DOCSLIB.ORG

Mapping Greek Heritage Language Education in Canada

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mapping Greek Heritage Language Education in Canada THE HIDDEN SCHOOLS: MAPPING GREEK HERITAGE LANGUAGE EDUCATION IN CANADA by Themistoklis Aravossitas A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Curriculum, Teaching and Learning University of Toronto © Copyright by Themistoklis Aravossitas 2016 THE HIDDEN SCHOOLS: MAPPING GREEK HERITAGE LANGUAGE EDUCATION IN CANADA Themistoklis Aravossitas Doctor of Philosophy Graduate Department of Curriculum, Teaching and Learning University of Toronto 2016 Abstract Since the languages of immigrant communities in Canada are categorized as “non- official”, our government is under no obligation to contribute to the perpetuation of these languages. Furthermore, education, in general, is a provincial responsibility. Thus, no formal reporting and documentation of Heritage/International Language Programs takes place at the national level. Given this situation, the various ethnic community groups are left alone with the task of protecting their valuable linguistic and cultural heritages. Inevitably, without national information sharing or support from the Canadian government, HL policy and programming are in a precarious state. My study involves my participation in a community-based research project that aims to locate, map, assess and develop the Greek HLE resources in Canada. Theoretically based on the concepts of Ethnolinguistic Vitality and Language Maintenance, my investigation (a) addresses the question of access to Greek language and culture education by exploring the programs and resources currently available to HL learners; (b) formulates an asset-based ii model to analyze the capacity of the Greek community's HLE system and proposes changes for its upgrade; and (c) develops a database to allow community members, HLE stakeholders and researchers to search for information about Greek language schools, community organizations and cultural events across Canada. Overall, this investigation addresses the retention and development of Canada’s cultural and linguistic resources through HLE. My findings demonstrate that for Heritage Languages to be maintained in Canada beyond the third generation, communities need to assume responsibility and foster three necessary conditions for educational success in the 21st century: access, innovation and motivation. As a starting point, I suggest locating, sharing and developing HLE assets through collaborations with stakeholders, including universities, governments, interested professionals and funding agencies. This study not only brings into prominence Greek HLE in Canada, but also underscores the passion and determination of immigrant communities to fully participate in mainstream society without diminishing their cultural and linguistic capital. Key words: heritage/minority/international language education, Greek language and culture, Hellenic diaspora, community-based research, bilingualism, multilingualism, plurilingualism, ethnic minorities, multiculturalism in Canada, language maintenance, ethnolinguistic vitality. iii Acknowledgements Learning is a lifelong process that cannot be confined to schooling. We learn by listening and observing, by acting and interacting. We often learn by taking risks. Learning is both an individual and a societal responsibility. A learning path may never reach a final destination, as knowledge never ends and does not always bring rewards or recognition. On the contrary, it involves struggles with a host of internal and external obstacles. Overcoming those obstacles means overcoming fear, which is the starting point of wisdom (Russell, 1950). In the challenging and sometimes lonely process of writing this dissertation, there were many instances when I needed help to find the balance between the body, the mind and the soul. Thus, I feel privileged to have been joined on this path by people who supported me, who held my hand, enlightened my mind and eased my soul’s tensions every time I felt alone and overwhelmed. Cavafy’s poem Ithaka encapsulates how I feel about my academic journey. I dedicate my dissertation and the following lines from Ithaka to Nektarios, Chryssanti, Andreas, Giorgos, Daphne, Andreas, Matoula, Peter, James, Michail, Spyros, Daphne, Serhiy, Debbie, Vasilia, Marianthi, Maria, Eleni, Betty, Chris, Hercules, Momoye and Elias in appreciation of their unconditional support. Thank you / Σας ευχαριστώ As you set out for Ithaka, hope the voyage is a long one, full of adventure, full of discovery. Laistrygonians and Cyclops, angry Poseidon—don’t be afraid of them: You’ll never find things like that on your way as long as you keep your thoughts raised high.…Keep Ithaka always in your mind. Arriving there is what you are destined for….And if you find her poor, Ithaka won’t have fooled you. Wise as you will have become, so full of experience, you will have understood by then what these Ithakas mean. (C.P. Cavafy) iv Table of Contents Chapter One: Introduction .....................................................................................................1 1.1 Prolegomena: About the Title ..................................................................................... 1 1.2 Terminology ................................................................................................................ 3 1.3 Situating the study and my research questions ........................................................... 5 1.4 Significance of the Study ............................................................................................ 9 1.5 The Chapters in Brief ................................................................................................ 