Symposium Program - National Foreign Language Resource Center

Transcription

Aloha & Welcome! 1
WHAT'S INSIDE?
Aloha & Welcome to the 2002 NFLRC/CSLR Summer Institute ..... 3
Welcome Message from the Summer Institute Director ...................... 5
Mahalo! ................................................................................................ 7
Highlights & Helpful Information ....................................................... 9
Schedule ............................................................................................. 13
Maps ................................................................................................... 16
Keynote Address ................................................................................. 19
Workshops .......................................................................................... 21
Restaurant Guide ................................................................................ 35
Transportation & Parking .................................................................. 45
NFLRC/CSLR Overview .................................................................. 47
The University of Hawai‘i National Foreign Language Resource Center is supported by a
grant from the United States Department of Education CFDA 84.229, P229A990004.
2 2002 NFLRC/CSLR Summer Institute • Heritage Learners & Nat’l Language Needs
ALOHA AND WELCOME TO THE
2002 NFLRC/CSLR SUMMER INSTITUTE!
Aloha and welcome to the 2002 NFLRC/CSLR Summer Institute
symposium Heritage Learners and National Language Needs (June 19–
21), co-sponsored by the National Foreign Language Resource Center
and the Center for Second Language Research at the University of
Hawai‘i at MÅnoa. The symposium will provide practical information,
theoretical considerations, and program/curriculum models for
language education that utilizes existing heritage language resources.
Service organizations, government agencies, and businesses in the US
are increasingly calling for personnel with specialized bilingual
abilities. Language specialists are under pressure to develop programs
that provide individuals with the language and literacy skills needed
for use across a broad range of occupations. To meet these needs,
there has been expanding interest among language scholars in
capitalizing on the linguistic resources of language minority students
through developing their heritage language skills. Not only does this
language as resource approach (Ruiz 1988) have great potential for
meeting foreign language demands, it can also provide educational
and professional opportunities for language minorities who might not
otherwise experience school success. In addition, the language as
resource approach promotes foreign language development among
monolingual speakers of English through programs in which heritage
language speakers can serve as conversation partners and tutors.
Although many foreign language scholars can see the value in
utilizing heritage language resources, they may not be familiar with
information and models that can guide program/curriculum
development for multiple languages and diverse spoken and literacy
needs. This symposium will offer a range of language, culture, literacy,
Aloha & Welcome! 3
and technology workshops by experts who have extensive knowledge
and experience in developing innovative K–16 heritage language
programs, and we are pleased to be bringing together such a diverse
group of heritage language/bilingual education educators from around
the United States to share their expertise and experiences.
The symposium will begin with an opening reception, complete with
food, beverages, and island entertainment and fun, on the evening of
June 19, the perfect opportunity for presenters and participants to
meet, followed by the keynote address on the morning of June 20 and
two day’s worth of in-depth, hands-on workshops.
We thank you for your participation in this exciting symposium and
hope you will leave full of ideas for initiating or developing heritage
language/bilingual education programs in your area!
2002 NFLRC/CSLR Summer Institute Planning Committee
Ruiz, R. (1988). Orientations in language planning. In S. McKay &
C. Wong (Eds.), Language diversity: Problem or resource? (pp. 3–25).
Boston, MA: Heinle & Heinle.
WELCOME MESSAGE FROM THE
SUMMER INSTITUTE DIRECTOR
Aloha,
I wish you a warm welcome to the 2002 Summer Institute, Heritage
Learners and National Language Needs. This Institute is co-sponsored
by the National Foreign Language Resource Center (NFLRC) and
the Center for Second Language Research (CSLR), both affiliated
with the Department of Second Language Studies, University of
Hawai‘i at MÅnoa. Our vision for the institute is to address the need
for educational approaches that promote dual language and literacy
development among heritage language learners.
Those of us concerned with developing heritage language abilities
have recently witnessed attacks on dual language programs. Not only
have states such as California and Massachusetts seen their bilingual
education programs eliminated or threatened, but the Federal
government has also recently changed the name of the Office of
Bilingual Education and Minority Language Affairs (OBEMLA) to
the Office of English Language Acquisition, Language Enhancement,
and Academic Achievement for Limited English Proficient Students
(OELA). This change in focus from bilingualism to English for
immigrant learners comes at a time when foreign languages are
desperately needed for a broad range of service, government, and
business purposes. An English only approach also ignores substantive
evidence that well-designed bilingual programs promote academic
success among immigrant students. It is our hope that programs such
as the 2002 NFLRC/CSLR Summer Institute will increase awareness
of how we might best utilize heritage language and cultural resources
in meeting both national and immigrant needs.
From the Director 5
Theoretical advances applicable to a language as resource ideology
are occurring in areas such as identity, metacognition, hybridity, and
critical pedagogy. These approaches promise to provide students with
more in-depth language and literacy knowledge than previous
pedagogical models. Yet translating recent complex and inter-related
theories into actual learning activities is a daunting challenge for
many educators. The dual purpose of the Institute workshops is to
demystify recent language/literacy theories and provide educational
models of theory put into practice within schools and communities.
We also aim to provide opportunities for an informal exchange of
ideas and experiences among educators working in K–12 schools,
colleges, and universities.
We look forward to an exciting and productive institute. Mahalo for
bringing your knowledge and experience to our dialogue on heritage
language learning.
Best regards,
Kathryn A. Davis
Summer Institute Director
Director, CSLR
MAHALO!
SPONSORS (UNIVERSITY OF HAWAI‘I AT MANOA)
National Foreign Language Resource Center
Center for Second Language Research
SUMMER INSTITUTE PLANNING COMMITTEE
Kathryn Davis (Summer Institute Director)
Center for Second Language Research/Second Language Studies
John Mayer (Entertainment Coordinator)
Hawaiian & Indo-Pacific Languages & Literatures
Richard Schmidt (NFLRC Director)
Jim Yoshioka (Program Coordinator)
SUMMER INSTITUTE STAFF
Heidi Agunias (Student Assistant)
Second Language Teaching & Curriculum Center
Deborah Masterson (Publications Specialist)
John Standal (Information Technology Specialist)
Language Telecommunications Resource & Learning Center
SPECIAL THANKS TO . . .
Our wonderful keynote speaker and workshop presenters
Our many diligent on-site symposium volunteers
The helpful staff at the Imin Conference Center
The MÅnoa Catering Company
The Polynesian Cultural Center
Kalehuakea
Mahalo! 7
HIGHLIGHTS & HELPFUL INFORMATION
OPENING RECEPTION
Wednesday
5:30–8:30pm
Imin Center lanai
Please join us for food, beverages, and island entertainment! The
perfect way to relax, have fun, and meet fellow symposium presenters
and participants before the symposium proper begins.
REGISTRATION & INFORMATION DESK
Wednesday
3:30–7:30pm
Thursday
7:30am–4:30pm
Friday
7:30am–3:30pm
Imin Center lanai
Wailana Room (garden level)
NATIONAL FOREIGN LANGUAGE RESOURCE CENTER PUBLICATIONS EXHIBIT
Thursday & Friday during lunch
Less commonly taught languages are our focus. We produce cuttingedge language research texts and innovative teaching materials for
Chinese, Indonesian, Japanese, Korean, Manchu, Vietnamese, and
much more. Please stop by!
SYMPOSIUM MESSAGE BOARD
Thursday & Friday
Leave messages for fellow symposium participants on the pin-up
message board next to the registration table.
