the PORTUGUESE NEWSLETTERthe PORTUGUESE NEWSLETTER The American Association of Teachers of Spanish and Portuguese VVOLUME O L U M E 25 2 5 NNUMBER U M B E R 2 – 2 – WWINTER I N

the

PORTUGUESE NEWSLETTERThe American Association of Teachers of Spanish and Portuguese

L U C I D E B I A J I M O R E I R AL U C I D E B I A J I M O R E I R A , , e d i t o re d i t o rV O L U M E 2 5 N U M B E R 2 – W I N T E R 2 0 1 2V O L U M E 2 5 N U M B E R 2 – W I N T E R 2 0 1 2

A A Portuguese NewsletterPortuguese Newsletter do inverno de 2012 convida você para a leitura da entrevista com o professor, pes- do inverno de 2012 convida você para a leitura da entrevista com o professor, pes-quisador e ‘navegador’ Claudio Hulet, em quisador e ‘navegador’ Claudio Hulet, em DestaqueDestaque. Muitos anos se passaram desde seu ‘draft’ para a . Muitos anos se passaram desde seu ‘draft’ para a Segunda Guerra Mundial e de sua formatura pela University of Michigan em 1954. O mundo passou por Segunda Guerra Mundial e de sua formatura pela University of Michigan em 1954. O mundo passou por

tantas transformações… como ele mesmo conta, um computador, há alguns anos, valia mais do que um carro! tantas transformações… como ele mesmo conta, um computador, há alguns anos, valia mais do que um carro! O professor Claude, aposentado há vinte anos, inspira-se nos grandes navegadores portugueses e na literatura O professor Claude, aposentado há vinte anos, inspira-se nos grandes navegadores portugueses e na literatura de cordel do Nordeste do Brasil para suas atividades intelectuais e, assim, continua em plena atividade. Vale a de cordel do Nordeste do Brasil para suas atividades intelectuais e, assim, continua em plena atividade. Vale a pena ler sua entrevista.pena ler sua entrevista.

Margo Milleret, em Margo Milleret, em Ponto de VistaPonto de Vista, faz-nos refletir um pouco mais sobre , faz-nos refletir um pouco mais sobre o ensino de português nos Estados Unidos e analisa a situação de nossos o ensino de português nos Estados Unidos e analisa a situação de nossos professores e como eles são preparados para a profissão. professores e como eles são preparados para a profissão.

A A Portuguese NewsletterPortuguese Newsletter traz também notícias sobre conferências, novos livros, traz também notícias sobre conferências, novos livros, prêmios literários, novos filmes. Solicitamos aos colegas que continuem prêmios literários, novos filmes. Solicitamos aos colegas que continuem enviando informações sobre suas universidades para os próximos números.enviando informações sobre suas universidades para os próximos números.

FROM THE EDITOR

continued on pg. 2

CONTENTSDestaque ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 1Oxente! ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 5 Ponto de Vista ∙∙∙∙∙∙∙∙∙∙∙∙ 6Etc... ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 8The Bookstore∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙ 10Agenda ∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙∙13Luci MoreiraLuci Moreira

DESTAQUEClaude Hulet

by

Luci De Biaji Moreira

Claude Huletby

LLucici DDee BiBiajajii MoMorereiriraa

LM - Professor Claude Hulet, could you tell the Portuguese Newsletter readers a little LM - Professor Claude Hulet, could you tell the Portuguese Newsletter readers a little about your career? How did you become interested in Portuguese, and how did you end about your career? How did you become interested in Portuguese, and how did you end up working with both the European and Brazilian variants of Portuguese?up working with both the European and Brazilian variants of Portuguese?