11 Chapter Two: Review of Literature .....................................................................................17 2.0 About This Chapter ................................................................................................... 17 Part One: Heritage Language Education: The Field ............................................................18 2. A.1 Heritage Language Terminology ......................................................................... 18 2. A.2 Heritage Language Learners (HLLs) ................................................................... 22 2. A.3 Comparing HLLs to Second Language Learners (L2Ls)..................................... 24 2. A.4. HL teaching and learning .................................................................................... 27 2. A.5. HL community programs .................................................................................... 29 2. A.6 Mapping HL programs and resources in the USA ............................................... 32 2. A.7. International developments in HLE .................................................................... 34 Part Two: Heritage Language Education in Canada: Rhetoric and Reality ........................43 2. B.1 Heritage Languages and Canadian bilingualism .................................................. 44 2. B.2 The historical and political context ...................................................................... 47 2. B.3 Institutional support for HLE across Canada ....................................................... 49 2. B.4 HLE in Western Canada ....................................................................................... 51 2. B.5 HLE in Quebec and Ontario ................................................................................. 58 2. B.6 HL development and International Language Programs (ILPs) .......................... 59 2. B.7 The suspended step of the stork ........................................................................... 64 Part Three (A): Language Maintenance, Ethnolinguistic Vitality and HLE .......................66 2. C.1 Minority language and HL community ................................................................ 67 2. C.2 Language maintenance, language shift and HLs .................................................. 70 2. C.3 Ethnolinguistic vitality and HLE.......................................................................... 77 Part Three (B): HLE in the 21st Century ..............................................................................82 2. C.4. Language education in a new era ........................................................................ 82 2. C.5. Access, innovation and motivation: Conceptualizing the AIM framework ........ 86 Chapter Three: Methodology ...............................................................................................93 v 3.1 The Context ............................................................................................................... 93 3.2 Navigating Educational Research: From AR to CBR............................................... 95 3.3 The Project ................................................................................................................ 99 3.4 The Process ............................................................................................................. 103 3.5 The Participants ...................................................................................................... 105 3.6. Research Methods and Data Collection ................................................................. 107 3.6.1 The archives ......................................................................................................... 108 3.6.2 The websites......................................................................................................... 111 3.6.3
Load more

Recommended publications
  • Bibliography of Education, 1911-11
    I UNITEDSTATESBUREAU ,OFEDUCATION 657 BULLETIN, 1915, NO. 30 - - - WHOLE NUMBER BIBLIOGRAPHYOFEDUCATION FOR 19,1 1-1 2 a at, Ab. WASHINGTON GOVERNMENT PRINTINGOFFICE 1915 ADDITIONAL COPIES PIMLICATION MAT DR PROCUREDFROM THE '1:PERIN-TENDERT OrDOCUMENTS GOVERNMENT PRINTING OPTICS WASHINGTON, D. C. AT 2O CENTS PER COPY 205570 .A AUG 28 1918 athl 3 a -3g CONTENTS. i9IS 30 -3 8 Generalities: Bibliography Page. New periodicals 7 9 Pulaications of associations, sociefies, conferences,etc. National State and local 9 14(i' Foreign 23 International Documents 23 Encyclopedias 23 24 History and description: General Ancient 24 25 Medieval 25 odena 25 United States . Ge.neral 25 Public-school system 28 Secondary education 28 Higher or university education 29 National education association 30 Canada s 30 South AmericaWest Indies 31 Great Britain 31 Secondary education 32 Higher or university education 32 Austria 32 France 33 Germany 33 Higher or university education 34 Italy Belgium 35 Denmark 35 Sweden 35 Iceland 35 Switzerland 35 Asia 35 .China 35 India Japan 38 Now Zealand 38 Philippine Islands 38' Biography 37 Theory of education 38 Principles and practice of teaching: General 42 Special methods of instruction 44 Moving pictures, phonographs, etc 44 Methods of study.. 45 Educational psychology 45 Child study 48 Child psychology 49 Plays, games, etc 49 4 CONTENTS. Principles and practice of teachingContinued. Pais. Kindergarten and primary education 50 Montessori method 52 Elementary or common-school education 54 Rural schools. 54 Curriculum. 57 Reading . 58 Penmanship 58 . Spelling 58 Composition and language study 59 Languages 59 History 59 Geography 59 Nature study and science 60 Arithmetic .