CONTINENTAL BREAKFAST & SNACKS
Thursday & Friday 7:30am–lunch
Complimentary coffee/tea/juice and pastries will be offered. Because lunch
will be at a later time on Thursday, we will be providing late morning
snacks on that day in addition to the usual coffee service.
note: Please eat in the Wailana room. No food is allowed in the Keoni Auditorium,
Highlights & Helpful Information 9
the Koi room, the upstairs presentation rooms, or the Japanese garden.
BOXED LUNCHES
Thursday & Friday
Wailana & Makana Rooms (garden level)
Boxed lunches will be available at 12:40pm on Thursday and 11:30am
on Friday for those who have pre-paid for the lunch option. (There may
be extra boxed lunch tickets available — please ask at the registration
desk). Lunch tickets indicating vegetarian or non-vegetarian preference
are provided in symposium packets and should be presented at
lunchtime.
note: Please eat either in these rooms or outside by the Thai Pavillion (the grassy
area to the left of the Imin Center). No food is allowed in the Keoni Auditorium,
the Koi Room, the upstairs presentation rooms, or the Japanese garden.
UH CAFETERIAS AND EATERIES
Paradise Palms Café (across from Hamilton Library)
Monday–Friday, 7:00am–3:00pm
MÅnoa Garden (between Campus Center & Sinclair Library)
Kahea‘ai Café (Campus Center)
Taco Bell Express & Pizza Hut (Campus Center)
Expresso Cart (Campus Center)
Starbuck’s (Campus Center)
Kampus Korner Store (Campus Center)
Hale Aloha (Lower Campus)
Monday–Friday, 6:30am–8:30am, 11:30am–1:00pm, 4:30pm–6:30pm
IMIN CENTER PHONE
Pay phones are located on the garden level under the stairs and on the
second floor by the men’s restroom.
COPYING
Copies can be made at the following locations on campus or nearby:
Imin Conference Center (Room 225) 944–7159. Open during symposium
hours; contact Imin Center staff in Room 225. Self-service, 10¢ a copy.
Hamilton Library 956–7204. Open Monday–Thursday, 8:00am–11:00pm;
Friday, 8:00am–5:00pm; Saturday, 9:00am–5:00pm; and Sunday,
12:00pm–9:00pm. Coin- or card-operated machine. 7¢–10¢ a copy.
Ema Campus Copy (located at Campus Center) 941–1098. Monday–
Thursday, 8:00am–4:00pm; Friday, 8:00am–3:30pm. 7¢ a copy.
Kinko’s (located at the corner of S. King Street and University Avenue)
943–0005. Open 24 hours a day, 7 days a week. 7¢ a copy.
INTERNET ACCESS
We are sorry, but there is no internet access available at the Imin
Conference Center. There are a number of free, limited-use web browsing
and email stations at Hamilton Library (please see above for library
hours) and a number of “internet cafés” in town (see Restaurant Guide).
2004 NFLRC SUMMER INSTITUTE
In the summer of 2004, the NFLRC is planning on having
yet another Heritage Language Summer Institute. Check out
the Professional Development section of our NFLRC
website in Fall 2003 for the latest information. Or if you’d
like to be included on our NFLRC Summer Institute email
list, please contact us at [email protected].
Website: http://nflrc.hawaii.edu
Highlights & Helpful Information 11
SCHEDULE OVERVIEW
WEDNESDAY, JUNE 19
3:30–5:30
Registration
Imin Center lanai
5:30–8:30
Opening Ceremony
(food, beverages, island entertainment)
Imin Center lanai
THURSDAY, JUNE 20
7:30–8:30
Complimentary morning refreshments
Wailana Room
Registration (will continue throughout day)
8:30–9:30
Opening Keynote Speech
(Dr. Nancy Hornberger)
9:40–12:40 Concurrent 3-hour workshops
Complimentary snacks
12:40–1:40 Lunch
1:45–4:45
Concurrent 3-hour workshops
Keoni Auditorium
(see schedule, pg. 14)
Wailana Room
Wailana & Makana Rooms
FRIDAY, JUNE 21
7:30–8:30
Complimentary morning refreshments
Wailana Room
Registration (will continue throughout day)
11:30–12:30 Lunch
3:45–4:45
Wrap-up session / Evaluation
Wailana & Makana Rooms
Keoni Auditorium
Schedule 13
Schedule 15
SYMPOSIUM SITE MAP
Keoni Auditorium is on the first floor
The Wailana, Makana, & Koi Rooms
are on the downstairs garden level
The Mac Lab is across the street in Moore Hall
(see facing page)
UH CAMPUS & VICINITY
Maps 17
KEYNOTE ADDRESS
Pluralism as Resource:
Ecological Approaches to Bilingual, Foreign,
and Heritage Language Education
NANCY HORNBERGER, University of Pennsylvania
Thursday, June 20, 8:30–9:30am
Keoni Auditorium (1st floor)
The one language-one nation ideology of language policy and
national identity is no longer the only available one worldwide (if it
ever was). Multilingual language policies which recognize ethnic
and linguistic pluralism as resources for nation-building are
increasingly in evidence. These policies, many of which envision
implementation through bilingual intercultural education, open up
new worlds of possibility for oppressed indigenous and immigrant
languages and their speakers, transforming former homogenizing
and assimilationist policy discourses into discourses about diversity
and emancipation.
This presentation uses the metaphor of ecology of language to
explore the ideologies underlying multilingual language policies and
the continua of biliteracy framework as ecological heuristic for
situating the challenges faced in implementing them. Specifically,
the presentation considers community and classroom challenges
inherent in implementing these new ideologies, as they are evident
in three nations which introduced transformative policies in the
early 1990s: post-apartheid South Africa’s new Constitution of
1993; Bolivia’s National Education Reform of 1994; and Paraguay’s
constitutional and educational recognition of Guarani alongside
Spanish. It concludes with implications for multilingual language
Keynote 19
policies and specifically bilingual, foreign, and heritage language
education in the United States.
NANCY H. HORNBERGER is Professor of Education and Director of
Educational Linguistics at the University of Pennsylvania Graduate
School of Education, where she also convenes the annual Ethnography in
Education Research Forum. She specializes in sociolinguistics, language
planning, bilingualism, biliteracy, and educational policy and practice for
indigenous and immigrant language minorities in the United States,
Latin America, and internationally. She teaches, lectures, and consults on
these topics throughout the world. Her published books include
Indigenous Literacies in the Americas: Language Planning from the Bottom up
(Mouton, 1996), Sociolinguistics and Language Teaching (Cambridge, 1996,
co-edited with S. McKay) and Bilingual Education and Language
Maintenance: A Southern Peruvian Quechua Case (Mouton, 1988). She
serves on numerous journal and book series editorial boards and co-edits
an international book series on Bilingualism and Bilingual Education
with Colin Baker for Multilingual Matters.
Email: [email protected]
WORKSHOPS
listed in alphabetical order by presenter
Creating a Heritage Language Curriculum for
Sociocultural Development in Academic Settings
THERESA AUSTIN (University of Massachusetts)
Friday, June 21, 8:30–11:30am (part 1)
Friday, June 21, 12:30–3:30pm (part 2)
This hands-on workshop will help participants create transformative
curricular directions (sections, courses, and/or programs) for heritage
language students by using principles from critical literacy & language
development; interdisciplinary learning; and multicultural education.
