FLAME NEWS

VOLUME 18 No 1                                                                                                NOVEMBER 2006

A Word from our President, Teresa Farrar:

As teachers of modern and classical languages in Maine, we find ourselves firmly entrenched in another school year, and probably up to our ears in work. As a group, we have a history of continuously innovating, improving, and modifying what we do in the classroom. We are enthusiastic about embracing new methodology and technology.

This is also true of the climate at FLAME Board meetings. There are exciting ideas in the air; we now need to pull it all off! The conference committee is in full swing and this year’s conference promises to be another valuable and exciting event. This group works diligently all year to plan and execute this event. Proposals for sessions are being accepted right now. Consider this an invitation to submit a proposal; think about what you might be able to share with your colleagues and take the plunge!

FLAME is continuing to offer the listserv (we now have over 100 members!), the video lending library, scholarships, and advocacy. We are hoping to expand student activities, which have included a poster and video contest, to sponsoring student language days around the state. Our pilot student day is currently being planned for the spring in Orono. Watch for more news on this exciting event!

We are hoping to expand our professional development offerings to include an annual workshop that would be an update on technology and its applications in the language classroom. Our first proposed workshop would be on making imovies. As an immigrant to the world of technology, I am really excited about this possibility.

FLAME is also determined to focus on increased advocacy for language education in Maine; we are hoping to reach administrators and school board members with these educational efforts.

Teachers of modern and classical languages are, indeed, an exciting lot. The FLAME Board typifies that. I urge you to get involved on a FLAME committee, join the listserv, attend the conference, and connect with each other. You will be inspired. That is always a good thing when facing another Maine winter!

Have a great school year!

Teresa Farrar, FLAME President

by Marlies Reppenhagen, AATG President

by Priscille Michaud, Secretary Maine Chapter AATF

¿Sol o lluvia? (Sun or rain?)

by Bestsy Hudson

The fall meeting of the AATSP was held at the Senator Inn in Augusta on October 20th. Representatives from 26 different schools braved the rain and dreariness of the journey to meet with their colleagues. Well worth it, it was indeed. The flags arrived, and the smell of coffee made the weather outside a distant care…and the room its own carefree world.

A bienvenido/bemvindo was extended to all by presidenta Kathy Yates from Mount Ararat High School. She introduced the officers of the García Lorca Chapter: Vicepresidenta Hailie Furrow (Mt. Ararat High School), Secretaria Betsy Hudson (John Bapst Memorial High School), y tesorero Skip Crosy (Poland Regional H.S.). Also introduced was Virginia Stelk, Coordinadora del Examen Nacional del AATSP. She gave some details of this year’s exam including deadlines for registration. The exam will again be given on-line. Teachers proctor the exam, and, there is a window of time in which it must be taken, not a specific date. All information is available on the AATSP website or contact Virginia Stelk (STELK2@aol.com).

Linda Hanson from Yarmouth Academy asked that anyone interested in joining her and her students on a NETC organized trip to Argentina over spring break to contact her. It is a trip for serious students and will include a boat ride on the Paraná river, a visit to Iguazú falls, a horseback trek and many other unusual activities. Contact her if interested Linda_hanson@yarmouth.k12.me.us 

Candace Myers (Mt. Ararat) spoke of a Spanish Weekend planned for next weekend at Bowdoin College. If all goes well, a state-wide weekend for Spanish Students may be planned for next year. The question was: What’s all the FLAP about? The answer was: what does a school district do with $385,000 for its foreign language program (for three years). Brett Trefethen and Theresa Thompson from Warsaw Middle School and Manson Park School entranced us with ideas. The Foreign Language Assistance Program (apply http://languagepolicy.org/FLAP%202006%20LEA.pdf ) was well-received.

In this district, the grant (a 40 page document) was written by their curriculum coordinator over a period of several months. They were able to institute a K-8 foreign language program. A large 5 de Mayo fiesta was one of the highlights – in which other departments (music, art and history in particular) also contributed. The slide-show was captivating – and the thought of hundreds of grade-schoolers, each with their own hand-made maracas, was one to imagine!