    [Show full text]
  • The Quebec Education Program (QEP) Makes up the Core Curriculum for Elementary and Secondary School Students
    The Quebec History and Citizenship Education Curriculum and the Benchmarks of Historical Thinking (BHT): Convergence and Divergence David Lefrancois and Stephanie Demers The Quebec Education Program (QEP) makes up the core curriculum for elementary and secondary school students. It is divided according to levels (elementary and secondary), then according to cycles. Consequently, there is one elementary curriculum and two secondary curricula (one for the first cycle – grades seven and eight, known as secondary one and two, and another for the second cycle, grades nine through eleven, known as secondary three to five). In terms of structure and prescriptions, differences between the two secondary school curricula are minor. The only significant differences relate to content: the social phenomena which are studied change from one cycle to the next. The QEP structures the aims, objects and content of the Quebec history program. The Benchmarks of Historical Thinking (BHT), on the other hand, are not part of a curriculum, but rather make up a series of key reference points for evaluating what students should be able to accomplish in learning history. Collectively, they represent structural, cognitive concepts of historical thinking. Examples of tasks centred on the Benchmarks concepts illustrate what to expect of students putting them into practice. 1. Conceptions of history and the purpose of teaching history There exists some convergence in the aims put forth by the QEP and that of the BHT, particularly in regards to students building their identity and worldview, as well as in the development of skills or intellectual and critical competencies. Where these two programs diverge is in the origins of their theoretical foundations.
    [Show full text]
  • UC Riverside UC Riverside Electronic Theses and Dissertations
    UC Riverside UC Riverside Electronic Theses and Dissertations Title The Greek Body in Crisis: Contemporary Dance as a Site of Negotiating and Restructuring National Identity in the Era of Precarity Permalink https://escholarship.org/uc/item/0vg4w163 Author Zervou, Natalie Publication Date 2015 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA RIVERSIDE The Greek Body in Crisis: Contemporary Dance as a Site of Negotiating and Restructuring National Identity in the Era of Precarity A Dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Critical Dance Studies by Natalie Zervou June 2015 Dissertation Committee: Dr. Marta Elena Savigliano, Chairperson Dr. Linda J. Tomko Dr. Anthea Kraut Copyright Natalie Zervou 2015 The Dissertation of Natalie Zervou is approved: Committee Chairperson University of California, Riverside Acknowledgments This dissertation is the result of four years of intensive research, even though I have been engaging with this topic and the questions discussed here long before that. Having been born in Greece, and having lived there till my early twenties, it is the place that holds all my childhood memories, my first encounters with dance, my friends, and my family. From a very early age I remember how I always used to say that I wanted to study dance and then move to the US to pursue my dream. Back then I was not sure what that dream was, other than leaving Greece, where I often felt like I did not belong. Being here now, in the US, I think I found it and I must admit that when I first begun my pursuit in graduate studies in dance, I was very hesitant to engage in research concerning Greece.
    [Show full text]
  • Educating the Whole Person? the Case of Athens College, 1940-1990
    Educating the whole person? The case of Athens College, 1940-1990 Polyanthi Giannakopoulou-Tsigkou Institute of Education, University of London A thesis submitted for the Degree of EdD September 2012 Abstract This thesis is a historical study of the growth and development of Athens College, a primary/secondary educational institution in Greece, during the period 1940-1990. Athens College, a private, non-profit institution, was founded in 1925 as a boys' school aiming to offer education for the whole person. The research explores critically the ways in which historical, political, socio-economic and cultural factors affected the evolution of Athens College during the period 1940-1990 and its impact on students' further studies and careers. This case study seeks to unfold aspects of education in a Greek school, and reach a better understanding of education and factors that affect it and interact with it. A mixed methods approach is used: document analysis, interviews with Athens College alumni and former teachers, analysis of student records providing data related to students' achievements, their family socio-economic 'origins' and their post-Athens College 'destinations'. The study focuses in particular on the learners at the School, and the kinds of learning that took place within this institution over half a century. Athens College, although under the control of a centralised educational system, has resisted the weaknesses of Greek schooling. Seeking to establish educational ideals associated with education of the whole person, excellence, meritocracy and equality of opportunity and embracing progressive curricula and pedagogies, it has been successful in taking its students towards university studies and careers.
