Civic Solutions Background and Requirements



[pic] |Center for Academic Excellence

Portland State University

P.O. Box 751

Portland, Oregon 97207 |[pic] | |

Oregon Civic Solutions:

Statewide Partnerships for Public Service

|PROJECT TITLE |FLL Heritage Language Initiative |

| | |

|INSTITUTION |Portland State University |

| | | | |

|PROJECT DIRECTOR |Linda Godson |TITLE |Professor |

| | |

|ADDRESS |13717 NW 2nd Ave., W175, Vancouver, WA 98685 |

| | | | | |

|PHONE (W) |360-546-0341 | |FAX |503-725-5276 |

| |lindagodson@ |

|E-MAIL ADDRESS | |

GRANT REQUEST AMOUNT, CHECK ONE

|θ |$500 |ξ |$5-7,000 |θ |$5-7,000 |

| |Civic Engagement Curriculum | |Departmental Team | |Multi-Disciplinary Team Grant |

| |Development Grant | |Grants | | |

I, the Project Director, agree to the following provisions (please initial):

____LG Attend required meetings during the grant year

____LG Participate in all program evaluations

___LG Share copies of grant related syllabi and other relevant materials with CAE

Linda Godson

|Name | | |Project Director |

| | | |

| | |February 4, 2004 |

|Signature | | |Date |

Executive Summary

The Department of Foreign Languages and Literatures (FLL) is applying for a Departmental Team Grant for $7000 to support the initial phase of the new Heritage Language Initiative. A heritage language is any language other than English that is used in the home. Children raised in such homes may continue to use their first language at home or with close friends, but elsewhere they use English. Heritage speakers typically retain a cultural as well as a linguistic connection to their first language and often wish to advance their home language abilities.

Many heritage speakers need additional training in their first language to be successful in school and in their lives. Learning to read and write in the heritage language is critical to success in language courses at the college level and to opening doors in a number of professions. It is widely recognized that there is a pressing need for fluent bilinguals in international affairs, trade, the judicial system, and in the health-care industry. Heritage speakers, with proper training, are the most likely candidates for attaining the proficiency levels needed in these areas.

In addressing the issue of Oregon's urban-rural divide, a heritage language program at PSU would serve to make the university "transparent" to immigrant communities who might otherwise be reluctant to take advantage of its opportunities. This is particularly true of the disenfranchised Spanish-speaking populations in Hillsboro and Gresham where the need for literacy education is enormous.

Specifically, we are asking grant support for:

1 Partial payment of the salary for Gladys Perez, instructor for an experimental PSU heritage language course, Spanish for Spanish Speakers.

2. An honorarium for Rosa Torres, the community partner for FLL 404 and the unpaid head instructor in an off-campus but university affiliated program offering courses in native literacy in Spanish for adults.

3. Partial payment of the instructor's salary for a PSU self-support course in heritage Vietnamese.

Narrative

Introduction: In the fall of 2003, Portland State’s Department of Foreign Languages and Literatures (FLL) began to respond to a regional need for community- focused language instruction by establishing the Heritage Language Initiative (HLI). The goal of the HLI is to provide language instruction to people whose first language is not English—a special population recognized as “heritage learners.” Building civic mindedness is one outcome of this initiative, as is strengthening our ties to K-12; however it is difficult to accomplish this with populations that are in the ambiguous position of struggling to maintain their native cultural identities while aspiring to the American Dream. The HLI addresses this challenge in two ways:

By recognizing the unique language needs of heritage learners.

By valuing the strengths that come of language diversity.

Participants: The HLI extends the mission of the Department of Languages and Literatures to instill language proficiency by addressing existing language communities in a new and exciting way. Because it is designed to help heritage learners maintain their native languages and cultures while they acquire the language skills they need to be successful in this country, it has the potential to involve every language PSU currently offers, including ESL. The HLI is led by Dr. Linda Godson, adjunct professor in FLL, and administered by Dr. Patricia Wetzel, Professor of Japanese and Director of the Institute for Asian Studies, with development assistance from Dr. Robert Sanders. Instructors include Gladys Perez and Manya Wubbold (Portland State) and Rosa Torres (Portland Community College). (CVs for Drs., Godson, Wetzel and Sanders are in the Appendix.)

Building Civic Skills by enhancing K-12 education and reducing the state’s urban-rural divide: Heritage Language speakers have much to contribute to American civic life and the richness of the Portland State learning experience. For example:

• With the right kind of instruction, heritage speakers are considered most likely to succeed in developing a command of a foreign language at a level essential for professional transactions, international trade, and national security;

• Research shows that bilingualism is closely correlated with high performance on standardized tests such as IQ tests and college entrance exams;

• Heritage language learners provide hands-on experience for language, linguistics and education majors at the university. The opportunities for community-based learning are enormous for students, both undergraduate and graduate;

• The need for speakers of many languages is already critical in the state’s judicial system and in the health-care industry. There are jobs for bilingual individuals;

• By addressing heritage language learner needs at PSU, we contribute to making the university “transparent” to communities who might otherwise be fearful or mistrusting. Even if people who struggle with literacy don’t themselves go to college, their children will find it easier to aspire to higher education if parents have had positive learning experiences with PSU-sponsored programs.

With appropriate ties to K-12, the HLI can enhance regional education and reduce the state’s urban-rural divide by providing a centralized location where heritage language speakers (many heritage speakers are employed in rural agriculture or live in the counties adjoining Multnomah) can come for programs that help them develop their language skills. The inevitable result of this is that the children of these families will see that their parents value education and this awareness is likely to lead to improved performance in school.