A number of fascinating possibilities were shared: sources of native musicians, of native wood carvers, traditional games, student dances (Sue Dana from Cape Elizabeth is starting to compile information to write a book on this: Susan_Dana@cape.k12.me.us  ). Also, we were in awe of Brett’s ingenuity to tape speakers onto his movable cart, so that he could have native music in all of his classes, as well as putting Rosetta Stone on his laptop for students to explore. A few caveats were also shared, such as: don’t make your assessment tool too time-consuming and how many students is it reasonable for one teacher to have at one time. Nevertheless, all were in awe of the activities enabled by the grant. Agradecemos mucho a Brett,Theresa and their Curriculum Coordinator Anne Miller!

After a cafecito we were ready for more. ¡Arriba! Kathy Yates, Hailie Furrow and Candace Myers, (all from Mt. Ararat High School) presented new ideas on how to use videos in the classroom. Such ideas as to show show short segments without sound, and then to have students write what might have been said, awakened the creative minds of any who needed more café. Whoever thought of playing only the sound, and then asking students to write the scene? Besides un montón de ideas, we found out where to get CD’s for $2.

As interesting as the ideas about movies were, additional ideas abounded: such as offering a Spanish 5 class based on movies for the non-traditional student (those who were interested in Spanish but not in the formal refinement of grammar and AP direction).

As if our heads weren’t spinning enough, we adjourned to an almuerzo divino. ¡Ay! (Siesta, anyone?). The awards from the picture contest were announced - First Place was awarded to to Janice Clain (Herman High School and Second Place to Susan Dana from Cape Elizabeth High School). They received gift certificates fro Barnes & Noble.

The afternoon session consisted of teachers sitting with people from different schools and swapping ideas on learning tools. From one table came: Café viernes (every Friday students bring food and they discuss some topic), use the free Disney Movie for a few minutes at the beginning of class (www.disney.com), write a children’s book during the year (ongoing project), play the game of “¿Qué hay en la caja?” (keeping some object in a box, and when there is leftover time, let students guess what it is. The answers are only -que sí o -que no (students get to keep the object – such as a pen or a battery); students plan a trip on-line and report en español, por supuesto. They must find real schedules, prices, etc.

The overwhelming generosidad de todos – por sus ideas y más, había transformado un día de lluvia (e um dia de chuva) a un día inolvidable.

A Word from the Maine Department of Education

                                                              by Don Reutershan

Proposed Revised Maine Learning Results

The proposed revised Maine Learning Results for all content areas are available online at http://www.maine.gov/education/lres/review/peigr.html.  Click on World Languages to view that particular document.  Click on Glossary to view definitions of any words that are italicized in blue print in the World Languages document.  If you wish to submit written comments regarding the proposed document, please use the feedback form available online at http://www.maine.gov/education/lres/review/public_comment_mlr.rtf.  All written comments must be received by November 6, 2006.  The Maine Department of Education will conduct a feedback session to collect input on the Revised Maine Learning Results: Parameters for Essential Instruction and Graduation Requirements.  Information regarding this feedback session will be forthcoming and, once announced, will be posted on the FLAME web site and sent to the FLAME email distribution list.  For more information regarding the proposed revised Learning Results, please view Anita Bernhardt’s PowerPoint presentation available online at http://www.maine.gov/education/currcoord/conference09086.ppt.

Education Commissioner Gendron’s Proposal to the State Legislature

 Based on the recommendations of the Maine Department of Education’s Task Force on Secondary Education, Commissioner Gendron plans to propose Maine’s Common Core Course of Study for All Students to the state legislature in the upcoming session.  This proposal includes two or more years of foreign language in secondary school, culminating in at least a Level 2 proficiency, which will be defined as Intermediate Low according to the ACTFL (American Council on the Teaching of Foreign Languages) proficiency scale, the ACTFL Performance Guidelines for K-12 Learners, and the national Standards for Classical Language Learning.  This level of proficiency aligns with student achievement of the proposed revised Maine's Learning Results in World Languages at the 9-diploma grade span, which presupposes foreign language curriculum, instruction and assessment in all grade spans prior to high school.  Current state statute requires all school districts to implement the Maine Learning Results in modern and classical languages by the end of the 2007-2008 school year.  Also included in the Commissioner’s proposal will be a common statewide assessment in World Languages for all students, which would become a diploma requirement no earlier than 2012. 

 For more information on the task force recommendations and the Commissioner’s proposal, please view the PowerPoint presentation available online at http://www.maine.gov/education/currcoord/recommendations.ppt. 

 As additional information becomes available, it will be posted on the FLAME web site and sent to members via the FLAME email distribution list.

