The of Phi Sigma Iota Forum International Foreign Language Honor Society
Fall 2002 Year 24. No.2
The Forum, Fall 2002 • 1 The President’s Page
It is a tradition to celebrate Phi Sigma Iota chapters with significant anniversaries. Attention is called to first-year anniversaries and to the completion of each decade thereafter. It is our pleasure in this spring issue of the Forum to celebrate the eightieth anniversary of two PSI chapters: Alpha at Allegheny College in Meadville, Pennsylvania and Beta Beta chapter at the University of Missouri in Kansas City, Missouri. Only one other chapter has existed longer (Alpha Alpha at the University of Denver, dating from 1917). A HEARTY CONGRATULATIONS TO THESE TWO CHAPTERS FROM THE INTERNATIONAL OFFICE. A list of other chapters celebrating decades of service can be found at the end of the Forum. * * * * As The Forum is being readied for printing, we are on the verge of April Fools Day. I suppose most college-age students are too sophisticated to pay much attention to this traditional holiday. However, this is not the case for me. April Fools Day is an important date for me because it coincides with my wife’s birthday. (No fooling! She is an April Fools girl, so I can’t let the date slip by
unnoticed!) Dr. C. Eugene Scruggs, 2002 I recently did a little research on the origins of All Fools Day. Seems it’s been observed in one form or another for quite some time in many regions of the world. The tradition in Western Europe appears to have begun in France in the 15th century. In the land of 350 cheeses, a person who is fooled on April 1st is called a poisson d’avril (and April fish). Seems a bit strange until one learns that fish are quite foolish in the spring and allow themselves to be caught in very great numbers! The tradition of playing pranks on April Fools Day came to England in the 18th century, and from there made its way to America. While we are on the subject of April, did you ever wonder about the origin of the name of that month—or for that matter, the origin of all the months of the calendar year? Students of Latin can tell us that April derives from the Latin word aperire meaning “to open.” Since many flowers are opening in the early spring, it makes sense to call the month by that name. Using a natural phenomenon as the name for a month of the calendar reminds me of the drastic action taken by the French revolutionaries in 1792 when they gave all the months of the year new names that would be far removed from any unpleasant suggestion of the ancien régime. Year I of the revolutionary calendar began on September 22nd 1792. The twelve months of the year began with Vendémiaire, which came from Latin vindemia meaning “wine harvest time.” The second month of the revolutionary calendar began on October 22 and extended to November 21 and was given the name Brumaire, from the French word for fog (brume) which describes a normal phenomenon at that period of the year. November 21 to December 21 was given the name Frimaire from Frankish frimas meaning “freezing mist.” And of course, December 21 to January 20 had to have a name representative of the snowy weather prevailing at that time. From Latin nivosus the revolutionaries gave this month the name Nivôse. At this point you can probably guess the natural phenomenon which will give the period from mid-February to mid-March its name. You got it. Its Ventôse from Latin ventosus meaning “windy.” And since things begin to germinate in spring, the month stretching from mid-March to mid-April was called Germinal, from Latin germinus. To quickly go through the remaining months: Following Germinal come the flowering month, Floréal; then the green
Front Cover: Bourgeon Phi Sigma Iota President Wins Prestigious Award by Üzeyir Lokman ÇAYCI Turkish artist, architect By decree of the Prime Minister of France, and poet. See his poems Dr. C. Eugene Scruggs was named Chevalier and drawings throughout de l’Ordre des Palmes Académiques (Knight this issue. of the Order of Palm Academics). [email protected]
To learn more about our PSI president, visit his webpage: http://www.cas.usf.edu/languages/scruggs
2 • The Forum, Fall 2002 THE FORUM
Fall, 2002
FEATURES PHI SIGMA IOTA National and Regional Officers
The Poetry of Üzeyir Lokman Çayci…….... 7 PRESIDENT AND EXECUTIVE DIRECTOR Dr. C. Eugene Scruggs International Affairs Center, CPR 107 Teaching Portueguese for Speakers of Spanish University of South Florida Tampa, Florida 33620 By Lucia Florido..…..…. 8 (813) 974-4126 – Telephone, (813) 974-4613 - Fax [email protected]
The Development of L1 and L2 Pragmatic VICE-PRESIDENT Dr. Christine Probes Competence: What is the Role of Division of World Language Education, CPR 107 University of South Florida Instruction? By Sha Balizet....…. 13 Tampa, Florida 33620 (813) 974-2743 [email protected]
Some Mysteries Of Formalism In Language The Forum EDITOR By Jacob Caflisch .……23 Dr. Lizz Caplan-Carbin Modern Foreign Languages, HU427 University of Tennessee-Martin DEPARTMENTS Martin, Tennessee 38238 [email protected]
The President’s Page IMMEDIATE PAST PRESIDENT Dr. Marie-France Hilgar 2 University of Nevada. Las Vegas Las Vegas. Nevada 89154 National and Regional Officers 3 REGIONAL VICE-PRESIDENTS: Addresses 5 SOUTHWEST Arizona, California, Colorado. Hawaii. New Mexico, Nevada Dues Prof. Salvatore Federico 6 Thunderbird American School of Grad. Management Glendale, AZ 80530 PSI Scholarships 16 (602) 978-7291
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NORTHEAST Connecticut, Delaware, District of Columbia, Maine, Massachusetts, Copyright 2002 by The Forum of Phi Sigma Iota; the International New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, Vermont, Foreign Language Honor Society (ISSN 0883-5640). Requests for West V irginia Prof. Susan Rosenstreich permission to reprint should be made in writing to the Editor. Dowling College Oakdale. NY 11769
The Forum, Fall 2002 • 3
Professor Carroll’s Phi Sigma Iota Story Card The International Foreign Language Honor Bo Society Conversant with things (Member of the National Association of College past and present; Honor Students) Erudite and informed. … Recognizes outstanding ability and high So smart! standards of students and faculty of foreign Gu languages, literatures and cultures (including classics, Linguistics, Philology, Comparative [email protected] http://chuma.cas.usf.edu/~carroll Literature, ESL and Bilingual Education). It is the highest academic honor in the field of foreign languages. Phi Sigma Iota has initiated over 50,000 Linda Gigi Carroll, a free-lance members since its foundation in 1917, and it has Tung illustrator, teaches Chinese at the University of South Florida. She created and supports numerous scholarship designed the STORY CARDS to help programs. her students learn Chinese characters. She studies ancient Chinese … Has chapters in 250 colleges and universities in inscriptions, and combines culture, Jin philosophy, and folk tales to explain the U.S.A., Mexico, France, and the Virgin Islands. each character’s meaning and origin.
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4 • The Forum, Fall 2002 Contacts: http://www.phisigmaiota.org/contacts.html Who to contact for what at Toll-free by Telephone Phi Sigma Iota (800) 673-5599 by Email
Contact for: [email protected] Establishment of New Chapters, Scholarship Nominations, Liaison with ACHS Eugene Scruggs, Ph.D. University of South Florida, WLE-CPR 107 Tampa, Florida, 33620 Help us to avoid unnecessary (813) 974-8286 FAX: (813) 974-6944 expense by keeping your current [email protected] name and address on file.
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The Forum, Fall 2002 • 5
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6 • The Forum, Fall 2002 The Poetry of ÜZEYIR LOKMAN ÇAYCI Traduit par Yakup YURT en français French free verse translated into English free verse by Joneve McCormick, F.J. Bergmann, and Richard Vallance While Waters Flow Toward It Full. They Have Woven a Net Around Us Those Were the Days
Full upside down A feeling of nearness to suffering Once upon a time Time makes tears flow. In our hearts I was seated under an oak To your expectations! While we reduce the dimensions Doing a little homework. Who leaves Of the essence of light Down came the sun through its branches and leaves roses behind them? With our eyes And on my books its rays fell Many colors disappear In a local scuffle An awful hot wind was blowing one after another Them And afterwards as it passed in this unlimited spring They have woven a net around us. There came its illusions, their whites full of pleasures. Bearing the pains of life Reaching out for my eyes In books without titles While watching the people with sullen faces Beneath the oak tree the subjects are sinister, And tired thoughts In the midst of the silence of the fields such commercial dishonesty All along the years I was refreshed by the sight assassins of feelings, We have heard the whistle of whips... Of far away mountains enemies of love. In towns With well-concealed thoughts All snow-covered, so far away flowers water the roses, Those My thoughts lay down, stretched out remain in the shade Never thought of us Amidst the clover of polluted air. And... without any mercy And every single time the storks came in Full. Have woven a net around us. to land Full upside down I felt overjoyed and wept. Time makes tears flow. To your expectations! Istanbul In My Dreams Had this Tree But one Lonely Branch Your expectations are carved White Roses Into my eyes... Had this tree but one lonely branch Their shapes melt in my dreams That leaning over just reached out Sorrows clash The face seen in your postcards For the thoughts of those who love in white roses; Is not that of your soul Istanbul... We surely would have come to love to in nocturnal obscurity taste its fruit water flows noisily, Living apart does not change your mirrors transform into a sea. seas So I never get enough of it even from my Her color extends in the flow, Your waiting landscapes offer themselves window. the earth whitens at her approach; Thoughts do not remain still You see, its leaves will never fall the shepherd's star shatters Istanbul rests its weight upon my On Earth's blind shoulders, and darknesses fall silent Loneliness... Instead it just keeps growing, growing up I cannot tear them from myself White fish swim in your living past Into the arms of the wind for she bonded with me in dying; Seagulls float in your memories Had this tree but one lonely branch, the waters flow noisily, It would pierce straight on through to skies the mirrors transform into a sea. Obliterated friendships stay awake till dawn so blue Anatolia rises from your horizons Istanbul... And tender stars to silence If There Is Not Love And disobey the wind.