Examples will be provided of heritage language curriculum implemented
in after-school elementary programs, middle/high school courses, and at
the university level in areas other than heritage language (e.g., health
care, law, social work). Workshop participants will learn how to:
• Conceptualize curriculum design as a cycle of inquiry, performance,
critical reflection, enactment, and deliberation
• Create instructional spaces for critical language & literacy in
interdisciplinary learning
• Profit from a critical multicultural perspective
• Construct informative assessment and evaluation through stakeholder
involvement
Participants should bring a copy of their school district, state, or
department curricular frameworks for the heritage language, levels of
language instruction, and subject areas that reflect their curriculum
development interests, e.g., Ilokano and health care for university
studies; Samoan, science, and music for high school; Spanish, art, and
history for middle school; Japanese, math, and computer science for
elementary school.
THERESA AUSTIN, Associate Professor in the Department of Teacher
Education and Curriculum Studies at the University of Massachusetts,
specializes in second language and literacy, planning and policy. Her
research uses a sociocultural framework to examine the development of
cross-cultural pragmatics and the impact of technology-aided
instruction on language learning. Through several collaborative action
research projects, she has conducted ethnographic research to examine
how teachers’ practices can improve students’ learning opportunities.
Having researched, designed, and implemented curricula for teaching
Japanese, Spanish, Chinese, and ESL, she serves as a consultant for
Workshops 21
instruction and assessment in bilingual education and foreign language
programs nationally and internationally. She has been awarded several
prestigious grants from the Social Science Research Council, Fulbright
Commission, and Massachusetts Foundation for the Humanities.
Currently, she is working with graduate students on several community
service summer language camps in Chinese, Russian and Spanish. In
addition to her research on language development, Theresa is currently
working with ETS and the National Boards for Professionals in
Teaching to develop national certification exams for teachers of
languages other than English.
Critical Pedagogy in S/FL Teaching
GRAHAM CROOKES (University of Hawai‘i at MÅnoa)
RENE ANTROP-GONZÁLEZ (University of Wisconsin–Milwaukee)
Thursday, June 20, 1:45–4:45pm
Critical pedagogy is now a well-established, if necessarily nonmainstream, perspective on curriculum theory and pedagogical practice.
Associated for the last 40 years particularly with the name of Paulo Freire,
it now encompasses a large body of work, both theoretical and practical,
in many domains of education. For ESL, it is particularly associated with
the work of Elsa Auerbach. For FL education in the US, the early work of
Linda Crawford-Lange was an important influence that brought Freire’s
ideas to the attention of North American teachers. In this short
workshop, the facilitators (Rene Antrop-González & Graham Crookes)
will first introduce basic concepts of critical pedagogy (drawing on the
perspectives and background of participants in a dialogical fashion); the
group will most likely then separate into two break-out groups according
to shared interests and orientation, in which they will review key
classroom practices and look at relevant materials, as appropriate; and
conclude by developing action plans for individuals to take back with
them to their practice sites beyond the Summer Institute.
GRAHAM CROOKES is Associate Professor in the Department of Second
Language Studies and Director, English Language Institute, UH MÅnoa.
Over the years he has published in many of the major journals of SL
Studies (TESOL Quarterly, Applied Linguistics, Modern Language Journal,
Language Learning). Among his professional interests are teacher
research and critical pedagogy; a particular concern is the continuing
poor working conditions of most SL teachers.
RENÉ ANTROP-GONZÁLEZ is Assistant Professor of Curriculum and
Instruction/Bilingual Education at the University of Wisconsin–
Milwaukee. Dr. Antrop-González received his doctoral degree from
Pennsylvania State University in 2001. Currently, his research interests
are critical pedagogy and its application in bilingual/ESL education and
the academic achievement of high school Puerto Rican students in
urban settings within the United States. Dr. Antrop-González has
published several articles on topics including language policy in Puerto
Rico, alternative Puerto Ricancentric schooling/critical literacy, and
media images of Puerto Ricans in United States cinema.
Language Awareness, Culture, and Education
JACINTA GALEA‘I & LAURIE LUCZAK (University of Hawai‘i at MÅnoa)
Koi Room (garden level)
This session will feature student work from a university-school
partnership currently underway at two middle schools in Kalihi, which
aims to help students of Hawaiian, Samoan, and Filipino ancestry to
achieve high academic standards and to enter and succeed in college.
Built on language and culture as resource and Language Awareness
language models that draw on the strengths of culturally and
linguistically diverse students as ways to help them learn academic
discourse, while maintaining their own heritage languages, the
presentations will include pedagogical practices that foster positive selfesteem, critical thinking, awareness of multiple-identities, literacy skills
for academic success, and greater appreciation and interest for
community cultures and languages. Participants will receive hands-on
experience that will enable the implementation of similar pedagogy
approaches into their curriculum as ways to create and transform
current educational practices and as ways to address the needs of
students of diverse backgrounds.
JACINTA GALEA‘I is completing her Ph.D. in English at the University of
Hawai‘i at MÅnoa. She has taught English at Samoana High School, the
American Samoa Community College, and this past year at Dole
Middle School.
LAURIE LUCZAK was born and raised in Hawai‘i and is a graduate of St.
Andrew’s Priory and UH MÅnoa. She worked in the insurance industry
for approximately 15 years before returning to graduate school. She is
currently in the Master of Education in Teaching (MET) program at the
College of Education at UHM. She has been working with the GEARUP Program since December of 2000 and is interested in developing
“culturally appropriate and congruent pedagogy and curriculum.” She is
a recipient of the Carl and Alice Daeufer Scholarship and the COE
Student Teaching Grant.
Workshops 23
Re-Thinking Identity and Education
RODERICK LABRADOR (University of California, Los Angeles)
Friday, June 21, 12:30–3:30pm
When we think or talk about “identity,” what do we mean? Typically,
“identity” indexes one’s race, ethnicity, culture, language, religion, class,
gender, and/or sexuality. The first part of the presentation examines the
various ways that we think about “identity”, as theoretical construct and
lived social experience. The second part explores how our understandings
of “identity” impact our work with students from immigrant communities.
Lastly, the presentation seeks to re-think “identity” as multiple,
processual, and strategic and investigates how this re-thinking impacts
the learning environments and educational experiences of students.
RODERICK N. LABRADOR is a Ph.D. candidate in the Department of
Anthropology at the University of California, Los Angeles. His research
focuses on issues relating to the construction of identities among
communities in diaspora, particularly the constitution of racial, ethnic,
and cultural identities among Filipinos in Hawai‘i. He also serves as the
project manager of UH MÅnoa GEAR-UP (Gaining Early Awareness
and Readiness for Undergraduate Programs).
Clarifying Heritage Resources for
Curriculum Planning and Assessment
GENEVIEVE LAU (Skyline College, San Bruno, CA)
Thursday, June 20, 9:40am–12:40pm
Heritage resources include not only language but also culture. Students
bring into the classroom their native language abilities and cultural
understanding of the learning process. Their lack of understanding of
the new classroom’s functioning is harder to discern and sometimes
more detrimental to their learning than their lack of proficiency in the
new language. In a classroom with students from a language background
other than English or with students from many language backgrounds, it
is of utmost importance for teachers to make explicit their own
“heritage resources” — their perceived ways of learning and expected
student outcomes to themselves and to their students. They also need to
facilitate their students’ awareness of the latter’s heritage resources.
The curriculum planning and assessment framework presented is
informed by research in participatory evaluation, alternative
assessment, outcome-based assessment, teacher research, metacognitive
monitoring, and cooperative group work. The framework links desired
student outcomes to collaborative learning activities and assessment
strategies. It can be used for lesson planning or program evaluation.
