A study released in the European Journal of Nutrition has found that healthy diet is linked to higher reading skills during the first three years of school. Researchers analyzed 161 Finnish children ages six to eight using the Mediterranean Diet Score (MDS), Baltic Sea Diet Score (BSDS), and Finnish Children Healthy Eating Index (FCHEI). They found, “Healthier diet assessed by BSDS of FCHEI in Grade 1 was associated with better reading skills…among children in Grades 1-3.”
U.S. First Lady, Melania Trump, has threatened to sue an English language school in Croatia’s capital, Zagreb, after they used an image of her in a billboard advertisement. The billboard, which features a photo of Melania in front of a microphone at what appears to be a presidential event, has a slogan that reads, “Just imagine how far you can go with a little bit of English.” The billboard has been taken by many as a subtle dig to Melania’s command of the English language.
“I’m satisfied with the fact that the school admitted that they violated the law and that they are ready to remove the billboards and (Facebook) ads,” lawyer Natasa Pirc-Musar told the AP. “We are still analysing possible further legal steps.”
Ivis Buric, a spokeswoman for the school, American Institute, has apologized. She said the billboards were “misunderstood as something intended to mock the US first lady,” and said they were intended “to show her as a role model.”
Melania Trump was born in neighboring country, Slovenia. She left Europe for to pursue a career as a model when she was in her 20’s to the US, where she later met real estate developer Donald Trump at a New York Fashion Week party in 1998.
Buric further explained to CNBC that Trump was “the most recognized emigrant to the U.S. from this region,” and the billboard was not “some kind of political message” but rather “a conversation-starter, but nothing more than that.”
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Germany has continuously been in the news for their practices of welcoming Syrian refugees and offering various programs to teach refugees German. The country has added another method of distribution with a new program that turns 30 mosques across Germany into language schools for refugees. In Berlin, classes are held twice a week in the Dar Assalam mosque. The project differs from how German classes are typically taught.
In many German classes only German is spoken for a full immersion experience, however, in the classes with this program teachers and students also speak Arabic. Project organizers initiated the Arabic-German bilingual model out of concerns that students would not be able to keep up in a typical German class or would not take the class in the first place. GIZ Development Aid Agency member Zeynep Sezgin Radandt told DW News, “We’re offering something very low key here. We’re building bridges between the people and, for example, community colleges. The classes are free so people will think it’s a good idea to come here.
The German government funds the project with 1.8 million euros that are spread across the 30 mosques. Representatives from the Dar Assalam mosque in Berlin also claimed that they hope that the project will improve its image, as the mosque has been under surveillance by the German Domestic Intelligence Agency since 2014.
The project is set to run for two years with the possibility of serving for similar projects in the future.
Released by the National Association for Educational Progress (NAEP), the National Indian Education Study (NIES) 2015 is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the U.S. The study provides educators, policymakers, and the public with information about the academic performance in reading and mathematics of AI/AN fourth and eighth graders as well as their exposure to Native American culture.
The survey clearly indicates that schools managed by the Bureau of Indian Education (BIE) excel in teaching Native Americans about their langauges and cultures.
For the first time, the NIES 2015 student survey questionnaires included questions about the knowledge AI/AN students had of their families’ Native cultures, the role AI/AN languages played in their lives, and their involvement in Native cultural
ceremonies and gatherings in the community. The students’ responses to these questions provide some insight into their sense of identity as citizens of their AI/AN tribes.
How can the benefit of international education be made available to all American students, as recommended by a new Congressional report?Although last month’s news was dominated by the administration’s actions that depressed prospects for increased international educational exchange, on March 1, the American Academy of Arts and Sciences (AAAS) released its much-anticipated report “America’s Languages: Investing in Language Education for the 21st Century” (see March 2017, p. 9), which recommended that Congress increase federal funding for Americans to study abroad.
The report calls for “a national strategy to broaden access to language education for every student in the U.S., as preparation for life and work in a global 21st century must also promote opportunities for students to travel, experience other cultures, and immerse themselves in languages as they are used in everyday interactions and across all segments of society.”