The

Am

eric

an A

ssoc

iati

on o

f T

each

ers

of S

pani

sh a

nd P

ortu

gues

eV O L U M E 2 5 N U M B E R 2 – W I N T E R 2 0 1 2T H E P O R T U G U E S E N E W S L E T T E R

2

DESTAQUEDESTAQUE

Claude HuletClaude Hulet

Ph.D. degrees in Spanish, with a mi-Ph.D. degrees in Spanish, with a mi-nor in French, at the University of nor in French, at the University of Michigan. Michigan.

After graduating from the English After graduating from the English Language Institute at the University Language Institute at the University of Michigan, after completing my of Michigan, after completing my B.A. degree, the Cultural Division of B.A. degree, the Cultural Division of the Department of State designated the Department of State designated me to be the director of the bina-me to be the director of the bina-tional center in Curitiba, Brazil, but tional center in Curitiba, Brazil, but I was drafted and entered the Army. I was drafted and entered the Army. Following my discharge from the Following my discharge from the Army Air Force, I was hired by the Army Air Force, I was hired by the Department of State to be the direc-Department of State to be the direc-tor of the Instituto Guatemalteco tor of the Instituto Guatemalteco Americano in Guatemala City. Americano in Guatemala City.

While teaching Spanish and Span-While teaching Spanish and Span-ish-American literature at Wash-ish-American literature at Wash-ington University in St. Louis, I ington University in St. Louis, I attended a lecture by Érico Verís-attended a lecture by Érico Verís-simo then the Director of the Let-simo then the Director of the Let-ters and Science Division of the ters and Science Division of the Pan American Union. I spoke with Pan American Union. I spoke with him after his lecture. I did so with him after his lecture. I did so with a great deal of trepidation because a great deal of trepidation because

I had not seen or heard Portu-I had not seen or heard Portu-

guese in a number of years. As we guese in a number of years. As we talked, much of my long forgotten talked, much of my long forgotten Portuguese welled up and came to Portuguese welled up and came to the surface. Érico Veríssimo spent the surface. Érico Veríssimo spent almost an hour trying to convince almost an hour trying to convince me to become a professor of Portu-me to become a professor of Portu-guese. He was so enthusiastic in his guese. He was so enthusiastic in his insistence that he convinced me, and insistence that he convinced me, and I set about to prepare myself. I read I set about to prepare myself. I read everything that I could fi nd in and everything that I could fi nd in and about Brazilian literature. My efforts about Brazilian literature. My efforts paid off and I was subsequently paid off and I was subsequently hired by UCLA to teach Portuguese. hired by UCLA to teach Portuguese. Seven years went by, however, dur-Seven years went by, however, dur-ing which I taught Spanish and ing which I taught Spanish and Spanish-American literature because Spanish-American literature because the professor of Portuguese at that the professor of Portuguese at that time, who had been at UCLA for time, who had been at UCLA for many years, did not want anyone many years, did not want anyone else to teach any of his courses. That else to teach any of his courses. That was a great disappointment for me, was a great disappointment for me, even though I was perfectly at home even though I was perfectly at home teaching in Spanish. Once I was fi -teaching in Spanish. Once I was fi -nally designated to teach Portuguese nally designated to teach Portuguese and Brazilian literature, I put myself and Brazilian literature, I put myself to work to continue my research in to work to continue my research in the fi eld and to prepare the courses, the fi eld and to prepare the courses, which ultimately became chapters in which ultimately became chapters in my three volume Brazilian Litera-my three volume Brazilian Litera-ture. In the meantime I had read a ture. In the meantime I had read a considerable amount of Portuguese considerable amount of Portuguese literature. I found it not only inter-literature. I found it not only inter-esting, but also necessary as back-esting, but also necessary as back-ground to my work in Brazilian lit-ground to my work in Brazilian lit-erature.erature.