Collaborative activities (when conducted appropriately) allow students
to reflect on and share their heritage resources, practice language use,
and gain respect and understanding from each other. Linking
assessment to activities and expected outcomes and making the criteria
of successful performance explicit to students allow equal access to
assessment criteria and help students focus. The process also helps
teachers detect gaps in student learning and seek ways to assist.
The presenter will demonstrate planning a lesson using the proposed
framework and share actual student response to the lesson. The
assessment of student outcomes includes the use of alternative ways in
examining their learning. The same process may be used for program
planning and evaluation. Participants will be asked to generate lesson
topics, skill areas, or program types of interest to them and go into small
groups. They will work on applying the framework to their chosen
topic, skill area, or program. The work will be done collaboratively so
that they may experience firsthand the issues confronted by people from
different backgrounds working together. They will share their lessons
learned at the conclusion of the session.
GENEVIEVE LAU is Professor of Language Arts at Skyline College, San
Bruno, California. Her training in evaluation, ethnography, and
sociolinguistics involves her in teaching English as a second language
and studies concerning language teaching and learning, cross-cultural
communications, curriculum development, and program evaluation. Dr.
Lau received her Ph.D. in Education and specialist certificate in
Evaluation from Stanford University. She has recently led accreditation
self-studies at the School (K–12) and Community College levels. She
has also conducted training workshops on evaluation, cross-cultural
communications, and diverse learning styles. Her presentations and
published papers include studies on alternative ways of assessment.
Using Oral History for Heritage Culture Learning
WARREN NISHIMOTO & MICHI KODAMA-NISHIMOTO
(University of Hawai‘i at MÅnoa)
Sarimanok Room (2nd floor)
Collecting oral history involves much more than running a tape
recorder and asking someone to “talk story.” Examine the basic
elements of a successful project: planning and research; conducting a
preliminary interview; developing a questionnaire; conducting the
recorded interview; selecting and using audio recording equipment;
transcribing the tape; and preserving and disseminating the
completed interview. The value of students using oral history as a
way to better their knowledge and understanding of heritage culture
learning will be discussed.
Workshops 25
WARREN NISHIMOTO is Director of the Center for Oral History, Social
Science Research Institute, University of Hawai‘i at MÅnoa. He has
served as Principal Investigator of a number of oral history projects
documenting Hawai‘i’s history, cultures, and people, teaches credit and
non-credit courses and workshops on oral history at the university and
throughout the community, and serves as consultant to many
community-based oral history and local history projects. He is co-editor
of Hanahana: An Oral History Anthology of Hawai‘i’s Working People, and
recently published an article on the early history of Palama Settlement
in the Hawaiian Journal of History.
MICHIKO KODAMA-NISHIMOTO, Research Associate at the Center for
Oral History, UH–MÅnoa, is a graduate of the University of Hawai‘i.
She is the compiler/editor of Uchinanchu: A History of Okinawans in
Hawai‘i and co-editor of Hanahana: An Oral History Anthology of
Hawai‘i’s Working People.
Integrating Technology with Curriculum: Creating Digital Video
RACHEL RIVERS, ARIANA EICHELBERGER, &
LESLIE ARAKAKI (University of Hawai‘i at MÅnoa)
Mac Lab (Moore Hall 155B)
This hands-on workshop will take participants through each step of
creating digital videos. Participants will use miniDV cameras to shoot
video, import their video into a computer, and digitally edit using
iMovie2. Finally, participants will export their video into formats
ready for the web, other software applications, or VHS tape.
Additional topics covered will include tips on shooting video for
optimal viewing on the web and different video formats that work best
with common software applications.
The Educational Technology department at UHM received two U.S.
Department of Education Preparing Tomorrow’s Teachers to Use
Technology (PT3) grants. Through these grants and other funds, the
department’s grant personnel try to model, facilitate, and demonstrate
creative ways to integrate technology into classroom learning at all
education levels and in all content areas.
RACHEL RIVERS, MA in English as a Second Language at UHM, is a new
faculty member in the Department of Educational Technology and is
currently the Project Manager for the Learning through Innovation
(LEI Aloha) Grant initiative. Her current research agenda focuses on
systemic program evaluation and technology integration in seamless
education initiatives involving multiple institutions and subject areas.
ARIANA EICHELBERGER, M.Ed in Educational Technology at UHM,
coordinates faculty professional development throughout the State of
Hawai‘i as an Outreach Manager. Her research interests focus on
electronic portfolio development and technology mentoring.
LESLIE ARAKAKI, M.Ed in Educational Technology at UHM, primarily
facilitates student and faculty support for new teacher cohorts at the
College of Education as an Outreach Manager.
Showcasing Student Work through PowerPoint
RACHEL RIVERS, ARIANA EICHELBERGER, &
LESLIE ARAKAKI (University of Hawai‘i at MÅnoa)
Friday, June 21, 8:30–11:30am
Mac Lab (Moore Hall 155B)
This hands-on workshop will introduce participants to the basics of
creating presentations and pointers on how PowerPoint can help
anyone be an effective presenter. “Tricks of the trade” such as visual
design tips and effective use of graphic elements will be covered.
Participants will design and produce their own presentations, which will
include special effects such as sound and pictures to wow any audience.
See above for bio statements.
Biliteracy Development in Indigenous Communities
RICHARD RUIZ (University of Arizona)
This workshop has three parts: (1) A brief description of an on-going
literacy/biliteracy development project in Guatemala designed
specifically for rural Maya-speaking communities; (2) a discussion of the
major theoretical and conceptual influences on the project, including
language planning orientations (language-as-resource), sociocultural
approaches to learning (funds of knowledge for teaching), curriculum
development (community participation in materials development), and
the politics of education (problem-posing and circles of culture); and
(3) a demonstration of the activities of the project, with members of the
workshop participating in the actual development of materials. In
Project TACAL, community members who are developing literacy
learn to read and write through workshops in which they themselves
produce the curriculum materials to be used, in both Spanish and their
local language. The products of these workshops are various, including
books of local and traditional stories, poems, songs, community
histories, maps, reflections on themes of local interest (such as health,
Workshops 27
small business development, environment, water quality, gender roles,
etc.), as well as materials in other media (videos and audio recordings).
Conceptually, this project elaborates a paradigm in which community
languages are regarded as resources to be preserved and developed, local
knowledge is the basis of literacy development, and members of the
local communities are the principal agents of their education.
RICHARD RUIZ received degrees in French Literature at Harvard College
and in Anthropology and Philosophy of Education at Stanford
University. He is currently a professor in the Department of Language,
Reading and Culture in the College of Education of the University of
Arizona, with faculty affiliations in the Interdisciplinary Graduate
Program in Second Language Acquisition and Teaching and in the
Program on Comparative Cultural and Literary Studies. He is recognized
internationally for his research and scholarship in language planning and
policy development. He has been a consultant to the governments of
Mexico, Australia, Guatemala, Bolivia, the Northern Marianas, the
Federated States of Micronesia, the Netherlands Antilles (Aruba and
Curacao), and native communities in the United States and Canada. He
was editor of the Bilingual Research Journal for three years, and serves on
the editorial boards of Urban Education, Teaching Education, Journal of
Teacher Education, and the Review of Educational Research. He has been
Chair of the Standing Committee on the Role and Status of Minorities in
Educational Research and Development and Chair of the Social Justice
Action Committee of the American Educational Research Association
(AERA). He was recognized for his expertise in educational policy studies
by being named to the Clinton-Gore Education Transition Team. In June
2001 he was appointed Director of Social Justice of the American
Educational Research Association.
