ACA Summit Proposal Presentation will cover Finding grant resources to engage students in global study and issues Presenting the results of our (successful)

ACA Summit Proposal

Presentation will cover Finding grant resources to engage students in

global study and issues Presenting the results of our (successful)

lnternational tour and how students became engaged with each other & foreign colleagues

Showing results not only in curriculum development (lesson plans) but also in better communication and engagement between Appalachian higher educational institutions and public school systems

Innovation in Africanized French & Its Implication for 2nd Language

Acquisition: Strategies for Engaged Learning Practices in Study Abroad

Charles Jones & Fidelis Achenjang

ACA Summit, Abingdon VA Oct 22-23, 2010

What is a Fulbright-Hays Grant?

04/19/23 Union College 3

Overseas programs are intended to improve secondary and postsecondary teaching and research concerning other cultures and languages, training of specialists, and the American public's general understanding of the peoples of other countries.

Programs to Consider


Fulbright-Hays Doctoral Dissertation Research Abroad This program provides grants to institutions of higher

education to fund doctoral students to conduct research in other countries in modern foreign languages and area studies for periods of six to 12 months. www.ed.gov/programs/iegpsddrap

Fulbright-Hays Faculty Research Abroad This program provides grants to institutions of higher

education to fund faculty to maintain and improve their area studies and language skills by conducting research abroad for periods of three to 12 months. www.ed.gov/programs/iegpsfra

http://www.ed.gov/programs/iegpsddrap

http://www.ed.gov/programs/iegpsfra

Programs for ACA Students


Fulbright-Hays Group Projects Abroad This program provides grants for overseas

projects in training, research, and curriculum development in modern foreign languages and area studies by teachers, students, and faculty engaged in a common endeavor. Projects may include short-term seminars, curriculum development, group research or study, or advanced intensive language programs. Eligible applicants are institutions of higher education, state departments of education, private nonprofit educational organizations or combinations thereof.

www.ed.gov/programs/iegpsgpa

Office of Postsecondary Education


International Education Programs Service - Home Page

www.ed.gov/programs/iegpsgpa

http://www.ed.gov/about/offices/list/ope/iegps/index.html

http://www.ed.gov/about/offices/list/ope/iegps/index.html

http://www.ed.gov/programs/iegpsgpa

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Types of ProjectsTypes of Projects

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1. Short-Term Seminar Project1. Short-Term Seminar Project

Project Features:Integration of international studies into

curriculum throughout U.S. school systems at all levels;

Increase linguistic and/or cultural competency among U.S. students and educators; and/or

Focus on a particular aspect of area study, such as the culture or portion of the culture in host country.

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2. Curriculum Development Team Project2. Curriculum Development Team Project

Project Features: Acquire first-hand resource materials for

curriculum development in modern foreign language and area studies;

Provide for systematic use and dissemination in the United States of the acquired materials; and

Resource materials = artifacts, books, documents, educational films, museum reproductions, recordings, instructional material.

Short-term Seminar & Curriculum Development Project Details

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Time Frame & Participant Numbers: Minimum 4 weeks host country Grant performance period: 18 months 4 weeks: 12 participants + Project Director = 13

min 6 weeks: 10 participants + Project Director = 11

min 8 weeks: 8 participants + Project Director = 9

min

Maximum Grant Award: Up to $100,000 for 4-5 week projects* Up to $110,000 for 6-7 week projects* Up to $125,000 for 8+ week projects*

*equals time spent in host country

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3. Group Research or Study Project3. Group Research or Study Project

Project Features: Designed to undertake research or study in a country

outside of the United States.

Time Frame & Participant Numbers: Minimum 12 weeks in the country of study Grant performance period: 18 months 12 weeks training: 3 participants + Project Director =

4 min

Participants: Language proficiency (minimum one semester

intensive language and one course in related area studies)

Disciplinary competence

Maximum Grant Award: up to $125,000

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4. Advanced Overseas IntensiveLanguage Training Project (not to be competed in FY11)

4. Advanced Overseas IntensiveLanguage Training Project (not to be competed in FY11)

Project Features: Language indigenous to host country; maximum use of local

institutions and personnel; Training must be at advanced level (equivalent to completion

of at least two academic years of language training); and Project must take advantage of advanced language training

opportunities present in host country & not available in US.

Time Frame & Participant Numbers: Project activities: full year, academic year, semester,

trimester, quarter, and/or summer in host country (8 weeks minimum).

