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<DIV>Hi Hal,</DIV>
<DIV> </DIV>
<DIV>How are you doing?</DIV>
<DIV><BR>Check out this Jeopardy question for tonight's show...compliments of
the NY Times...</DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>SUBJECT: THE NATIONAL INVENTORS HALL OF FAME</DIV>
<DIV> </DIV>
<DIV>He gave his name to a pressure-ignited internal combustion engine and was
also a linguist</DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV>The correct response will be on the show tonight and in tomorrows
paper.</DIV>
<DIV> </DIV>
<DIV>Have a great day.</DIV>
<DIV><BR>Tom</DIV>
<DIV> </DIV>
<DIV>
<DIV>In a message dated 9/2/2015 11:28:35 A.M. Eastern Daylight Time,
lgpolicy-list-request@groups.sas.upenn.edu writes:</DIV>
<BLOCKQUOTE
style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: blue 2px solid"><FONT
style="BACKGROUND-COLOR: transparent" color=#000000 size=2 face=Arial>Send
lgpolicy-list mailing list submissions to<BR>
lgpolicy-list@groups.sas.upenn.edu<BR><BR>To subscribe or unsubscribe via the
World Wide Web, visit<BR>
https://groups.sas.upenn.edu/mailman/listinfo/lgpolicy-list<BR>or, via email,
send a message with subject or body 'help' to<BR>
lgpolicy-list-request@groups.sas.upenn.edu<BR><BR>You can reach the person
managing the list at<BR>
lgpolicy-list-owner@groups.sas.upenn.edu<BR><BR>When replying, please edit
your Subject line so it is more specific<BR>than "Re: Contents of
lgpolicy-list digest..."<BR><BR><BR>Today's Topics:<BR><BR> 1.
North Carolina State Students Will Be PUNISHED For ?Sexist?<BR>
Language (Harold Schiffman)<BR> 2. South Africa: Classes
temporarily suspended as EFF members<BR> lock lecture
halls (Harold Schiffman)<BR> 3. South Africa: Lessons From India
On Decolonising Language and<BR> Thought At Universities
(Harold Schiffman)<BR> 4. Linguist List Issue: The Making of
Vernacular Singapore<BR> English: Bao (The LINGUIST
List)<BR> 5. Linguist List Issue: Germanic Heritage Languages in
North<BR> America: Johannessen, Salmons (eds.) (The
LINGUIST List)<BR> 6. Foreign Language Policies: Is Everyone Else
Really Speaking<BR> English? (Harold
Schiffman)<BR><BR><BR>----------------------------------------------------------------------<BR><BR>Message:
1<BR>Date: Tue, 1 Sep 2015 15:18:58 -0400<BR>From: Harold Schiffman
<hfsclpp@gmail.com><BR>Subject: [lg policy] North Carolina State
Students Will Be PUNISHED<BR> For ?Sexist? Language<BR>To: lp
<lgpolicy-list@groups.sas.upenn.edu><BR>Message-ID:<BR>
<CAB7VSRDVsFYKSd+2FcMt_ehxAyLShpWFxvuS0g0YOimrDT2R+w@mail.gmail.com><BR>Content-Type:
text/plain; charset="utf-8"<BR><BR>NC State Students Will Be PUNISHED For
‘Sexist’
Language<BR><BR><http://license.icopyright.net:80/rights/oneButtonTag.act?tag=3.16718?icx_id=31553><BR><BR>By
Blake Neff<BR><BR>A professor at North Carolina State University is warning
students in her<BR>gender studies class to refrain from using any “sexist
language†in their<BR>writing, or else face penalties to their
grades.<BR><BR>The sexism that professor Nancy Bishop hopes to squelch
includes words such<BR>as “mankind†and the word “he†when used to
describe a non-gendered person.<BR><BR>“Thanks to evolution, generalized
pronouns and other biased references are<BR>no longer acceptable in any
class,†warns Bishop in a syllabus obtained by<BR>The College Fix
<http://www.thecollegefix.com/post/24025/>. “You may *NOT*
use<BR>‘he’ or ‘him’ or ‘man’ to refer to both men and women.
