ktravula - a travelogue! » Foreign Languages

Barking In A Foreign Language

Kola — Tue, 09 Feb 2010 20:02:40 +0000

This post was first published on Clarissa’s Blog today as part of a guest-writing project. Clarissa a cool Professor of Spanish language and literature at my department will also be a guest-blogger on KTravula.com in the coming days. Watch out.

___________________________________________________

Prompted by two related observations in my mind at the moment…

One was the search term in my blog statistics today. Some random person had apparently been directed to my blog by searching for the term “barking in a foreign language”. This is not so strange when I realize that I had once made a blog post about the cartoon that I found on the glass entrance to my department.

The second was this very comprehensive article, and discussion, in the New York times about why, or whether Americans will really, learn Chinese. I enjoyed reading it and picked up a few nuggets, one of which was the fact that the interest of many Americans in learning foreign languages came from political and economic expediencies: They learnt Russian during the Cold War, Arabic after 9/11, Spanish because of their neighbours, and now Chinese in the wake of China’s global economic uprising. Thus said the writers of the article. Not me, even though I have learnt also from a few interactions on the matter that many American students now study Chinese for the purpose of gaining leverage in the emerging economic world.

The article doesn’t mention Yoruba, Swahili, or any of the other minority world languages being learnt in Universities all over America, but that is not the point – I guess. As much as this point in the article could be seen as a generalization of perhaps a genuine interest of students in expanding their worldviews, I believe that there’s something interesting about the said American foreign language fad. For a fact, the govenment of the United States has shown more interest in languages spoken in parts of the world with some economic, political or cultural relevance to its own survival. At the Fulbright conference in December, I had made friends with a guy called Osama from Yemen, a Fulbrighter on a similar programme. That was before the Christmas Day bombing attempt, and its subsequent link to Yemen. After the terror attempt, I asked a friend if she thought that Yemen will now get a lesser slot in subsequent Fulbright programmes because of the terrorism incendent, and she said NO. Quite the opposite, she said. If this all rings true, then Hausa will also soon become another language of interest for Americans in the coming years, because of the failed bombing attempt of Christmas day. This creed can then be summarized somewhat thusly:

“If he has tried to kick your ass, kick his ass too, and then learn his language. You might understand him more, and thus prevent any further aggression.”

Whether this is true, or whether it ever works as planned in the long term, is of course subject to debate.

On Chinese Poetry

Kola — Fri, 05 Feb 2010 01:52:37 +0000

Professor Tom Lavalle is a great man. He is soft-spoken, he has sparse beards that cover much of his chin, and he smiles a lot. And he speaks Chinese! He is an American Professor in my department and he learnt, speaks and teaches Chinese language and literature. Isn’t that amazing? I met him for the first time on Monday even though we had been communicating a lot through email, and even though his office is just a stone throw from mine. For all I know, we may have gone past or maybe even bumped into each other more than once since August without knowing. For sure, the image of him that I had in my head before meeting him was not of someone of such height and demeanour. Why I had the preconceived image in my head, I have no idea. All I know is that when I met him, I was pleased. He is a pleasant person to talk with.

During the first email exchanges we had before we actually met, he had sent me these few translated poems from Chinese which I loved, so on meeting him, conversation inevitably turned to the subject of Chinese poetry and language and how it had influenced Japanese language and literature as well, especially in the form of writing. I learnt so many new things, about him, about China and about writing, language and culture. Why an American would be interested in Chinese poetry is not a question I would always ask, but I did ask for his own motivations, and I found them rooted in a craving for private space in the solace of words. He is a poet himself, writing in English, and his contact with Chinese writings had sparked a different kind of interest in him that has been sustained up to the present day. And because of him, students of this department now have the chance to learn Chinese language and culture at SIUE, and take field trips to a country of so much intriguing history.

Because of meeting him, one day I hope to start learning Chinese. I don’t know where to start from though, whether on a lesson in good calligraphy or on a lesson in Chinese alphabets which I am very sure is larger than the English one. And unlike many of the students who register for the class, my motive will not really be in anticipation of, and preparation for the new world order where Chinese is spoken as a first language by all world citizens, but to access many of the different forms of expression of thought buried within the texts of old and classical Chinese poetry.

Well, maybe I lie when I say that, but how would you know?

“Drinking Wine” #4 of 4

Tao Qian (365-427)

Autumn chrysanthemums have beautiful color,

With dew on my clothes I pluck their flowers.