Four, 12-month performance periods (four years total). 8 weeks: 12 participants + Resident Director = 13 minimum

Maximum Grant Award: $425,000

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Financial ProvisionsFinancial Provisions

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Lodging and meals International travel Local travel within the host country Educational materials Honoraria/meeting room space Local administrative services

*Restrictions: The grant does not provide funds for project related expenses within the U.S., including pre-departure orientation and follow-up activities.

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Program PrioritiesProgram Priorities

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Absolute (eligibility): Africa, East Asia, South Asia, Southeast Asia and the Pacific, the Western Hemisphere (Central and South America, Mexico, and the Caribbean), East Central Europe and Eurasia, and the Near East.

Competitive Priority # I: Up to an additional five (5) points: projects that provide substantive training and thematic focus, both during the pre-departure and in-country project phases, on any of the seventy-eight (78) priority languages that were selected from the U.S. Department of Education’s list of Less Commonly Taught Languages (LCTLs).

Competitive Priority # II: Up to an additional five (5) points: short-term projects abroad that develop and improve foreign language and/or area studies at elementary and secondary schools and propose 50 percent or greater participation of K-12 teachers, K-12 administrators, or both in short-term projects abroad.

The selection criteria for this program are from 34 CFR 664.31 and are as follows:


(a) Plan of operation (20 points), (b) Quality of key personnel (10 points), (c) Budget and cost effectiveness (10 points), (d) Evaluation plan (20 points), (e) Adequacy of resources (5 points), (f) Potential impact of the project on the development of the

study of modern foreign languages and area studies in American education (15 points),

(g) Relevance to the applicant's educational goals and its relationship to its program development in modern foreign languages and area studies (5 points),

(h) The extent to which direct experience abroad is necessary to achieve the project's objectives and the effectiveness with which relevant host country resources will be utilized (10 points), and

(i) The extent to which the proposed project addresses the competitive preference priorities (10 points).

TABLE OF CONTENTS


NarrativeAbstract1. PLAN OF OPERATIONProject DesignProject ThemeRationale for the project and identification of local needs

Plan of ManagementPhase I: PRE-DEPARTURE PREPARATION AND ORIENTATIONPhase II: FIVE WEEKS OF STUDY-TRAVEL IN MALAWIPhase III: POST-TRIP INTEGRATION OF AREA STUDIES INTO THE

GENERAL CURRICULUM

(c) How the Objectives of the Project Relate to the Purpose of the Program

Use of Resources and Personnel to Achieve the Program Objectives

* Summary(e) Unbiased Selection of Participants

TABLE OF CONTENTS


2. QUALITY OF KEY PERSONNEL(a) Qualifications of Project Director(b) Qualifications of other key personnel

(c) Time Commitment of Key Personnel(d) Non-biased Employment Selection

3. BUDGET AND COST EFFECTIVENESS(a) Adequacy of the Budget

(b) Reasonableness and Cost Effectiveness4. EVAUATION PLAN5. ADEQUACY OF RESOURCES6. POTENTIAL IMPACT7. RELEVANCE TO INSTITUTIONAL DEVELOPMENT 8. NEED FOR OVERSEAS EXPERIENCE THROUGH THE

PROPOSED PROJECT 9. RELATION TO FULBRIGHT-HAYS COMPETATIVE PROGRAM

PRIORITIES

TABLE OF CONTENTS


Supplemental Information: List of Appendices

Appendix ALetters of support

Appendix BStandards of a Learned Society (AMA, NCATE, APA etc.)

Appendix CSchedule of the Pre-Departure Orientation Seminar

Appendix DProposed Daily Schedule of Five-week field research and materials acquisition

Appendix EDraft evaluation form

Appendix FSample lesson plan

Appendix GCurricula Vitae of the Project Director and Other Key Personnel

Rules of Thumb


Carpentry: Measure twice, cut once Grant writing: Apply twice, funded

once Take reviewers comments seriously!

Use your institution and ACA experience to your advantage

“Unusual” foreign languages are “golden”

Rules of Thumb


Colleagues with foreign contacts or who are native to the nation in question are a great asset.

Foreign host intuitions are a must and Missionaries are great contacts.