Translations by F.J. Bergmann Obstacles before you Translations by Richard Vallance detours behind in the name of nothing at all. Coming and going for 20 years certain things do not change. ÜZEYIR LOKMAN ÇAYCI Love is a final act …is an architect, an artist and a poet from Bor, a make good Turkey. His poems have been translated into a remedy French, Italian, Spanish, German and English. for all evil. They can be seen in the original Turkish on his If men website, which also includes samples of his do not love one another wonderful art. (See more on p. 13 this issue.) certain things do not change. [email protected] Translations by Joneve McCormick http://uzeyircayci.sitemynet.com/
The Forum, Fall 2002 • 7
Teaching Portuguese for speakers of Spanish
Lucia Florido, Ph.D. University of Tennessee-Martin competition when it is finally time for job hunting. For years now Modern Foreign Language departments across the country have suffered A course entitled “Portuguese for Speakers of from the burden of low enrollment in the less Spanish” opens the possibility for Modern commonly taught language courses. With classes Language Departments to offer a less commonly frequently over enrolled, it seems that Spanish is taught language at the upper-division, such as PRT the only Romance language to be in full bloom 290 or 300. Such a course aims at catering to these days. Italian and Portuguese, on the other students whose Spanish is at least at the hand, have had to devise creative alternatives to intermediate-mid level according to the ACTFL attract students and appease administrators. guidelines. Native Hispanophones would also be encouraged to enroll. Since the course skips While Italian still draws many heritage speakers, lower-division requirements, with the correct Portuguese remains the biggest challenge for both publicity it could attract students from different instructors and administrators when it comes to majors, for example, business, ecology, and meeting the minimum enrollment requirements. international relations to name just a few. This new Often poorly advertised, Portuguese courses and diverse population would eventually bring appeal mainly to those students who in some way extra visibility to the department of foreign have a personal connection with either Brazil or languages across campus. Moreover, “PRT for Portugal. Unlike most students in Spanish, who Speakers of SPN” works as an enrollment booster, choose the language because “it is useful,” those directing students who successfully complete the choosing Portuguese usually carry with them a course towards a fourth year-level that would personal knowledge of Lusophone culture that further enhance their proficiency. arises from having had direct or indirect experience in a Portuguese speaking country. At the classroom level, the offering of a “PRT for They have either traveled abroad, come from a Speakers of SPN” corrects the discrepancy Luso family background or, are perhaps simply (frequent in first-year courses) among true soccer enthusiasts who wish to learn the language beginners and those who can move at a much faster in order to straighten their ties with their country pace due to their Spanish background. Students at of interest. Michigan State University, who enrolled in “PRT for Speakers of SPN” generally concluded the Nonetheless, departments, instructors and course with a strong feeling of accomplishment: advisors should make a concerted effort to let “this was a very intense and useful course” and “I students know that Portuguese is a widely spoken have learned an incredible amount” were common language, that Brazil is the first economic power remarks found on course evaluations. in Latin America and the fifth in the world, and Astonishingly, most of the students reached the that there are many opportunities for speakers of intermediate-mid level of the ACTFL scale in only Portuguese as an L2. Many American companies fifteen weeks of instruction. have headquarters in Brazil and are eager to hire personnel at the management level who can Brasil! Lingua e Cultura: A Review effectively function in the country. By sharing practical information with students, such as pay In order to successfully teach “PRT for Speakers of rates for young American executives in Brazil SPN”, instructors will have to suppliment greatly (which are impressively high), we can help them any of the textbooks available on the market. A decide to add Portuguese to their resumes. It will good choice to start is Brasil! Língua e Cultura not only heavily complement their knowledge of (Lathrop & Dias )1. This textbook has a work/lab Spanish but will also help them get ahead of the manual to be used in conjunction with a CD-ROM.2 An Instructor Resources Manual with extra
8 • The Forum, Fall 2002 activities enhances the package. Since it is the course. However, since the book does not relatively compact, the teacher can move fast provide ancillaries of this sort, the instructor will through the chapters and cover lots of material in have to make due either with material taped from a short period of time. Scola or tourism videos that can be obtained for free by A suggestion for those who adopt this textbook contacting Embratur, the main tourism organization is to prioritize the grammatical topics, reorganize in Brazil.3 For more real-life video passages, the some chapters and link to each unit a lexical and instructor could also create personalizedsegments cultural aspect that would reflect and expand the by using a camera and counting on any native or grammatical features presented. For example, near-native speakers' available in the community. 4 possessive adjectives would be appropriate for vocabulary on family members and consequently One last word on teaching Portuguese for speakers discussions of the family structure in the target of Spanish: it is a fun, fast paced course that culture. requires an upbeat instructor with lots of ideas and enthusiasm.5 The students who enroll for the class Students with a Spanish background will easily have a high degree of motivation and are far more deal with written texts in Portuguese, and most intellectually curious than the average language grammatical points can be assimilated without learner. Rather than spending their language major problems. Since Brazil: Língua e Cultura requirement seeking the easy "A" in Spanish, they is aimed at true beginners, the readings are often conclude the semester sure to have acquired a new short, uninteresting and simplistic for those who language and a deeper understanding of its culture. know Spanish. Newspaper articles, brochures Many will continue their studies of Portuguese and and other realia should be used instead. some will invest in a study-abroad or foreign internship experience. For the instructors, it will While students can easily decode a wide variety remain an incredibly rewarding experience, which of written material, they struggle to overcome the they will be eager to share with their colleagues in use of what we call “Portuñol” (mixed Spanish the field and willing to repeat at the first and Portuguese) both in written and oral opportunity given. expression. These two areas require continuous ______supervision on the part of the teacher, who might 1 Dias, Eduardo M. and Lathrop, Tom. (1999). Brasil: Lingua assign various drafts of compositions, perform e Cultura. Newark: Linguatext. 2 Contents of CD-ROM can be accessed online at the frequent pronunciation drills and request constant textbook website. http://www.linguatextltd.com/index.html rephrasing of oral discourse. Difficulties with 3 http://www.embratur.gov.br listening comprehension, on the other hand, may 4 These video segments would treat cultural aspects and be overcome in only about three weeks. As include vocabulary presented in the lesson. For example: a students are exposed exclusively to Portuguese in short segment could be obtained by having a native speaker describe his/her family and explain the importance of family the classroom, they will quickly get used to its relations for Brazilians in general. rhythm and phonetic structure. 5 Being a native-speaker is definitely a plus, but not a requirement. The same can be said to the knowledge of Spanish. The inclusion of video would greatly enhance Websites to enhance the teaching of Portuguese: Pronunciation (sites with sound) Activities to accompany the book Travessia: http://www.sp.utexas.edu/ork/real/PORTSOM.HTM http://www.msu.edu/user/florido/PRTTravessia-act.htm http://www.sonia-portuguese.com/text/pronunciation.htm Activities to accompany the book Brasil! Língua e cultura: Tongue-twisters in Portuguese: http://www.msu.edu/user/florido/PRTBrasil!.htm http://www.uebersetzung.at/twister/pt.htm Culture and news: Portuguese grammar and general lessons: http://www.maria-brazil.org/ http://www.sonia-portuguese.com/text/grammar.htm Information on Brazilian cities: http://www.geocities.com/BourbonStreet/2291/mainlsn.html http://dir.yahoo.com/Regional/Countries/Brazil/Cities/ http://www2.arts.gla.ac.uk/PortLang/godtup.html Syllabus for PRT 290/490: http://www.sci.fi/~huuhilo/portuguese/ http://www.msu.edu/user/florido/290schedule.htm http://www.sonia-portuguese.com/ Study abroad: Portuguese web resources http://www.usuarios.intercom.es/cebbcn/pagport/estudarportbr.htm http://www.maui.net/~makule/port.html The Forum, Fall 2002 • 9 The development of L1 and L2 pragmatic competence: What is the role of instruction? by Sha Balizet University of South Florida
The importance of pragmatics is not divisive: many contemporary scholars agree that pragmatic competence should be included within the construct of "knowing" a language (Hymes, 1972, Canale, 1983, and Bachman, 1989, cited in LoCastro, 2001, p. 70). There is less agreement, however, when attempting to define pragmatics. Here, the fluid nature of pragmatics becomes evident. Overstreet and Yule (1999, p. 2) call pragmatics the "study of invisible meaning." It has been termed the "use of both linguistic and extralinguistic communication in context" (Bara, Bosco, Bucciarelli, 1999, p. 509). Wilson and Sperber (1991, p. 583, in Perkins, 1998, p. 292) are more explicit in defining pragmatics as the "domain in which grammar, logic, and memory interact". These definitions consider the extent of pragmatics, but lack specificity. Perkins provides breadth and detail. He considers pragmatics to be a "function of the interactions between mutually dependent linguistic and nonlinguistic abilities" (p. 306). He charts some of these factors in a useful figure (p. 294), reproduced below.
PRAGMATIC ABILITY Linguistic systems Nonlinguistic systems Sensory input & output systems Cognitive systems prosody inference auditory phonology social cognition visual morphology theory of mind tactile syntax executive function olfactory lexis memory gustatory affect world knowledge Sources contributing to pragmatic ability Developmental pragmatics Normal development development of reasoning skills are theory of Cognitive Pragmatics Clearly, pragmatics comprises necessary in order to comprehend (Airenti, Bara, & Colombetti, 1993a, certain linguistic factors but is passives. Amritavalli further argues cited in Bara et al., p. 514), a predictive distinct from other language that syntactic competence rests upon a hierarchy of difficulty among speech systems. This is evident from the foundation of pragmatic competence. acts. Speech act difficulty progresses early emergence of pragmatic Bara and his colleagues take a different from simple speech acts, to complex competence. Even before they are approach. Using a speech act as the speech acts, then ironic speech acts, capable of speech, children unit of analysis, they detail the followed by comprehension of communicate (Halliday, 1975, and developing comprehension of deceptive speech acts, to planning of Zinober & Martlew, 1985 cited in conventional indirect requests (p. 515- deceptive speech acts. Bara and Bara et al., p. 509). Caretakers 6). colleagues (p. 523) cite evidence implicitly recognize differences Bara and his associates note that supporting Cognitive Pragmatics, between pragmatic and currently no single theory can which has been confirmed among grammatical development. Parents comprehensively account for the normal children at multiple ages, usually ignore developmental emergence of pragmatic competence adults closed head injuries, and grammar and morphology. (p. 522). Summarizing their review of Alzheimer's patients. However, there However, they overtly teach the literature, they identify (p. 523) two is yet no evidence from applying this pragmatics. They give children factors that affect the emergence of theory to children with brain damage. explicit positive evidence (i.e., pragmatic competence. The first is "Don't point" and "Say 'thank you'"). theory of mind, or the "ability to Abnormal development Caretakers directly correct child attribute mental states to others". The Data from language-impaired errors in meaning, whether second is cognitive load, or the "ability populations is particularly contextually bound (pragmatic) or to construct and manipulate complex illuminating. Examining cases where not (semantic). representations of the communicative linguistic communication fails reveals The field of developmental interaction". These key factors would that communication is really a pragmatics examines how seem help construct an explanatory "complex of interacting factors", pragmatic competence progresses in theory of developmental pragmatics. comments Perkins (1998, p. 292). He children. For example, Amritavalli Descriptive evidence can help notes that speakers make choices about (1998, p. 666) takes a cognitive build explanatory theory. Such a how much information to code perspective, pointing out that the contribution is provided through the linguistically and how much to leave
10 • The Forum, Fall 2002 unspoken, on the assumption that it Interlanguage pragmatics reveals that instructional effectiveness is "recoverable by the hearer from Because of this existing base of should not be surprising. It has been the linguistic and nonlinguistic linguistic and pragmatic competence, shown above that adults directly context of utterance" (p. 295). The the case of the second language (L2) intervene in child pragmatic interactional aspects of pragmatics learner is distinctly different from that development with successful results. It are especially manifest in cases of of the first language (L1) learner. Silva seems logical, therefore, that L2 autism. This condition is a form of (2000) explains: learners can benefit from instruction. impaired social cognition, and "The conditions under which LoCastro (1997) argues that instruction autistic children have difficulty adults learn a new language are is not merely appropriate, but that it is relating to other human beings. very different from those of actually needed. "As it appears to be Compared to normal and language- children learning their L1. Adults the case that linguistic etiquette is delayed children, autistic children cannot just erase from their minds taught in first language acquisition suffer serious pragmatic deficits. In all the information they already contexts (Blum-Kulka, 1990; Snow et quantitative terms, autistic child have about language structure and al., 1990), it seems reasonable to claim communication is characterized by language use. On the contrary, the that the direct teaching of this aspect of more incidents of no responses, production of the new language pragmatic competence is needed (Ellis, fewer turn-taking utterances and will always take into account the 1992) in second or foreign language gestures, and less frequent initiation knowledge of previously learned learning environments." (p. 44). of communication (Loveland et al., languages, and may involve what There are limitations to the narrow 1988, cited in Bara et al., p. 512). has been discussed in the literature scope of the studies in Kasper's review. Their interactions are abnormal in in terms of direct or adapted These are all focused upon one discrete qualitative terms as well. transfer from one language to feature or another (e.g., selected Communication with autistic another" (p. 162). speech acts, routines, or discourse children breaks down because they Interlanguage pragmatics, the study of markers). It would perhaps be more are unable to interpret the L2 pragmatic development, has informative to examine when interlocutor's intent (impaired social examined learners in naturalistic and instruction fails. Similarly, it would be cognition) and point of view formal learning conditions. Both enlightening to examine pragmatic (impaired