In its previous “Heart of the Matter” report on the humanities and social sciences, the AAAS recommended that “transnational studies, study abroad, and international exchange programs should be expanded as part of undergraduate education.” Now, it is recommending that “the Department of Education should consider restructuring federal financial aid to help low-income undergraduates enjoy study abroad during the summer, as well as the academic year, to obtain language competence in their specific area of study.” The report recognizes that most study abroad programs “can be expensive—in real dollars, in forfeited income during the period abroad, and in time spent away from home campuses and coursework—and are therefore less accessible to students from disadvantaged backgrounds.” To overcome this, it suggests that colleges should recognize “overseas coursework for either elective or major credit. This recognition would enable students to apply financial aid and student loans to their time abroad, just as they apply it to their home campus studies,” in addition to extending financial aid to cover summer study programs.
Additionally, the report calls for the Departments of State and Defense to expand their successful immersion models. Cited are the examples of the Language Flagship model of the National Security Education Program (NSEP-DoD), which prepares students to speak, read, and listen in a non-English language at a professional level through intensive training at home and during an overseas capstone year, and the State Department’s National Security Language Initiative for Youth (NSLI-Y) and Critical Language Scholarship programs, which support over 1,000 students of critical languages in overseas language study annually.
Not mentioned by the report but surely a source of information for its authors is a 2013 evaluation by Research Solutions International, LLC investigating the Gilman Scholarships’ goals of helping prepare these students to assume significant roles in an increasingly global economy and interdependent world. The evaluation studied the medium- and longer-term outcomes for recipients of the scholarships between the years 2003 and 2010 and also considered the impacts of the scholarships on U.S. higher education institutions and on the families and communities of scholarship recipients.
The U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) administers the congressionally mandated Benjamin A. Gilman International Scholarship Program, which offers over 2,800 scholarships of up to $5,000 per academic year for U.S.-citizen undergraduates of limited financial means to study or intern abroad. Award amounts will vary depending on the length of study and student need, but applicants who are studying a critical-need language while abroad in a country in which the language is predominantly spoken will automatically be considered for the Critical Need Language Award, for a total award of $8,000. During the 2015–2016 academic year, 70 Critical Need Language Awards were offered.
According to the evaluation, representation of minorities among Gilman Scholarship recipients well exceeds that of the U.S. study abroad population as a whole. Participation in the program from African American, Latino, and Asian communities is two to three times greater than their participation in U.S. study abroad overall. Just under half of Gilman Scholars in the cohort examined were part of the first generation in their families to enroll in higher education.
The data shows that the Gilman Scholarship is diversifying the kinds of students who study and intern abroad and the countries and regions where they go by offering awards to U.S. undergraduates who might otherwise not participate due to financial constraints. From changed perspectives on the world and new interests in working on global issues to focusing academic pursuits on international topics and deepening foreign language skills, the program has enabled students of limited financial means to develop the knowledge and competencies required to compete in a global economy. See the accompanying table for a more in-depth analysis of the benefits of the program.
Significantly, in light of proposed budget cuts, last month’s AAAS report also recognizes that businesses should become involved in the effort to fund study abroad, as it is in their own interests: “American businesses may have the most to gain from a workforce that is competent in world languages and effective in international settings. Eighty-eight percent of the executives who responded to the 2014 Coalition for International Education–sponsored study reported that international sales will be an equal or greater percentage of their business in the future, and almost two-thirds report a need for international skills at entry and management levels. In other words, the U.S. is rapidly approaching a significant skills gap. Many businesses recognize and address this need by providing language education for their employees through a variety of means, including internal training programs and sponsored coursework. Community colleges have also become important partners by providing effective and affordable language instruction for adults.
In addition, through sponsored internships, the private sector and many NGOs have discovered ways to develop a multilingual workforce that can meet their future needs. Some work through programs like Northeastern University’s Global Co-op, which connects students with professional internships abroad, thereby offering language and cultural training as well as valuable work experience. Even a quick online search reveals dozens of such opportunities for students interested in exploring professional experiences abroad, including programs with Deloitte, Goldman-Sachs, and the World Bank, as well as U.S. embassies, world governments, and a host of other large and small corporate and nonprofit entities. Clearly, it is in the best interests of these organizations, and of U.S business more generally, to recruit and train more talented young people for success in a global economy—and international internships should be a part of any global strategy.”