Fulbright Trip to Cameroon, Africa 20 June -24 July 2010

Statistics: 12 participants – French educators Appalachian zone- 3-NC, 3-WVA, 4-KY, 2-TN 6 weeks language immersion program Lectures, seminars & historical site visits Classroom visits & focused conversations

Insert…song… si tu vois ma go

Multilingual Cameroon… history & language development

Triple heritage… “policy” development Germans 1884-1916 French 1916-1960 English 1916-1958 Post-independence 1960-date

250+ indigenous or ethnic languages Major areas – francophone &

anglophone

Linguistic configuration & Language profile - Cameroon

3 language categories … Official languages… French & English Lingua francas… pidgin, arabic, hausa,

douala Minority languages…250+

Ethnic groups.. 5 major Grassfield (west)… 31% Bantu…(equatorial-coastal)27% Fulani (fulbe)… 10% Kirdi- sudanese… 11% Immigrants…14%

Introduction Cameroon (West Africa) – actively

engaged in process of transformation & change at the level of language & speech

Africanization of French … in terms of.. Vocabulary Expression of ideas Syntax

African French becomes an embargoed language

The French taught Africans… their culture, language & history

Africans in past spoke perfect French à l’ Académie française behaved like French people (metropolitan) Learned to think French Were virtually assimilated French

Today there is a rise of a new form of the language Domestic & modified version of French Evolving domestication.. Franglais =>

camfranglais

TODAY… Defiance of French grammar – French Language is embargoed!!

Je parle Camerounais… title of book by Fouda Quest for linguistic autonomy from Académie

française French in text subjected to indigenization to

reflect Cameroonian socio-cultural realities Papa-j’ai grandi = trousers (short pants) Sans confiance = unreliable shoes (slippers) Attrape manioc = human teeth

Pre-, mid- & post-testing of participants

Self-rating proficiency Instrument in the areas of ACTFL’s 5 C’s American Council On the Teaching of Foreign

Languages… communication, cultures, comparisons, connections & community

Direct measure – objective & quantifiable

Copy of Assessment Instrument

Fulbright FY2010 participant self assessment results…

Bilingualism policy creates franglais-1970s …language mixing

I have not yet cashed my mandat…money order

He went to the bank to ask for a credit …loan I need an autorisation de sortie

J’ai besoin d’une autorisation de sortie The bon de caisse are not yet out

Les bons de caisse ne sont pas encore sortis 1980s… Code-switching & desire to be

incomprehensible… University students

Camfranglais: symbiosis of French & other foreign languages - 1980s.. higher order franglais??

• The new language is an interaction of French & other languages & local patois (dialects)

• Spanish, English, Latin, pidgin…

• Can it evolve into a standard language?• Is it resentment of France & its Académie

française ?• Has it got any boundaries? (inter)Nationally • Is it a break away from the frustrating

grammar & rules of French

Features of Camfranglais – hybrid, secret or composite language

Provides extra emotions lacking in French language… on la frappe jusqu’aaaaah = il a été bien bastonné

other words used… oh, eh, hein, hummm,

Apostles of the new language Musicians Francophones (≠t anglophones) University Students & Youth (35 + years) Secondary (high) school students

Examples of Camfranglais … Koppo song?

Si tu vois ma go, dis lui que je go If you see/meet my girlfriend, tell her that I am going

Je go chez les whites pour falla le ndoh I am going to the whiteman’s country to look for

money La galère du Camer, toi-même tu know

The poverty in cameroon, yyourself you are aware Tu boulot, tu boulot, mais où sont les

ndoh On works hard but where is the means (the monies)

Conversation & advanced camfranglais

Hello, Désirée, C’est how? Hi, girl. Ça va well. Thank you. Et toi Ça va well, merci. Comment va le school? Le school me beat mal, mais je vais le win à

la fin On se meet encore quand? C’est moh tomorrow A tomorrow alors Chao!!