theory of mind). An environments provide intriguing development in naturalistic settings, autistic child might not recognize insights into the nature of pragmatics; when such is successful and not. A the illocutionary force of an indirect however, studies in formal settings are broader scope of examination could request, or might linguistically better represented in the literature, possibly illuminate principles of encode too little or too much possibly due to the inherent pragmatic development. information. (See Perkins, 1998, for constraints of naturalistic and An interesting approach was taken by data from research with autistic longitudinal research. Silva (2000). She scrutinized pragmatic children.) As a result, the Instructed pragmatics judgments by 207 Brazilians and interlocutor must be more The fundamental argument for Americans in four different groupings. linguistically and metalinguistically teaching pragmatics is similar to that The first group consisted of explicit if communication is to for instructed SLA. As Overstreet and monolingual Brazilians living in Brazil proceed. Yule (p. 3) note, "Focused attention provided baseline data on Portuguese. Despite the lack of a may also be required because as Baseline data on English, and L2 data comprehensive theory of pragmatic Kasper (1981) has demonstrated, in an L1 context, were obtained from development, several interesting language learners often fail to the second group, Americans living in features emerge from examining recognize pragmatic markers in the America (all students of Portuguese as data among normal and abnormal target language, even when related a foreign language who had briefly populations of native speakers. forms are commonly used as routine resided in Brazil). The third group was First, pragmatic competence is a formulae in a native language (L1) American short-term residents of primal feature of human interaction." Summarizing an excellent Brazil who offered L2 Portuguese data communication. This ability is review of classroom-based research in in the L2 setting, as did the fourth manifested before speech pragmatic instruction, Kasper (1997) group, Brazilian long-term residents of emergence. Also, interlocutors treat notes several key findings. Formal America. pragmatic failures differently from instruction of the selected pragmatic Silva presented five situations to grammatical errors. Furthermore, features is advantageous; explicit the participants and elicited their both linguistic and nonlinguistic instruction is more effective than judgments as to the appropriate factors contribute to implicit; instruction benefits not only response. Her overarching finding was communication. Interaction is advanced students, but also beginners. that "the role of the length of residence especially dependent upon social These are impressive results at first in the L2 environment is a crucial one cognition. glance. Yet, further consideration in understanding how the new
The Forum, Fall 2002 • 11 language and the L1 accommodate of what it means "to know a language" fundamental to our social interactions themselves in the learners' minds and must include pragmatics in and even to our human nature. Like and how they influence each other" language instruction (LoCastro, 2001, language itself, our self- identification (p. 169). The duration of exposure, p. 70). Along with teachers, methods is central to our humanity. This therefore, was key to attaining and materials also play a role. "It is concept guides our existence and monolingual L1 norms. possible that teachers, teaching social relationships. This raises the question of practices, and materials are It seems reasonable, therefore, to defining "norms". American short- demotivating to the extent that, even posit that cultural sensitivity is primal term residents in Brazil were more with the most positive, though to instructional pragmatics. To be truly like the monolingual Brazilians than instrumental attitudes, pragmatic successful, L2 teachers should respect were the Brazilian natives who had competence remains underdeveloped" L1 norms, and should allow language lived in America for more than (LoCastro, 2001, p. 84). learners to develop their own three years. These "overseas" This quotation indicates the identities as multilingual speakers. Brazilians had seemingly developed fundamental role played by social- With such objectives, the instructor can new pragmatic norms. Silva states, psychological factors. Certainly, develop powerful learning "Findings ... clearly demonstrate learner motivation is pivotal in opportunities, ones that make that monolinguals constantly adjust grammatical development (Gardner & intercultural communicative the way they deal with their L1 in Lambert, 1972, cited in LoCastro, 2001, competence realistic and desirable. both linguistic and pragmatic terms. p. 70). This occurs in the arena of L2 If this is normal for monolinguals, it social behavior as well. For example, References should also be predictable among Kasper and Schmidt (1996, cited in Amritavalli, R. (1998). The pragmatic speakers of two or more languages" LoCastro, 2001, p. 70) found that underpinnings of syntactic (p. 173). That is, since pragmatic students' motivation for L2 learning competences. Journal of Pragmatics, 29, behavior is variable even among and their attitude toward the L2 661-680 monolinguals, this should be community affected their willingness Bara, G. G. Bosco, F. M., & Bucciarelli, expected among L2 speakers. to adopt L2 pragmatics. Social M. (1999). Developmental pragmatics Indeed, Silva points out that most of behavior in the L2, like social behavior in normal and abnormal children. the world population is in the L1, touches on matters of Brain and Language 68, 507-528. multilingual. She suggests that we identity. L2 speakers might not desire Kasper, G. (1997). Can pragmatic should set aside monolingual to be linguistically and pragmatically competence be taught? (NetWork #6) normative standards, and recognize like native speakers (Hoffman, 1989 [HTML document]. Honolulu: that the constructs of "native cited in LoCastro, 2001, p. 73). Non- University of Hawai'i, Second speaker" and "interlanguage" are targetlike behavior can be an Language Teaching & Curriculum irrelevant for most individuals. She expression of identity as individual Center. Retrieved December 1, 2001 calls on second and foreign and as member of a culture. from the World Wide Web: language educators to focus on We currently know very little about http://www.nflrc.hawaii.edu/NetW outcomes of "effective use of how learners construct own identities orks/NW06/ language" and "intercultural as L2 speakers (LoCastro, 2001, p. 84). LoCastro, V. (1997). Pedagogical communicative competence." We have, moreover, but a sketchy intervention and pragmatic Contributing factors in L2 understanding of interlanguage development. Applied Language competence pragmatic development. Yet certain Learning, 8 (1), 44-64. Clearly, however, not all L2 themes have become manifest in the LoCastro, V. (2001). Individual speakers attain the ideal state present examination of pragmatics. It differences in second language envisioned by Silva. What factors has been shown that pragmatics is a acquisition: Attitudes, learner seem to impede or foster L2 key feature of human communication. subjectivity, and L2 pragmatic norms. pragmatic competence? Certainly Child pragmatic development emerges System, 29, 69-89. one aspect is the duration of prior to speech. Although both Overstreet, M. & Yule, G. (1999). exposure to the L2 community, as linguistic and non-linguistic factors Fostering pragmatic awareness. Silva's study shows. The quality of contribute to pragmatic ability, Applied Language Learning, 10 (1 & 2), exposure is also important. In interlocutors consider pragmatic 1-13. foreign language contexts, explicit failure more critical than grammatical Perkins, M. (1998). Is pragmatics pragmatic instruction is necessary errors. Perhaps most notably, social epiphenomenal? Evidence from (Tateyama, Kasper, Mui, Tay and cognition plays a leading role in communication disorders. Journal of Thananart, 1997, cited in LoCastro, mediating interaction. Pragmatic Pragmatics, 29, 291-311. 2001, p. 84). Such is dependent norms regulate our social interactions; Silva, R. S. (2000). Pragmatics, upon the teachers, who must they mediate our situation-bound bilingualism, and the native speaker. expand their definition of expansion meaning. It seems that pragmatics is Language & Communication, 20, 161-178.
12 • The Forum, Fall 2002
DAS EINE IM ANDERN
Mein Anwalt ist Arzt im Spital, mein Arzt Anwalt beim Gericht.... mein Professor ist die Person an der Gewalt ausgeübt wurde durch sie ich habe meinen Vater verloren bevor ich geboren wurde sie hat uns aufwachsen lassen unter Tränen meine Mutter.....
Mein Nachbar geistig krank.... meine Begleiterin; die Katze.... mein Freund die Feder mein Feind die Ignoranz... was mich stört der Opportunismus.
Meine Schule; die Schenke... mein Arbeitsort, die Schule.... mein Verdienst; meine Güte gegenüber andern... meine Furcht hat nicht da zu sein.....
Ich liebe die Menschheit sehr....
by Üzeyir Lokman Çayci Translated from Turkish by Monika Schudel
IL MIO GIUDIZIO (PROCESSO) Io mi sono lasciato trasportare Mi hanno processato Dall'oscurità davanti ai fiori Che ha bendato i miei occhi.
I fiori si sono uccisi La solitudine era piantata nel I giorni hanno parlato. miocuore L'accusa ha perforato i miei occhi Non sono riuscito a spiegare Ho gridato la mia innocenza Che non avevo nessuno Essi non mi hanno creduto. Essi non mi hanno creduto. Mi hanno processato See this poem in French and Lo so davanti ai fiori the original Turkish on p. 30 I fiori pensavano a Hanno legato le notti qualcosa Alle mie braccia Le notti mi sono testimoni E mi hanno esiliato nel buio Io li ho supplicati di Tutto solo. ascoltare Le dichiarazioni delle stelle Ho gridato la mia innocenza Essi non mi hanno creduto. Essi non mi hanno creduto.
Nella profondità delle notti Üzeyir Lokman ÇAYCI Il mio cuore si è sentito tradotto da : M.Eleonora Forno Accerchiato The Forum, Fall 2002 • 13 Phi Sigma Iota offers ---scholarships to both undergraduate and graduate students, who are active members of their local PSI chapters. Applications include a personal statement, written by the candidate in both English and the nominee's major Foreign Language, outlining qualifications and the purpose for which the award will be used. Successful nominees have shown dedication to the study of foreign languages as well as commitment to pursue such dedication in the future. The following statement by Elora Mukherjee of the Sigma Sigma chapter (Rutgers University) was among the winning entries for 2002.
Elora Mukherjee
As the untouchable woman thrust her hand into the car, begging for rupees, my uncle recoiled. In disgust, he instinctively rolled up the window -nearly crushing the worn fingers that sought to touch me. With a ragged sari hanging from her skeletal figure, she clung a wailing baby to her hip. Through the glass divide, our eyes locked. I felt her silenced voice pleading for my help. I wanted to give her shelter, feed her child, and ease their misery. But the driver hit the gas pedal, lurching us forward, and we abandoned the woman and her baby in dry dust. On family visits to Bihar, India, I have had many experiences- like this one -where I have seen and felt the anguish of absolute poverty.
Yet, the poverty is not limited to my adequate education. Unlike in Bihar and homeland. Last summer, I had the Salamanca, where I am limited to handing privilege of traveling to Portugal and out money, in New Brunswick, I have studying in Spain. As tour guides led my been able to make a meaningful peers and me through historical sites, we difference. were amazed by the rich culture. But, alongside beautiful monuments - Located in New Brunswick's Latino testaments to human greatness - there immigrant community, the Chester A. lived impoverished individuals, those with Redshaw Elementary School has severely the greatest needs. During many limited resources: classes are afternoons in Salamanca, for example, I overcrowded, test scores are low, and passed by La Catedral Mayor, a site of children do not receive the attention they pure splendor and majesty. Yet, the two need and deserve. humbled figures who kneeled outside the entrance, raising hands for pesetas, To address these problems, I touched me deeply. How can we, as established a volunteer literacy program people, make sense of these contrasts? called Rutgers Readers. Each day, Rutgers students assist in Redshaw The contrasts between abundance and classrooms, tutor children individually, scarcity, of course, are not only overseas. and structure the after school program. Here, in our local communities, there are The arrangement is popular among many unmet needs, which appear clearly Rutgers students and the school when one looks around with an open administration. Most important, the mind. In my college town, New children love their reading-buddies and Brunswick, for example, a gaping hole lies mentors, who instill in them the between the resources of Rutgers importance of education. Due to its University and the needs of the local dedicated efforts, Rutgers Readers is people. Two miles from the large research clearly a success that improves the institution, the public school system is quality of elementary education in New failing to provide children with an Brunswick. 14 • The Forum, Fall 2002 In this cooperative arrangement, world, I was continually amazed! The language played a key factor. First, my delegates often spoke in different love of Spanish encouraged me to work in languages, but communication was clear. this often-overlooked school, where Each spoken language was respected and almost ninety percent of the children are immediately translated into multiple bilingual or only speak Spanish. languages. With cross-cultural Moreover, the deliberate way that I used communication, the voices of those from language to define the program mattered poor nations engaged in dialogue with at Rutgers. To alert university students to those in developed countries on the status the reality outside their academic lives, I of global problems. Together, the connected the limited college community delegates sought progress on poverty, with the lives of children in New nuclear disarmament, and the spread of Brunswick; the purpose was to create a HIV/AIDS. In this international setting, larger inclusive social identity. Thus, languages are appreciated, and language language and language use -both Spanish is used to foster understanding among and English -made the Rutgers Readers cultures and peoples. program possible. My experiences at the Redshaw As the Rutgers Readers example Elementary School and at the United shows, language allows people to come Nations have built my respect for how together. Through language, we, as language can create inclusive people, shape our personal identities. We communities. As its basic function, define who is a part of "us," and who we language shapes how people relate to one leave out. Through language, it is possible another. Accordingly, language may to redefine where social boundaries are supercede social boundaries and drawn. Those who are ignored as perceptions of the "other." In my life, "untouchables" and considered unworthy language will always play an important of public attention may be integrated, or role as I strive for inclusive social reintegrated, into the mainstream social identities. After studying international law consciousness. While economic and and human rights, I will work for an political divisions separate societies into international non- governmental the rich and the poor, the powerful and organization. the powerless, language and communication can foster understanding My dream is to improve our world by among all peoples. overcoming the economic and social divisions -superficial divisions -that leave The power of language to build people homeless, hungry, and begging, inclusive communities is clear from the while the privileged pay little attention. In local level -Rutgers Readers -to the global this grand scheme, language has a very level. During the fall of 2000, my important function in defining internship at the United Nations allowed communities, creating inclusive global me to witness the creation of global structures, and revealing the common communities. As I attended plenary humanity that we all share.♥ sessions with delegates from around the ♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥ Support Our Scholarship and Sponsored Programs!