Some programs are already leveraging commercial funding to boost study abroad. ExxonMobil, Banco Santander, and Coca-Cola are among the investors in 100,000 Strong in the Americas, the signature education initiative in the Western Hemisphere, the goal of which is to increase the number of U.S. students studying in the Western Hemisphere to 100,000 and the number of Western Hemisphere students studying in the U.S. to 100,000 by 2020.
To implement the 100,000 Strong in the Americas Initiative, the Innovation Fund was established as a public-private partnership between the U.S. Department of State, Partners of the Americas, and NAFSA: Association of International Educators. The Innovation Fund awards promote transnational institutional partnerships by leveraging private-sector contributions and commitments by higher education institutions to increase unique study abroad opportunities for students going to and from the Western Hemisphere region.
Similarly, the 100,000 Strong Foundation launched in 2013 to help answer President Obama’s call to deepen Americans’ understanding of China through study abroad, is a public-private partnership to encourage study abroad.
It is the 100,000 Strong Foundation’s mission to promote the expansion and diversification of Americans studying Mandarin and studying abroad in China. The goal is to bridge the gap between cultures, strengthen the bilateral economic and strategic relationship, and enhance global stability.
It remains to be seen when the recommendations of this report will be acted upon, but there can be little doubt that increasing access to study abroad opportunities through grants, scholarships, credit recognition, and the use of financial aid for short summer programs can only benefit the long-term interests of the U.S.
The scholarship successfully targeted students who have been traditionally underrepresented and provided additional insight into how the program assists them in overcoming challenges to pursuing international opportunities.
Financial Obstacles: More than three-fourths of survey respondents (79%) reported that financial considerations were a significant challenge in studying abroad. This included both the cost of travel and lost income from leaving a position of employment.
Not the “Typical” Study Abroad Student: In focus groups and interviews, Scholars spoke about seeing themselves differently from “typical” study abroad participants, primarily by virtue of their lower socioeconomic status (SES). Other self-identified characteristics distinguishing them from usual study abroad students included race/ethnicity, older age, having a physical disability, and being a parent. Forty-four percent of survey respondents indicated they were part of the first generation in their families to attend college.
New Academic Opportunities Overseas: In addition to giving recipients access to other countries and cultures, Gilman Scholarships also supported their enrollment in a variety of academic study abroad programs, providing experience with different academic structures and topics, students, activities, and extracurricular experiences than their home institutions. Eighty-three percent of survey respondents indicated that the Gilman Scholarship had enabled them to undertake academic activities overseas that they could not have undertaken at their home institutions.
The evaluation results indicate that the Gilman Scholarship supported Scholars in expanding their knowledge of other peoples, cultures, and perspectives.
Shifts in Worldview and Perspective: More than half of the survey respondents (52%) said they had had concerns about living in a foreign culture prior to their study abroad experience. After coming home, the majority (74%) kept up an active interest in the culture of the country where they had studied. Seventy-nine percent followed media coverage on the country or geopolitical region where they had studied. In focus groups, Scholars said that the Gilman Scholarship had provided an opportunity for them to develop an analytic framework through which to observe the world and scrutinize information about it.
International Engagement: After returning home from studying abroad, Scholars sustained their international engagement through a wide range of activities. Eighty-four percent reported maintaining relationships with people from the country where they had studied. Seventy-four percent remained actively interested in the culture of the host country. Two-thirds of survey respondents found opportunities to serve as a bridge between Americans and people from different countries and cultures when they returned to the U.S.
In addition to influencing their peers at school, some Gilman Scholars targeted their educational efforts toward their communities back home, taking the time to share their experiences with people who have less access to international opportunities.
Gaining a Greater Understanding of and Representing American Diversity: In focus-group discussions, several Scholars also described the study abroad experience as clarifying their own American identities and discussed how this understanding influenced their roles as American ambassadors. Scholars who were children of immigrants, raised in the U.S. but identified with their parents’ cultural heritage, found themselves representing American diversity in other countries.
Expanding Disciplines and Degrees of Study: The Gilman Scholarship influenced Scholars’ choices to pursue study of international topics that they might not have previously considered. In some cases, the scholarship catalyzed a desire to pursue graduate studies or professional degrees.