Click here for information about Concordia Language Villages: http://clvweb.cord.edu/prweb/

Teacher Adventures

Dominican Medical Mission

  by Sonia Stevenson, FLAME Vice-President

            The USM nursing program offers a great opportunity for nursing students, medical personnel, and translators to experience a different culture. Every six months, USM plans a learning experience for students and translators by proving medical care to remote villages where modern medical facilities are not readily available. The USM team travels daily, via pick-up trucks, to provide care to very appreciative crowds of expectant patients. The teams are well organized, and their mobile clinics provide care in different venues such as schools, churches, and even individual family dwellings.

            For the two weeks that the team is in the Dominican Republic, they stay in  a Catholic retreat that offers a variety of tropical plants with many paths that serve as nature walks. The rooms are dormitory style, and all have mosquito nets. The volunteers are wakened very early every morning with a wake-up call from the roosters. At night, they are lulled to sleep by the sounds of the mating peacock call (sounding somewhat similar to a cat fighting for its life). The food is prepared by the excellent cooks from the retreat, and is usually local cuisine such as fried bananas, beans and rice, and fresh local fruits. While at the clinics, the daily lunch consists of PB&J.

            The scenery is breath-taking with rolling hills and exotic flowers. The avocado, mango, papaya, banana, cocoa, and fruit from other trees that we do not have names for in English are at hand's reach, as well as  in the local supermarkets.

            The people are patient and grateful to have Americans in their villages. On the street, it is common to hear a few English words like “Hello” or “Americans!” (in a welcoming tone). The people will wait in line, sometimes without lunch, way into the late afternoon to be seen by a medical provider.

            The translators play a key role in providing care. They are the link between doctor and patient. Even the most accomplished translator will likely learn slang, that is not in the dictionaries, and medical terms, but most importantly, there is the feeling that in a small way they are making a difference in someone's life. Perhaps it is not improper to suggest that the volunteers work hard for two weeks, but in the final analysis come out feeling that they gained more from the experience than they gave.

            USM will give three credits for the two weeks immersion as a translator. It is a worthwhile and rewarding way to earn recertification credits. Considering the way America is sometimes perceived by the rest of world, the Dominican trip is a way to do so something positive as good will ambassadors of the USA. \         Serious inquiries only to Anne Keith at USM.  akeith@usm.maine.edu

                                              TEACHER ADVENTURES

                                       GOING TO SCHOOL in GUATEMALA

DOS À DOS

Today I had an absolutely delightful time speaking by telephone with Penobscot School’s new French teacher, Corine Nabuchodonosor, who comes to us this year from the Island of Reunion in the southwest Indian Ocean, just east of South Africa. For the few of you out there who haven’t yet heard of this marvelous place, Reunion is an active volcanic island which lies about 400 miles east of Madagascar and about 130 miles southwest of Mauritius in the southwest Indian Ocean and the island is about the size of Rhode Island. The people are a blend of French settlers and administrators, Malagasy natives, descendants of slaves from Madagascar and the eastern coasts of Africa, Indians, Muslims and Cantonese Chinese. Reunion is a department of France, French is the official language, and a variant of the usual Indian Ocean Creole is commonly used. English is widely spoken and understood, or so they say. Reunion is reputed to be a tropical paradise and a secret from most of us here.

Now, with that as a backdrop, today I spoke by telephone with Corine, a funny, cheerful and laughing native of this island paradise. Corine is 26, the second of five children and was raised on Reunion where she obtained her Masters Degree in teaching French as a second language as well as a second Masters Degree in comparative civilizations in the English world. She has previously lived in the Great Britain for ten months and in the United States, working as an au pair and private French teacher for eight months in Cincinnati. I can attest to her fluency in English. Before she arrived in Maine, I phoned her in Reunion. Here's how it went with me wondering how a young woman from a tropical paradise would adapt to Maine -- Polartec capital ofthe east.

(What follows is the best transcription I could muster as we spoke in both English and French while I frantically tried to keep notes on what we discussed. My apologies to Corine for any inaccuracies.)

Me: So, Corine, do you actually know where Maine is located? I mean, what part of the country we are in?

Corine: Oh yes, I spent time in your country, in Cincinnati as an au-pair for eight months and teaching French to the children I looked after. So, I know a little about your country.

DFS: Yes, but do you know, how can I put this, how far north we are?

Corine: Yes, I know you are quite far north and that it is cold where your are.

DFS: (Still pressing the point, badgering the witness no doubt) But, do you know how cold it gets up here?