Anticipated Impacts of the HLI: The HLI is the first initiative of its kind in Oregon; as such, it represents an opportunity for Portland State to push service learning scholarship into a whole new area. Because funding has been cut to so many native literacy programs (at PCC, for example), in its simplest form, the HLI helps address that need.

Language diversity is a mixed blessing. It is the key to understanding other cultures, but those who wish to do well in American society must have English language skills in order to succeed. There are a number of populations whose language limitations stand in the way of their achievement. They include:

Illiterate or semiliterate speakers of other languages. Example: the (primarily Mexican) Spanish-speaking immigrant population. Because literacy in the first language is a bridge to literacy in English, there is a critical need to build Spanish literacy in the immigrant community. This needs to be tied to intensive training in English.

Bilingual speakers of English and some other language who need additional training in their heritage language in order to make it useful in their lives. Example: children of immigrants who speak but do not read Spanish, Russian, Vietnamese, etc. Because these individuals have no formal training in their heritage language, they do not fit smoothly into the traditional academic curriculum. For adult (college-level) education, a bridge or “heritage” curriculum is now recognized as best for meeting the needs of such individuals. For K-12 learners, other kinds of intervention are rapidly being developed.

The HLI will offer programs that value language diversity while providing training in the English language skills the immigrant community needs to be successful as well as an opportunity for PSU students to engage in service learning without having to leave our campus.

Sustaining the HLI beyond the Grant Period: Although the HLI is unique to Oregon it represents a national movement whose exemplars include:

University of Wisconsin (wiscinfo.doit.wisc.edu/seassi/heritage/)

University of New Mexico (unm.edu/"spanish/adobe/whatsh1.pdf)

University of California, Los Angeles (international.ucla.edu/irc/programs-hl.asp)

University of California, San Diego (ling.ucsd.edu/Language/heritage/)

HLI classes at PSU will be a mix of self support and regular budget classes for the time being until FLL can successfully tap into the funding streams that are available for this type of venture. Given the interest in Heritage Language and the track records of existing academic programs, we consider this grant an investment in an enterprise that shows the highest potential for long term success.

Disseminating outcomes at PSU and beyond: Again, because the HLI is unique in Oregon, there is a great deal of interest in its potential for scholarship. In fact, Dr. Godson has already been approached by a national peer reviewed journal for article submissions based on her Heritage Language work. From a community based service learning perspective, the HLI will be a perfect laboratory environment, providing hands-on experience for language, linguistics and education majors in the community but at the university. We envision the HLI as a center of excellence that will serve the region and state while being a model for similar national efforts.

Project Timeline: The HLI has begun. FLL has engaged Prof. Xiaoqin Sun-Irminger (School of Education) to teach a course in Heritage Language Teaching Methods in Summer 2004. In fall term 2004 the FLL will offer the following HLI courses:

1. Heritage Spanish: Spanish for Spanish Speakers (4-4). This course is designed for (semi-) native speakers who wish to matriculate into the regular Spanish curriculum. (Most will be PSU admitted students.) It provides them with the requisite formal training for making the transition to upper division courses that require literacy and formal understanding of language.

2. Native Literacy in Spanish (non-credit, off campus). This program is underway at the Capital Center, led by Rosa Torres. As Head Instructor, Ms. Torres leads classes in Spanish for adults, including GED test preparation. In the past, Ms. Torres was a paid instructor at PCC for Adult Basic Education in Spanish. When that program lost its funding, she continued providing her much needed classes on a volunteer basis. Ms. Torres now teaches (unpaid) every Monday, Wednesday and Friday from 6:30 pm to 8:30 pm at the Capital Center (the space is sponsored by PSU). She is assisted by PSU students who are enrolled in FLL 404, and for whom she provides training and lesson plans. This is an example of how the HLI can help PSU students become directly involved in their community while providing a critical service.

3. Heritage Vietnamese (4-4-4) (self-support). Vietnamese has been offered through Chiron for almost ten years; it regularly enrolls 15-25 students. Due to their own budget constraints, Chiron has requested that FLL take over the course and FLL has agreed to do so on an experimental, self-support basis. We should mention that the addition of Asian languages (Hindi in year two, Korean in year three) through the HLI will greatly strengthen our application to the Department of Education for Title VI money in support of an undergraduate international studies and foreign language center (planned within 3 years).

4. Heritage Russian (4). This one-term course will focus on differences between spoken and written language. The course will meet the admission standard for OUS institutions and the BA requirement (203 or higher) at PSU. It will be offered in load by the new Russian faculty member. No outside funds are requested at this time.

We will continue offering these classes as configured above; however, as more funding becomes available we intend to increase our offerings. In year two, the HLI plans to add Hindi and Persian (Farsi), and in year 4 will add Korean and Arabic.