‘Mankind’ can be<BR>replaced by ‘humans’ or ‘humankind,’ and
‘he’ can be ‘she or he.’â€<BR><BR>The College Fix reached out to
Bishop to ask why she was pursuing such a<BR>strict language policy. Bishop
replied by saying the rules were necessary<BR>for proper “time managementâ€
and to prevent more significant slurs against<BR>women.<BR><BR>“When
addressing women in an academic setting—especially an online one
[the<BR>class is online-only], some students feel that by being behind a
computer<BR>keyboard they are ‘free’ to address women and even women
addressing men as<BR>something other than what is really respectful,†Bishop
told them. “I have<BR>had students call women ‘bitches’ and ‘gold
digging ho’s’ or label women as<BR>‘maid’s or the dishwasher,’â€
she said.<BR><BR>Bishop argued that with strict rules she will spend less time
“putting out<BR>fires†while also training students that they can “live
and function in a<BR>world without sexism.â€<BR><BR>Bishop’s approach is
hardly unprecedented at colleges these days. At<BR>Washington State
University, one faculty member has abolished use of the<BR>word “female,â€
while another has threatened to slash students’ grades if<BR>they ever use
the term “illegal alien.†*(RELATED: Taxpayer-Funded<BR>Professors Censor
Words ’Female,’ ‘Illegal
Alien’)<BR><http://dailycaller.com/2015/08/31/taxpayer-funded-professors-censor-words-female-illegal-alien-and-make-white-students-defer/>*<BR><BR>Read
more:<BR>http://thelibertarianrepublic.com/nc-state-students-will-be-punished-for-sexist-language/#ixzz3kW4H3Hjq<BR>Follow
us: @TheLibRepublic on
Twitter<BR><http://ec.tynt.com/b/rw?id=agbceMWC8r5i0Nacwqm_6r&u=TheLibRepublic><BR><BR><BR>--
<BR>**************************************<BR>N.b.: Listing on the
lgpolicy-list is merely intended as a service to its<BR>members<BR>and implies
neither approval, confirmation nor agreement by the owner or<BR>sponsor of the
list as to the veracity of a message's contents. Members who<BR>disagree with
a message are encouraged to post a rebuttal, and to write<BR>directly to the
original sender of any offensive message. A copy of this<BR>may be
forwarded to this list as well. (H. Schiffman, Moderator)<BR><BR>For
more information about the lgpolicy-list, go
to<BR>https://groups.sas.upenn.edu/mailman/<BR>listinfo/lgpolicy-list<BR>*******************************************<BR>--------------
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2<BR>Date: Tue, 1 Sep 2015 15:21:16 -0400<BR>From: Harold Schiffman
<hfsclpp@gmail.com><BR>Subject: [lg policy] South Africa: Classes
temporarily suspended as<BR> EFF members lock lecture
halls<BR>To: lp
<lgpolicy-list@groups.sas.upenn.edu><BR>Message-ID:<BR>
<CAB7VSRBoHezJxESy_SdsyUtzWSTqBSCONo8ezn0JTukyPpyj2A@mail.gmail.com><BR>Content-Type:
text/plain; charset="utf-8"<BR><BR>l<BR>Classes temporarily suspended as EFF
members lock lecture halls 2015-08-31<BR>21:16<BR><BR>Mpho Raborife,
News24<BR>[image: (Alexander Joe, AFP)]<BR><BR>(Alexander Joe,
AFP)<BR><BR><http://www.news24.com/Multimedia><BR><BR>Johannesburg - A
group of EFF members disrupted classes at the Elsenburg<BR>Agricultural
Training Institute on Monday by locking students out of<BR>classrooms, the
Western Cape Department of Agriculture said on Monday.<BR><BR>"When we got
there, a small group of [EFF members] had padlocked the<BR>classrooms and
prevented students from attending classes," spokesperson<BR>Petro van Rhyn
said.<BR><BR>She said the institution's management and officials from the
department<BR>tried to speak to the group of no more than 20, but they would
not budge.<BR><BR>"Classes resumed after 12:00, after the Public Order Police
were called in<BR>to break the locks."<BR><BR>Van Rhyn said the group was made
up of a few students and a number of<BR>"outside parties".<BR><BR>No arrests
were made, but any students involved in the incident would face<BR>the