Enhancing Interest in International Study: Of the 1,441 survey respondents who returned to undergraduate studies after their Gilman Scholarships, over 1,250 reported taking a greater interest in international or cross-cultural topics, and more than one-third indicated that they had chosen an academic major or minor field of concentration with an international or cross-cultural focus.
A Decisive Factor in Graduate/Professional Study: Scholars who went on to pursue graduate studies or professional degrees described the Gilman Scholarship experience as a decisive factor in their choice of what to study.
Of the 819 survey respondents who were attending or had already completed graduate or professional school at the time of the evaluation, almost half (48%) had chosen a concentration with an international or cross-cultural focus, and more than one-third (36%) had studied abroad again or pursued international field research. Almost one-third (31%) had written or were writing a thesis/dissertation on an international or cross-cultural topic.
Fellowships, Scholarships, and Certificates: Thirty percent of all survey respondents reported having pursued educational activities inspired by their Gilman Scholarship experiences. Of these, 34% received fellowships or scholarships—the largest portion of that group going abroad again as Fulbright Students (14%). Twenty-three percent reported having pursued professional certificates, including Teaching English as a Foreign Language (TEFL) and Teaching English to Speakers of Other Languages (TESOL).
Enabling Graduate Study: In addition to influencing their academic choices, some Scholars believed that the Gilman Scholarship was the reason they were accepted to graduate school. Whether through the coursework or the international experience—or both—the Gilman Scholarship provided them with the qualifications to make them competitive and better-prepared graduate students.
The Department of State also seeks to support the internationalization of American colleges and universities through the Gilman Scholarship and other educational exchanges and related programs. This evaluation probed effects of the Gilman Scholarship on higher education by speaking with university representatives at 42 colleges and universities from a wide range of school types and student populations.
Making Study Abroad Available to a Much Broader Range of Students: University representatives who were interviewed regarding the impact of the Gilman Scholarship on their institutions said that it had contributed to changing perceptions about the kind of student who can study abroad.
Support for Short-Term Programs and Flexible Approaches to Study Abroad for Working Adults: For students who must work during their studies or have familial obligations year round—including many enrolled in community colleges in particular—spending a semester or academic year in another country is difficult or impossible. To allow more students to participate, the Gilman Scholarship has instituted offerings for summer (and now also winter) that are a minimum of four weeks in length (now two weeks for current community college students.) According to university representatives interviewed for this evaluation, STEM majors had difficulty fitting study abroad into their schedules during the regular academic year because of the high number of courses and labs that are required to complete their degrees.
Foreign Language Learning Overseas: Seventy-nine percent of survey respondents studied a foreign language while on their academic study program overseas. They studied a diverse group of languages, with 43% studying romance languages and 28% studying Asian languages. Foreign Language Study after Returning Home: Scholars were asked if they had undertaken specific language-related activities during the period of time when they were undergraduates or graduate or professional school students. A majority of the undergraduates (64%) had either continued or started taking language courses. More than a quarter of graduate/professional students (29%) had taken more foreign language courses. Among Scholars who had studied a foreign language while abroad, more than three-fourths (82%) sought opportunities to speak the language they had studied when they returned home.
When it was first published in 2005, Mourad Boutros’s classic work Arabic for Designers was the first of its kind, an authoritative guide for English-speaking designers working with the cultural and design complexities of Arabic. Extensively illustrated, it addressed the rise in global awareness of Arab cultures and provided a framework for understanding and respect.
The author’s objective was to show how non-Arabic-speaking designers can work with the language and understand and respect its cultural nuances while avoiding the pitfalls and mistakes to which many others have fallen victim.
More than ten years later, the second edition of Arabic for Designers is being released. Do not for a moment, though, think that this is an updated reprint of the original. Much of the content and the majority of the sumptuous illustrations are completely new.
Beginning with an overview of Arabic as a major world language, the author traces the development of Arabic from an essentially spoken to a written language. He shows how religious imperatives caused written Arabic to be transformed and beautified and places the subsequent development of Arabic scripts within their historical and cultural contexts.
Following an exposition of the main types of Arabic script, he then outlines the growth of Arabic typography and Arabic typesetting from slow beginnings in the era of moveable type to the high-technology digital environment of today. The author places particular emphasis on overcoming the inherent difficulties when designing bilingual Arabic-Latin typefaces to meet current demand.