Civic Solutions 2004 Budget Form - PSU

Applicant Name Linda Godson

Program Name FLL Heritage Language Initiative

Please attach a narrative detailing the specifics of your budget.

| |Budget Items |Request from CAE |Matching Fund |

| | |(Civic Solutions) |(not a requirement) |

|A. Program Staff |1. Salaries |$6000 |$9540 |

| |2. Benefits | | |

| |3. Student Staff | | |

| |(no stipends) | | |

| |4. OPE | |$1512 |

| |SUBTOTAL |$6000 |$11052 |

|B. Operating Costs |1. Curriculum Development | | |

| |2. Dissemination | | |

| |3. Evaluation & Research | | |

| |4. Outreach |$1000 |$1000 |

| |5. Training & Technical Assistance | | |

| |6. Other (please specify in budget | | |

| |narrative) | | |

| |SUBTOTAL |$1000 |$1000 |

|C. TOTAL BUDGET (A + B) |$7000 |$12052 |

Budget Narrative

Salaries reflects $2000 of $5040 for Spanish instructor over two quarters (4-4), $1000 of $7500 honorarium for Vietnamese tutor over the academic year (4-4-4), $3000 honorarium for Native Literacy in Spanish community partner over the academic year, and $1000 in outreach. Outreach will include flyers in vernacular languages, advertising in local Spanish and Vietnamese publications, as well as mailings to K-12, community colleges and social service organizations. All matching funds are from the Department of Foreign Languages and Literatures.

Appendix

Faculty C.V.’s

And

Letters of Support

CURRICULUM VITAE

Linda Godson

Address: 13717 NW Second Ave., W175, Vancouver, WA 98685

Telephone 360-546-0341

Email lindagodson@

Education

1956 B.S., Mathematics, University of Chicago, Chicago, IL

1965 M.A., Education, Seabury-Western Theological Seminary, Evanston, IL

1995 M.A., Applied Linguistics, Portland State University, Portland, OR

2003 Ph.D., University of California, San Diego

Dissertation: Phonetics of language attrition: Vowel production and articulatory setting in the speech of Western Armenian heritage speakers

Employment

1971 - 1994 Systems Programmer and Manager, US Bancorp,

Portland, OR

2003-present Visiting Professor, Dept. of Foreign Languages and Literatures, Portland State University

Curriculum Vitae

Patricia J. Wetzel

Foreign Languages and Literatures

Portland State University

Education

Ph.D. 1984 Cornell University Japanese Linguistics

M.A. 1976 Pennsylvania State University Linguistics

B.A. 1974 Pennsylvania State University English

Employment

1992-present Professor of Japanese and International Studies, Department of Foreign Languages and Literatures, Portland State University

2001-present Director, Institute for Asian Studies

Curriculum Coordinator, Waseda-Oregon Transnational Program

1995-1996 Associate Dean (Interim), College of Liberal Arts and Sciences

1987- 1992 Associate Professor of Japanese, Department of Foreign Languages and Literatures

1984-1987 Assistant Professor of Japanese, Department of Foreign Languages and Literatures

1997-2000 Language Liaison, Waseda-Oregon Transnational Program

1986-90-92 Resident Director, Portland State Summer Session, Hokkaido University

1989- 2002 Lecturer, Exchange: Japan, summer teacher training workshop, Bryn Mawr College

1982-84 Teaching Assistant, Cornell University Japanese Program

1983-84 Japanese for Business Purposes, materials development, under Prof. Adele Ricket, University of Maryland

1982-1984 Oral proficiency testing, National Association of Self-Instructional Language Programs (NASILP)

1982, 1984 Special English Program (SPENG) for Japanese visiting scholars, Cornell University

1979-1982 English lecturer, Hokkaido University

Dissertation

Uti and Soto: Social Deixis in Japanese, 1984

Graduate Committee Chair: Prof. Sally McConnell-Ginet

Refereed Publications

Festschrift in Honor of Eleanor H. Jorden, edited volume, with Mari Noda, to appear, National East Asian Languages Resource Center (Ohio State University).

Keigo in Modern Japan: Polite Language from Meiji to the Present, 2004, University of Hawaii Press.

The Logic of Japanese Language Practice. In Advances in Japanese Language Pedagogy, edited by Hiroshi Nara, National East Asian Languages Resource Center (Ohio State University), 2001, pp. 211-242.

Vernacular Theories of Japanese Honorifics, with Miyako Inoue, Journal of the Association of Teachers of Japanese 33:1, 1999, pp. 68-101.

Refereed Publications (cont.)

Japanese Articulation: Not Just Lip Service, ADFL Bulletin, 28: 2, Winter 1997, pp. 11-16.

Japanese Social Deixis and the Pragmatics of Politeness, Japanese Discourse 1, 1995, pp. 85-105.

Contemporary Japanese Attitudes Toward Honorifics (Keigo), Language Variation and Change 6, 1994, pp. 113-147.

Uchi and Soto in Linguistic Perspective. In Situated Meanings: Inside and Outside in Japanese Self, Society, and Language, edited by Jane Bachnik and Charles J. Quinn, Princeton University Press, 1994.

The Language of Vertical Relationships and Linguistic Analysis, Multilingua 12:4, December 1993, pp. 387-406.

Are "Powerless" Communication Strategies the Japanese Norm? Language in Society 17:4, December 1988, pp. 555-564.

Reprinted in Aspects of Japanese Women's Language, edited by Sachiko Ide and Naomi Hanaoka McGloin, Kurosio Publishing, Japan, 1990, pp. 115-126.

Reprinted in Language and Gender, edited by Jennifer Coates, Blackwell Publishers, 1998, pp. 388-395.

Japanese Social Deixis and Discourse Structure, Journal of the Association of Teachers of Japanese 22:1, April, 1988, pp. 7-27.

In-group/Out-group Deixis: Situational Variation in the Verbs of Giving and Receiving in Japanese. In Language and Social Situations, edited by Joseph P. Forgas, Springer-Verlag, 1985, pp. 141-157.