PHI SIGMA IOTA encourages and recognizes outstanding ability and attainments in the studying and teaching of foreign languages, stimulates advanced pursuits and individual research in this discipline, and promotes cultural enrichment and a sentiment of international amity derived from the knowledge and use of foreign languages.
The Forum, Spring 2002 • 15 PSI Scholarships
Announcing – The “Year 2003 PSI Scholarships”
ELIGIBILITY: Only active members of Phi Sigma Iota, both undergraduate and graduate students, are eligible for an award.
HOW TO SUBMIT A NOMINATION: With the signed endorsement of the Faculty Advisor, a Chapter is entitled to submit only one nomination. A PSI official form must be used. The nomination shall include:
• A personal statement, written by the candidate in both English and the nominee's major Foreign Language, outlining qualifications and the purpose for which the award will be used.
• A statement from the Faculty Advisor outlining the candidate's service to the local Chapter, dedication to the study of foreign languages and specific commitment to pursue such dedication, as well as any other relevant information.
• A recommendation from another reference, to be sent directly to the Faculty Advisor.
• An official transcript addressed directly to the Faculty Advisor.
• A wallet-size photo
AWARDS: In the Spring of 2003, Phi Sigma Iota will grant several Scholarship Awards based on availability of funding. Scholarships in the amount of $500 will be awarded. Normally, the following awards will be made each year: The Founder’s scholarship in the name of Dr. Henry Church; The PSI Annual scholarship; The Cleon W. Capsas scholarship for study in Spain or Portugal; The President’s scholarship; The Santiago Vilas scholarship; and The Marie-France Hilgar scholarship.
DEADLINE FOR SUBMISSION OF NOMINATIONS: Postmarked no later than February 15, 2003. The deadline will be strictly observed. Incomplete submissions will not be considered. Faculty Advisors: Please send nominations, supporting documents and all other correspondence to: Dr. C. Eugene Scruggs Phi Sigma Iota World Language Education, CPR 107 University of South Florida 4202 E. Fowler Ave. Tampa, Florida 33620
16 • The Forum, Fall 2002 PSI Scholarship Nomination Form
1. GENERAL INFORMATION ON NOMINEE Name in full ______Student Birth Date ______Chapter and Institution ______
Date of Initiation into Phi Sigma Iota: ______
Permanent Address ______Social Security Number ______Phone ______E-mail ______Present Local Address ______
2. EDUCATION RECORD OF NOMINEE High School (Name and Location) ______
Graduation Date ______Class Rank ______
Undergraduate University (Location, Dates, Degree and Date of Degree) ______Graduate University (Location, Dates, Degree and Date of Degree) ______Fields of Concentration at College/University ______Grade Average: Cumulative ______Foreign Languages ______
Scholarships, Honors Received ______
3. PERSONAL STATEMENT: (in English and foreign language), 500-1500 words each
4. WALLET -SIZE PHOTO: Attach to nomination form
5. STATEMENT by FACULTY ADVISOR: Attach
6. OTHER REFERENCE (Recommendation to be sent to Faculty Advisor before deadline)
Name and Address ______
7. FACULTY ADVISOR SPONSORING THIS NOMINATION
Name and Address ______Title ______
The Forum, Fall 2002 • 17
Chapter News
Colorado Iowa
Epsilon Lambda chapter of Central College in Pella, Iowa, inducted eleven new members last Spring, including nine students and two faculty members. Faculty advisors, Dr. Patricia Westphal and Dr. Carol Wallace, conducted the initiation ceremony. Professor James Dow, Distinguished Humanities Scholar at Iowa State University, concluded the ceremony with remarks about the value of language learning. The thirteen charter members of the chapter are as follows:
Alpha Alpha chapter of University of Denver Students: Veronika Blechova (French) Andrea Herman (Spanish) Jill Kapfer (Spanish) Lisa M. Kappel (French) Helena Karasova (German) Sarah A. Miller (Spanish) Jade Murray (Spanish) Cristina L. Ortiz (Spanish) Lisa M. Wilson (Spanish)
Faculty Barbara Pieroni Roger J. Pieroni
Florida Samuel Mate-Kodjo The Palmes Académiques is an order founded by one of Patricia Westphal France’s most widely-known figures, Napoleon Bonaparte. A brilliant administrator, Napoleon appreciated the importance of It is particularly fitting that a college with a education. By the decree of March 17, 1808., he established the tradition of strong modern language programs form honorary titles of Titulaire, Officier de l’Université, and Officier an honorary society. Membership is a reward to d’Académies as awards for devotion and accomplishment in the areas of teaching scholarship, and research. students for work well done and an incentive for all On May 22, 2002, by decree of the Prime Minister of France students to do their best, but the chapter also Lionel Jospin, Dr. C. Eugene Scruggs, University of South provides a structure through which we can all work Florida Professor of French, and president of Phi Sigma Iota to strengthen the role of languages and cultures on International, was given the rank of "Chevalier de l'Ordre des our campus. Epsilon Lambda chapter holds Palmes Academiques." This prestigious decoration is seldom monthly meetings and organizes at least one awarded to non-French citizens and is reserved for scholars who have significantly advanced the cause of French culture, campus-wide event per semester.
education, and arts. Dr. Scruggs has taken hundreds of college Epsilon Lambda is the latest chapter added to our students to France to teach them about history, literature and art and has instilled a love of France and everything French. He has growing list of chapter websites. See color pictures written two books about France and taught thousands of students of PSI members and faculty advisors at: the French language. The award was presented by Deliea Mata- Ciampoli, French deputy consul and cultural attaché of the http://www.central.edu/modlang/phi_sigma_iota.htm French consulate in Miami. 18 • The Forum, Fall 2002
North Carolina New York
Kappa Gamma chapter of Methodist College Beta Omega chapter of Binghamton University inducted six new members into Phi SigmavIota on sends photos of their new inductees for 2002. Sunday evening, April 7, 2002, in Hensdale Chapel at Methodist College, Fayetteville, NC. Four are Spanish majors or minors and the other two are a French major and a French minor They are pictured here with Dr . Arnal Guzman, Spanish professor, and Mrs. J. Elaine Porter, French professor and Chapter Advisor and the two student members who conducted the ceremony. Mr. Angel Delgado was inducted in absentia. This year the chapter joined with Sigma Delta Tau, the English Honor Society, for Next year will be Beta Omega’s tenth anniversary as a chapter of Phi Sigma Iota International. joint ceremonies, program and reception. A program of French, Spanish and German piano and vocal music was presented by members of the Department of Music. Family and friends of the inductees joined with the Dean of Academic Affairs, the Director of the Division of Humanities and staff from the Departments of English and Foreign Languages at a reception following the program.
Pictured L to R are: Back Row: Faculty Advisor, Dr. Dora E. Polachek; Co-president, Anya Stockburger; Guest speaker, Dr. Richard Reeves-Ellington; Vice Provost of Academic Affairs, Dr. Stephen Straight. Front Row: Co-President, Carol Reid; Vice- President, Juliana Santamaria; Guest speaker, Dr. Gisela Brinker-Gabler, Guest speaker, Julia Miller. Not pictured is Treasurer, Julia Salerni.
Beta Omega inducted 42 new members for 2002 including: Pictured L to R are: Undergraduate students – Karelia Agrelo, Milee Bang, Jason Becker, Magdela Bedrin, Alicia Cascardi, Hannah Back row: Muriel Gregory, Karl Eric Gregory, Cho, Sara Crevelling, Anna Dmitriev, Erica Dupre, Salvador Perez, Michael-Avery Sean Reed, Holly Marissa Edelberg, Ellen Feigenbaum, Jacqueline Gallo, Filas, and Dr. Amal Guzman, Spanish Professor. Not Dana Giacopelli, Raluca Gotea, Stephanie Howard, Elyssa pictured is Angel Delgado. Kay, Sarah Kelly, Lisa Kurz, Katherine Marretta, Deborah Muntner, Meghan Murphy, Bridget Murray, Danielle Front row: Evys Houng, Mrs. J. Elaine Porter, Reich, Antonietta Ruocco, Meredith Schaffler, Annabel Chapter Advisor; and Kelly Scharf. Schlossberg, Adam Seefeldt, Silvia Seidel, Sonja Seidel, Danielle Stoll, Rebecca Tenenbein, and Sharon Zullo; Kappa Gamma has been a member of Phi Sigma Iota Undergraduate Students studying abroad -Guisseppina International for over fifteen years. Prof. J. Elaine Cetta, Andrea Cornwell, Meredith Davis, Keri Fagan, Porter has served as chapter advisor at Methodist Susan McElwain, and Isabel Sibson. Also initiated were College since December of 1985. Graduate students - Margaret Hatak, Kimberly Jo Lord, Jessica Richardson, and Adrienne Steflik. See Chapter News Online: http://phisigmaiota.org/chapters.html The Forum, Fall 2002 • 19
New York cont. New Jersey
On Sunday April 28, the Beta Epsilon chapter of Phi Sigma Sigma chapter of Rutgers University has remained Sigma Iota held its annual induction ceremony and dinner one of Phi Sigma Iota’s most active chapters. They at Le Café in Morris Hall at the State University of inducted 25 new members at their Spring 2002 Initiation New York at Oneonta. French students Christy Ceremony. Faculty Advisor, Prof. Phyllis Zatlin spoke Frembes and Heather McDonnell and Spanish students about the benefits of PSI membership and then introduced Cheryl Gilbert, Yeimy Hidalgo, Wanda Ijaji, Ann the guest speaker, Prof. Uri Eisenzweig. Sigma Sigma’s Indilicato and Julie Winnick were inducted. Several initiates include students of French, Italian, Spanish, professors also became members of the society; William Japanese, German and Chinese. Member, Elora Mukherjee, is the recipient of the 2002 PSI Founder: Dr. Ryall and Allen Caswell (French), James Ryder Henry W. Church Scholarship and she is a contributor to (Mathematics and Computer Sciences), this issue of The Forum (see p. 14). Sigma Sigma chapter Michele Johnson (American Sign Language) and Pablo also offers their own scholarship to their members. Mekea Flores (Spanish). Professor Enrique Morales-Diaz of Harvey is the winner of the 2nd annual Rutger’s Phi Sigma neighboring Hartwick College was also inducted. Iota Merit Scholarship. Gail Hamilton, Rob Levitt, Chris Noretti and Drew Schulz, members of the SUCO Guitar ensemble, under the direction of Dennis Turechek, provided a beautiful prelude to the evenings activities. Dr. James Ryder was the guest speaker. His remarks were entitled: Water is to Oil as Foreign Language is NOT to Computer Sciences. In a most interesting address, supported by Powerpoint illustrations, Professor Ryder noted similarities between learning computer languages and Foreign Languages, crossover skills called into play in both domains, and the benefits gained by knowledge of computer and world languages. Dr. David Anderson, Chair of the Department of Foreign Languages and Literatures, welcomed the guests. Advisors Dr. Janice Kaufman and Karin V. de Waal, conducted the ceremonies with the assistance of Dr. Alix Sigma sigma chapter recognized the achievements of its Camacho and former Phi Sigma Iota president, Lisa scholarship winners at the Spring 2002 initiation Loveless. Special thanks go to Department Secretary ceremony. Pictured L to R: Chapter Coordinator, Dr. Marilyn Waterhouse for her help in preparing the Gloria Álvarez- Hesse, Elora Mukherjee, Mekea Harvey, programs and creating the artful flower arrangements. and Chapter Advisor, Dr. Phyllis Zatlin.
It was with great pleasure that we announced the award of a Phi Sigma Iota scholarship to graduating senior Francisco Xavier Lopez. He has shown great distinction in his academic work, exceptional service to the cause of Foreign Language study and extraordinary merit in his performance as a student teacher of Spanish. Xavier has accepted a teaching position with the Guilderland New York schools and will begin graduate studies at SUNY Albany.
Editor’slinks to languages online. It’s easy to know before you go with the web of Internet sites for online language learning. Here's where I keep my links organized… Sigma Sigma chapter officers for 2001-2002 conduct a booksale to Foreign Language Resources raise funds for the Rutgers Phi Sigma Iota Merit Scholarship. http://webgerman.com/languages Pictured L to R: Vice President, Ekaterina Schoenefeld; President, Maria Cabo; Secretary, Michele M. Hickey.