    [Show full text]
  • Albanian Families' History and Heritage Making at the Crossroads of New
    Voicing the stories of the excluded: Albanian families’ history and heritage making at the crossroads of new and old homes Eleni Vomvyla UCL Institute of Archaeology Thesis submitted for the award of Doctor in Philosophy in Cultural Heritage 2013 Declaration of originality I, Eleni Vomvyla confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Signature 2 To the five Albanian families for opening their homes and sharing their stories with me. 3 Abstract My research explores the dialectical relationship between identity and the conceptualisation/creation of history and heritage in migration by studying a socially excluded group in Greece, that of Albanian families. Even though the Albanian community has more than twenty years of presence in the country, its stories, often invested with otherness, remain hidden in the Greek ‘mono-cultural’ landscape. In opposition to these stigmatising discourses, my study draws on movements democratising the past and calling for engagements from below by endorsing the socially constructed nature of identity and the denationalisation of memory. A nine-month fieldwork with five Albanian families took place in their domestic and neighbourhood settings in the areas of Athens and Piraeus. Based on critical ethnography, data collection was derived from participant observation, conversational interviews and participatory techniques. From an individual and family group point of view the notion of habitus led to diverse conceptions of ethnic identity, taking transnational dimensions in families’ literal and metaphorical back- and-forth movements between Greece and Albania.
    [Show full text]
  • The Aromanians in Macedonia
    Macedonian Historical Review 3 (2012) Македонска историска ревија 3 (2012) EDITORIAL BOARD: Boban PETROVSKI, University of Ss. Cyril and Methodius, Macedonia (editor-in-chief) Nikola ŽEŽOV, University of Ss. Cyril and Methodius, Macedonia Dalibor JOVANOVSKI, University of Ss. Cyril and Methodius, Macedonia Toni FILIPOSKI, University of Ss. Cyril and Methodius, Macedonia Charles INGRAO, Purdue University, USA Bojan BALKOVEC, University of Ljubljana,Slovenia Aleksander NIKOLOV, University of Sofia, Bulgaria Đorđe BUBALO, University of Belgrade, Serbia Ivan BALTA, University of Osijek, Croatia Adrian PAPAIANI, University of Elbasan, Albania Oliver SCHMITT, University of Vienna, Austria Nikola MINOV, University of Ss. Cyril and Methodius, Macedonia (editorial board secretary) ISSN: 1857-7032 © 2012 Faculty of Philosophy, University of Ss. Cyril and Methodius, Skopje, Macedonia University of Ss. Cyril and Methodius - Skopje Faculty of Philosophy Macedonian Historical Review vol. 3 2012 Please send all articles, notes, documents and enquiries to: Macedonian Historical Review Department of History Faculty of Philosophy Bul. Krste Misirkov bb 1000 Skopje Republic of Macedonia http://mhr.fzf.ukim.edu.mk/ [email protected] TABLE OF CONTENTS 7 Nathalie DEL SOCORRO Archaic Funerary Rites in Ancient Macedonia: contribution of old excavations to present-day researches 15 Wouter VANACKER Indigenous Insurgence in the Central Balkan during the Principate 41 Valerie C. COOPER Archeological Evidence of Religious Syncretism in Thasos, Greece during the Early Christian Period 65 Diego PEIRANO Some Observations about the Form and Settings of the Basilica of Bargala 85 Denitsa PETROVA La conquête ottomane dans les Balkans, reflétée dans quelques chroniques courtes 95 Elica MANEVA Archaeology, Ethnology, or History? Vodoča Necropolis, Graves 427a and 427, the First Half of the 19th c.