Grass-Roots Heritage Language Planning
SHALL PROJECT
University of Hawai‘i at MÅnoa/Farrington High School team:
HYE-SUN CHO (Curriculum Developer/Electronic Portfolio
Assessment Coordinator)
VAI LEATIOTA (Samoan Instructor/Curriculum Developer)
JULIUS SORIA (Ilokano Instructor/Curriculum Developer)
SARAH TOOHEY (Instructor/Curriculum Developer)
AARON YOSHINO (Technology Consultant)
Farrington High School students:
BENJIE A. CASTILLO (FH Student)
MOLLY PAPALAGI (FH Student)
RUTH PEI (FH Student)
JAEDEE-KAE B. VERGARA (FH Student)
This workshop presents a grass-roots language planning model focusing
on heritage language projects currently being carried out in Hawai‘i.
Since the early 1900s native Hawaiians, immigrants, and local speakers of
Hawai‘i Creole English have been denied the right to maintain their
heritage languages and, in many cases, receive the academic preparation
needed for educational success. The language planning projects described
in the workshop utilize a critical participatory action research approach in
which teachers, students, parents, community members, and university
personnel collectively assume responsibility for transforming educational
practices and linguistic attitudes within language minority communities
and schools. The primary overarching goal of the projects is to initiate
State-wide change in educational practices and attitudes from the
prevailing “language as problem” discourse in which lack of English
languages skills is viewed as problematic to one of “language as resource”
in which heritage language learners/communities offer rich resources for
use in developing high levels of dual language skills among both native
English and heritage language speakers.
In developing and interpreting innovative programs, workshop presenters
draw on Gee’s notions of Discourse, Wenger’s communities of practice
and education as identity formation, Bourdieu’s cultural capital,
McComiskey’s textual, rhetorical, and discursive levels of analysis, and
Bakhtin’s notions of genre, among others. We link these theories to
practice by describing student as researcher activities and final classroom
products. The actual teachers and students of one model high school
project will demonstrate their classroom projects through a PowerPoint
demonstration and readings from the class anthology. Finally, workshop
participants will have the opportunity to ask questions and discuss
possible language plans in their home states or countries.
Through presenting the Hawai‘i model, we hope to provide a platform
for examining the potential of alternative programs that can lead to the
transformation of language policies and practices, in the US and
beyond, from those that harm or ignore to those that actively aid
immigrants and other disenfranchised groups.
The SHALL TEAM (Studies of Heritage and Academic Languages and
Literacies) consists of graduate students and teachers with expertise in
SLA, ESL, bilingual education, English, evaluation, and technology.
Sarah Toohey, a MA student in the University of Hawai‘i (UH)
Department of Second Language Studies (SLS), is the Curriculum
Development Coordinator. Hye-sun Cho holds the position of
Electronic Portfolio Assessment Coordinator. Ms. Cho is a graduate of
the UH Department of SLS MA program and recently has been
accepted into the department’s certificate program. Aaron Yoshino, an
undergraduate student at UH, is assisting Ms. Cho in portfolio
assessment as well as teaching computer technology courses at
Farrington High School. Julius Soria, the Ilokano language instructor, is
Workshops 29
a graduate of the UH Department of SLS MA program. The Samoan
instructor position is held by Vai Leatiota who has a BA degree in
English. Four ninth grade Farrington High School students who have
participated in the SHALL project —Benjie A. Castillo, Molly
Papalagi, Ruth Pei, and Jaedee-Kae B. Vergara— have developed
expertise in developing PowerPoint presentations through Saturday
classes taught by Aaron Yoshino.
Email: Kathryn Davis <[email protected]>
Hye-Sun Cho <[email protected]>
Unstandardized Varieties as a Classroom Resource
JEFF SIEGEL, KENT SAKODA, & TERRI MENACKER
(University of Hawai‘i at MÅnoa)
For many people in the world, their heritage language is an
unstandardized variety, such as Chicano Spanish, Louisiana French, or
Hawai‘i Creole English. Such varieties are usually seen as obstacles to
educational advancement and thus banned from the classroom. But the
theme of this workshop is that such stigmatized varieties can be an
important educational resource. Participants will learn about various
contentious issues surrounding the use of unstandardized varieties in the
classroom and then get involved in some innovative classroom
activities which do focus on these varieties. These include
sociolinguistic awareness, basic linguistic analysis, and contrastive
studies. Such activities aim at valuing and validating the students’
home language while at the same time helping them to acquire the
“standard.”
JEFF SIEGEL has an MA in ESL from the University of Hawai‘i and a Ph.D.
in Linguistics from the Australian National University. He has taught at
the Papua New Guinea University of Technology, the University of the
South Pacific, and the University of New England (Australia), where
he is currently Associate Professor. In January this year, he also began
work as director of the new Charlene Sato Center for Pidgin, Creole
and Dialect Studies at the University of Hawai‘i. Jeff has done research
on Fiji Hindi, Pidgin Fijian, Melanesian Pidgin, and Hawai‘i Creole
English. His recent work has focussed on the origins of pidgins, creoles,
and other language contact varieties, and on the use of these varieties
and minority dialects in education. Jeff’s major publications include:
Language Contact in a Plantation Environment (CUP,1987), Vernacular
Education in the South Pacific (AusAid, 1996), and Processes of Language
Contact (Fides, 2000). He also produces the yearly Pidgins and Creoles in
Education (PACE) Newsletter.
KENT SAKODA teaches the UHM Department of Second Language
Studies course in Pidgins and Creoles in Hawai‘i and is an instructor of
Linguistics at TransPacific Hawai‘i College. He is a Hawai‘i Creole
English native speaker, expert, and advocate.
TERRI MENACKER is a Ph.D. candidate in the Department of Second
Language Studies at the University of Hawai‘i at MÅnoa. Her research
and current work involves training and working with teachers to
implement community-based “language as resource” approaches in
Hawai‘i public schools.
Expanding Success Across Cultural Contexts
OLGA VASQUEZ (University of California, San Diego)
La Clase Magica, is an after school educational activity that has focused
primarily on Spanish-English bilinguals from Mexican origin homes for the
past 13 years. It is a community-based initiative that partners with the
University of California to funnel educational resources to local children
and their families. It utilizes a computer-mediated curriculum that is
culturally and developmentally appropriate for 4 different age groups: Preschoolers, elementary school-aged children, adolescents, and adults. This
workshop will examine the extension of the after-school program to two
new, culturally different contexts: one at a school near the US–Mexico
border and the other at an educational center at an American Indian
Reservation in San Diego, California. It introduces curriculum materials
developed around computer activities and also lays out the adaptation
processes that must take place in order to make the program relevant to a
different local ecology that changes in context and culture.
OLGA A. VASQUEZ (Ph.D., Stanford University) is an Associate
Professor in the Department of Communication at the University of
California, San Diego. Her research is best characterized as ethnography
of education that examines multiple ways in which under-served
populations can gain access to educational resources and institutional
support. Professor Vásquez is the lead author of Pushing Boundaries:
Language and Culture in a Mexicano Community (Cambridge University
Press, 1994) and sole author of an upcoming manuscript, La Clase
Mágica: Imagining Optimal Possibilities in a Bilingual Community of
Learners. She has contributed chapters to numerous edited volumes in
the fields of education, bilingual education, literacy, and community
studies. Her recent work focuses on the issues of educationally preparing
minority populations to enter into the global processes increasing
characterizing society.