Non-refereed Publications

Bunkateki Kiiwaado (Cultural Keywords), in Shimpan Nihongo Kyôiku Jiten (New Dictionary of Japanese Language Education), to appear. Tokyo: Taishukan.

Nihongo Komyunikeeshon ni okeru Keigo (Keigo in Japanese Communication), in Nihongo Komyunikeeshon no Gengo Mondai (Language Problems related to Japanese Communication), Kokuritsu Kokugo Kenkyûjo Kokusai Shimpojiumu Hôkokusho (National Language Research Institute Symposium White Paper), July, 2003, pp. 3-14.

Review of Language Planning and Language Change in Japan by Tessa Carroll, Language in Society 31:5, November 2002, pp. 800-803.

Poraitonesu no Final Vocabulary: Nihon to Amerika (The ‘Final Vocaulary’ of Politeness: Japan and America), in Danwa no Poraitonesu (Discourse Politeness), Kokuritsu Kokugo Kenkyûjo Kokusai Shimpojiumu Hôkokusho (National Language Research Institute Symposium White Paper), June, 2001, pp. 75-98.

Keigo no Jôsiki (Keigo Common Sense), Science of Humanity Bensei 32, May 2001, pp. 118-119.

Chicken Soup for the Japanese Teacher’s Soul, ATJ Occasional Paper #3, December 2000.

What is Effective Language Teaching? in A Pedagogy for Cross-Cultural Teaching and Learning, National Institute of Multimedia Education Research Report 3, March 1998, pp. 25-39.

Assessing Second Language Proficiency in an American University, coauthored with Suwako Watanabe, included in Proceedings of International Workshop: New Horizon of Higher Education and Assessment of Teaching, Hokkaido University, September 25-27, 1997.

Review of Japanese Language Contact by Leo Loveday, Language in Society 1997.

Applications of Proficiency Testing in the Japanese Curriculum. In Proceedings of the Second Hokkaido University- Portland State University Research Symposium, April 14-16, 1989, Portland: International Trade Institute of Portland State University, 1990, pp. 31-46.

Developing a Program at a Smaller School. In Proceedings of the Western Interstate Commission for Higher Education (WICHE) Seminar on Japanese Language Education, Denver, October 27, 1990.

Review of Japanese for Children by Yoshiaki Kobo, Reiko Mori, and George Okuhara, Modern Language Journal 72:3, Autumn 1988, pp. 365-66.

Review of Japanese Language and Culture for Business and Travel by Kyoko Hijirida and Muneo Yoshikawa, Modern Language Journal 72:2, Summer 1988, pp. 244-245.

Japanese Social Deixis and Discourse Phenomena. Proceedings of the First Hokkaido University - Portland State University Research Symposium, July 10-12, 1986, pp. 329-350.

Review of Fast-track Japanese by Peter Leimbigler. Modern Language Journal 70:3, Autumn 1986, pp. 321-323.

Review of A Practical Guide for Teachers of Elementary Japanese by Mutsuko Endo Simon. Modern Language Journal 70:2, Summer 1986.

Other Creative Work

Translation of Japan's Best "Short Letters to a Friend" Kadokawa Publishing Co., Tokyo, 2000.

Translation of Japan's Best "Letters of Hometown" Kadokawa Publishing Co., Tokyo, 1999.

Translation of Japan's Best "Short Letters to Father" Taishoka Publishing Co., Tokyo, 1998.

Education for Global Awareness in Japanese Elementary School, DVD video coauthored with Yasuo Fukui, Tsuneo Yamada, Junji Shibasaki, Tomohiro Miyamoto, Tomotsugu Kondo, produced by National Institute of Media Education (NIME), 1997.

Translation of Japan's Best "Short Letters of Love" Taishoka Publishing Co., Tokyo, 1997.

Translation of Japan's Best "Short Letters to Mother" Taishoka Publishing Co., Tokyo, 1995.

Reprinted by Kadogawa-shoten, Tokyo, 1996.

Papers Presented

Assessing Grammar for Study Abroad, invited presentation at the Ohio State University Symposium on Study Abroad for Advanced Skills, March 19, 2004.

Grammar as a Basis for Action or “Where’s Waldo?” at the annual meeting of the Association of Asian Studies, San Diego, May 4-7, 2004.

Keigo Common Sense: The Linguistic Landscape of Japan, invited presentation at the Washington University, St. Louis Joint Center for East Asian Studies Symposium, February 21, 2004.

Study Abroad: Why, When, and How? Keynote address at the Ohio Association of Teachers of Japanese Annual Meeting, April 27, 2003.

The Linguistic Landscape of Japan, invited presentation at the Ohio State University, April 25, 2003.

Nihongo Komyunikeeshon ni Okeru Keigo (Keigo in Japanese Communication), invited presentation at Kokuritsu Kokugo Kenkyûjo Kokusai Shimpojiumu (National Language Research Institute International Symposium), September 8, 2002.

The Invention of Keigo, presented as part of a panel entitled "Kokugo and the Boundaries of ‘Proper’ Japanese" at the annual meeting of the Association of Asian Studies, Washington, DC, April 4-7, 2002.

How Japanese People Talk About Keigo, presented at the Japanese Speech Style Shift Symposium, University of Arizona, Tucson, March 8-9, 2002.

A Common Sense Approach to Japanese, keynote address at the Virginia Japanese Pedagogy Workshop, University of Maryland, June 16 2001.