repercussions for bridging the institution's Code of Conduct, she
said.<BR><BR>There has been an ongoing dispute over a policy about the
language of<BR>instruction at the institution.<BR><BR>The college's Student
Representative Council (SRC) say they felt that<BR>non-white, non-Afrikaans
speaking students were still being victimised.<BR><BR>Classes were disrupted
two weeks ago by students unhappy with the<BR>implementation of the
institution's dual English/Afrikaans language policy.<BR><BR>SRC chairperson
Sabelo Ngcobo has previously said Afrikaans was being<BR>prioritised. They
wanted classes to be in English only.<BR><BR>On Monday, AfriForum Youth
accused the group of swearing at white students<BR>and spitting in their faces
during their protest.<BR><BR>"It is clear that today's riot did not focus on
language issues, but rather<BR>on provoking a racial incident," AfriForum
Youth's national chairperson<BR>Henk Maree said.<BR><BR>An urgent court
interdict would be launched to force the institution's<BR>management to call
in police reinforcements on the campus, he said.<BR><BR>"The safety of
students and access to education are the most important<BR>priorities and we
will do everything in our power to enforce this and see<BR>that students'
rights are protected."<BR><BR>Third year student and EFF member Liphelo
Mpumlwana said locking the<BR>classroom doors was a symbol of the students'
stance on the oppressive<BR>"Afrikaner" culture at the college.<BR><BR>"Today
we decided to protest, part of it was locking the lecture halls. It<BR>was
part of a signal of our [frustration] against the culture [here]."<BR><BR>She
said the group of protesters was not violent and only reacted
when<BR>provoked.<BR><BR>"We didn't spit in their faces, we only responded to
words that were said<BR>to
us."<BR><BR>http://www.news24.com/SouthAfrica/News/Classes-temporarily-suspended-as-EFF-members-lock-lecture-halls-20150831<BR><BR>--
<BR>**************************************<BR>N.b.: Listing on the
lgpolicy-list is merely intended as a service to its<BR>members<BR>and implies
neither approval, confirmation nor agreement by the owner or<BR>sponsor of the
list as to the veracity of a message's contents. Members who<BR>disagree with
a message are encouraged to post a rebuttal, and to write<BR>directly to the
original sender of any offensive message. A copy of this<BR>may be
forwarded to this list as well. (H. Schiffman, Moderator)<BR><BR>For
more information about the lgpolicy-list, go
to<BR>https://groups.sas.upenn.edu/mailman/<BR>listinfo/lgpolicy-list<BR>*******************************************<BR>--------------
next part --------------<BR>An HTML attachment was scrubbed...<BR>URL:
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3<BR>Date: Tue, 1 Sep 2015 15:25:25 -0400<BR>From: Harold Schiffman
<hfsclpp@gmail.com><BR>Subject: [lg policy] South Africa: Lessons From
India On Decolonising<BR> Language and Thought At
Universities<BR>To: lp
<lgpolicy-list@groups.sas.upenn.edu><BR>Message-ID:<BR>
<CAB7VSRBByFwmUn2H-w-1mX3m9qKv8EBoV=YKnG2HfRh9JnUMNQ@mail.gmail.com><BR>Content-Type:
text/plain; charset="utf-8"<BR><BR>South Africa: Lessons From India On
Decolonising Language and Thought At<BR>Universities<BR><BR>By Dilip Menon,
University of the Witwatersrand<BR><BR>Foundation essay: Our foundation essays
are longer than usual and take a<BR>wider look at key issues affecting
society.<BR><BR>Susa lo-mtunzi gawena. Hayikona shukumisa lo saka<BR><BR>"Move
your shadow. Don't rattle the bag." - JD Bold, Fanagalo Phrase
Book,<BR>Grammar and Dictionary, the Lingua Franca of Southern Africa, 10th
Edition,<BR>1977<BR><BR>In South Africa's bad old days white people spoke
English or Afrikaans.<BR>These were the languages of command. When needing to
engage with those who<BR>didn't speak English, whites could use Fanagalo - a