20 • The Forum, Fall 2002
New Jersey cont. Oregon
Kappa Chi Chapter initiates of Caldwell College L to R: Dr. Carol Stroud, Dr. Mary Haymann, Mary Palmisan, Judith Deak, Claudia Nieves, Sonia Da Cruz, Jasmine Jeng, Luisa Witter, Dr. Sally Jo Weber (advisor), sister Marie McNamee.
Ohio The Nu Nu chapter of Portland State University. Faculty advisor: Suwako Watanabe. The Gamma Tau chapter of Ashland University has been active with their twice a year initiation receptions. Last year in the Fall of 2001 they initiated Pennsylvania six new members: Megan E. Graves, Elizabeth D. Masters, Jennifer A. Meyer, Elisa D. Obregón, The Gamma Sigma Chapter of Mercyhurst Rachel S. Ollis, and Beth A. Vanderkooi. The College held its sixth annual induction of new initiation activity concluded with a reception. members on Thursday, May 2, 2002. Students Immediately following the initiation, the chapter studying Spanish, Russian, French and Japanese sponsored its annual fall lecture. Mrs. Barbara were inducted this year, including Andrea Bauer, Salsgiver, Instructor of Foreign Languages, presented Amanda Brensinger, Kristen Brown, Melissa the lecture, "Cross-Cultural Competence through Chase, Jessica Hoppe, Rachel Markley, Elizabeth Interpersonal Interaction." Mensing, Megan Mittman, Sara Pease, and Janet Reisner. Faculty inductees included Dr. Douglas At their Annual Spring Reception, 2002, the chapter Boudreau and Dr. Thomas Forsthoefel. The guest elected officers for the 2002-2003 academic year, speaker was honorary inductee Thomas commemorated ins installation, recognized the 2001- Forsthoefel, assistant professor of Religious 2002 chapter officers: Megan E. Graves, President; Studies. The ceremony was followed by a dinner Micheil J. Boggs, Vice-President; Jennifer A. Meyer, with faculty and parents. Secretary-Treasurer; and Elisa D. Obregón, Program Director. The chapter also honored graduating seniors: Alma A. Allen, Micheil J. Boggs, Megan E. Graves, Elizabeth D. Masters, Rachel S. Ollis, and Beth A. Vanderkooi. This is Gamma Tau’s fifth year as a chapter of Phi Sigma Iota International, with Dr. William Cummins as chapter’s the faculty Advisor.
WANTED PHI SIGMA IOTA and The Forum want to know the whereabouts of our more than 50,000 alumni members. We wish to communicate with all former students and faculty who were initiated into the Society and who have ever contributed to PHI SIGMA IOTA.
The Forum, Fall 2002 • 21 Pennsylvania cont.
Beta Pi chapter of Edinboro University of Pennsylvania honored seventeen students with membership in Phi Sigma Iota at the, and Spanish Apri1 21, 2002, ceremony and banquet. The inductees represented Edinboro's language programs in French, German, Russian.
The ceremony was conducted by president Megan Moon, vice president Kristina Gray, and the following active and retired Edinboro faculty members: Dr. Stephen Benner, Dr. Janusz Czejdo, Professor Emeritus Virginia Hajewski, Dr. Robert Holderer, Professor Margot Koczan, Professor Emeritus Homer Mershon, and Dr. Judith Gramley, faculty advisor to the chapter.
Professor Suzanne Winterberger, honorary member of the Beta Pi chapter and faculty member of the Department of Art, was the evening's keynote speaker. Her presentation, "Report from the Dragon's Hometown: Images of China," was illustrated by slides of her travels through the People's Republic of China. Professor Winterberger prepared for her travels by successfully completing Edinboro's Mandarin Chinese Workshop. Beta Pi alumnus and former German major Ed Schmitt, Jr., provided dinner music for the event.
Officers for the 2002-2003 academic year are: Jeff Kerstetter, president; Erin Bullock, vice president; Christie Campbell, treasurer; and Sarah Goodwill, who, although she was studying in Spain at the time, retained her position as chapter secretary .
Dr. Gramley announced that Megan Moon, out-going president, and Erin Bullock, vice president-elect, were the two Edinboro students selected to participate in the 2002 Pennsylvania State System of Higher Education Summer Honors Program. The program involves travel to Spain and a one- month study of the history of cultural conflict and its artistic expression.
The Beta Pi inductees are as pictured, L-R, Row 1: Robert Shay, Jr., Stacie Bruce, Erin Bullock, Melanie Heim, Megan Koch, Amanda Hubbell, Jamie Ohman, Lindsey Myers, Alyson Coulter. Row 2: Christie Campbell, Meghan Howard, Kathleen Jenney, Phillip Powell, Justin Martin, Jeff Kerstetter. Not pictured: Erika Liñán and Glenroy Haskins.
❇ ✧ ❇ ❇ ❇ ❇ ❇ ✧ ❇ ❇ ❇ ❇ ❇ ✧ ❇ ❇ ❇ ❇ ❇ ✧ ❇ ❇ ❇ ❇ ❇ ✧ ❇ ❇ ❇ ❇ ❇ ✧ ❇ ❇ ❇ ❇ ❇ ✧ ❇ ❇ ❇ ❇ ❇ ✧ ❇ Дурака учить - что мёртвого лечить. Teaching a fool is the same as curing a dead man. http://www.meirionnydd.force9.co.uk/russian/proverbs.html
22 • The Forum, Fall 2002 SOME MYSTERIES OF FORMALISM IN LANGUAGE JACOB CAFLISCH, PH.D.
It is easy for both instructors of languages and their crumple), but a default [a] in /mat/
The Forum, Fall 2002 • 23 The issue here involves interface theory. It is organism. When we consider that the brain is the precisely the syntax of the Luiseño case system that switchboard of our totality, we cannot use body helps to define Luiseño transitivity and how it since that elevates all non-brain mass to the same differs from that of Standardized English. In The plane as brain—a clear mistake in biology. The Forum 23.1 (Spring 2001), 29 I presented a brain is “boss” over the entire organism. Even our pragmatosemantic interface in Navajo that actually tenderest thoughts about roses, love letters, our has isomorphic mapping onto a syntactic issue. We spouse—all reduce to electro-chemistry. recall that in that problem there arose an issue with the placement of Agent (AGT) and Patient (PAT) There are many more ideas that linguistics relative to what can very loosely be called active vs. has in its arsenal of concepts and methods. Space passive sentences. However, passivity is actually prevents us from pursuing more in this installment. unknown to Navajo in the English, or Indo- Indeed, linguistics is both an interdisciplinary European sense. At issue is the fact that a totem science and a challenge. It is the perfect science for system exists for nominals, with higher nominals the new millennium. appearing before others in the syntax. Such positions, moreover, are syntactically fixed. REFERENCES Therefore, the two verbal prefixes seen in the data are responsible for signaling AGT over PAT. Thus, Maher, John, and Judy Groves. 1997. Introducing Chomsky. what seem to be harmless sentences in English (e.g.: New York: Totem Books. [A very delightful presentation of Chomsky’s major ideas The milk was lapped up by the cat) present a major concerning cognition and the role of language in it. stumbling block for Navajo speakers. Innateness genetics, universal grammar (UG), and other very important issues are discussed in terms of a “comic In the world of pragmatic orientation we are book” format with Chomsky and John Maher as really in outer space in the linguistic universe. Here discussants. Many examples of these aspects of humans are explained thoroughly and with careful attention to belong topics including today’s research in accuracy]. genderology or genderlects (D. Tannen’s term), the Caflisch, Jacob. “Linguistics Puzzles as Learning Tools.” The notion of whether or not to drop pronoun subjects Forum, 23.1 (Spring 2001), 21; 30. and/or objects (possible in Italian, Spanish, “Luiseño Mission Indians of California.” The Forum, 23.2 Mandarin, Japanese, Korean and most languages, (Fall 2001), 23. “Transitivity Across Languages: Luiseño Meets English.” The but extremely restricted in English, French, or Forum, 24.1 (Spring 2002), 23f. German). My own research in this phenomenon in Moir, Anne, and David Jessel. 1991. Brain Sex. New York: the Slavic languages opens new doors in the New York, Carol Publ. Group. understanding of this phenomenon, as yet [A controversial study of brain development in the fetus untouched in the literature. Another area of and of language pragmatics as well as gender overrides in productive inquiry (again in Tannen’s works) has to topics of conversation and other phenomena. Definitely a do with genderspeak and the possible genetic thinking person’s book]. Rizzi, Luigi. 2000. Comparative Syntax and Language suggestions of gender genetics and brain Acquisition. New York. Routledge. differentiation discussed in the controversial book [A sophisticated treatment of modern issues in chaining, Brain Sex (Moir and Jessel). Perhaps the better term anaphora, root analyses, pro-drop as well as topics of would be the phrase brain gender, since it is the comparative parameter syntax. A very large, sophisticated opinion of these authors that complementary bibliography is provided]. Tannen, Deborah. 1994. Gender and Discourse. New York: abilities (in general) accrue according to gender. Oxford University Press. Apparently there are two biological androgen [A psychological examination of gender differences in “washes” (events) that bathe the brain. Can these cognition and reality according to subject areas. A study influence some areas of pragmatics ultimately? We of a proposed barrier or filter between participants in do know that during the Middle Ages the dichotomy discourse according to gender differential. Most definitely mind-body was a mistake since it discusses the brain of interest for pragmatic studies]. incorrectly. In terms of linguistics, Chomsky and his followers (including the author) have used the Dr. Caflisch is a Professor of Theoretical Linguistics, Russian, Polish, and Altaic Linguistics. dichotomous term mind-brain since mind houses, in http://www.cas.usf.edu/languages/caflisch/ part, language and brain overrules the entire
24 • The Forum, Fall 2002 Chapters of Phi Sigma Iota by States, as of October 2002
State University Chapter Year No. State University Chapter Year No.
