in the works.
> >> >>
> >> >> I'm not judging. I'm curious. In order to get decent jobs, immigrants
> >> >> to any country in the world realize that they must learn the L1. If
> >> >> they
> >> >> don't, they will always remain in low-level jobs, be isolated from
> >> >> society
> >> >> at large, and will not be able to study at universities to let their
> >> >> talents bloom.
> >> >>
> >> >> I'm not sure that legislation is the answer; this would have to be
> >> >> studied.
> >> >> But common sense is. So rather than compelling people from above
> >> >> (government)
> >> >> to learn English, it would seem more logical that people themselves
> >> >> would
> >> >> want to learn the nation's common language if those people have a
> >> >> vision of a
> >> >> better life that they feel they can achieve. I believe this has
> >> >> always
> >> >> been the
> >> >> basis of every group's immigration everywhere in the world.
> >> >>
> >> >> Perhaps after the U.S. gets its fiscal house in order, it could
> >> >> finance
> >> >> an immigration program that includes ESL courses, thus giving people
> >> >> the option
> >> >> to attend or not to attend. That way, people who do not want to learn
> >> >> the nation's
> >> >> L1 would not be compelled to, but people who do, would have free
> >> >> lessons, say,
> >> >> to get themselves to a B1 (intermediate) level (Common European
> >> >> Frameworks). People
> >> >> who would like to get to an advanced level could do so either through
> >> >> self-study or
> >> >> through community language programs.
> >> >>
> >> >> Let us not forget that non-native speakers must take various
> >> >> standardized tests to
> >> >> be admitted to many universities and colleges. I'm not sure if
> >> >> community colleges
> >> >> require TOEFL, GMAT, SAT etc. So, the fact remains, David, that
> >> >> English is the nation's
> >> >> L1 and the future of every immigrant who wants to better his life and
> >> >> the life of his
> >> >> children resides in learning that L1.
> >> >>
> >> >> Linguistically yours,
> >> >>
> >> >> Myrna
> >> >>
> >> >>
> >> >> Myrna Goldstein, B.S.J., MATESL
> >> >> Founder, Director
> >> >> Are You in Your English File??
> >> >> Second Language Learning Research Center
> >> >> Eilat, Israel (formerly Milan, Italy)
> >> >>
> >> >> Member:
> >> >> TESOL
> >> >> Linguistic Society of America
> >> >> American Association for Applied Linguistics
> >> >>
> >> >> e: myrnaenglishfile at gmail.com<mailto:myrnaenglishfile at gmail.com>
> >> >> Skype: myinmi
> >> >> c: ++972 053 525 5360
> >> >>
> >> >>
> >> >>
> >> >>
> >> >>
> >> >>
> >> >> On Feb 3, 2013, at 2:35 AM, David Balosa wrote:
> >> >>
> >> >>
> >> >> Political Economy of Culture: Where Should President Obama Start: By
> >> >> Designing a Consistent National Language Policy or by Requiring
> >> >> illegal Immigrant to Learn English as a Path to the United States
> >> >> Citizenship?
> >> >> By
> >> >> David Balosa
> >> >> University of Maryland
> >> >> Baltimore County, (UMBC)
> >> >>
> >> >>
> >> >> Spanish is currently spoken as a first language by
> >> >> approximately twenty-two million people
> >> >> in the United States. The Hispanics are currently America's
> >> >> fastest growing ethnic
> >> >> community and their numbers are set to rise to 96.5 million
> >> >> by 2050. This is not without
> >> >> problems as the United States does not have legislation which
> >> >> states that English is the
> >> >> official language of the Union; it has always relied on the
> >> >> desire of immigrants for social
> >> >> assimilation and mobility to consolidate the pre-eminence of
> >> >> English.
> >> >>
> >> >> (Miranda
> >> >> Stewart, 1999: 6-7)
> >> >>
> >> >> In his address regarding "Fixing broken immigration system" entitled
> >> >> "Vision for winning the future" President Obama mentioned four key
> >> >> points which he calls accountabilities and responsibilities: 1.
> >> >> Responsibility by the federal government to secure our borders, 2.
> >> >> Accountability for businesses that break the law by undermining
> >> >> American workers and exploiting undocumented workers,
> >> >> 3. Strengthening our economic competitiveness by creating a legal
> >> >> immigration system that reflects our values and diverse needs, and 4.