Based upon over 40 years’ experience of working with an array of corporate clients, agencies, and type foundries, Boutros shows the importance of cultural knowledge to good design.
For a variety of reasons, the worlds of business and communications rely more and more on the cross-hybridization of Latin and Arabic graphic design approaches. As the book reveals, it is a process that can yield incredibly innovative, beautiful, and successful results. Without the proper knowledge, however, creative campaigns and endeavors, not to mention the money invested, can so easily be lost.
Using stunning visual examples and case studies, Mourad Boutros takes the reader through the entire range of graphic design applications—newspaper and television news, magazines, book jacket designs, corporate and brand identity, creative calligraphy, logotype design, logotype conversions, advertising, design for print, bilingual signage, and fine art.
This completely revised edition of a classic work is an illustrated guide to how to work with Arabic and understand and respect its cultural nuances. It remains an up-to-date and invaluable reference for design students, design and marketing professionals, and anyone interested in good design and Arabic culture and language, regardless of background, ability, or level of experience.
Richard Lederer celebrates National Library Week with bibliophiliaJust about everyone has seen the blue street signs with the big white H and an arrow pointing the way to the nearest hospital. Now our roads are fringed by a similar kind of road marker with a prominently displayed L doodle figure reading a book and an arrow aimed in the direction of another local institution: the public library.
Such signs remind us that librarians serve us in much the same way as doctors and nurses and that books and other media are just as vital to our health as bandages and medicine.Just about everyone has seen the blue street signs with the big white H and an arrow pointing the way to the nearest hospital. Now our roads are fringed by a similar kind of road marker with a prominently displayed L doodle figure reading a book and an arrow aimed in the direction of another local institution: the public library. Such signs remind us that librarians serve us in much the same way as doctors and nurses and that books and other media are just as vital to our health as bandages and medicine.
In fact, recent scientific research reveals that those who read books, magazines, and newspapers live longer. “As little as a half-hour a day of book reading had a significant survival advantage over those who did not read,” said the study’s senior author, Becca R. Levy, a professor of epidemiology at Yale.Each year, during the second or third week of April, we celebrate National Library Week.
This year, that week spans April 10–16, and the theme is “Libraries Transform.” Elinor Lander Horwitz once wrote, “There are numerous men and women perambulating the earth, in appearance much like ordinary respectable citizens, who have warm, loving, passionate—even sensuous—feelings about libraries.”Books live. Books endure and prevail. A woman telephoned an Atlanta library and asked, “Can you please tell me where Scarlett O’Hara is buried?”The librarian explained, “Scarlett is a fictional character in Margaret Mitchell’s novel Gone with the Wind.” “Never mind that,” said the caller. “I want to know where she’s buried.”
For that reader, Scarlett O’Hara had been so alive that now she was dead.Books move. Books do not sit still. The first bookmobile in the U.S., a horse-drawn wagon operated by a county library in Hagerstown, Maryland, began making its rounds in 1905. But the first bookmobile in Western history was, perhaps, the property of the Dutch humanist writer Desiderius Erasmus, who wrote the first best seller, In Praise of Folly.
Erasmus had few personal possessions aside from his books, and he declared, “When I get a little money, I buy books; and if any is left, I buy food and clothes. My luggage is my library. My home is where my books are.” No surprise then that in Erasmus’s caravan during his travels throughout 16th-century Europe, one donkey was reserved exclusively to carry his books.Near the end of the tenth century, well before Erasmus, lived Abdul Kassem Ismael, the grand vizier of Persia. Wherever Ismael traveled, he took his 117,000-volume library, strapped to his 400 camels. To expedite his reading pleasure, the camels that made up his mile-long bookmobile caravan were trained to walk in alphabetical order, each flock carrying titles beginning with one of the 32 letters in the Persian alphabet.
Books are not just inert objects to be used for a brief while and returned to the shelf. Like Erasmus and Abdul Kassem Ismael, true bibliophiles carry their libraries around with them wherever they go. Emily Dickinson, who went on expeditions everywhere while she remained at her home in Amherst, Massachusetts, knew that bookmobility travels two ways, that our books also take us with them:
There is no Frigate like a Book
To take us Lands away
Nor any Coursers like a Page
Of Prancing Poetry.