ALABAMA CONNECTICUT Birmingham Southern College Upsilon 1931 16 University Of Hartford Sigma 1969 63 Birmingham, AL West Hartford, CT Phi Prof. Judy Cox Prof. Yvonne Jehenson University Of Alabama-Huntsville Gamma 1979 91 Albertus Magnus College Pi 1979 98 Huntsville, AL Gamma New Haven, CT Pi Prof. Sharon Abernethy Prof. Sharon Magnarelli University Of North Alabama Delta 1987 169 University Of Bridgeport Alpha 1980 108 Florence, AL Theta Bridgeport, CT Epsilon Prof. Claudia Polo Vance Prof. Wilfred Garcia University Of Alabama Beta 1992 195 Sacred Heart University Delta 1983 133 Birmingham, AL Sigma Fairfield, CT Kappa Prof.Catherine Danielou Prof. Claire Marrone ALASKA FLORIDA University of Alaska Delta 1983 137 Rollins College Sigma 1961 47 Fairbanks, AL Gamma Winter Park, FL Epsilon Prof Daniel Villa Prof. Nancy Decker ARKANSAS Jacksonville University Kappa 1986 149 University Of Central Arkansas Alpha 1981 118 Jacksonville, FL Delta Conway, AR Omicron Prof. Therese O'Connell-Vitrant Prof. Nicole Hatfield University of South Florida Beta 1990 186 ARIZONA Tampa, FL Zeta Northern Arizona University Kappa 1931 159 Prof. Christinea Probes Flagstaff, AZ Pi University of Florida Beta 1992 199 Prof. Patricia Frederick Gainesville, FL Tau Thunderbird American Grad School Beta 1991 191 Prof. Judith Shoaf Of International Management Mu Florida State University Epsilon 1998 226 Glendale, AZ Tallahassee, FL Alpha Prof.Salvatore Federico Prof. Antoine Spacagna University Of Arizona Gamma 1994 206 GEORGIA Tucson, AZ Epsilon Agnes Scott College Kappa 1925 146 Prof. Delbert Phillips Decatur, GA Alpha CALIFORNIA Emory University Sigma 1930 14 University Of California Tau 1979 100 Atlanta, GA Riverside, CA Tau Prof. Annick Davis Santa Clara University Beta 1982 129 Wesleyan College Sigma 1966 54 Santa Clara, CA Delta Macon, GA Omicron Prof. Rose Marie Beebe Prof. Saralyn DeSmet Ca. State University At Fresno Eta 1984 143 Mercer University Eta 1979 92 Fresno, CA Gamma Macon, GA Eta Prof. Jacinta Amaral Prof. Jerry Winfield San Francisco State University Eta 1984 142 Morris Brown College Alpha 1980 116 San Francisco, CA Alpha Atlanta, GA Nu Profs. Ilona Vandergriff & Wen-Chao Li Prof. Earlene Frazier San Jose State University Kappa 1986 155 State University of West Georgia Alpha 1982 127 San Jose, CA Mu Carrollton, GA Omega Prof. Jean Luc Desalvo Prof. John Blair California State University-Chico Beta 1992 197 ILLINOIS Chico, CA Tau Illinois Wesleyan University Eta-I 1926 301 Prof. Don Miller Bloomington, IL COLORADO Prof. Patricia Klingenberg University Of Denver Alpha 1917 1 Lake Forest College Mu 1929 12 Denver, CO Alpha Lake Forest, IL Prof. Terri Jo Woellner Prof. Clayton Gray, Jr University Of Northern Colorado Zeta 1928 3 Northwestern University Phi 1936 20 Greeley, CO Zeta Evanston, IL Epsilon Prof. Marie-Laure Marecaux Prof. Rainer Rumold University Of Colorado Epsilon 1928 305 North Central College Phi 1955 40 Boulder, CO Epsilon-I Naperville, IL Chi Prof. Mildred Mortimer Prof. Bernard Lebeau Colorado State University Sigma 1965 52 Northern Illinois University Delta 1978 82 Fort Collins, CO Theta De Kalb, IL Prof. Jerry Vedvik Prof. José Carrasquel Colorado College Sigma 1967 57 Milikin University Alpha 1980 106 Colorado Springs, CO Pi Decatur, IL Beta Prof. Kevin J. O'Connor Prof. Cheryl Toman University of Colorado at Co. Springs Epsilon 2001 233 Bradley University Kappa 1987 161 Colorado Springs, CO Theta Peoria, IL Rho Prof. Robert von Dassanowsky Prof. William Walker Adams State College Iota 1978 78 Illinois College Alpha 1987 113 Alamosa, CO Omicron Jacksonville, IL Kappa Prof. Luis M. Trujillo Prof. Jose Arce Fort Lewis College Chi 1978 89 Illinois-Benedictine College Sigma 1989 179 Durango, CO Lisle, IL Nu Prof. Isabelle Pertant Prof Beth Joan Vinkler Metropolitan St Col Of Denver Iota 1989 181 Rockford College Beta 1990 185 Denver, CO Kappa Rockford, IL Eta Prof. Alain Ranwez Dr. Joseph Kobylas
The Forum, Fall 2002 • 25 State University Chapter Year No. StateState University University ChapterChapter Year Year No. No. INDIANA MASSACHUSETTS Depauw University Pi-I 1939 308 Boston University Phi 1956 42 Greencastle, IN Boston, MA Omega Prof. James Rambo Prof. Hallie White Indiana University Phi 1952 35 College Of The Holy Cross Sigma 1971 65 Bloomington, IN Rho Worcester, MA Psi Prof. Louis Beltran Prof. C. Fulginit Indiana State University Phi 1955 37 Northeastern University Iota 1976 72 Terre Haute, IN Tau Boston, MA Zeta Prof. Angelo Disalvo Prof. Holbrook Robinson Wabash College Iota 1978 85 Gordon College Zeta 1978 83 Crawfordsville, IN Wenham, MA Prof. V. Daniel Rogers Prof. Leasa Lutes Butler University Kappa 1986 154 MARYLAND Indianapolis, IN Lambda College of Notre Dame of Maryland Epsilon 2000 232 Prof. Sylvie Vanvaelen Baltimore, MD Zeta University Of Indianapolis Iota 1990 183 Prof. Fern Babkes Indianapolis, IN Omega University Of Maryland Alpha 1980 117 Prof. Daniel Briere College Park, MD Xi University Of Evansville Epsilon 1998 227 Prof. Brett Wells Evansville, IN Beta United States Naval Academy Delta 1988 170 Prof. Ann Baker Annapolis, MD Eta Hanover College Epsilon 1999 229 Prof. Robert Stone Hanover, IN Delta Western Maryland McDaniel College Beta 1990 184 Prof. Ann S. Kirkland Westminster, MD Alpha IOWA Prof. Mohamed Esa University Of Iowa Delta-I 1926 302 Loyola College In Maryland Gamma 1995 210 Iowa City, IA Baltimore, MD Iota Prof. John T. Nothnagle Prof. Leslie Z. Morgan Coe College Zeta-I 1926 303 MAINE Cedar Rapids, IA Bates College Kappa 1928 7 Prof. Edmund M. Burke Lewiston, ME Drake University Epsilon 1926 6 Prof. Richard Williamson Des Moines, IA Colby College Omicron-I 1929 307 Prof. Virginia Lewis Waterville, ME Morningside College Nu-I 1929 306 Prof. Adriana Paliyenko Sioux City, IA University Of Maine Iota 1975 71 Prof. Patricia Doolen Orono, ME Delta Iowa State University Sigma 1963 48 Prof. James Troiano Ames, IA Zeta University Of Southern Maine Kappa 1987 156 Prof. James R. Dow Portland, ME Nu Central College Epsilon 2001 236 Prof. Mara Ubans Pella, IA Lambda MICHIGAN Prof. Patricia Westphal Michigan State University Sigma 1964 51 KANSAS East Lansing, MI Kappa Washburn University Of Topeka Kappa 1987 166 University Of Michigan Sigma 1964 50 Topeka, KS Psi Ann Arbor, MI Iota Prof. Marie Luce Parker Prof. Frank Casa Fort Hays State University Sigma 1988 172 University Of Michigan-Flint Rho 1979 99 Hays, KS Nu Flint, MI Rho Prof. Mariana Ionesco Prof. Jamiel Lawand KENTUCKY Northern Michigan University Mu 1979 94 University Of Kentucky Phi 1950 33 Marquette, MI Mu Lexington, KY Lambda Prof. George Jover Prof. Roger Anderson University Of Michigan-Dearbor Gamma 1993 205 Centre College Iota 1976 73 Dearborn, MI Delta Danville, KY Eta Prof. Cathy Collins Prof. Werner Klimke MISSOURI Kentucky Christian College Alpha 1981 121 University Of Missouri Beta 1922 2 Grayson, KY Sigma Kansas City, MO Beta Prof. Donald A Nash Prof. Rafael E Saavedra Northern Kentucky University Gamma 1997 222 Washington University Gamma 1925 300 Highland Heights, KY Phi St. Louis, MO Gamma-I Prof. Hilary Landwehr William Jewell College Phi 1945 26 LOUISIANA Liberty, MO Theta Louisiana State University Phi 1936 19 Prof. John Westlie Baton Rouge, LA Alpha Saint Louis University Phi 1950 34 Prof. Margaret Parker Saint Louis, MO Xi Tulane University Pi 1947 28 Prof. Robert D Herron New Orleans, LA Kappa University Of Missouri Beta 1993 200 Prof. Elizabeth Poe Columbia, MO Phi Centenary College Phi 1950 32 Prof. Margaret Sommers Shreveport, LA Pi Missouri Southern St College Beta 1993 198 Prof. Arnold M Penuel Joplin, MO Rho Southern University- N.O. Pi 1978 87 Prof. Sabine Cramer New Orleans, LA Northwest Missouri State Univ. Gamma 1996 216 Prof. Linda Lasseter Maryville, MO Omicron Louisiana St. Univ./Shreveport Delta 1984 140 Prof. Louise Horner Shreveport, LA Pi MONTANA Prof. Megan Conway Carroll College Gamma 1996 218 Southern University Beta 1992 193 Helena, MT Rho Baton Rouge, LA Xi Prof. Valerie Gager Mcneese State University Gamma 1997 221 Lake Charles, LA Epsilon Prof. Scott Goins 26 • The Forum, Fall 2002 State University Chapter Year No. State University Chapter Year No.
NORTH CAROLINA NEW YORK cont. Wake Forest University Sigma 1958 46 St. University-NY-Stony Brook Sigma 1967 56 Winston-Salem, NC Delta Stony Brook, NY Mu Prof. Byron Wells Prof. Izabela Kalinowski East Carolina University Sigma 1969 62 Alfred University - Box 806 Sigma 1969 61 Greenville, NC Upsilon Alfred, NY Tau Prof. Brian L. Harris Prof. Zakia Robana North Carolina State University Alpha 1980 114 Pace University Sigma 1970 64 Raleigh, NC Lambda New York, NY Chi Profs. Wright And Lioret Prof. Iride Lamartina-Lens High Point College Delta 1984 139 Mercy College Iota 1974 68 High Point, NC Zeta Dobbs Ferry, NY Beta Prof. Carole A Head Prof. Maria Enrico Methodist College Kappa 1985 148 Hamilton College Iota 1977 77 Fayetteville, NC Gamma Clinton, NY Nu Prof. J. Elain Porter Prof. Roberta Krueger Salem College Delta 1989 180 Skidmore College Omicron 1979 97 Winston-Salem, NC Psi Saratoga Springs, NY Alpha Prof. Gary L. Jungquist Prof. Grace Burton Wingate College Beta 1991 190 College Of New Rochelle Omega 1980 105 Wingate, NC Lamda New Rochelle, NY Omega Prof. Darlene Oak Prof. Joan C. Diaferia Catawba College Gamma 1993 204 St.University Of NY At Buffalo Alpha 1980 112 Salisbury, NC Beta Buffalo, NY Iota Prof. Andrew Vance, Jr. Prof. Henry J. Richards Western Caroline University Gamma 1995 209 Niagara University Alpha 1981 123 Cullowhee, NC Theta Niagara, NY Upsilon Prof. Suzanne Moore Dr. Henrik Borgstrom NORTH DAKOTA St. University-NY At Geneseo Alpha 1981 124 Valley City State College Iota 1989 182 Geneseo, NY Phi Valley City, ND Lambda Prof. Gerard M Gouvernet Prof. Kay K. Smith St. Univ Of N.Y. At Oneonta Beta 1982 130 NEBRASKA Oneonta, NY Epsilon University Of Nebraska Phi 1938 23 Profs. DeWaal & Kaufman Lincoln, NE Delta Pace University in Pleasantville Delta 1984 138 Prof. Jorge E. Porras Pleasantville, NY Epsilon Hastings College Delta 1989 177 Prof. Andre Villagra Hastings, NE Upsilon St University Of NY/Oswego Kappa 1986 152 Prof. Michael Johnson Oswego, NY Eta NEW HAMPSHIRE Prof. Virginia Fichera Plymouth State College Alpha 1981 119 St University Of NY/New Paltz Kappa 1987 168 Plymouth, NH Pi New Paltz, NY Omega Prof. Virginia Garlitz Prof. Louis Saraceno University Of New Hampshire Alpha 1981 115 St. Thomas Aquinas College Delta 1988 171 Durham, NH Mu Sparkhill, NY Mu Prof. Grover E Marshall Prof. Perpetua Deane Keene State College Beta 1993 201 US Military Academy Beta 1992 192 Keene, NH Chi West Point, NY Nu Prof. Lourdes Mallis Capts. Smith & Larocca NEW JERSEY Binghamton University Beta 1993 202 Rutgers University Sigma 1969 60 Binghamton, NY Omega New Brunswick, Nj Sigma Prof. Dora Polachek Profs. Zatlin and Alvarez-Hesse Dowling College Beta 1993 199 Caldwell College Kappa 1987 165 Oakdale, NY Upsilon Caldwell, NJ Chi Prof. Susan Rosenstreich Prof. Sally Jo Weber CW Post Campus of Long Island. U. Epsilon 2001 235 College Of Saint Elizabeth Gamma 1997 225 Brookville, NY Kappa Morristown, NJ Omega Prof. Richard Auletta Prof. Hannelore Hahn Union College Gamma 1997 224 Saint Peter's College Gamma 1997 223 Schenectady, NY Chi Jersey City, NJ Psi Prof. Anton Warde Prof. Patricia Santoro OHIO NEW MEXICO The College Of Wooster Gamma 1926 5 New Mexico Highlands Univ. Lambda 1933 17 Wooster, OH Las Vegas, NM Lambda Prof. Sharon Shelly Prof. Jose P. Garcia Otterbein College Phi 1933 18 University Of New Mexico Phi 1948 29 Westerville, OH Albuquerque, NM Mu Prof. Marjorie Cornell Prof. Carolyn Simmons Wittenberg University Phi 1936 21 NEVADA Springfield, OH Beta University Of Nevada-Las Vegas Omega 1979 90 Prof. Eric M. Steinle Las Vegas, NV Muskingum College Phi 1948 30 Prof. Marie- France Hilgar New Concord, OH Nu NEW YORK Prof. Russell Brown University Of Rochester Rho 1930 58 Hiram College Phi 1954 36 Rochester, Ny Hiram, OH Sigma Prof. David Pollack Prof. Ella Kirk Hobart & William Smith College Phi 1940 25 Case Western Reserve Universit Phi 1956 41 Geneva, Ny Eta Cleveland, OH Psi Prof. George Joseph Prof. Jacqueline Nanfito Syracuse University Phi 1946 27 Ohio University Sigma 1966 55 Syracuse, Ny Iota Athens, OH Xi Prof. Gail A. Bulman Prof. Christopher Coski
The Forum, Fall 2002 • 27 State University Chapter Year No. State University Chapter Year No.