The Image of Keigo in Popular Culture, invited presentation for the Japan Association of College English Teachers Discourse/Pragmatics Symposium, Tokyo, May 2001

Keigo no Sekai, Sekai no Keigo (Keigo in the World, the World in Keigo) Roundtable Symposium, invited presentation and participation at the Seventh Sociolinguistic Conference, Tokyo, March 4, 2001.

Chicken Soup for the Japanese Teacher’s Soul, keynote address for the Central States Association of Teachers of Japanese annual meeting, Washington University, St. Louis, April 15, 2000.

The Modernization of Keigo, presented as part of a panel entitled "Linguistic Description and Popular Belief" at the annual meeting of the Association of Asian Studies, March 11-13, 1999.

Japanese Language “How-to,” invited presentation at Oregon State University Department of Anthropology, May 21, 1998.

Japanese Language “Common Sense,” invited presentation at the University of Pittsburgh, Nov. 14, 1997.

Eclectic Language Teaching, National Institute of Media Education, Chiba, Japan, May 15, 1997.

Community and Communication, keynote address for the Japanese National Convention of English Educators, Fukui, Japan, October 25-26, 1996.

Keigo in Linguistic Theory, The Eleanor H. Jorden Festival, Portland, October 27-28, 1995.

Language, Power and Gender in Japan, invited presentation at the University of California-Davis Anthropology Colloquium, January 23, 1995.

Reconciling Japanese Overt and Covert Attitudes Toward Honorifics, Sociolinguistics Symposium 10, Lancaster, England, March 23-25, 1994.

Challenging the Quantitative Paradigm, 4th International Pragmatics Conference, Kobe, Japan, July 25-30, 1993.

Tatemae and Honne : Public and Hidden Transcripts, 37th International Conference of Orientalists in Japan, Tokyo, May 23-24, 1992.

The Language of Hierarchy and Linguistic Analysis, invited presentation at Hokkaido University, Institute of Language and Culture Studies ,Feb. 22, 1992.

Linguistic Encoding of Social Categories in Japanese, invited presentation at Ochanomizu University (Tokyo), Discourse Processes Study Group, Jan. 25, 1992.

Convention Exploited: Irony and Sarcasm in Japanese Politeness, invited presentation at Conference on Interpersonal Rhetoric, Osaka University, November 30, 1991.

The Honorific Wars, Portland State University Natural Language Working Group, Jan. 23, 1991.

Asian Languages: Issues and Answers, invited presentation at a panel entitled "Frontiers of the Discipline" at the Council of Colleges of Arts and Sciences annual meeting, New Orleans, Nov. 15-17, 1990.

Cross Cultural Notions of Power, Portland State Interdisciplinary Colloquium, May 22, 1989.

The Role of Power in Japanese Communication Style, "Interdisciplinary Perspectives on Pragmatics and Discourse in Japanese" panel at the annual meeting of the Association of Asian Studies, Washington, D.C., March 17-19, 1989.

The Honorifics of Power and Solidarity, presented at Portland State University - Reed College Honorifics Conference, April 8-10, 1989.

Uchi / Soto : Shifting Group Boundaries in Japanese Deixis, presented as part of a panel entitled "Uchi / Soto : Shifting Language and Social Boundaries in Japan" at the annual meeting of the Association of Asian Studies, March 24-27, 1988.

Goals for Secondary Japanese Language Programs, headed panel discussion at the annual Confederation of Oregon Foreign Language Teachers (COFLT) conference, Sunriver, Oregon, Oct. 10-11, 1986.

Service to Community

Japanese Speech Contest, judge, sponsored by the Portland Japanese Consulate, April 28, 2002.

Japanese Speech Contest, judge, sponsored by the Portland Japanese Consulate, April 30, 2000.

National Security Education Program, proposal reader, April-June, 1999.

Japanese Speech Contest, judge, sponsored by the Portland Japanese Consulate, April 25, 1999.

Japanese Speech Contest, judge, sponsored by the Portland Japanese Consulate, May 2, 1998.

Japanese Garden Society, Board member 1996-1997.

Ippitsu Keijo letter contest judge for Maruoka City, Fukui Prefecture, Japan, 1995-2002.

Articulation Between High School and College: The Case of Japanese, invited presentation for ATJ-O study group of high school teachers, West Linn High School, Portland, December 3, 1992.

Power/Vertical Relations: A Comparison of Japan and the West, invited presentation for Waseda University Summer Program at Lewis and Clark College, Portland, July 20, 1992.

Undergraduate Education in the U.S., invited presentation for Otemae Women's College, March 5, 1992.

The Inscrutable Japanese, Elderhostel, Portland, October 18, 1989.

Program Committee, Sister Cities International Conference, July 18-22, 1989.

Seminar on understanding and dealing with Japanese. Design Automation Group, Tektronix. Portland, October 6, 1986.

Doing Business with Japan. I-5 Corridor Association, Portland, September 3, 1986.

Summer Workshop for Teachers of Japanese, under the auspices of the Oregon International Council, Salem, Oregon, 1986.

Doing Business with Japan. Port of Kalama, Washington, May 12, 1986.

Japan and the U.S.: Common Concerns, Different Responses. Lecture series sponsored by the World Affairs Council of Oregon. Grants Pass, Roseburg, and Portland, April-May, 1986.

Social Conflict in Japan. Portland State University International Colloquium, April 22, 1986.

Executive workshop on “Dealing with Japanese.” Tektronix, Portland, April 30, 1986.