This Traverse may the poorest take
Without oppress of Toll —
How frugal is the Chariot
That bears the Human Soul.
Librarians are the rare profession named after the buildings in which they serve. After all, doctors and nurses are not called hospitalarians and lawyers are not courtiers. Blessed be our nation’s librarians. Amalgams of scholars, teachers, indexers, counselers, traffic controllers, janitors, and baby sitters, they march in the company of secular saints. May their tribe increase and multiply.
A recent study has found that bilinguals process arithmetic problems in different ways depending on which of their languages they are using. While it is largely accepted that humans possess at least some non-verbal numerical abilities to make arithmetic calculations, it’s becoming more and more apparent that language plays an important role in numerical and mathematical calculations.
Researchers at the University of Luxembourg gathered 21 who all had Luxemburgish (an official language of Luxembourg that developed from a variant of German) as their native language and who studied within the Luxembourgish school system which means they all had German as instruction language and they had all learned French as a second language. The participants then attended secondary school with French as the predominant instruction language. Thus, all of the participants were considered adequately bilingual with the highest proficiency levels in both German and French.
Participants were asked to solve a mixture of simple and complex math problems in both German and French. While participants were able to solve the math problems with equal proficiency in both languages, they took longer on complex tasks and made more errors when working in French.
Participants’ brain activity was measured by functional magnetic resonance imaging which showed that they used different parts of their brains depending on the language in use. Participants used parts of their brain when calculating in French that indicate the need for greater cognitive resources to solve the complexity of the tasks. This also possibly indicated that complex additional solving may have been automatized in German but not French, hence it took more ‘brain power’ to solve the problems in French.
Researchers also found that when solving problems in French, the part of the brain associated with visual presentation also lit up, even though the study had no visual stimuli. “These activations,” the study says, “raise the question of whether bilinguals performed the French complex additions with
the help of a mental visual support, such as via imagining the heard numbers in their visual symbolic form.”
Contrary to previous studies on bilinguals and arithmetic, the brain regions associated with translation were not activated. This indicates that bilinguals are not translating the problems from one language to the other (German to French), but are instead using visio-spacial processing.
“In sum,” the researchers said, “different brain regions can underlie proficient task solving in each of a bilingual’s languages, while behavioral differences are minimal to non-existent.”
In recent years, young children and toddlers have been increasingly exposed to handheld devices. It’s become commonplace to see babies playing games on tablets, smartphones, and other technological devices, rather than with wooden blocks and plastic toys. This has led researchers to wonder, do these devices affect toddlers in ways different than more ‘analog’ toys? Recent studies point to yes.
The study, “Is handheld screen time use associated with language delay in infants?” was performed by Dr. Catherine Birken, MD, MSc, FRCPC, staff pediatrician and scientist at The Hospital for Sick Children (SickKids) in Toronto, Ontario, Canada. Birken relied on parent-submitted information and regular check-ups to monitor children’s development. From 2011 to 2015, Birken asked parents of children 6-24 months involved in Toronto’s research network TARGet Kids! to estimate how much screen-time their children had engaged in. Meanwhile through the checkups, Birken and her team conducted an Infant Toddler Checklist (ITC), a validated questionnaire for detecting expressive speech delay and other communication concern.
In total, when the 1077 toddlers were examined, parents reported that 20 percent of the children used mobile devices for a mean time of around 30 minutes. According to the study, “Adjusting for covariates, we identified a significant association between handheld screen time and expressive speech delay; this relationship was more pronounced among children who reported any handheld screen time.”
On thing to note, however, is that the study did not distinguish between the types of screen time that the children may have been interacting with. Kids can learn language from media, much like books, if parents are using screen-time in an educational manner. However, Jenny Radesky, a University of Michigan developmental pediatrician told PBS, “The science on this says quite clearly that children [24 months or younger] just don’t symbolically understand what they’re seeing on a two-dimensional screen.”
The study isn’t comprehensive enough to make definitive decisions about how much screen time (if any) that infants have, and the study concludes that further research will be necessary to make recommendations limiting screen time.
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