pidgin based on Zulu<BR>and peppered with English and some Afrikaans. It was
developed on the<BR>country's mines and was good for giving orders, if not
having a<BR>conversation.<BR><BR>In this piece I want to look in particular at
the question of knowledge and<BR>our universities in South Africa. There is a
struggle afoot to change the<BR>racial composition of the faculty and students
at universities to move<BR>towards transformation.<BR><BR>It is abundantly
clear that equal attention is not being paid to the<BR>questions of both the
language of instruction and the content of syllabi in<BR>South African
universities. English still dominates instruction at the<BR>major
universities, as does Euro American knowledge.<BR><BR>There are some small
steps towards change. The University of Witwatersrand,<BR>where I work,
recently tabled a multilingual policy. It will incorporate<BR>Sesotho and
isiZulu as co-languages, along with English as an official part<BR>of campus
life, in and outside the classroom.<BR><BR>Are there any lessons that South
Africa's universities can learn from India<BR>on this journey? After all, from
the very moment of independence in India,<BR>a debate began about the
landscape of language in the university space.<BR><BR>A three-language
policy<BR><BR>India's three language formula - mother tongue, regional
language and<BR>English - was hammered out in 1956. It represented a whittling
down from<BR>the original six language formula which envisaged the learning of
Sanskrit,<BR>Persian/Arabic, and a European language.<BR>--
<BR>**************************************<BR>N.b.: Listing on the
lgpolicy-list is merely intended as a service to its<BR>members<BR>and implies
neither approval, confirmation nor agreement by the owner or<BR>sponsor of the
list as to the veracity of a message's contents. Members who<BR>disagree with
a message are encouraged to post a rebuttal, and to write<BR>directly to the
original sender of any offensive message. A copy of this<BR>may be
forwarded to this list as well. (H. Schiffman, Moderator)<BR><BR>For
more information about the lgpolicy-list, go
to<BR>https://groups.sas.upenn.edu/mailman/<BR>listinfo/lgpolicy-list<BR>*******************************************<BR>--------------
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4<BR>Date: Wed, 2 Sep 2015 11:20:12 -0400 (EDT)<BR>From: The LINGUIST List
<linguist@linguistlist.org><BR>Subject: [lg policy] Linguist List Issue:
The Making of Vernacular<BR> Singapore English: Bao<BR>To:
lgpolicy-list@groups.sas.upenn.edu<BR>Message-ID:
<500753903.1141441207212779.JavaMail.railo@server><BR>Content-Type:
text/plain; charset=UTF-8<BR><BR><BR>HFS thought you might be interested in
this item from the LINGUIST
List<BR>----------------------------------------------------------------------------------------<BR>HFS
says
...<BR><BR><BR>----------------------------------------------------------------------------------------<BR><BR>Message1:
The Making of Vernacular Singapore English:
Bao<BR>Date:01-Sep-2015<BR>From:Katie Laker klaker@cambridge.org<BR>LINGUIST
List issue
http://linguistlist.org/issues/26/26-3857.html<BR><BR><BR><BR><BR><BR><BR>Title:
The Making of Vernacular Singapore English <BR>Subtitle: System, Transfer, and
Filter <BR>Publication Year: 2015 <BR>Publisher: Cambridge University
Press<BR> http://cambridge.org<BR>
<BR><BR>Book URL:
http://www.cambridge.org/us/academic/subjects/languages-linguistics/asian-language-and-linguistics/making-vernacular-singapore-english-system-transfer-and-filter?format=HB<BR><BR><BR>Author:
Zhiming Bao<BR><BR>Hardback: ISBN: Pages: Price: U.S. $
110.00<BR>Hardback: ISBN: Pages: Price: U.K. �
69.99<BR><BR>Linguistic Field(s): General Linguistics<BR>
Historical
Linguistics<BR>
Sociolinguistics<BR><BR>Subject Language(s): English
(eng)<BR><BR><BR>Written In: English (eng)<BR><BR>See this book
announcement on our