Corine: Oh, I love the cold. I love to be cold. I am looking forward to coming up there for the winter. I have warm clothes to bring, and I will also buy some there. But, I am really looking forward to the winter.

DFS: (Thinking to myself - you won’t be disappointed). So, tell me a little about yourself, about your family.

Corine; I have one brother and three sisters, and I am the second oldest. My father works for an accounting firm. Although we lost my mother three years ago, we have a happy family. I am excited to be coming in a few weeks, but sad that I will also miss my family, but I am really excited to be coming. I really want to share what my life is like here in Reunion and what Reunion is like with the people I meet in Maine.

DFS: Have you had an opportunity to live in France and how does the French culture there compare with your life in Reunion.

Corine: Yes, I was in France for a month and found it a little difficult. We are all French, but the people in France consider themselves the real French and those of us in the islands are not considered as French as those in France. I think we are much more open here and warmer than I found the people in France to be. It is, of course, a wonderful country, but a big change from Reunion.

Well, we talked a few minutes more in French and English and said our temporary good-byes. Corine will bring with her stories of her life in an Island paradise, literally on the other side of the world from us here in Maine. Her English is marvelous, she laughs all the time and she looks to bring a new dimension to our French world here at the Penobscot School. You are all invited to become a part of this world.

EMILY SAPIENZA

(Penobscot School’s new Italian Teacher)

Emily Sapienza has been fascinated with language since she was little. Emily is the new Italian language instructor at the Penobscot School in Rockland. She has also taken on the job of managing WRFR, Rockland’s own low-power community radio station, affiliated with the Penobscot School. At WRFR Emily will be responsible for the station’s programming, technical support, public relations and fundraising.

Emily grew up with Sicilian grandparents and a father who spoke Italian to her. In her family all the words for food were in Italian. “Even today”, she confides, “I still talk to myself in Italian when I’m cooking.” Emily took her love of language to Sarah Lawrence College in New York, where she majored in Italian language and literature. Her studies include a semester abroad at Trinity College’s Rome Campus and work in photography and art history at the Aegean Center for the Fine Arts in Pistoia, Italy and Paros, Greece.

In addition to her academic training, Emily has lived and worked extensively in Rome. She has taught English at the American Overseas School and L’Accademia Americana; translated articles for the online weekly science magazine, Galileo Online; guided groups of American tourists interested in Roman art and architecture; and, developed educational vacations through Elderhostel Italy as an Assistant Program Coordinator.

Emily’s other passion is radio. “I love the creative opportunities available through the medium of radio”, she says. Over the past two years she has done internships at Atlantic Public Media in Woods Hole, Massachusetts, andat the Maine Public Broadcasting Network. Last summer she earned a certificate in Documentary Radio Production  from the Salt Institute for Documentary Studies in Portland. Noteworthy for fans of National Public Radio, Emily has also worked as the Research Assistant for NPR’s European Desk Service Correspondent Sylvia Poggioli.

So what does all this mean to students at the Penobscot School? As an experienced teacher Emily knows that language learning should be fun, especially for adult learners. She’s picked up some ‘sure fire tricks’ over the years, and finds listening to music, watching video and reading aloud to be successful teaching techniques. “Games are a really good way to get into the fun of learning a language”, she notes. “Even tongue twisters and untranslatable idioms can trigger an ‘ah ha’ moment. That’s how we learned to speak as youngsters.” She wants to use the radio station, WRFR, in her teaching, as well.

Having lived in Rome for several years gives Emily a special sense of the country and its people. “I moved there before 9/11. I know how Italians understand and feel about current events, and it’s different from the American perspective”, she acknowledges. “I think I bring a good marriage of Italian language skills and hands-on experience with Italian culture to the Penobscot School. Because I lived in Rome for so long I speak with a noticeable Roman accent, which will be really good for returning students who have mostly been exposed to the dialect used in theareas around Florence and Milan in northern Italy.”

Weekly language classes began at the Penobscot School in September. Emily teaches classes for beginners, advanced beginners, intermediate and advanced level Italian students. She also hosts informal monthly lunches and dinners for Italian students at all levels. Everyone with even a passing interest in learning ‘la bella lingua italiana’should register for a class. “Italian is such a beautiful, expressive language”, says Emily. “I’m very excited to be at the Penobscot School. This is really going to be fun!”

 

ST-CROIX INTERPRETIVE TRUNKS

DID YOU KNOW?