OHIO cont. PENNSYLVANIA cont. Ohio Wesleyan University Iota 1978 79 Holy Family College Delta 1983 134 Delaware, OH Xi Torresdale, Pa Iota Prof. Susanne Bellocq Prof. Marlene Smith Central State University Alpha 1979 104 Moravian College Delta 1983 135 Wilberforce, OH Gamma Bethlehem, Pa Lambda Prof. William Felker Prof. Joanne Dangelmajer Heidelberg College Sigma 1965 53 Ursinus College Delta 1983 131 Tiffin, OH Lambda Collegeville, Pa Alpha Cleveland State University of Ohio Epsilon 2001 231 Prof. Douglas Cameron Cleveland, OH Eta Lehigh University Delta 1984 141 Prof. Gabriela Olivares-Cuhat Bethlehem, Pa Phi Capital University Beta 1991 188 Prof. John Van Erle Columbus, OH Theta La Salle University Kappa 1986 153 Prof. Barbara Keller Philadelphia, Pa Iota Marietta College Beta 1991 189 Prof. Glenn A. Morocco Marietta, OH Kappa Susquehanna University Kappa 1987 158 Prof. Leo Daniels Selinsgrove, Pa Omicron Kent State University Gamma 1996 217 Prof. Wanda L. Cordero-Ponce Kent, OH Pi Rosemont College Kappa 1987 157 Prof. Hildegard Rossoll Bryn Mawr, Pa Xi Ashland University Gamma 1997 220 Prof. Marilyn Conwell Ashland, OH Tau Saint Joseph University Kappa 1987 163 Prof. William Cummins Philadelphia, Pa Phi OKLAHOMA Prof. Richard Kipphorn, Jr. Cameron University Delta 1988 175 Kutztown University Kappa 1987 164 Lawton, OK Rho Kutztown, Pa Upsilon Prof. Teresa M Lubrano Prof. Michael Paulson University Of Tulsa Gamma 1995 211 Gannon University Delta 1988 174 Tulsa, OK Kappa Erie, Pa Omicron Prof. Reginald Hyatte Prof. Kathleen M. Olson OREGON Lycoming College Delta 1989 178 Williamette University Phi 1955 38 Williamsport, Pa Chi Salem, Or Upsilon Prof. Brenda Watts Prof. Christin Gentzkow Edinboro University Of Pennsylvania Beta 1992 196 Portland State University Nu 1979 95 Edinboro, Pa Pi Portland, Or Nu Prof. Judith Gramley Prof. Suwako Watanabe Marywood College Gamma 1994 203 Southern Oregon State College Delta 1983 136 Scranton, Pa Alpha Ashland, Or Sigma Prof. José Reyes Prof. Dan Morris Chatham College Gamma 1995 212 Western Oregon State Universit Eta 1985 144 Pittsburgh, Pa Lambda Mommouth, Or Delta Prof. Janet Walker Prof. Ruth E. Thurston-Taylor University Of Pennsylvania Gamma 1995 208 PENNSYLVANIA East Stroudsburg, Pa Eta Allegheny College Alpha 1922 0 Prof. Ralph Vitello Meadville, PA (Founder) Cabrini College Gamma 1995 215 Prof. Mary Wagner Radnor, Pa Xi DeSales University Kappa 1925 147 Prof. Cynthia Halpern Center Valley, PA Beta Mercyhurst College Gamma 1996 219 Prof. Maria Schantz Erie, Pa Sigma Pennsylvania State University Beta 1925 4 Prof. Alice Edwards University Park, PA Carnegie Mellon University Epsilon 1999 230 Prof. Alex Borys Pittsburgh, Pa Epsilon Muhlenberg College Lambda 1928 11 Prof. Sono Takano Hayes Allentown, PA RHODE ISLAND Prof. Barbara Gorka University Of Rhode Island Chi 1979 102 Gettysburg College Tau 1931 15 Kingston, RI Chi Gettysburg, PA Prof. Kenneth Rodgers Prof. Ronald D Burgess Rhode Island College Beta 1982 128 Duquesne University Sigma 1971 66 Providence, RI Gamma Pittsburgh, PA Omega Prof. Calvin Tillotson Prof. Carla Lucente Providence College Delta 1983 132 Bloomsburg University Iota 1976 74 Providence, RI Beta Bloomsburg, PA Theta Prof. Raymond Lavalle Prof. Patricia Dorame SOUTH CAROLINA Saint Francis College Iota 1977 75 Furman University Sigma 1958 45 Loretto, Pa Iota Greenville, SC Gamma Prof. Vincent Remillard Prof.C Maurice Cherry Lincoln University Nu 1978 86 University Of South Carolina Iota 1974 69 Lincoln University, Pa Columbia, SC Gamma Prof. Celia Esplugas Prof. T. Bruce Fryer Eastern College Iota 1978 80 Converse College Alpha 1981 120 Saint Davis, Pa Pi Spartanburg, SC Rho Prof. Elvira Ramirez Prof. B. Brant Bynum University Of Pittsburgh Xi 1979 96 SOUTH DAKOTA Pittsburgh, Pa Xi University Of South Dakota Xi 1929 13 Prof. Pamela Bacarisse Vermillion, SD Lebanon Valley College Alpha 1980 111 Prof. Gervais Hittle Annville, Pa Theta TENNESSEE Prof. Rosa Tezanos-Pinto Vanderbilt University Phi 1938 22 Millersville University Alpha 1981 126 Nashville, TN Gamma Millersville, Pa Psi Prof. Patricia Ward Prof. Ana Börger-Reese 28 • The Forum, Fall 2002 State University Chapter Year No. State University Chapter Year No.
TENNESSEE cont. VIRGINIA cont. Union University Omicron 1978 81 James Madison University Sigma 1964 49 Jackson, TN Harrisonburg, Va Eta Prof. Cynthia Jayne Prof. Virginia Aliotti Middle Tennessee State University Kappa 1986 151 Virginia Polytech Inst & State Iota 1972 67 Murfreesboro, TN Zeta Blacksburg, Va Alpha Prof. Oscar Diaz Prof. Fabrice Tuelon Belmont University Gamma 1995 214 University Of Richmond Iota 1975 70 Nashville, TN Nu Richmond, Va Epsilon Prof. Kim Jackson Prof. Kapanga Kasongo TEXAS Hampden-Syndey College Kappa 1979 93 Sul Ross State University Epsilon 2001 234 Hampden-Syndey, Va Kappa Alpine, TX Iota Prof. Renée Severin Prof. Jesus Tafoya University Of Virginia Alpha 1980 109 Texas Christian University Delta 1927 9 Charlottesville, Va Zeta Fort Worth, TX Delta Prof. Renée Severin Radford University Alpha 1980 107 Texas Women's University Phi 1955 39 Radford, Va Delta Denton, TX Phi Prof. Janet Walker Prof. Ninfa Nik Lynchburg College Kappa 1987 162 University of Texas-Arlington Iota 1977 76 Lynchburg, Va Tau Arlington, TX Mu Prof. Kern L. Lunsford Prof. Kimberly Van Noort Emory & Henry College Delta 1988 173 Southwest Texas State University Eta 1978 84 Emory, Va Xi San Marcos, TX Prof. Helen Miseuheimer Austin College Upsilon 1979 101 VIRGIN ISLANDS Sherman, TX Upsilon University Of The Virgin Islands Delta 1988 176 Prof. Cynthia Manley Saint Thomas, Vi Tau University of North Texas Psi 1979 103 Prof. Gilbert Sprauve Denton, TX Psi WASHINGTON Prof. Pierina Beckman University Of Washington Phi 1939 24 West Texas A & M University Alpha 1981 125 Seattle, Wa Zeta Canyon, TX Chi Prof. Farris Anderson Prof. Courtney Harrison Washington State University Beta 1992 194 Texas Southern University Eta 1985 145 Pullman, Wa Omicron Houston, TX Epsilon Prof.Ana Maria Rodriguez-Vival Prof. Faride Reyes WASHINGTON, D.C. St. Mary's University Kappa 1987 167 Gallaudet University Alpha 1980 110 San Antonio, TX Theta Washington, Dc Eta Prof. Rubin Candia Prof. Constantina Mitchell University Of Texas-El Paso Beta 1990 187 WEST VIRGINIA El Paso, TX Iota Muskingum College Phi 1948 Prof. Joan Manley Prof. Russ Brown Nu University-Texas San Antonio Gamma 1995 213 WISCONSIN San Antonio, TX Mu Beloit College Theta 1926 8 Prof.Christopher J. Wickham Beloit, Wi Abilene Christian University Epsilon 1998 228 Prof. Donna Oliver Abilene, TX Gamma Lawrence College Iota-I 1927 304 Prof. Mark Jones Appleton, Wi UTAH Prof. Judith Sarnecki University Of Utah Sigma 1967 59 Ripon College Sigma 1957 43 Salt Lake City, Ut Rho Ripon, Wi Alpha Prof. Eduardo Elias Prof. Jennifer Redmann Weber State College Kappa 1986 150 St. Norbert College Psi 1979 88 Ogden, Ut Epsilon De Pere, Wi Prof. Craig Bergeson Profs. Sands and Day Southern Utah University Gamma 1994 207 WYOMING Cedar City, Ut Zeta University Of Wyoming Theta 1928 10 Prof. Dick Carlson Laramie, Wy Theta Utah State University Epsilon 2001 239 Prof. Martha Hanscum Logan, Ut Xi MEXICO Prof. Alfred N. Smith Universidad Regiomontana Alpha 1981 122 VIRGINIA Monterrey, Mx Tau Mary Washington College Phi 1950 31 FRANCE Fredericksburg, Va Omicron The American University In Paris Kappa 1987 160 Prof. Carlos Rodriquez Paris, Fr Sigma Prof. Roy Rosenstein
MON JUGEMENT Par les obscurités YARGILANIŞIM Karanlıklara ... Qui bandent mes yeux… Saplanmıştı yüreğime yalnızlığım Ils m’ont jugé devant les fleurs Ma solitude était plantée dans mon Yargıladılar beni çiçeklerin önünde Anlatamadım kimsesizliğimi Les fleurs se sont tues cœur Çiçekler sustu Dinlemediler ... Les jours ont parlé… Je n’ai pas pu expliquer Günler konuştu ... Une accusation a pénétré mes yeux Que je n’avais personne Gözlerimin içine girdi bir suçlama Yargıladılar beni çiçeklerin önünde J’ai clamé mon innocence Ils n’ont pas écouté… Ben suçsuzum, dedim Geceleri bağladılar Ils ne m’ont pas écouté… Dinlemediler ... Kollarıma Ils m’ont jugé devant les fleurs Ve bir karanlığa sürdüler beni Je sais Ils ont lié les nuits Biliyorum Yapayalnız Les fleurs pensaient à quelque chose A mes bras Bir düşündüğü vardı çiçeklerin Les nuits m’en sont témoins Et ils m’ont exilé dans le noir Geceler şahidimdir Ben suçsuzum dedim Je les ai suppliés de m’écouter Tout seul… Dinleyin, dedim Dinlemediler. Les déclarations des étoiles Yıldızların söyleyişlerini ... Ils n’ont pas écouté. J’ai clamé mon innocence Dinlemediler. Üzeyir Lokman ÇAYCI Ils n’ont pas écouté. En plein milieu des nuits Yüreğime sarılan gece yarıları Mon cœur s’est senti encerclé Üzeyir Lokman ÇAYCI Bıraktım kendimi Je me suis laissé emporter Traduit par Yakup YURT Gözlerimi bağlayan The Forum, Fall 2002 • 29 WHAT'S MORE... Syntax Anyone?