website:<BR>http://linguistlist.org/get-book.html?BookID=89773<BR><BR><BR><BR>Also
you can take a look at it by
visiting<BR>http://linguistlist.org/issues/26/26-3857.html<BR><BR>Read other
LINGUIST List posts:<BR>http://linguistlist.org/issues/index.cfm<BR><BR>Get
your own free subscription to The LINGUIST
List:<BR>http://linguistlist.org/LL/subs-index.cfm<BR><BR><BR><BR><BR><BR><BR>------------------------------<BR><BR>Message:
5<BR>Date: Wed, 2 Sep 2015 11:24:13 -0400 (EDT)<BR>From: The LINGUIST List
<linguist@linguistlist.org><BR>Subject: [lg policy] Linguist List Issue:
Germanic Heritage Languages<BR> in North America: Johannessen,
Salmons (eds.)<BR>To: lgpolicy-list@groups.sas.upenn.edu<BR>Message-ID:
<1007676202.1151441207453583.JavaMail.railo@server><BR>Content-Type:
text/plain; charset=UTF-8<BR><BR><BR>HFS thought you might be interested in
this item from the LINGUIST
List<BR>----------------------------------------------------------------------------------------<BR>HFS
says
...<BR><BR><BR>----------------------------------------------------------------------------------------<BR><BR>Message1:
Germanic Heritage Languages in North America: Johannessen, Salmons
(eds.)<BR>Date:01-Sep-2015<BR>From:Karin Plijnaar
karin.plijnaar@benjamins.nl<BR>LINGUIST List issue
http://linguistlist.org/issues/26/26-3860.html<BR><BR><BR><BR><BR><BR><BR>Title:
Germanic Heritage Languages in North America <BR>Subtitle: Acquisition,
attrition and change <BR>Series Title: Studies in Language Variation 18
<BR><BR>Publication Year: 2015 <BR>Publisher: John Benjamins<BR>
http://www.benjamins.com/<BR> <BR><BR>Book URL:
https://benjamins.com/catalog/silv.18<BR><BR><BR>Editor: Janne Bondi
Johannessen<BR>Editor: Joseph C. Salmons<BR><BR>Electronic: ISBN:
Pages: Price: U.S. $ 0.00 Comment: Open Access<BR>Hardback: ISBN:
Pages: Price: U.S. $ 158.00<BR>Hardback: ISBN: Pages: Price:
U.K. � 88.00<BR>Hardback: ISBN: Pages: Price: Europe EURO
111.30<BR><BR>Linguistic Field(s): General Linguistics<BR>
Historical
Linguistics<BR>
Language Acquisition<BR>
Sociolinguistics<BR><BR>Subject Language(s):
Dutch (nld)<BR>
English (eng)<BR>
Frisian, Western (fri)<BR>
German (deu)<BR>
Icelandic
(isl)<BR>
Norwegian Bokm�l (nob)<BR>
German, Pennsylvania (pdc)<BR>
Swedish
(swe)<BR>
Yiddish, Eastern (ydd)<BR>
Yiddish, Western
(yih)<BR><BR>Language Family(ies): Germanic<BR><BR><BR>Written In:
English (eng)<BR><BR>See this book announcement on our
website:<BR>http://linguistlist.org/get-book.html?BookID=89814<BR><BR><BR><BR>Also
you can take a look at it by
visiting<BR>http://linguistlist.org/issues/26/26-3860.html<BR><BR>Read other
LINGUIST List posts:<BR>http://linguistlist.org/issues/index.cfm<BR><BR>Get
your own free subscription to The LINGUIST
List:<BR>http://linguistlist.org/LL/subs-index.cfm<BR><BR><BR><BR><BR><BR><BR>------------------------------<BR><BR>Message:
6<BR>Date: Wed, 2 Sep 2015 11:28:17 -0400<BR>From: Harold Schiffman
<hfsclpp@gmail.com><BR>Subject: [lg policy] Foreign Language Policies:
Is Everyone Else<BR> Really Speaking English?<BR>To:
lp <lgpolicy-list@groups.sas.upenn.edu><BR>Message-ID:<BR>
<CAB7VSRDdso5VT3PFEi9U7fYx3fSKEASNKRHs6340G8d9AoNi+A@mail.gmail.com><BR>Content-Type:
text/plain; charset="utf-8"<BR><BR>Foreign Language Policies: Is Everyone Else
Really Speaking English?<BR>By Heather
Singmaster<BR><http://blogs.edweek.org/edweek/global_learning/> on
September<BR>1, 2015 7:00 PM<BR><BR>Only
25%<BR><http://www.pewresearch.org/fact-tank/2015/07/13/learning-a-foreign-language-a-must-in-europe-not-so-in-america/><BR>of
Americans speak a second language. We rest on our laurels as speakers
of<BR>English, believing that everyone else is learning our language—the
language<BR>of business. And in many countries across the globe, English is
being<BR>taught. However, studying English doesn't always equal fluency or