> >> >> Responsibility from people who are living in the United States
> >> >> illegally. My question for discussion and my reflection will focus
> >> >> on
> >> >> the president's point number 4. I think that the President plays too
> >> >> much politics here and that he is undermining the scholarship on the
> >> >> everlasting debate on language policy in the United States. Fixing
> >> >> broken immigration system is one thing, but requiring illegal
> >> >> immigrants to learn English as one of the requirements is tantamount
> >> >> to English-Only America movement. Until there is a coherent language
> >> >> policy, by coherent I mean agreed upon by the United States citizens,
> >> >> a unidirectional language requirement by federal officials,
> >> >> especially
> >> >> the president of the United States is getting out of the house
> >> >> through
> >> >> the back door. I am not saying that illegal immigrant should not
> >> >> learn
> >> >> English or Spanish, the point is that so far there is no legal basis
> >> >> to require any one to learn English for what so ever in the United
> >> >> States. If the President is going to initiative a path to language
> >> >> policy weather English or English and Spanish as official languages,
> >> >> then the United States will make a big step forward in solving big
> >> >> issues regarding intercultural relations. To clear understand my
> >> >> point, let's analyze the president approach to learning English as a
> >> >> requirement to illegal immigrant path to the United States
> >> >> Citizenship.
> >> >>
> >> >> One of the key requirements that the represent mentioned that
> >> >> illegal immigrants living in U.S. must fulfill to the path of U.S.
> >> >> citizenship is learning English. The president's statement reads: "
> >> >> Those people living here illegally must also be held accountable for
> >> >> their actions and get on the right side of the law by registering and
> >> >> undergoing national security and criminal background checks, paying
> >> >> taxes and a penalty, and learning English before they can get in line
> >> >> to become eligible for citizenship. Being a citizen of this country
> >> >> comes not only with rights but also with fundamental
> >> >> responsibilities.
> >> >> We can create a pathway for legal status that is fair and reflects
> >> >> our
> >> >> values." Wait a minute! Is Mr. President here trying to have his cake
> >> >> and eat it too? Since the president favorite sentence in this
> >> >> immigration debate is "We are a nation of law and a nation of
> >> >> immigrants", is the president telling us that English is going to
> >> >> become the fundamental language of American values? How about the 55
> >> >> millions U.S. Spanish -speakers? Do their language and culture also
> >> >> contribute to the American Values? Should U.S. citizens working for
> >> >> Univisions, Telemondo, UNI-MAS, etc. who may also contribute to the
> >> >> economic competitiveness of U.S. be required to learn English for
> >> >> U.S.
> >> >> citizenship? According to Stewart (1999:6-7), "The Hispanics are
> >> >> currently America's fastest growing ethnic community and their
> >> >> numbers
> >> >> are set to rise to 96.5 million by 2050 (quoting, The Guardian,
> >> >> 16.07.98)." Stewart observes that "This is not without problems as
> >> >> the
> >> >> United States does not have legislation which states that English is
> >> >> the official language of the Union; it has always relied on the
> >> >> desire
> >> >> of immigrants for social assimilation and mobility to consolidate the
> >> >> pre-eminence of English."
> >> >> During the 2008 Democratic presidential election primary debate,
> >> >> President Obama, Senator Obama at that time articulated, when he was
> >> >> asked by a CNN journalist weather English should be the Official
> >> >> language of the United States that, "We should not focus on issue
> >> >> that
> >> >> divide us, instead we should focus on how to fix our broken
> >> >> immigration system." It has been the politics of escape goat forever
> >> >> when it comes to regulating language policy in fair and realistic way
> >> >> in the U.S. President Obama, after winning 75 % of Latino votes
> >> >> without questioning weather they spoke English or not at the time
> >> >> they
> >> >> went voting now is suggesting learning English as a requirement for
> >> >> legal immigration status. If learning a language was an easy task,
> >> >> most college graduates U.S. would be speaking Spanish fluently. Since
> >> >> President Obama likes to look at fair game plays, would not t be a
> >> >> fair game to say all illegal immigrants must learn both English and
> >> >> Spanish as a requirement to citizenship?
> >> >> One may infers that requiring learning English alone is a support
> >> >> to English -Only movement. This approach undermines the substantial
> >> >> contribution of Hispanic culture to the values of the United States.
> >> >> The "Latinazization" (Benitez, 2007) of illigal immigrants may also
> >> >> be
> >> >> a valuable inference if we don't require illegal immigrant to learn
> >> >> Spanish as well. Will various English dialect speakers be required to
> >> >> learn American Standard English if that what Mr. President meant? The
> >> >> "World Englishes" (Mesthrie & Bhatt, 2008) as well as the world
> >> >> Spanishes (Stewart, 1999; Lorenzo-Dus, 2011) can only be used as
> >> >> requirement for national immigration legal status after they have
> >> >> been
> >> >> adopted as Official language of the nation. Otherwise they should not
> >> >> be mentioned in the fixing broken immigration system.