    [Show full text]
  • ESPON ESCAPE Final Report Annex 11
    ESCAPE European Shrinking Rural Areas: Challenges, Actions and Perspectives for Territorial Governance Applied Research Final Report – Annex 11 Case Study Kastoria, Western Macedonia, Greece Annex 11 This report is one of the deliverables of the ESCAPE project. This Applied ResearchProject is conducted within the framework of the ESPON 2020 Cooperation Programme, partly financed by the European Regional Development Fund. The ESPON EGTC is the Single Beneficiary of the ESPON 2020 Cooperation Programme. The Single Operation within the programme is implemented by the ESPON EGTC and co-financed by the European Regional Development Fund, the EU Member States and the Partner States, Iceland, Liechtenstein, Norway and Switzerland. This delivery does not necessarily reflect the opinion of the members of the ESPON 2020 Monitoring Committee. Authors Eleni Papadopoulou, Prof. Aristotle University of Thessaloniki, Faculty of Engineering, School of Spatial Planning and Development (Greece) Christos Papalexiou, Dr, Agricultural Engineer - Rural Economist Elena Kalantzi, Spatial Planing and Development Engineer Afroditi Basiouka, MSc, Spatial Planing and Development Engineer, Municipality of Tzumerka, Epirus (Greece) Advisory Group Project Support Team: Benoit Esmanne, DG Agriculture and Rural Development (EU), Izabela Ziatek, Ministry of Economic Development (Poland), Jana Ilcikova, Ministry of Transport and Construction (Slovakia), Amalia Virdol, Ministry of Regional Development and Public Administration (Romania) ESPON EGTC: Gavin Daly, Nicolas Rossignol,
    [Show full text]
  • Greece Crisis Response Plan 2020
    Global Crisis Response Platform Humanitarian and Crisis Transition Activities Greece Crisis Response Plan 2020 2020 Funding Required Target Beneficiaries $158,989,033 60,000 IOM Vision IOM Greece aims to improve the living conditions of migrant and refugee communities in the country through a wide range of activities and is working towards finding sustainable solutions for these vulnerable populations. Special care and attention will be provided to the most vulnerable groups, including unaccompanied migrant children. Planned activities in 2020 include accommodation support, capacity building of local actors, protection, legal counselling, psychosocial support, integration, interpretation services, transportation, access to education and non-formal education services, population mapping, community participation, care and maintenance, and provision of non-food items (NFIs). Context Analysis Since 2015, Greece has become one of the main gateways to the European Union for hundreds of thousands of people coming from the Middle East, Africa and Asia. War and political and economic instability in different regions has increased the number of irregular migrants and asylum seekers entering Greece from the eastern sea borders and by land, overcrowding the islands' reception and identification centres (RICs). The number of arrivals has particularly spiked over the last months, with large inflows and very limited outflows from the country. The efforts to decongest the overcrowded reception facilities on the Aegean islands are ongoing but are slow given the limited amount of accommodation available in the mainland. There is an imperative need to reinforce the current accommodation capacities within the emergency reception schemes. Greek authorities, with the support of IOM and other stakeholders, are making efforts to alleviate human suffering and ensure proper living conditions of the populations by prioritizing decongestion of the reception facilities on the islands and/or other locations.
    [Show full text]
  • This Report in PDF, 471 KB
    The Most Important and Urgent Environmental Problems in Greece in the Last Decade (2000-2010) Athanasios Valavanidis and Thomais Vlachogianni Department of Chemistry, University of Athens, University Campus Zografou, 15784 Athens, Greece ([email protected]) Abstract A comprehensive state of the Greek environment in the last decade is presented in this review as well as the most important and urgent environmental issues. Greece's major efforts in the last decades to achieve economic convergence with the other European Union countries and material prosperity for its citizens, resulted in the neglect of the environmental impact by tourism, construction, intensive agriculture, industrial development and rapid urbanization. Greece's environment faces some major environmental challenges, such as air emissions from transport and electricity power stations, overexploitation of its water resources, water pollution, degradation of its coastal zones, loss of biodiversity in terrestrial and marine ecosystems and increasing municipal and industrial waste. In the last decade major problems of management, funding and implementation of policies with strict environmental regulations have appeared in every aspect of environmental protection. Limited enforcement of environmental laws and practices and giving in to various demands of organized local interests has been the Achilles' heel of policy implementation. This situation resulted in the lack of clear strategies for the major environmental problems and the necessity for environmental reforms in many areas. Although funding and environmental taxes have been a major problem for Greece, corruption and malpractices by local authorities, private citizens and state institutions is another important issue. It is hoped that EU regulations and international obligations will force consultation and encouragement of public participation, as well as education and environmental information that will increase public awareness.
    [Show full text]
  • An Insight Guide of Prespa Lakes Region Short Description of the Region
    An Insight Guide of Prespa Lakes Region Short description of the region Located in the north-western corner of Greece at 850 metres above sea level and surrounded by mountains, the Prespa Lakes region is a natural park of great significance due to its biodiversity and endemic species. Prespa is a trans boundary park shared between Greece, Albania and FYR Macedonia. It only takes a few moments for the receptive visitor to see that they have arrived at a place with its own unique personality. Prespa is for those who love nature and outdoor activities all year round. This is a place to be appreciated with all the senses, as if it had been designed to draw us in, and remind us that we, too, are a part of nature. Prespa is a place where nature, art and history come together in and around the Mikri and Megali Prespa lakes; there are also villages with hospitable inhabitants, always worth a stop on the way to listen to their stories and the histories of the place. The lucky visitor might share in the activities of local people’s daily life, which are all closely connected to the seasons of the year. These activities have, to a large extent, shaped the life in Prespa. The three main traditional occupations in the region are agriculture, animal husbandry and fishing. There are a lot of paths, guiding you into the heart of nature; perhaps up into the high mountains, or to old abandoned villages, which little by little are being returned once more to nature’s embrace.