Workshop on “How to Better Understand Japanese Business Relationships.” Mentor Graphics, Portland, October 18, 1985.

In-house seminar series for hotel and retail industries on “Dealing with Japanese Tourists,” in preparation for the Japanese-American Conference of Mayors and Chamber of Commerce Presidents. Portland Community College, August 12, 1985.

Japanese and American Business Relationships Seminar, Marylhurst College, Portland, August 28, 1985.

Seminar on “Travel in Japan” for Tektronix board of directors, Portland, April 1, 1985.

Workshop on “Understanding Tourists from Japan.” Oregon Tourist Industry, Portland, Feb. 11, 1985.

Service to University, College, Department

University Studies Committee, 2003-2004

Departmental Executive Committee, 2002-2003

College (Liberal Arts and Sciences) Promotion and Tenure Committee, 2002

Faculty Senate, 2001-2004 (Steering Committee, 2001-2002, 2002-2003)

Academic Requirements Committee, 2001-2003

Baccalaureate Markers Subcommittee (Chair), 2001-2002

Departmental Promotion and Tenure Committee (Chair), 2001-2002

Panel Chair and Rapporteur, Asia Pacific Conference on Tradition and Change in Higher Education, October 28-30, 1999, Portland

Faculty Senate, 1998-2000 (Steering Committee 1999-2000, Advisory Council 1999-2000)

Academic Requirements Committee (Chair), 1998-2000

Executive Board of the Oregon Study Center in Japan, 1985-ongoing

Faculty Senate, 1993-96

Committee on Committees, 1992- 1994

Departmental Curriculum Committee (Chair), 1992-1996

Departmental Language Lab Committee (Chair), 1992 - 1995

Departmental Executive Committee, 1992-1995

Academically-controlled Auxiliary Activities Committee, 1990-1991

Curriculum Committee, 1987-1990

OSSHE Pacific Basin Committee to consider a coordination mechanism for State System programs related to the Pacific Basin, 1986

Honors, Grants and Fellowships

Phi Kappa Phi National Honor Society PSU chapter, president 2002-2003

National Language Research Center, Tokyo, visiting scholar, January-April 2001

Waseda University, Tokyo, visiting scholar, January-April 2001

North East Asia Council research travel grant, 2001

National Institute of Multimedia Education, Tokyo, visiting scholar, 1996-97

Phi Kappa Phi National Honor Society, elected 1993

Social Science Research Council Advanced Research Grant, 1992-93

Japan Foundation Professional Fellowship, 1991-92

Portland State University Faculty Development Grant, 1988-89

Tektronix Foundation, 3-year faculty expansion grant to develop Japanese for business purposes, 1987-90

Service to Profession

The Japan-America Student Conference, National Advisory Committee, 2003-present

Association of Teachers of Japanese, president 2003-2004 (president-elect 2001-2002)

Advanced Learners of Japanese, 4-person investigative project funded by the U.S.-Japan Friendship Commission and jointly sponsored by the Association of Teachers of Japanese and the National Foreign Language Center.

National Security Education Program grant application panel reader, May-June, 1999

Outside evaluator, Williams College Japanese Program, April 29-30, 1996

Confederation in Oregon For Language Teachers (COFLT)

Board member, 1995-1996

Association of Teachers of Japanese

Coordinating editor, Journal of the ATJ, 1995-2000

Language and linguistics editor, Journal of the ATJ, 1991- 1994

Secretary-Treasurer, 1983-84

ATJ-NCSTJ (Assoc. of Teachers of Japanese - National Council of Secondary Teachers of Japanese) Committee on Articulation [between high school and university/college], Chair, 1994- 1996.

Japan book review editor, Journal of Asian Studies, 1989- 1995

National Security Education Program grant application panel reader, July, 1994

National Endowment for the Humanities Summer Stipends, application evaluation panel reader, November 1993

Service to Profession (cont.)

Outside evaluator of materials used in the Temple University - Japan Japanese Language Program, October 1993

Japan Exchange Teacher (JET) Program selection committee, Japanese Consulate, Portland, March 1993

National Endowment for the Humanities Summer Stipends, application evaluation panel reader, November 1992

Memberships in Professional Societies

American Council on the Teaching of Foreign Languages (ACTFL)

Linguistic Society of America (LSA)

Association of Asian Studies (AAS)

Association of Teachers of Japanese (ATJ)

Association of Teachers of Japanese-Oregon (ATJ-O)

Confederation in Oregon For Language Teachers (COFLT)

ROBERT SANDERS

Assistant Professor of Spanish

First-Year Spanish Coordinator

NH 393

PO Box 751

Portland State University

Portland, Oregon 97207

(503) 725-5296

E-MAIL: rsanders@pdx.edu

EDUCATION:

Ph.D. 2001 University of Arizona. Spanish Literature.

M.A. 1996. University of Arizona. Hispanic Literature.

B.A. 1994. University of Arizona. Spanish and French Literature majors.

EMPLOYMENT:

Assistant Professor of Spanish September 2001-Present

First-Year Spanish Coordinator September 2001-Present

FLL Department Webmaster September 2001-2003

TEACHING INTERESTS:

Peninsular prose and theater, especially realism, naturalism, and postwar novel and theater.