Workshops 31
No Zones of Purity: Valuing Hybridity Strategically
JERRI WILLETT (University of Massachusetts)
For the purposes of developing strategies and practices for heritage
language projects, this presentation will first summarize the ongoing
dialogue concerned with the concept of hybridity within the discourse
communities of postcolonial, feminist postmodern, and critical
literacies scholars. The paper will then draw on insights from this
dialogue to examine the tensions with which we must struggle in order
to simultaneously preserve heritage identities, languages, and cultures
and transform them for new times. Finally, the audience will be asked to
explore ways to value hybridity strategically.
JERRI WILLETT is a Professor at the University of Massachusetts–Amherst
in the Language, Literacy and Culture Doctoral Concentration and the
Bilingual/ESL Multicultural Practitioner Concentration. Her scholarship
focuses on understanding the construction of practices and identities in
multicultural classrooms and communities. She teaches courses in second
language learning and teaching, ethnographic research and curriculum
development for culturally responsive classrooms.
Developing Curriculum and Materials in a Threatened Language:
Lessons Learned from Papahana Kaiapuni,
the Hawaiian Language Immersion Program
LOIS YAMAUCHI (University of Hawai‘i at MÅnoa)
PUANANI WILHELM (Hawai‘i State Department of Education)
KEONI INCIONG (Hawai‘i State Department of Education)
Kaniela Room (2nd floor)
Most of the world’s 6,000 languages are spoken by relatively small
communities. Very generally, the fewer the number of speakers of a
language, and the older they are, the more the language is considered
threatened by extinction. Some estimate that half of all languages in
existence today will be extinct within the next century. An educational
program that teaches a threatened heritage language is one way to
revitalize or maintain that language. However, one of the challenges of
such a program is the development of curriculum and materials because
there is often few appropriate materials written in the language,
especially for young children. In this session, we will discuss issues
related to producing curriculum and materials in a threatened heritage
language, including strategies for translation and developing materials
that are originally written in the heritage language. We will also discuss
how to develop curriculum that is consistent with the culture of the
heritage language community. We present lessons learned from
Papahana Kaiapuni, the Hawaiian language immersion program, as a
case study of how the Hawaiian language community has developed
curriculum and materials for a K–12 total immersion program. Session
participants are encouraged to bring examples of curriculum and
materials they have developed and particularly “works in progress” to be
discussed and developed during the session. For more information,
contact the session leaders.
LOIS A. YAMAUCHI is an Associate Professor at the University of Hawai‘i
and a researcher with the Center for Research on Education, Diversity,
and Excellence (CREDE). Her research focuses on cultural influences
on learning and the educational experiences of indigenous teachers and
students. Dr. Yamauchi recently conducted a five year study of the
development and implementation of Papahana Kaiapuni, the Hawaiian
language immersion program. She is co-author of the book Teaching
Transformed: Achieving Excellence, Fairness, Inclusion, and Harmony
(Westview Press, 2000).
KEONI INCIONG is an educational specialist for the Hawaiian Language
Immersion Program (HLIP) for the Department of Education,
Instructional Services Branch. He has taught on the island of Kaua‘i for
18 years teaching Hawaiian history, culture, language, and music at the
high school and community college levels. He was a reading/social
studies teacher for the Kamehameha Schools Intermediate Reading
program at Kapa‘a and has developed curriculum for culturally-based
programs. He was a teacher for HLIP secondary program in Kapa‘a,
Kaua‘i until accepting his current position. Keoni received a master’s
degree in Administration, Curriculum and Instruction from Gonzaga
University in 1997 and he continues to support education through the
native language.
Workshops 33
RESTAURANT GUIDE
There is no shortage of dining guides to be had in a tourist town like
this one, however, here is yet another. The NFLRC guide has evolved
over many previous Summer Institutes with you, the hungry
participant, in mind. We deem you to be adventurous, ecologicallyminded, and not particularly wealthy (with an occasional craving for
something really bad for you). Actually, that describes rather well the
people who put this together. We tried to include a little of
everything. We always appreciate your input by way of additions,
updates, comments, and criticisms.
KEY TO DINING GUIDE
LOCATION (see map on facing page)
1 = 15–30 min. walk from UH or via #4 or #6 bus southbound
2 = 15–30 min. walk from UH or via #6 Univ. Ave northbound
3 = 30–45 min. walk
4 = 30–45 min. walk or via #1 bus So. King eastbound
5 = 30–45 min. walk or via #1 bus So. Beretania westbound
AM = Ala Moana Center area
DT = downtown
HK = Hawai‘i Kai
W
= WaikÈkÈ
WP = Waipahu
COMMENTS
✌
=
vegetarian selections
✰ =
personal staff favorite
☎ =
restaurant delivers
☞ =
internet access
Restaurant Guide 35
1
2
2
3
3
3
3
5
5
AM
AM
W
W
W
AM
AM
AM
AMERICAN & MIXED
L&L Drive-Inn (Puck’s Alley)
Andy’s Sandwiches & Smoothies
Waioli Tea Room
K.C. Drive Inn
Rainbow Drive-Inn
Teddy’s Bigger Burgers
Zippy’s
L&L Drive-Inn
Zippy’s
Kua ‘Aina Sandwich Shop
Original Pancake House
Eggs ‘n Things
Hard Rock Cafe
Hau Tree Lanai
BAR & GRILL
Brew Moon
Dixie Grill
Ryan’s
✰
✰
✰
✰
✰
✰
✰
✰
$$
$$
$$
$
$
$$
$
$
$
$
$
$
$
$
$
$$
$$
Ward Center (3rd fl)
404 Ward Ave
Ward Center (3rd fl)
1035 University Ave
2904 E. MÅnoa Rd
2950 MÅnoa Rd
1029 Kapahulu Ave
3308 Kanaina Ave
3114 Monsarrat Ave
601 Kapahulu Ave
1513 Young St
1725 S. King St
across from Ward Center
1221 Kapi‘olani Blvd #103
1911B KalÅkaua Ave
1837 Kapi‘olani Blvd
2863 KalÅkaua Ave
593–0088
596–8359
591–9132
946–8455
988–6161
988–5800
737–5581
737–0177
735–9411
733–3725
951–4300
973–0877
591–9133
596–8213
949–0820
955–7383
921–7066
Restaurant Guide 37
DT
DT
W
1
1
1
2
2
3
3
3
4
4
AM
W
W
W
W
Big Island Steak House
Gordon Biersch
Duke’s (Outrigger WaikÈkÈ Hotel)
CAFÉS, ETC.
Bubbies Ice Cream
Coffeeline at the YWCA
TCBY
Hawaiian Bagel Co.
Starbucks Coffee
Coffee Cove
Leonard’s Bakery (malasadas!)