even a<BR>conversational speaking level (think back to your one or two years
of high<BR>school Spanish or French!). Plus, not everyone is on the
English<BR>bandwagon—by some estimates, 75%
<http://languagemagazine.com/?page_id=6466><BR>of the world does not
speak English.<BR><BR>Let's explore some of the policies other countries have
regarding<BR>English—and why they matter to the U.S.<BR><BR><BR>*We are
losing money*[image: languages.jpg]A recent and well-publicized<BR>report by
the Pew Research
Center<BR><http://qz.com/453297/many-european-kids-learn-two-foreign-languages-by-age-9-most-americans-zero/><BR>showed
that most European students are learning a second language, and for<BR>a
majority of them, this means learning English (over 90% of
secondary<BR>students and 73% of primary students). However—and this
shouldn't come as a<BR>surprise—Ireland and Scotland, two native
English-speaking countries, are<BR>the only countries in Europe that currently
do not require students to<BR>learn another language (but in fairness to
Ireland, their students learn in<BR>English and Irish).<BR><BR>Starting in
2016, taking language classes may be voluntary in
Britain<BR><http://www.economist.com/news/britain/21645247-woeful-approach-language-education-continues-shout-louder><BR>as<BR>well.
But having the same arrogant attitude toward learning languages as<BR>the U.S.
could cost Britain. James Foreman-Peck of Cardiff University<BR>estimates the
potential income lost from international trade because of a<BR>lack of
language proficiency is around 3.5% of GDP or £59 billion
($90<BR>billion<BR><http://www.economist.com/news/britain/21645247-woeful-approach-language-education-continues-shout-louder>)—something<BR>he
calls the "gross language effect." Can you imagine how much larger
that<BR>number would be if the same study was done on the U.S.? As Nick
Brown<BR><http://www.theguardian.com/education/2015/apr/14/seven-language-learning-uk-multilinguilism>,<BR>a
business leader, said: "English is fine if you want to buy things, but<BR>it's
not the right language to use for people who want to sell things." In<BR>other
words, learning a language is your key into the local culture and<BR>local
economy.<BR><BR>Not all native English-speaking locales are waiting for the
world to learn<BR>our language. In New
Zealand<BR><http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11438943>,<BR>where
20% of students currently study a second language (the lowest<BR>percentage
since the 1930s),
Auckland<BR><http://www.stuff.co.nz/auckland/67004998/auckland-council-gives-regional-languages-strategy-thumbs-up><BR>is
developing a regional languages strategy. This is seen as a first
step<BR>toward increasing language offerings in schools to build capacity to
meet<BR>increasing tourism and trade
demands.<BR><BR><BR>*Diversity*Canada<BR><http://toronto.ctvnews.ca/number-of-students-enrolled-in-tdsb-s-summer-language-programs-doubles-1.2500694><BR>is
also ahead of the United States. We all know they speak French in<BR>Quebec,
but in Toronto, an extremely
diverse<BR><http://blogs.edweek.org/edweek/global_learning/2015/03/toronto_developing_equity_through_global_competence.html><BR>city,
2,000 elementary students were studying a second language for free<BR>over the
summer, courtesy of the Toronto District School Board. "It's not<BR>only first
generation newcomers, but it's second and third generation young<BR>parents
who want their children to understand their cultural and
linguistic<BR>background," says Karen Falconer, the Executive Superintendent
of<BR>International Education.<BR><BR>Here in the U.S., our growing
diversity<BR><http://asiasociety.org/mapping-nation/> is helping to
drive the demand<BR>for translation services, which is now our fifth
fastest-growing<BR><http://articles.philly.com/2015-08-11/business/65419439_1_language-care-cambridge><BR>occupation.