> >> >>
> >> >> In Conclusion, It is not only the immigration system that is
> >> >> broken, it is the entire public policy system that is broken. If Mr.
> >> >> President wants to start fixing this broken system of public policy
> >> >> the workable strategy would be looking at the policy of that public
> >> >> or
> >> >> social sector setting, fix it, that is, make it if it is a
> >> >> commonsensical argument and truly reflective of U.S. values, a law of
> >> >> the nation. Since thee is no federal law regulating languages in
> >> >> U.S.,
> >> >> it would illegal to require a given language learning as a
> >> >> requirement to U.S. citizenship. Requiring learning English will
> >> >> sound
> >> >> like a cultural hegemonic strategy and it will not reflect what the
> >> >> president calls "A smart 21st century" - a century of people and
> >> >> communities cohesion by consensus, that is people decide their
> >> >> intercultural democratic rules of governance not bias policy makers.
> >> >> Either English alone or English and Spanish as co-official languages
> >> >> for the United States- why not create a referendum on this issue and
> >> >> stick to what the U.S. diverse population decide. It will make more
> >> >> sense after people will look at these two global languages - both
> >> >> spoken by significant numbers of legal U.S. citizens in the ballot
> >> >> and
> >> >> let the people decide. It is only after that referendum that all
> >> >> cultural groups will live with the decision weather they like it or
> >> >> not. Because it will become the law of the land. Leaving the issue on
> >> >> the policy makers whose bias attitude and cultural hegemony have been
> >> >> demonstrated through centuries will never lead the U.S. to the Smart
> >> >> 21st century language policy. Should not a true vision for the future
> >> >> of the United States plan also for a language which the numbers of
> >> >> its
> >> >> speakers will reach 96.5 million in 2050? Should the U.S. language
> >> >> policymakers understand that a language policy that reflects the
> >> >> cultural reality of the country makes the country more prosperous
> >> >> economically and culturally? May be the example of Luxembourg, South
> >> >> Africa, Paraguay, and Switzerland will inspire us as we plan for a
> >> >> "smart 21st century". What do you think?
> >> >>
> >> >>
> >> >> References
> >> >>
> >> >> Benitez, C. (2007). Latinization: How Latino culture is transforming
> >> >> the U.S. New York: Paramount
> >> >> Market Publishing.
> >> >> Donnelly, J. (2003). Universal human rights: In theory and practice
> >> >> (2nd. ed.). New York: Cornell
> >> >> University Press.
> >> >> Lorenzo-Dus, N. (ed.) (2011). Spanish at work: Analyzing
> >> >> institutional
> >> >> discourse across the Spanish-
> >> >> speaking world. New York: Palgrave MacMillan.
> >> >> Mesthirie, R. & Bhatt, R. M. (2008). World Englishes: The study of
> >> >> new
> >> >> linguistic varieties. New York:
> >> >> Cambridge University Press.
> >> >> Stewart, M. (1999). The Spanish language today. New York: Routledge.
> >> >>
> >> >>
> >> >>
> >>
> www.whitehouse.gov/issues/fixing-immigration-system-america-s-21st-century-Economy
> >> >>
> >> >> <
> >>
> http://www.whitehouse.gov/issues/fixing-immigration-system-america-s-21st-century-Economy
> >> >>
> >> >> --
> >> >> *David M. Balosa*
> >> >> *Doctoral Student, PhD Program in Language, Literacy and Culture
> >> >> (LLC)*
> >> >> Research Focus: Intercultural Communication & Cultural Exchange
> >> >> Interculturalists GSO President 2012-2013
> >> >> *University of Maryland, Baltimore County (UMBC)
> >> >> **1000 Hilltop Circle, Baltimore, MD 21250*
> >> >>
> >> >> _______________________________________________
> >> >> Edling mailing list
> >> >> Edling at bunner.geol.lu.se<mailto:Edling at bunner.geol.lu.se>
> >> >> http://bunner.geol.lu.se/mailman/listinfo/edling
> >> >>
> >> >> _______________________________________________
> >> >> Edling mailing list
> >> >> Edling at bunner.geol.lu.se
> >> >> http://bunner.geol.lu.se/mailman/listinfo/edling
> >> >>
> >> >> _______________________________________________
> >> >> Edling mailing list
> >> >> Edling at bunner.geol.lu.se
> >> >> http://bunner.geol.lu.se/mailman/listinfo/edling
> >> >> _______________________________________________
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> > End of Edling Digest, Vol 7, Issue 19
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