I float this thing in wine to forget my sorrow,

To leave far behind my thoughts of the world.

Alone, I pour myself a goblet of wine;

When the cup is empty, the pot pours for itself.

As the sun sets, all activities cease;

Homing birds, they hurry to the woods singing.

Haughtily, I whistle below the eastern balcony -

I’ve found again the meaning of life.

(Translated by Wu Chi-liu)

Four Languages

Kola — Wed, 20 Jan 2010 05:06:37 +0000

A Swiss guy visiting Sydney, Australia, pulls up at a bus stop where two locals are waiting. “Entschuldigung, koennen Sie Deutsch sprechen?” he asks.

The two Aussies just stare at him.

“Excusez-moi, parlez vous Francais?” he tries.

The two continue to stare.

“Parlare Italiano?”

No response.

“Hablan ustedes Espanol?”

Still nothing.

The Swiss guy drives off, extremely disgusted. The first Aussie turns to the second and says, “Y’know, maybe we should learn a foreign language.”

“Why?” says the other. “That guy knew four languages, and it didn’t do him any good.”

On Foreign Language Teaching

Kola — Tue, 05 Jan 2010 18:28:23 +0000

I received this article this morning about how to thrive or survive as a department of foreign languages. It’s long, but for those interested in the topic of teaching foreign languages, especially in a depression economy, it is worth reading.

http://www.insidehighered.com/news/2009/12/29/languages

NOTE: It was just a few days ago that I was talking with friends who expressed surprise that a language like Yoruba is taught in an American institution. “French or German, yes, but Yoruba?” they wondered. “How is it ever useful to anybody anywhere?Who would use it? Everyone (including the Yoruba people in Nigeria) speaks English anyway.” they said.

Apparently, it is still hard to sell the idea of learning a foreign language that doesn’t come with a “sophisticated” appeal like Spanish or Russian to most common people anywhere in the world. My interlocutors were one American and one African. A day earlier, another friend – this time a Nigerian on the chat messenger – had expressed similar sentiments. He even added a twist of the absurd by insisting that I was working for the CIA. That was the only way he could rationalize a scholarship that affords me the opportunity to teach my language in the United States. He also could not understand why foreigners could be interested in the language.

I think this attitude is a result of a fundamental ignorance of the purpose of learning anything at all, which is simply to gain knowledge. And there is no knowledge that is not power, as that writer Ralph Waldo Emerson puts it. Learning a foreign language gives one access to new ways of looking at the world, no matter how small the number of people who speak the language is. But the Yoruba language is spoken by over 30 million people, and has a culture that has survived hundreds of years and has influenced countless other cultures all over the world from the Carribbeans to the United States’ African American population, and produced one Nobel Laureatte. What is there not to learn about its culture, and language, and people? The lesson for me – if any at all – is in learning more about the importance of linguistic, language documentation and cultural studies. It helps to have something to say while being challenged about the use, or uselessness, of what one does.

For Laughs

Kola — Sat, 26 Dec 2009 12:20:45 +0000

“Barking as a Second Language”

Seen on the door into the Department of Foreign Languages where I work. I found it funny.

The Conference

Kola — Fri, 11 Dec 2009 06:01:03 +0000

This is my 200th blog post!

Now that I have spent the whole of Thursday holed up in the hotel attending one workshop to the other, I am beginning to think that these photos from my solo walk around the little town yesterday might be the only ones that I have of its interesting sites. Or not. Let me check. Yes, I’m right. This conference is all I have come here to do.

Meanwhile, the conference itself is very warm gathering of 409 Fulbrighters from 49 countries teaching hundreds of languages all over the country. I have met old friends who remember me, and those who don’t. I have also met new ones who had heard about me and those who hadn’t. There will be more conference sessions tomorrow, and more feeding sessions too, until Saturday when the conference officially ends. We have learnt about Social Networking for the Foreign Language Classroom, Writing for Publication in Foreign Language Journals, and Scenarios & Strageties: Addressing Individual Student Concerns. Tomorrow, there will be more… Before this conference ends, we will meet with some representatives from the State Department. No, I don’t think that there is a chance to see the Secretary of State, so that’s that, already crossed out.

But this was my lethargic Thursday put into good and productive use of my time, although now, the only thing that hasn’t changed is the tiredness I feel at the end of the day. I however learnt many things in the conference sessions today. One that stuck with me was a fact that forty Fulbrighters from eleven countries have been awarded the Nobel Prize since 1952. They include Jean-Marie Le Clézio (France, and Nobel Laureate for Literature in 2008), Henry Kissinger (USA, and Nobel Peace Prize 1973) and two time winner Linus Pauling (USA, and Nobel Laureate in Chemistry 1954).