TEACHING EXPERIENCE:

At Portland State University:

Spanish 421/521, Spanish Postwar Novel

Spanish 4/510: Pre-Colombian Literature

Spanish 509, Teaching Practicum

Spanish 404: Cooperative Education in Rural Guatemalan Schools (a Service Learning Study Abroad Program)

Spanish 343, Introduction to Latin American Literature

Spanish 331, Latin American Culture and Civilization

Spanish 330, Spanish Peninsular Civilization and Culture

Spanish 101, 102, 103, First-Year Spanish Language

At the University of Arizona:

Spanish 599, Independent Study in Reading Comprehension and Translation

Spanish 430, Spanish Civilization

Spanish 350, Readings in the Literary Genres

Spanish 330, Intermediate Conversation

Spanish 325, Intermediate Grammar and Writing

Spanish 251, Intermediate Spanish

Spanish 205, Intensive Spanish

Spanish 202, Second Year Spanish

Spanish 201, Second Year Spanish

Spanish 102, Second Semester Spanish

Spanish 101, First Semester Spanish

RESEARCH INTERESTS:

Spanish literature of the Civil War and Franco era, and the use of technology to improve teaching and learning experiences.

PUBLICATIONS:

“La recepción de la novela falangista: Notas sobre el espacio,” Selected Proceedings of the Tenth Annual Symposium on Hispanic and Luso-Brazilian Literature, Language and Culture: 2000. Tucson: Hispanic Symposium Society of the Department of Spanish and Portuguese at The University of Arizona, 2000. 37-42.

Review of El beso del cosaco, by Eduardo Mendicutti. Arizona Journal of Hispanic Cultural Studies 5 (2001).

PAPERS:

“La estetización de la política en la revista Vértice.” 55th Annual Kentucky Foreign Language Conference, Spring 2002.

“La novela falangista: Reflexiones sobre el espacio de la recepción.” Tenth Annual Graduate Student Symposium, Spring 2000. University of Arizona.

“Análisis comparativo de la literatura picaresca clásica y la novela chicana.” Eighth Annual Graduate Student Symposium, Spring 1998. University of Arizona.

“Cuerpos reflejados: Tres poetas mexicanas ante el espejo.” Sixth Annual Graduate Student Symposium, Spring 1996. Department of Spanish and Portuguese, University of Arizona.

PROFESSIONAL PRESENTATIONS:

“Student Collaboration and Responsibility in Beginning Spanish at Portland State University.” Professional development workshop for high school teachers, Portland State University, February 2004.

“Redesign of First-Year Spanish: Summary Assessment.” Round III workshop of the PEW Grant Program for Technology in Education, Seattle, Washington. June 2003.

“Synchronous versus Semi-Synchronous Computer-Mediated Communication: Do Student Collaboration and Responsibility Produce Better Language?” CALICO Conference on Collaborative Computer-Assisted Language Learning. Ottawa, Canada. May 2003.

“Technology and Student Collaboration in Beginning Spanish.” K-16 articulation symposium for professional development. Jefferson High School, Portland, Oregon. October 2003.

“Redesigning the High Enrollment Course: Incorporating Subject-Area Standards, K-16 Alignment, Effective Instructional Technology, and Cost Containment.” American Association for Higher Education Learning to Change Conference. Washington, D.C. March 2003.

“Redesign of First-Year Spanish: Core Competencies.” Invited Seminar, Idaho State University. February 2003.

Invited panelist, “Values in Higher Education.” American Association of Colleges and Universities Conference, Seattle, Washington. January 2003.

“Redesign of First-Year Spanish: Midcourse Assessment.” Round II workshop of the PEW Grant Program for Technology in Education, Las Vegas, Nevada. March 2002.

“La leyenda y la entrevista: Métodos pedagógicos.” Spanish Forum, a cross-sectional organization of Spanish Teachers in the greater Tucson Area, September 1998.

GRANTS:

Co-author, Portland State University Faculty Vitality Grant for Redesign of Second-Year Spanish. Funded March 2003 ($10,000).

Consultant, Engaged Department Grant for Bilingual Education, Portland State University. Funded November 2002 ($2500).

ACTFL Testing Research Grant, “Redesigning Introductory Spanish.” Awarded May 2002 ($5250, in kind).

Project Leader, First-Year Spanish Redesign project funded by the PEW Grant for Technology in Education, through the Center for Academic Transformation at Rensselaer Polytechnic Institute, June 2001 ($200,000).

AWARDS AND HONORS:

WebCT Exemplary Course Award, “First-Year Spanish.” June 2003. (An international award given to 6 teachers in the U.S, U.K. and Canada in 2003.)

Outstanding Contributions Award. Sigma Delta Pi Spanish Honor Society, Pi Chapter. 2001.

Tinker Foundation Grant for Research in Iberia and Latin America, Summer 2000.

Graduate and Professional Student Council of the University of Arizona, Annual University Leadership Award, Honorable Mention, 2000.

Member of La Sociedad Nacional Hispánica Sigma Delta Pi since 1993.

Member of Golden Key National Honor Society since 1991.

EDITORIAL EXPERIENCE:

Executive Editor, Selected Proceedings of the Tenth Annual Graduate Student Conference (2000) of the Dept. of Spanish and Portuguese, University of Arizona.

Editorial Assistant, transcriber and translator of eighteenth century Spanish military manuscripts at Documentary Relations of the Southwest, Research Division of the Arizona State Museum, Tucson, Arizona. February, 1998 to March 2000.

Editorial Assistant, Arizona Journal of Hispanic Cultural Studies, 1998, 1999, 2000, 2003.

Editorial Assistant, Proceedings of the Ninth Annual Graduate Student Conference (1999) of the Dept. of Spanish and Portuguese, University of Arizona.