Just look at
Houston<BR><http://www.chron.com/jobs/article/Houston-shows-a-translator-interpreter-staffing-6377905.php>,<BR>one
of our most diverse cities, which is facing a shortage of
local<BR>interpreters. The Houston Independent School
District<BR><http://www.hisdchoice.com/dual_languages> (HISD),
recognizing these<BR>challenges, is committed to the teaching of world
languages. Arabic is the<BR>second most spoken language in the city after
Spanish, so it makes sense<BR>that HISD opened a public Arabic immersion
school this year, the first in<BR>the country. But not everyone agrees: a
dozen protestors outside on the<BR>first day felt that these students should
be receiving
English-only<BR><http://www.khou.com/story/news/local/2015/08/24/hisd-open-arabic-language-immersion-magnet-school-monday/32253827/><BR>education.<BR><BR><BR>*We
are limiting higher education*An increasing number of
universities<BR><http://www.telegraph.co.uk/education/educationnews/10369467/More-European-universities-teaching-students-in-English.html><BR>across
Europe and the world are mandating that at least some courses, if<BR>not
entire programs of study, be taught in English. But not all faculty<BR>agree
with these policies, which are usually set by the administration.
In<BR>Italy<BR><http://www.nytimes.com/2015/02/27/opinion/italys-new-lingua-franca.html?_r=2>,<BR>the
Milan Polytechnic administration moved to teach masters degrees in<BR>English
only. But the faculty cried foul and are trying to block it. The<BR>policy is
currently under consideration by the Constitutional Court—the<BR>highest
court in Italy.<BR><BR>Even if university faculty agree with English language
policies, that<BR>doesn't mean that they can immediately flip a switch and
teach with the<BR>same degree of expertise in English—or that students will
have the same<BR>degree of comprehension. Take for example
France<BR><http://www.thelocal.fr/20131112/english-proficiency-in-france-on-the-decline>,<BR>where
there was a huge uproar over allowing universities to teach courses<BR>in
English, which was outlawed until the summer of 2013. With many policies<BR>in
place to protect the French language, the country has the weakest<BR>English
skills of all European countries.<BR><BR>Anna Kristina Hultgren, a lecturer in
English language and applied<BR>linguistics at Britain's Open University, has
studied Nordic
countries<BR><https://www.insidehighered.com/news/2015/06/02/experts-consider-impact-english-global-language-instruction><BR>where
there is a high degree of English ability. Even so, she found that<BR>having
to cope with English instruction meant professors and students<BR>progressed
much more slowly in their courses.<BR><BR>And in places like South Africa
where there is still a huge disparity in<BR>the education of blacks and
whites, English instruction leaves behind black<BR>students. "The young people
who are from groups that were marginalized<BR>under apartheid are still
marginalized, and those who were privileged are<BR>still privileged," says
Russell H. Kaschula, a professor of African<BR>language studies at Rhodes
University, in South
Africa<BR><https://www.insidehighered.com/news/2015/06/02/experts-consider-impact-english-global-language-instruction><BR>.<BR><BR><BR>*Defense*Iran
and Iraq are two of the lowest ranking countries on the<BR>Education First
English proficiency index <http://www.ef.edu/epi/>. If we<BR>are going
to be involved in security issues in these nations, we need to<BR>speak their
language—conversing with the locals opens many doors and leads<BR>to better
intelligence information. CW2 Rachid
Akhrid<BR><http://foreignpolicy.com/2015/08/31/u-s-military-cultural-awareness-i-was-a-pro-saddam-protestor-was-called-a-camel-jockey-but-i-am-an-american-soldier-2/>,<BR>a