In 1604, Pierre Dugua de Mons, Samuel Champlain and 77 other men settled on St. Croix Island, located several kilometers upriver from the mouth ofthe St. Croix. It was the first French colony in North America and the village included a governor's house, a church and a hall. Today St. Croix Island is an international historic site. The settlement's 400th anniversary was commemorated in June 2004.

The explorations and experiences of this colony are chronicled Samuel Champlain's diaries. The story of St. Croix Island is a compelling case study of contact, exploration and settlement. The U S. National Park Service has created the St. Croix 1604 Interpretive Trunk to help students learn about this facet of history by bringing to life the story of this first French settlement in North America. The Trunk has been piloted by Maine and New Brunswick teachers and will be a permanent asset to teachers of French, social studies classes, language arts, and of local and native studies. It has received resounding top reviews from educators.

The contents of the trunk (over 30 items) are as follows:

1. The 40 page Teacher's Guide containing 5 units.

2. A Historical Background reference booklet.

3. Narrative containing excerpts from Champlain's personal diary.

4. A resource binder including historical photos and images of First Nations and French material culture.

5. Audio cassettes to help students understand native culture and languages. Passamaquoddy tribal elders prepared three of the tapes.

6. Video tape produced by Parks Canada which follows two children who slip through a time portal to talk with Chaplain about the hard winter at St. Croix in 1604 and the year that followed at Port Royal.

7. Objects with historical significance: spices, beaver pelt, wooden cross, etc.

8. Objects highlighting the different materials available to each culture.

All Trunk materials and the teachers guide are provided in French and English.

The Trunk will be produced in limited quantity and the purchase price includes an on-site teacher training workshop and on-going teacher support. FLAME will offer another workshop at the March conference to explain the contents to teachers. The cost of the Trunk is $300, but through grant monies there are 15 trunks available to school districts free of charge!! AATF of Maine will be working on a plan to disseminate the 15 free trunks and make them conveniently available.

The trunks will be also available for purchase. For more information regarding this incredible opportunity please contact pmichaud@augusta.K-12.me.us.

 

Flame Conference News

Mark your calendars! 

You do NOT want to miss the 2007 FLAME Conference!!

When: March 8-9 2007                Where:  Holiday Inn by the Bay in Portland

Keynote speaker:Don Bouchard    Theme: Communication:Many Languages, One Goal

 

Don Bouchard

Don Bouchard has worked almost 40 years in ESL, language minority education, and cross-cultural communication. Raised in a northern New England French-speaking environment, Don began his international career as a Peace Corps Volunteer in Brazil, a move that led to his work with Portuguese immigrants in New Bedford, Massachusetts. After graduate work at the School for International Training in Brattleboro, Vermont, Don returned to Massachusetts to teach ESL at Bristol Community College in Fall River.

The travel bug soon hit him big time, and he was awarded a Fulbright Grant to work at the University of Prishtina in Kosovo, Yugoslavia for two years. He then worked several years as a foreign service English Teaching Advisor, consulting for English Teaching programs worldwide and writing English language teaching material, and setting up English teaching programs in Tunisia.

In 1983, Don returned to the US where he settled in the Portland area and directed International Student Programs at Westbrook College. After brief stints working at Portland’s Refugee Resettlement Program and The School for International Training, Don initiated the literacy education/ESL concentration master’s program at the University of Southern Maine, where he serves as coordinator, academic advisor, and graduate ESL course instructor. In 1996 he began working with Portland Schools as Multilingual Programs’ Professional Development Specialist, a position that he still holds.

Don continues to consult nationally and worldwide and maintains a passion for languages, and international music and cuisine.

 

Friday’s workshop sessions address current topics and issues in modern and classical language education. Exhibitors will display textbooks and other materials. All conference registration fees include refreshments and meals.

PRE-CONFERENCE SCHEDULE Thursday, March 8,  2007

3:30 - 5:30       Registration, Reception, Exhibits; 5:30 - 6:45 Dinner; 6:45 - 9:00 Don Bouchard, keynote.

CONFERENCE SCHEDULE, Friday, March 9, 2007

7:30 – 4:00 includes 8 Registration and Refreshments, three workshop sessions, time to visit the exhibits, lunch and refreshments, and distribution of CEUs.

The exhibit area will be open 3:30 - 5:30 on March 9, and 8:00 - 3:00 p.m. on March 10.