Our Berlin Wall

Kola — Tue, 10 Nov 2009 00:33:08 +0000

And so today marks the twentieth year of the demolition of the Berlin Wall in Germany. To commemorate it on campus, the German arm of the Foreign Languages Department in which I work have unveiled a public art exhibition featuring texts, artworks, pictures, history, (German) music, and most notably a miniature replica of the old Wall. Constructed with wood, and strategically placed at a publicly accessible spot on campus, the “wall” already randomly graffitied stands today both as a reminder of the historic day, as well as the ingenuity of the Department of Foreign Languages, especially of Belinda Carstens – the head of the department who is also a professor of German. Along with the chance to take pictures with the “wall”, students have been encouraged to spray-paint the wall and decorate it with their own graffitis as they see fit, just like was done with the real Wall in those days by angry Berliners and rebels who wanted it torn down. Needless to say, the over twenty feet long wall is already a notable piece of attraction on campus, and will be till the end of the week.

Here are a few of the pictures I took today, along with Catherine Xavier, an Indian member of the department. The exhibition will be open every day for the rest of this week, and there will be paint brushes and paints for each visitor to use to their artistic advantage on the symbolic representation of the old wall.

But amidst my excitement to be here at this moment in time, here’s a dilemma I face: I can’t yet figure what I want to write on this wall. Prof Doug Simms of the deparment had taken his time today to draw on it a sickle and a hammer (the old symbol of communism) turned upside down, like it was on the old wall, according to him. A few of the other graffitis on this “wall” reflect each painter’s own sensibilities, and not always related to the politics of the Wall itself. So here I am, thinking (or asking YOU, as the case may be) that when I go back there tomorrow with a brush and paint in hand, what other creative texts or symbols (in any language) should I be writing on this remade wall from twenty years ago beside the obvious personal statement in my mind at this moment which simply reads, in German: “ktravula war hier“?

Here’s a Joke!

Kola — Sat, 10 Oct 2009 00:19:53 +0000

A mother mouse and a baby mouse are walking along, when all of a sudden, a cat attacks them.

The mother mouse goes, “BARK!” and the cat runs away.

“See?” says the mother mouse to her baby. “Now do you see why it’s important to learn a foreign language?”

What Can We Do With Language?

Kola — Fri, 09 Oct 2009 15:57:23 +0000

A recurring question in my mind every day I go to class to teach my students Yoruba is “What exactly can they do with this knowledge?” Surely, like Ralph Waldo Emerson said, “there is no knowledge that is not power,” but when I look at these young students – the youngest of them being nineteen years – and look at the Yoruba language, I can’t help but wonder if there is anything particularly useful that they can do with their knowledge of it. The last few classes have featured questions and answers mainly about the people and cultural practices, as well as about language. So assuming that by the end of this semester, I am able to give them a basic knowledge, as well as give them sufficient motivation to learn more about the language, culture and people, then what?

Language is a medium of thought, but it’s also an abstract wealth, mostly without tangible value. An African language might be viewed with even more skepticism, especially from an American perspective. Besides the possibility of ending up like Austrian Suzanne Wenger in a Yoruba town with enormous artistic influence on a people’s belief, or as British Karin Barber in a University as a European authority on the language and grammar, what else is there to do with these little snippets of knowledge that we share every week in class? I cannot answer the question, and I would not be asking the students to do so.Yet.

We have learnt about Suzanne Wenger, Wole Soyinka, Karin Barber, Toyin Falola, and a few other literary figures. In the last class, I tried to dispel some more common genralizations about the people and perceptions. Students seem always to have new questions each time, and I love it. Had I seen that video of Chimamanda speaking at a Ted.com event, I might brought it along to class. I definitely will consider doing so in the next class, just after our test on Monday. I hope that in the long run, there is something of value being exchanged between us every time we gather in class to discuss.

ktravula - a travelogue! » Foreign Languages

Barking In A Foreign Language

Related Posts

On Chinese Poetry

Related Posts

Four Languages

Related Posts

On Foreign Language Teaching

Related Posts

For Laughs

Related Posts

The Conference

Related Posts

Our Berlin Wall

Related Posts

Here’s a Joke!

Related Posts

What Can We Do With Language?

Related Posts