Military Intelligence Officer in the United States Army, states that
his<BR>language and cultural abilities saved his unit more than once,
including<BR>the time they were lost and he was able to get directions from
the locals<BR>to get everyone back to base.<BR><BR>We continue to face large
shortages in speakers of critical languages like<BR>Arabic and Persian, not to
mention Korean and Chinese. This could be the<BR>motive for a bipartisan group
of members of the House of Representatives<BR>who recently asked the
Department of
Defense<BR><http://www.military.com/daily-news/2015/07/15/lawmakers-seek-to-reverse-cuts-to-foreign-language-training.html><BR>(DoD)
to put more funding for world languages back into the 2016 budget.<BR>The DoD
wanted to cut $31
million<BR><http://www.military.com/daily-news/2015/07/15/lawmakers-seek-to-reverse-cuts-to-foreign-language-training.html><BR>out
of the $261 million budget of the Defense Language Institute
Foreign<BR>Language Center <http://www.dliflc.edu/>.<BR><BR><BR>*English
may not always be number
one*Malaysian<BR><http://www.freemalaysiatoday.com/category/nation/2015/02/04/mastering-a-third-language-will-help-not-hinder-malays/><BR>parents
are concerned that learning two languages—English and Malay—is
not<BR>enough to be successful. So now many are pushing their children to
learn a<BR>third— this often means Mandarin, as it is seen as opening doors
to future<BR>jobs. Some parents are even favoring Chinese over English as
China's sphere<BR>of influence grows in the region.<BR><BR>Malaysians aren't
the only ones learning Chinese around the globe: 750,000<BR>people took the
Official Chinese
Language<BR><http://www.cctv-america.com/2015/03/03/chinese-as-a-second-language-growing-in-popularity><BR>Proficiency
test in 2010. While Chinese is not going to replace English<BR>anytime soon,
it is growing in importance. In the U.S. alone, college<BR>enrollment in
Chinese courses has jumped up by 51% since 2002.<BR><BR>*Cognitive benefits*We
should not forget about the many cognitive reasons<BR>to learn another
language, which I have outlined in a previous post (ward<BR>off
Alzheimer's<BR><http://blogs.edweek.org/edweek/global_learning/2013/12/bilingualism_valuable_for_the_brain_and_society.html?qs=singmaster+global+learning+langauges>,<BR>plus
grow a bigger brain!).
Japan<BR><http://www.bbc.com/news/business-32013613> feels its students,
who are<BR>studying abroad less than in the past, are growing too insular and
are seen<BR>as bored and not very motivated, and therefore, less competitive
in the<BR>international economy. One way the government is combating this is
by<BR>lowering the age that students begin to learn English from age 13 to age
10<BR>(5th grade). Rachel Sharp, Head of Languages at Cambridge
International<BR>School, agrees with this idea. She says that language study
is a way<BR>to
overcome<BR>apathy<BR><http://www.cambridge-news.co.uk/Cambridge-teacher-learning-foreign-languages/story-26189049-detail/story.html>,<BR>increase
tolerance and acceptance of others, and enhance life skills. Why<BR>wouldn't
we too want this for our youth?<BR><BR>Not everyone is speaking English, and
we can't expect them to. There are so<BR>many benefits that we are currently
missing out on in our monolingual<BR>bubble: enhanced business opportunities,
smarter kids, stronger national<BR>defense, and better communication within
our local communities just to name<BR>a few. So what do you say, America: can
we stop turning a deaf ear to the<BR>rest of the
world?<BR>http://blogs.edweek.org/edweek/global_learning/2015/09/foreign_language_policies_around_the_world_is_everyone_else_really_speaking_english.html<BR><BR>--
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