Starbucks Coffee
Cafe Laufer
Coffee Talk
Mocha Java
Coco’s Internet Cafe
Fishbowl Internet Cafe
Starbucks Coffee
Starbucks Coffee
☞
☞
✰
✰☞
✰
✰
✰
✌
✰
$
$
$
$
$
$
$
$
$$
$
$
$
$
$
$
$$
$$
$$$
1010 University Ave
1820 University Ave
2700 S. King St
MÅnoa Marketplace
2902 E. MÅnoa Rd
2600 S. King St
933 Kapahulu Ave
625 Kapahulu Ave
3565 Waialae Ave
3601 Wai‘alae Ave
Ward Center (1st fl)
2310 KËhiØ Ave
2463 KËhiØ Ave
2255 KËhiØ Ave
330 Royal Hawaiian Ave
Aloha Tower Marketplace
Aloha Tower Marketplace
2335 KalÅkaua Ave
949–8984
947–1615
949–3233
988–9355
988–9295
955–COVE
737–5591
734–4116
737–7717
737–7444
591–9023
922–8500
922–7565
921–2190
926–4863
537–4446
599–1406
922–2268
1
1
3
5
5
5
AM
AM
DT
1
1
1
1
1
2
2
CHINESE
Kirin Restaurant
Maple Garden
New Kapahulu Chop Suey
Bo Lai
Dew Drop Inn
Golden Eagle
Dynasty
Panda Cuisine (dim sum)
Legend Seafood Restaurant (dim sum)
FAST FOOD
Blimpie’s Subs & Salads
Jack in the Box
Kentucky Fried Chicken
McDonald’s
Subway
McDonald’s
Subway
✌
✌
✌
✌
✌✰
✰
✌✰
✌✰
✌
✰
✌✰
$
$
$
$
$
$
$
$$$
$$
$
$
$
$
$$
$$
$$
1010 University Ave
1970 S. King St
1124 McCully St
2121 S. King St
2507 S. King St
MÅnoa Marketplace
MÅnoa Marketplace
2518 S. Beretania St
909 Isenberg St
730 Kapahulu Ave
1117 S. King St
2334 S. King St
1778 Ala Moana Blvd
641 Keeaumoku Ave
100 N. Beretania St
946–7827
949–1471
941–7411
973–2357
943–0207
988–2219
988–1666
942–1888
941–6641
734–4953
597–8201
526–9522
955–5080
947–3711
947–1688
532–1868
Restaurant Guide 39
3
3
3
4
5
5
DT
WP
WP
1
1
1
2
3
Jack in the Box
Kentucky Fried Chicken
Taco Bell
W & M Bar-B-Q Burger
Burger King
Taco Bell
FILIPINO
Elena’s (Kalihi)
Elena’s (Waipahu)
Thelma’s (Waipahu)
HEALTH FOOD
Down to Earth Natural Foods
Kokua Market (sandwiches to go)
Well Bento (lunch and dinner)
Andy’s Sandwiches & Smoothies
HAWAIIAN
Ono Hawaiian Foods
✰
✌
✌
✌✰
✌✰
✰
✰
$
$
$
$
$
$
$
$
$
$
$
$
$
$
726 Kapahulu Ave
2525 S. King St
2643 S. King St
2570 S. Beretania Ave
2904 East MÅnoa Rd
2153 N. King St
94–300 Farrington Hwy
94–366 Pupupani St
633 Kapahulu Ave
647 Kapahulu Ave
717 Kapahulu Ave
3104 Wai‘alae Ave
1345 S. King St
737–2275
947–7678
941–1922
941–5261
988–6161
845–0340
671–3279
677–0443
735–2696
732–2454
737–7337
734–3350
973–1630
949–6069
DT
W
2
3
4
5
5
5
5
AM
AM
1
1
INDIAN
Zaffron
INDONESIAN
Bali Indonesia
ITALIAN
Paesano
Auntie Pasto’s
Verbano
Auntie Pasto’s
Café Sistina
Mediterraneo
Verbano
Buca di Beppo (huge portions!)
Old Spaghetti Factory
JAPANESE
Ezogiku Noodle Cafe
Jimbo (udon & more)
✌✰
✌✰
✰
✌✰
✌✰
✌✰
✌✰
✰
✌✰
$
$
$$
$$
$$$
$$
$$$
$$
$$$
$$
$$
$$
$$
1010 University Ave
1936 S. King St
MÅnoa Marketplace
559 Kapahulu Ave
3571 Wai‘alae Ave
1314 S. King St
1279 S. King St
1451 King St
1030 Auahi St.
Ward Warehouse
69 N. King St
942–3608
947–2211
988–5923
739–2426
735–1777
523–8855
596–0061
593–1466
941–9168
591–0800
591–2513
949–2254
533–6635
Restaurant Guide 41
1
1
1
3
3
3
3
4
5
5
AM
W
1
1
2
3
5
5
Kozo Sushi
Sushi King
Yamagen
Genki Sushi
Irifune
Kozo Sushi
Sushiman
Ninnikuya (Garlic Restaurant)
The Wisteria (family restaurant)
Yanagi Sushi
Taiyo Ramen
Todai Restaurant (seafood)
KOREAN
Camelia Buffet
Yakiniku Camelia (all you can eat)
O-Bok
Ok Cho
Frog House (home style)
Peppa’s Korean BBQ
✰
✌✰
✰
✰
✰
✰
✰
✌✰
☎
☎
✰
$$
$$
$$
$$$
$
$
$
$$
$
$$
$$
$
$
$$$
$$
$$$
$
$$
930 McCully St
MÅnoa Marketplace
1604 KalÅkaua Ave
1249 Wilder Ave
2334 S. King St
2700 S. King St
2210 S. King St
900 Kapahulu Ave
563 Kapahulu Ave
625 Kapahulu Ave
3036 Wai‘alae Ave
3196 Wai‘alae Ave
1206 S. King St
1910 Ala Moana Blvd
951–0511
946–7595
988–7702
949–0334
951–9370
528–4988
973–5666
947–2836
947–2125
735–8889
737–1141
739–2785
734–0944
735–0784
591–9276
597–1525
943–2123
947–1000
AM
AM
AM
3
4
3
3
3
4
5
AM
AM
3
5
Chonggajip
Keoboo
Sorabol
MEDITERRANEAN
The Pyramids
Beau Soleil
MEXICAN
Bueno Nalo
La Bamba
Torito’s
Azteca
Quintero’s Cuisine
Compadres Bar & Grill
El Burrito
PACIFIC RIM
Sam Choy’s (Diamond Head)
Alan Wong’s
✰
✰
✰
✌✰
✌
✌
✰
✌✰
✰
✰
✰
3045 Monsarrat Ave
847 Kapahulu Ave
3617 Wai‘alae Ave
1102 Pi‘ikoi St
Ward Center (third floor)
550 Pi‘ikoi St
758 Kapahulu Ave
2972 East MÅnoa Rd
512A Pi‘ikoi St
626 Sheridan St
805 Ke‘eaumoku Ave
$$$$ 449 Kapahulu Ave
$$$$ 1857 S. King St (5th fl)
$$
$$
$
$$
$$
$$
$
$$$
$$
$$
$$
$$$
732–8645
949–2526
735–8818
737–1956
735–7991
735–2492
593–1561
591–8307
596–8225
737–2900
988–1336
596–0008
596–0799
947–3113
Restaurant Guide 43
DT
DT
HK
1
1
1
1
1
3
4
4
5
5
AM
1
5
Indigo
Sam Choy’s Breakfast, Lunch, & Crab
Roy’s (Hawai‘i Kai)
PIZZA
Domino’s Pizza
Harpo’s
Little Caesar’s
Magoo’s
Papa John’s
Papa John’s
Boston’s North End Pizza
California Pizza Kitchen
Emilio’s Pizza
Pizza Hut
California Pizza Kitchen
THAI
Chiang Mai Thai Cuisine
Mekong
✌✰☎
✌✰
☎
☎
✰
✌✰☎
✌☎
☎
✌✰☎
☎
✌
☎
✰
✰
✰
$$
$$
$$
$$
$$
$$
$$
$$
$
$$
$$
$$
$$
2239 S. King St
2334 S. King St
477 Kapahulu Ave
MÅnoa Marketplace
1015 University Ave
1111 McCully St
611 Kapahulu Ave
3506 Wai‘alae Ave
Kahala Mall
1423 KalÅkaua Ave
Ala Moana Shopping Ctr
$$$ 1121 Nu‘uanu Ave
$$$ 580 N. Nimitz Hwy
$$$$ 6600 Kalaniana‘ole Hwy
941–1151
591–8842
955–8847
732–5525
988–4998
949–5381
983–7272
733–7272
734–1945
737–9446
946–4972
592–4290
941–7715
521–2900
545–7979
396–7697
5
5
AM
W
1
1
1
2
4
5
AM
DT
DT
DT
Mekong II
Pae Thai Restaurant
Keo’s Thai Cuisine
Keo’s Thai Cuisine
VIETNAMESE
Ba Le (Puck’s Alley)
Taste of Saigon
Viet Cafe
Ba Le (MÅnoa)
Hale Vietnam
A Little Bit of Saigon
Annam
Green Papaya Cafe
Pho 97
Pho Hoa Restaurant
✌✰
✌✰
✌✰
✌✰
✌
✌
✰
✌✰
✌✰
✰
✌✰
✌✰
✌
✌
$
$$
$$
$
$$
$$
$$
$$
$$
$$
$$
$$
$$$
$$$
1019 University Ave
2334 S. King St
MÅnoa Marketplace
1140 12th Ave
1160 Maunakea St
451 Pi‘ikoi St
555 N King St
1120 Maunakea
901 River St
1726 S. King St
1246 S. King St
Ward Center
2028 KËhiØ Ave
943–0507
947–8885
949–8268
988–1407
735–7581
528–3663
597–1156
841–6988
538–0708
528–4097
941–6184
596–8106
596–0020
951–9355
TRANSPORTATION & PARKING
TAXIS
An average taxi fare from the airport to WaikÈkÈ or the UH MÅnoa
campus is between $20–30.