Phi Sigma Iota Chapters Online The following quotations are taken from actual letters received by the Welfare Department in applications for support of receiving National Headquarters, University of South Florida, Tampa, Florida payments. http://www.phisigmaiota.org/ Alpha Beta Chapter, Millikin University, Decatur, Illinois 1. I am forwarding my marriage certificate and 6 children. I had http://www.millikin.edu/studentorgs/honorary/psi/PSI.html seven but one died which was baptised on a half sheet of paper. Alpha Lambda Chapter, North Carolina State University http://www4.ncsu.edu/~kent/PhiSigmaIota.html 2. Mrs. Jones has not had any clothes for two years and has been Alpha Upsilon Chapter, Niagara University, Niagara, New York visited regularly by the clergy. http://www.niagara.edu/fl/psi.html 3. I cannot get sick pay. I have six children can you tell me why? Beta Alpha Chapter, Western Maryland College, Westminister, Maryland 4. I am glad to report that my husband who is missing is dead. http://wwwfac.wmdc.edu/ForLang/PhiSigmaIota.htm 5. This is my eighth child. What are you going to do about it. Beta Epsilon Chapter, Oneonta State, Oneonta, New York http://webserver1.oneonta.edu/departments/forlang/phisig.html 6. Please find for certain if my husband is dead. The man I am Beta Omicron Chapter, Washington State University, Pullman, WA now living with can't do anything until he knows. http://www.wsu.edu:8001/~psi/index.html 7. I am very much annoyed to find out that you have branded my Beta Zeta Chapter, University of South Florida, Tampa, Florida son illiterate. This is a dirty lie as I was married a week before he http://www.phisigmaiota.org/betazeta was born. Epsilon Lambda Chapter, Central College, Pella, IA http://www.central.edu/modlang/phi_sigma_iota.htm 8. In answer to your letter, I have given birth to a son weighing 10 Delta Rho Chapter, Cameron University, Lawton, Oklahoma lbs. I hope this is satisfactory. http://www.cameron.edu/~teresal/PhiSigma.html 9. I am forwarding my marriage certificate and my 3 children one Gamma Chapter, Ashland University, Ashland, Ohio of which is a mistake as you can see. http://www.ashland.edu/colleges/arts_sci/language/foreignl/psi_01.html 10. My husband got his project cut off about two weeks ago and I Gamma Nu Chapter, Belmont University, Nashville, Tennessee http://www.belmont.edu/Humanities/languages/PhiSigmaIota.html haven't had any relief since. Iota Xi Chapter, Ohio Weslyan University, Delaware, Ohio 11. Unless I get my husband's money pretty soon, I will be forced http://www.owu.edu/~psi/default.htm to lead an immortal life. Kappa Gamma Chapter, Methodist College, Fayetteville, North Carolina 12. You have my changed my little boy to a girl, will this make any http://www.methodist.edu/studentlife/clubs/phisigmaiota.html difference? Kappa Theta Chapter, St. Mary's University, San Antonio, Texas http://www.stmarytx.edu/acad/languages/kappa.html 13. I want money as quick as I can get it. I have been in bed with Nu Nu Chapter, Portland State University, Portland, Oregon the doctor for two weeks and he doesn't do me any good. If things http://www-adm.pdx.edu/user/fll-psi/phi.htm don't improve, I will have to send for another doctor. Omega Chapter, University of Nevada, Las Vegas, Nevada 14. In accordance with your instructions, I have given birth to http://www.unlv.edu/Foreign_Lang/psi.html twins in the enclosed envelope. Sigma Nu Chapter, Fort Hays State University, Hays, Kansas http://www.fhsu.edu/mlng/psi.html Sigma Sigma Chapter, Rutgers University, New Brunswick, New Jersey Griddle Me This by Lizz Caplan-Carbin http://www.eden.rutgers.edu/~psihs Foreign Language & Humanities Listservs http://www-adm.pdx.edu/user/fll-psi/lnk.htm French French German English Who needs grammar when you've got a good dictionary? Dutch Two strangers meet in London. They start a conversation Spanish but they usually have to use their dictionary quite often: Italian Russian A: Hello, Sir! How goes it you? Portuguese B: Oh, thank you for the afterquestion. A: Are your already long here? Scottish B: No, first a pair days. I'm not out London. Japanese A: Thunderweather, that overrushes me, you see not so out. Yiddish B: That can yes beforecome. But now what other: my hairs stood Spanish to mountains as I the traffic saw. So much cars gives it here. Eritrian A: You are heavy on the woodway if you believe that in London Hindi horsedroveworks go. Breton B: Will we now drink a beer? My throat is outdried. But look, Hindi there is a guesthouse, let us there man go! Hungarian A: That is a good idea. Equal goes it loose, I will only my shoeband close. B: Here we are. Make me please the door open. Unscramble each of the clue words. The language of each word is given to the left. Take the letters that appear in the circled boxes and unscramble them for the final A: But there is a beforehangingcastle, the economy is to. How message. The answer is an English translation of a Dutch proverb, given below. sorry! Then I will go back to the hotel, it is already retard. On The answer contains the theme word of this puzzle. Send your solution to the againsee! [email protected] by April 1, 2003, to receive a set of PSI window decals. B: Oh, yes, I will too go. I must become my draught to Bristol. Auf Wiedersehen! A: Nanu, sie sind Deutscher? B: Ja, Sie auch? Das wundert mich aber. Ihr Englisch ist so hervorragend, dass ich es gar nicht bemerkt habe.. Men moet om een ei geen pannenkoek bederven. Want this translated? Write the [email protected] English equivalent proverb: For want of a nail a kingdom was lost.
30 • The Forum, Fall 2002
Phi Sigma Iota is a vibrant, dynamic association ...with your help ! Some members have yet to send the membership renewal. To ascertain how current you are, note that the first line of the mailing label on this magazine has two numbers with two digits each. The lower number (e.g. 82) indicates the year when you were initiated and rewarded by PSI for your excellence in foreign language studies, while the higher number (e.g. 97) reveals the last year for which YOU have paid your Association dues. If the lower number is 01 it means that you enjoy the distinction of being a Life Member, and as such, you are exempt from paying dues for life; and if 02, it means you are a subscriber for life to The Forum. If you are not current, PSI would certainly appreciate your bringing your Active status and your contribution up to date.
WHO WE ARE The Benefits are Many Phi Sigma Iota was founded in 1917/1922 PSI is the foreign language honor society honored with special rates and will also help PSI and recognizes outstanding ability and high fully admitted to the ACHS since 1949. It will because Alamo and National contribute standards of excellence in the field of foreign be to your advantage, therefore, to include financially to our Scholarship Fund. languages, literatures, and cultures, including your membership in PSI when filing an Polo and T -Shirts - We have beautiful Polo Classics, Linguistics, Philology, Comparative application. Literature, and Bilingual Education. It is the and T-Shirts with the PSI logo. 50% cotton/50% highest academic honor in the field of foreign The Forum -- Praised as one of the most polyester. dynamic publications of its kind and with a languages. It promotes international Tax Benefits -Contributions to PSI are tax communication and understanding, fosters the readership estimated at over 50,000, this outstanding magazine of national circulation deductible to the extent allowed by law. Have spirit of liberal culture, and stands for freedom of you thought of increasing your shelter by mind and democracy of learning. Within PSI, is published two times per year. It welcomes becoming a Life Member or by making a excellence is not only a goal but an attitude as literary contributions and advertisements donation to our Association (i.e., real estate, an well. from members as well as from non-members who wish to help PSI. insurance policy making PSI the beneficiary, donation of unsold securities)? Contact our WHO YOU ARE Car Rental -We have entered into Executive Director for details. agreements with two national companies to PHI SIGMA IOTA rewarded your excellence grant special rates to our members. When In summary -By helping to attain Phi Sigma in the pursuit of foreign languages. You and Iota aims, you will have the satisfaction of you need to rent a car, please favor Alamo another 50,000+ men and women have been profiting from, as well as contributing to distinguished for interest in and care for other Renta-Car (PSI Association understanding among peoples. cultures and people. Regardless of your present ID#BY:93883) and National Car Rental And if you would like to have other services occupation and place of residence, PSI wants to (PSI Association ID#6100772), and or benefits through PHI SIGMA IOTA, write our be in contact with you; share with us your indicate that you are a current member of Executive Director. We will make our best effort current endeavors; let us share with you the PSI in good standing. When you rent from to satisfy you! remarkable achievements of international these two companies you will be awareness. Keep in touch with us.
BENEFITS OF MEMBERSHIP PHI SIGMA IOTA Introduces the
Besides the honor granted by PSI to its PLATINUM PLUS members, we also strive to maintain, and Credit Card constantly add, other "tangible" benefits. We structure a number of special programs depending on availability o funds, that is, on all sm members' cooperation by paying the annual Phi Sigma Iota is proud to offer the Platinum Plus credit card, a no annual fee Visa credit card dues on a timely basis. Following is a summary; program that provides peerless benefits, service, worldwide acceptance, and convenience. Issued please, take advantage of them. Thousands by MBNA America® Bank, the leading issuer of affinity credit cards, this program offers our Phi already do! Sigma Iota members a low introductory annual percentage rate on cash advance checks and balance transfers*. Platinum Plus Customers may also take advantage of numerous superior Scholarships - We make constant efforts to benefits such as fraud-protection services, a free year-end summary of charges, supplemental auto- generate funds to create and award more rental collision deductible coverage, and $1 million Common Carrier Travel Accident Insurance. scholarships to help outstanding foreign language students to help themselves in The Phi Sigma Iota credit card, which proudly displays our organization's name, offers privileges of achieving excellence. The sources include members' dues, donations, advertisements, etc. particular value to our members. Credit lines are individually established to ensure qualified If you, or someone you know, are presently applicants receive the maximum in purchasing power-up to $100,000 of available credit. Phi Sigma studying foreign languages, please read the Iota Platinum Plus cardholders are invited to take advantage of credit-line increase decisions within application data in this issue of The Forum. 15 minutes, 24-hour Customer service, emergency-card replacement, and cash-advance access at more than 300,000 automated teller machines worldwide that display the Cirrus® network logo. Civil Service Rank -The U.S. Civil Service To request our Phi Sigma Iota Platinum Plus card, call (800) 523-7666. Please be sure to mention Commission determined a few years ago that a Priority Code RJ97 when speaking with an MBNA representative about this program. . bachelor's degree holder or candidate can qualify for-grade "GS- 7" rather than "GS-5" (that is, higher rank and salary) if the applicant .*There are costs associated with the use of this credit card. You may contact the issuer and administrator of this for Government Career Examination has been- program, c/o MBNA America Bank. N.A., to request specific information about the costs by calling 1-800-523-7666, elected to membership in a college honor or by writing to PO Box15020. Wilmington. DE 19850. TTY users, please call 1-800-833-6262 MBNA America and society which meets the requirements of the Platinum Plus are service mark of MBNA America Bank, N.A. MasterCard and Visa are federally registered service Association of College Honor Societies. marks of MasterCard International Inc. and Visa U.S.A. Inc., respectively; each is used pursuant to license.
The Forum, Fall 2002 • 31 GGeett IInnvvoollvveedd
Phi Sigma Iota strives to continue its pursuit of excellence in the fields of foreign languages through its scholarships, scholarly publications, news and information, faculty advisor awards, chapter awards, campus programs, and tours. With your support we make it happen. We can’t make it without you.
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The Forum of Phi Sigma Iota International Foreign Language Honor Society International Affairs Center, CPR 107 University of South Florida Tampa, Florida 33620
32 • The Postmaster:Forum, Fall 2002Please do not return