Word formation techniques in camfranglais

Borrowing … bobolo (cassava - beti); ndombolo (fat woman- Zaire); gombo

Coinage… Vrai-de dieu; Langa.. mouth watering… novel creations; magidas (nomads) sauveteurs (survivors-hawkers)

Shortening… asso; clando (clandestine) Inversion… mère-mother rémé Reduplication… Longo-longo (tall person); penya

penya Meaning change…mamba (money); gombo (windfall) Compounding… mange mille Abbreviations … BH (beignet haricot)

French teaching resources: a heritage language

Practice via cultural projects Immersion programs Creativity

Songs… days of week; Music

Parlons Français … Student’s Books for C ameroon English Secondary Schools

Lesson plans … template in use 2010 Union College Fulbright GPA- Cameroon Lesson Plan Template Name of Instructor:_______________________ Date:____________________________ Course Level: ____________________________ Topic of Lesson:__________________________ Duration of lesson: Title of Unit: __________________________________________________________________________ Previous Knowledge (how does this lesson tie into unit and previous lessons): _____________________________________________________________________________________ Objectives (SWBAT: Students will be able to…): _____________________________________________________________________________________ Connections (**dependant on your State’s connections/should focus on world language as well as core content

connections**): _____________________________________________________________________________________ Required Materials (resources, technology, etc.): ___________________________ ___________________________, etc Procedures: 1. 2. Etc Implications/Challenges for Differentiated Instruction (foreseen challenges and how they will be addressed, i.e. students

with disabilities and modifications required): _____________________________________________________________________________________ Assessments (formative/summative): Type of Assessment Description of Assessment Depth of Knowledge Level Adaptations and/or Accommodations

Lesson plans … work in progress Bilingual Cameroon & its Implications on American

Attitudes of Second Language Acquisition… identify & distinguish between Anglo- & Franco-phone areas in Cameroon; comprehend necessity of 2nd language learning

Public Education in Cameroon … to introduce the Cameroon school system

La Vie de Famille au Cameroun(Family Life in

Cameroon) … describe family structure & individual roles within a Cameroonian family; compare & contrast family life in US & Cameroon

Fruits & Vegetables of Cameroon… Describe, compare & contrast US & Cameroon fruits/vegetables, recognize French words for fruits/vegetables & pricing in CFA

Educational Ladder In US versus Cameroon; Francophone versus Anglophone Africa

Comparative Schedule of Educational Ladder in USA versus Francophone & Anglophone Africa USA Testing type Anglophone Africa Testing Type Francophone Africa Testing type Preschool Kindergarten Class 1 Nursery Class 2 Cil 1st Grade Class 3 CP 2nd Grade Class 4 CE 1 3rd Grade CAT-5

No student accountability (NSA) Class 5 CE 2 4th Grade KIRIS, NSA Class 6 CM 1 5th Grade KIRIS, NSA Class 7??? CEE – Admission to Grammar Sch.

FSLC Exam- NSA CM 2 BEPC admission into Grammar

school 6th Grade Form 1 6 ème 7th Grade KIRIS... Portfolios, NSA Form 2 5 ème 8th Grade Form 3 4 ème 9th Grade Form 4 3 ème 10th Grade Form 5 GCE O-level

Admission into High sch. 5+ subj. 2nde Brevet, admission to High school

11th Grade KIRIS, NSA Lower 6th 1 ère 12th Grade

Portfolios NSA Upper 6th GCE A-levelAdmission into College, 2+ subj. Terminale Baccalauréat

Admission into College BEPC: Brevet d’Etudes de Premier Cycle (First Cycle Certificate of Education);

CAT: Comprehensive Achievement TestCEE: Common Entrance ExaminationGCE O- & A- Level: General Certificate of Education Examination, Ordinary or Advanced LevelFSLC-E: First school Leaving Certificate ExaminationKIRIS: Kentucky Instructional Results Information System

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

appreciation

Thanks for coming/your time

Elle est sortie nayo nayo She went out very slowly (safely)

Tu as sleep où hier? Where did you sleep or pass the night

yesterday Il fia même quoi?

What is he really afraid of Le djo-ci long dans une villa non loin du lycée

This guy lives in a villa near the high school On a kick mon ago go

Someone has stolen my wrist watch

Ne me bring pas ton ndoutou Do not bring me your badluck

All les gars du kwat-ci sont des ndosses All the guys in this neighborhood are thieves

Tu tone-tone quoi Why are you so hesitant

Sa moto est encore ngang ngang (penya penya)

His car is brand new

Mola, je go où avec une djim djim mater Man, what’s my business with such a fat woman

Je tell que c’est quand tu laï les ngas q’elles te hia I tell you that girls would only believe you if you lie to

them

Je ne fia personne, s’il me touch je le bollè I am not afraid of anyone, if he messes with me I’ll kill

him

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

Documents

ACA Summit Proposal Presentation will cover Finding grant resources to engage students in global study and issues Presenting the results of our (successful)