The CAB
Charley’s Taxi
City Taxi
422–2222
531–1333
524–2121
SHUTTLE SERVICES
Trans Hawaiian Shuttle Service: 566–7333: for $8 ($13 round-trip)
they will take you from WaikÈkÈ to the airport only
Super Shuttle: 841–2928: for $10 per person (cheaper for group), they
will take you from UH MÅnoa to the airport; for $6 per person, from
WaikÈkÈ to the airport
Airport Shuttles: 623–8855 for $8 per person (2 person minimum),
they will take you from UH MÅnoa or WaikÈkÈ to the airport
THE BUS • HTTP://WWW.THEBUS.ORG
For route and schedule information, visit the Website or call 848–5555.
O‘ahu’s bus system, logically dubbed “TheBUS,” offers island-wide
service. The cost is $1.50 for adults and 75¢ for elementary and high
school students; exact change is appreciated; dollar bills are accepted,
but no change is given. People carrying large suitcases or baggage are
not allowed on TheBUS. Riders are allowed to transfer to any
connecting line as long as it is going in the same general direction.
Request a transfer slip from the bus driver when you board the bus.
Transportation & Parking 45
PARKING ON CAMPUS
For those of you renting cars and parking on campus, you have two options:
• You can park in the parking structure ($3 a day) on lower
campus. From the H-1 freeway, take the University Avenue
exit, turn right at the first signal (Dole Street), turn right off of
Dole at the first traffic light (onto Lower Campus Road). There
is plenty of space in the parking structure, and it serves as a
good option, especially on weekdays. The Imin Conference
Center is about a 5–10 minute walk from the parking structure.
• There is limited parking on upper campus. Follow the
directions above but continue straight on Dole Street, turning
left at the third traffic light onto East-West Road. There is very
limited visitor parking ($3 a day) behind Kennedy Theater on
weekdays. On weekends, however, there tends to be plenty of
space and more available lots. Ask the parking guard at the
entrance kiosk where to park when purchasing a parking pass.
See page 17 for a map.
NFLRC/CSLR OVERVIEW
NATIONAL FOREIGN LANGUAGE RESOURCE CENTER
U n i v e r s i t y o f H a w a i ‘ i a t MÅ n o a
nflrc.hawaii.edu
NATIONAL FOREIGN LANGUAGE RESOURCE CENTER
Under the Language Resource Centers program, the United States
Department of Education awards grants to a small number of
institutions of higher education for the purpose of establishing,
strengthening, and operating centers that serve as resources to improve
the nation’s capacity to teach and learn foreign languages effectively. In
1989, the University of Hawai‘i was first granted funds to develop a
National Foreign Language Resource Center (NFLRC), one of three
such centers at that time — the number has since grown to fourteen.
The center engages in research and materials development projects,
conducts Summer Institutes for language professionals, and makes
available a wide variety of publications on center projects and programs.
Drawing on the abundance of Asian–Pacific resources afforded by its
locale, the center focuses its efforts on the less commonly taught
languages, particularly those of Asia and the Pacific, recognizing that
competence in these languages is increasingly vital to the nation’s
future. The projects and educational programs the center undertakes
have broader implications for the teaching of all languages.
During the current grant period (1999–2002), center research projects
include the following:
• Computer-based tests for less commonly taught languages
• Task-based language teaching in foreign language education
• Teaching the pragmatics of Indonesian as a foreign language
• Drawing on community language resources to improve foreign
language education (K–12)
• Community-based service learning in heritage languages
• Disseminating technology-based models for distance education in
critical languages
• Continuation of the journal Language Learning & Technology, a
refereed journal for second and foreign language educators
• Summer Institutes on Computer-based Tests for Less Commonly
Taught Languages (2000) and Distance Education (2001). Special
language pedagogy Summer Institutes for Chinese (2000), Korean
(2001), and heritage languages (2002)
NFLRC/CSLR Overview 47
Research results are disseminated through Technical Reports (book
length), Research Notes (article length), and a video series. Materials
have been developed for Chinese, Hawaiian, Indonesian, Japanese,
Korean, Samoan, Tagalog, and Vietnamese, in such varied formats as
conventional texts, role-play cards, audio tape, authentic videos, and
CD-ROM. Also published through the center are “NetWorks,” a variety
of online publications available via the NFLRC Website at:
http://nflrc.hawaii.edu
The center is under the overall supervision of its Director, Richard
Schmidt. For each project, a local project team proposes and carries out
center projects. A Steering Committee, made up of the heads of the
project teams, oversees the ongoing activities of the center. In addition,
a National Advisory Board, made up of scholars established in their
fields, sets the general direction of the center and provides advice and
evaluation for center projects.
CENTER FOR SECOND LANGUAGE RESEARCH
The Center for Second Language Research was established at the
University of Hawai‘i at MÅnoa in the fall of 1983. The Center’s
Director (currently Dr. Kathryn A. Davis) is an appointed faculty
member of the Department of Second Language Studies (SLS). Support
for the CSLR is provided by internally generated funds and outside
contracts and grants. Additional CSLR staff have been drawn from
faculty and students of the Departments of SLS, Linguistics,
Educational Psychology, and Hawaiian and Indo-Pacific Languages.
The CSLR conducts research and undertakes curriculum development
and training projects in the general area of second language (SL)
education. This includes basic and applied research on second language
teaching and learning, education through the medium of a second
language, and classrooms where second dialects are present (e.g.,
Hawai‘i Creole English). English and other second languages including
heritage languages, indigenous languages, pidgins and creoles (e.g.,
HCE) are included in this work. The Director of the Center coordinates
all research projects and actively pursues new projects and
collaborations with other agencies.
For more information about the Center for Second Language Research,
please visit their Website at:
http://www.hawaii.edu/sls/cslr/index.html
or contact the Center at (808) 956–8508.
Both Centers are pleased to sponsor the
Heritage Learners and National Language Needs symposium.

Symposium Program - National Foreign Language Resource Center

Transcription

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