ACADEMIC SERVICE AND ASSOCIATIONS:

Heritage Language Initiative, Spanish. Department of Foreign Languages and Literatures, Portland State University. 2004-present.

External consultant and mentor in redesign of introductory Spanish courses, “Roadmap to Redesign” project of the Center for Academic Transformation at Rensselaer Polytechnic Institute. 2003-2005.

Portland State University Advisory Committee on Academic Information Technology. 2002-2003.

Coordinator, Spanish Program Self Study and External Review. 2002-2003.

Coordinator: Two-day ACTFL Modified Oral Proficiency Interview Workshop at Portland State University. June 13-14, 2002.

Department of Foreign Languages and Literatures Technology Committee. 2001-2003.

Department of Foreign Languages and Literatures Executive Council. 2001-2002.

College of Humanities Grade Appeal Committee, Representative for Graduate Teaching Associates, Fall 2001.

Webmaster, Coordinator of Technology and Archives of the Hispanic Symposium Society (2000-2001) and the Eleventh Annual Graduate Student Symposium (2001) of the Department of Spanish and Portuguese, University of Arizona.

General Coordinator, Hispanic Symposium Society and the Tenth Annual Graduate Student Symposium (2000).

Founding Member, Hispanic Symposium Society of the University of Arizona.

Member, Arizona Language Association (2000), a state-wide organization representing language teachers and administrators.

Vice-President, Pi Chapter of the hispanophile academic honor society Sociedad

Nacional Hispánica Sigma Delta Pi, 1999-2000.

Secretary, Pi Chapter of La Sociedad Nacional Hispánica Sigma Delta Pi, 1998.

PROFESSIONAL DEVELOPMENT:

Four-day ACTFL Oral Proficiency Interview workshop at George Washington University. November 12-15, 2001

Two-day “Teaching Writing for Proficiency Workshop” at Southern Oregon University. February 8-9, 2002

COMMUNITY OUTREACH:

As above, Heritage Language Initiative, Spanish. Department of Foreign Languages and Literatures, Portland State University. 2004-present.

Co-Coordinator of a Service Learning Study Abroad Program in Solala, Gautemala, 2003.

Speaker for Spanish students at the Fall 2003 Portland State University Preview Day for incoming freshmen.

Event and financial coordinator, stage hand, 2000-2001 “Noche cultural” traveling productions of Guillermo Sergio Alanís Ocaña’s De acá, de este lado and Judith Griselda Caballero Navarro's Robo de Navidad. Currently planning a tour of 5 visits to high school campuses in the Tucson area to present parts of the plays and speak with students about continuing their Spanish studies at the high school and college levels. In late spring the tour will include an all-undergraduate production directed by Professor Ana Perches.

Actor (Don Quijote) at the Southern Arizona Language Fair at the University of Arizona Campus, sponsored by the Partnership Across Languages (PAL), 1999 and 2000. This event attracts about 1000 students, from kindergarten through the twelfth grade, to the University of Arizona campus to compete in arts and letters.

Volunteer at the 2000 Arizona Language Association Convention co-sponsored by PAL and the Second Language Teachers’ Symposium.

Judge of Oral Proficiency at the PAL Southern Arizona Language Fair, University of Arizona Campus, 1998 and 1999.

Presenter in the Spanish Forum, February 14, 1998. The Spanish Forum is a non-hierarchical association of Spanish teachers at all levels of instruction. It is a forum for the exchange of professional concern, preparation and pedagogy.

THEATER:

Actor in “Noche Cultural” productions of the Department of Spanish and Portuguese, University of Arizona: “La zapatera prodigiosa,” Spring 2000; “Tan lejos de Dios,” Fall 1998; “Un secuestrado con ganas,” Spring 1996; “Se sigue llamando Navidad,” Fall 1995.

Stagehand in the Mimefantasies production “Mimos Bachur y las doce y una víctimas de la Fiesta,” Fall 1998, sponsored by the Organización Mexicana de Mimos.

Stagehand in the “Noche Cultural” production of Elena Garro’s “Un hogar sólido,” Spring 1995.

EXPERIENCE ABROAD:

Personal travel, Peru and Bolivia. One month, 2003.

As above, Co-Coordinator of a Service Learning Study Abroad Program in Solala, Gautemala, 2003.

Research in Madrid. One month, 2002.

Research in Madrid. One month, 2000.

Personal travel, Madrid and Portugal. One month, 1994.

Semester Abroad in Seville, Spain, with visits to Madrid, Portugal, France and Italy. Five months, Spring 1992.

Personal travel. Guadalajara, Mexico City and Cancún. One month, 1989.

REFERENCES:

Sandra Rosengrant

Chair, Foreign Languages and Literatures

Portland State University

PO Box 751

NH 393

Portland, Oregon 97207-0751

(503) 725- 3539

Jorge Cabello

Professor of Spanish

Portland State University

PO Box 751

NH 393

Portland, Oregon 97207-0751

(503) 725- 5291

DeLys Ostlund

Associate Professor of Spanish

Portland State University

PO Box 751

NH 393

Portland, Oregon 97207-0751

(503) 725- 3541

Kate Regan

Associate Professor of Spanish

University of Portland

Department of English and Foreign Languages

5000 N. Willamette Blvd.

Portland, Oregon 97203

(503) 943-7364

Cynthia Sloan

Associate Professor of Spanish

Portland State University

PO Box 751

NH 393

Portland, Oregon 97207-0751

(503) 725- 5283

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