…………………………………………………….

·          1 C.E.U. (Continuing Education Unit) Credit will be made available for registrants who attend both days of the FLAME Conference. Information, fees, and forms will be available in the registration area.

·          Limited free parking is available on a first-come first-served basis at the Holiday Inn.  Additional park is available at the Free Street Garage.

·          Full-time students may attend the Conference on March 10 at a reduced registration fee that includes a required FLAME student membership of $5.

·          FLAME has reserved 100 rooms at the Holiday Inn by the Bay for the special conference rate of $109 per night.

For additional information, contact Mary Lord (207-729-1669) or Dennis Glidden (207-368-4354)

 

Last name: __________________________________________

First name:  _________________________________________

School/ Place of Work: _________________________________Work Address:____________________________________________

Town/State:___________________________________________       Zip: ________  wk. Phone: ______________________________

Home address: _______________________________________ Town/State: ______________________________ Zip: ____________

e-mail: (wk. or hm.) __________________________________  fax (wk. or hm.):___________________________________

Please send FLAME mailings to:  ___home__ work  (check one);   Home phone: ____________________________________

 

I am involved in the following FLAME committee(s) : ______________________________________

Lang(s). taught: ___________________   level (s): K-5 _____;    mid. school ______;      high school _____;

(or interest)       ______________________    Univ. _____; adult non-degree _______

                        ______________________    years as professional teacher: _______

 

Type of membership: _____ Professional ($25);     ______New Teacher ($5);      _____ Student ($5);  

 ___Emeritus (free to retired, 10-yr.   Member)

Is this membership _______ new?         Or is it a _____ renewal?

 

Lunch choices for Thursday, March 8, 2007

______ chicken                         ______ fish                              ______vegetarian

 

 

 

_______$37    Pre-Conference Dinner & Workshop, Thursday evening, March 8, 2007 (pre-registration required)

_____  $37     Conference, including lunch, all day Friday, March 9, 2007 FOR TEACHERS

_____  $25     Full-time student membership + Friday Conference & lunch for FULL-TIME STUDENTS

_____  $10       Surcharge after 2/17/06

_____  $25       2006-2007 FLAME professional dues (if not previously paid) 

_____  $ 5      New teacher rate (if not previously paid)

_____  TOTAL ENCLOSED (Check. Payable to “FLAME”. NO PURCHASE ORDERS ACCEPTED.)

An additional fee of $10 per person is required for registrations postmarked after 2/17/06 or for on-site registration.

Please duplicate and complete a separate form for each conference registrant. Mail completed forms to :

 Kathy Prins, FLAME, PO Box 207, Augusta, ME 04332. Make checks payable to “FLAME”. *No purchase orders will be accepted; no  refunds will be made.*A canceled check confirms registration.

Please fill this form out completely and legibly.

 

The U.S. Department of Education’s International Education Programs Service (IEPS) offers funding to promote expertise and competence in foreignlanguages and area and international studies.

 

Access to the World and Its Languages

international education

grant and fellowship

opportunities

For information on these as well as six additional IEPS programs, including

application materials and competition deadlines, contact:

International Education Programs Service

U.S.Department of Education

1990 K St. N.W., 6th Floor • Washington, DC 20006-8521

202-502-7700 • www.ed.gov/HEP/iegps  • OPE_IEGPS@ed.gov

Who can apply?

Colleges • Universities • Faculty • K–12 Teachers

Administrators • Public/Private/Non-profit Organizations

State Departments of Education

What activities can be funded?

Language Training • Research • Curriculum and Materials Development

International and Area Studies Training • Collaborations • Studies and Surveys

Improving Global Competitiveness • Faculty Development • Executive Training

Who can benefit?

Faculty • K–12 Teachers • Undergraduate Students • Graduate Students

Curriculum Specialists • Librarians • Business Executives

The following programs will accept applications in fall 2006:

Title VI Domestic International Education Programs are designed to strengthen the capability

and performance of American education in foreign languages and in area and international studies.

• American Overseas Research Centers • International Research and Studies

• Business and International Education • Undergraduate International Studies and

Foreign Language

Fulbright-Hays Overseas Programs improve teaching and research about other cultures and languages,

training of specialists, and the American public's understanding of the peoples of other countries.

• Doctoral Dissertation Research Abroad • Group Projects Abroad

• Faculty Research Abroad • Seminars Abroad Program and Special Bilateral Projects

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