    [Show full text]
  • View/Download the 2012/13 Annual Report
    2012/2013 ANNUAL REPORT PETER OUNDJIAN Peter Oundjian | MUSIC DIRECTOR Sir Andrew Davis | CONDUCTOR LAUREATE Steven Reineke | PRINCIPAL POPS CONDUCTOR Shalom Bard | RBC RESIDENT CONDUCTOR Gary Kulesha | COMPOSER ADVISOR Kevin Lau | RBC AFFILIATE COMPOSER FROM OUR MUSIC DIRECTOR At our launch for the 2012/2013 season, I promised a season of new faces and new possibilities alongside treasured and timeless masterworks. New artists and new music are an essential component of great orchestras and throughout its history, the TSO has been active in fostering the work of emerging artists and composers. 12 In the 2012/2013 season, the TSO performed three world premières, two North American premières, eight Canadian premières, six newly co-commissioned works, and four newly commissioned works. 13 The new faces included the appointment of Steven Reineke as Principal Pops Conductor and the establishment of the RBC Resident Conductor and RBC Affiliate Composer programmes with the appointments of Shalom Bard and Kevin Lau, respectively. In September I led the orchestra on its eighth Northern Residency in North Bay and Timmins with repertoire that included the TSO commission The Hockey Sweater by Abigail Richardson and narrated by well-known Canadian author Roch Carrier. Over the five-day residency we performed for more than 10,000 students and adults in public concerts, and provided 48 free in-school performances and nine masterclasses. We have also added new dimensions to the concert experience by including visual elements such as James Westwater and Nicholas Bardonnay’s photochoreography of Smetana’s Mà Vlast (My Homeland), an “Audience-Choice” programme, and for the New Creations Festival we commissioned MIT professor Tod Machover to create a symphonic work written for and by the citizens of Toronto entitled A Toronto Symphony: Concerto for Composer and City.
    [Show full text]
  • Book of Abstracts
    The Association for Literary and Lingustic Computing The Association for Computers and the Humanities Society for Digital Humanities — Société pour l’étude des médias interactifs Digital Humanities 2008 The 20th Joint International Conference of the Association for Literary and Linguistic Computing, and the Association for Computers and the Humanities and The 1st Joint International Conference of the Association for Literary and Linguistic Computing, the Association for Computers and the Humanities, and the Society for Digital Humanities — Société pour l’étude des médias interactifs University of Oulu, Finland 24 – 29 June, 2008 Conference Abstracts International Programme Committee • Espen Ore, National Library of Norway, Chair • Jean Anderson, University of Glasgow, UK • John Nerbonne, University of Groningen, The Netherlands • Stephen Ramsay, University of Nebraska, USA • Thomas Rommel, International Univ. Bremen, Germany • Susan Schreibman, University of Maryland, USA • Paul Spence, King’s College London, UK • Melissa Terras, University College London, UK • Claire Warwick, University College London, UK, Vice Chair Local organizers • Lisa Lena Opas-Hänninen, English Philology • Riikka Mikkola, English Philology • Mikko Jokelainen, English Philology • Ilkka Juuso, Electrical and Information Engineering • Toni Saranpää, English Philology • Tapio Seppänen, Electrical and Information Engineering • Raili Saarela, Congress Services Edited by • Lisa Lena Opas-Hänninen • Mikko Jokelainen • Ilkka Juuso • Tapio Seppänen ISBN: 978-951-42-8838-8 Published by English Philology University of Oulu Cover design: Ilkka Juuso, University of Oulu © 2008 University of Oulu and the authors. _____________________________________________________________________________Digital Humanities 2008 Introduction On behalf of the local organizers I am delighted to welcome you to the 25th Joint International Conference of the Association for Literary and Linguistic Computing (ALLC) and the Association for Computers and the Humanities (ACH) at the University of Oulu.
    [Show full text]