LM - Almost 40 years after the publi-LM - Almost 40 years after the publi-cation of your pioneering book Brazil-cation of your pioneering book Brazil-ian Literature, do you see a trend in the ian Literature, do you see a trend in the teaching of literature in the United States? teaching of literature in the United States? Would it be fair to say that there is a great-Would it be fair to say that there is a great-

continued on pg. 3

CH - In my last year at the Universi-CH - In my last year at the Universi-ty of Michigan as a major in Spanish ty of Michigan as a major in Spanish and French, Portuguese was offered and French, Portuguese was offered for the fi rst time and I enrolled in for the fi rst time and I enrolled in it. Since there was no textbook, the it. Since there was no textbook, the professor ordered for each of us (six professor ordered for each of us (six Spanish majors) a copy of the Bra-Spanish majors) a copy of the Bra-zilian novel, zilian novel, Olhai os Lírios do CampoOlhai os Lírios do Campo, , by Érico Veríssimo. The teacher by Érico Veríssimo. The teacher began by opening the book and began by opening the book and reading eight or ten lines aloud. We reading eight or ten lines aloud. We would then read it aloud in unison would then read it aloud in unison with him several times, after which with him several times, after which he would explain all the diffi cult he would explain all the diffi cult points of grammar. He would then points of grammar. He would then read a passage again. We would then read a passage again. We would then read it with him again in unison. We read it with him again in unison. We would repeat this procedure several would repeat this procedure several times. He would then ask each in-times. He would then ask each in-dividual to read the text aloud. Our dividual to read the text aloud. Our homework was to read the passage homework was to read the passage aloud several times knowing what aloud several times knowing what we read. Our daily assignment was we read. Our daily assignment was to read the following segment of the to read the following segment of the text aloud and study it the same way. text aloud and study it the same way. As time went by, the segments were As time went by, the segments were longer and by the end of the semes-longer and by the end of the semes-ter we had studied and hopefully ter we had studied and hopefully absorbed a considerable part of absorbed a considerable part of the language of a contemporary the language of a contemporary Brazilian novelist. I must say that I Brazilian novelist. I must say that I loved Portuguese from the start. loved Portuguese from the start.

In the Army Air Corps in World War In the Army Air Corps in World War II, I graduated from the Army cryp-II, I graduated from the Army cryp-tographic school and was sent to tographic school and was sent to Brazil, where I served for two years Brazil, where I served for two years and a half in the U.S. airbases in Na-and a half in the U.S. airbases in Na-tal and Recife. On my own initiative tal and Recife. On my own initiative I wrote and gave a course in English I wrote and gave a course in English on the local radio, ZYB-5. Follow-on the local radio, ZYB-5. Follow-ing the war, I took my Master’s and ing the war, I took my Master’s and

continued from pg. 1

“

”

I was the first member of the Department of Spanish and Portuguese to have a personal com-puter, which I bought for almost the equivalent of the price of an automo-bile in those days

V O L U M E 2 5 N U M B E R 2 – W I N T E R 2 0 1 2 T H E P O R T U G U E S E N E W S L E T T E RT

he American Association of T

eachers of Spanish and Portuguese

3

er focus on cultural studies than on literary er focus on cultural studies than on literary theory? What are your thoughts on this?theory? What are your thoughts on this?

CH - I researched, organized and CH - I researched, organized and published the fi rst bibliographies of published the fi rst bibliographies of Latin American literature in English, Latin American literature in English, two volumes in the 1960s. One on two volumes in the 1960s. One on poetry and the other on prose. That poetry and the other on prose. That was done before the use of comput-was done before the use of comput-ers. As a matter of fact, I was prob-ers. As a matter of fact, I was prob-ably the fi rst person to use the Engi-ably the fi rst person to use the Engi-neering Department’s computers to neering Department’s computers to do word processing, using punched do word processing, using punched cards to input the material. Also, for cards to input the material. Also, for 10 years I served as the editor of the 10 years I served as the editor of the annual Hispania “Report on the Dis-annual Hispania “Report on the Dis-sertations in the United States and sertations in the United States and Canada.” Later I was the fi rst mem-Canada.” Later I was the fi rst mem-ber of the Department of Spanish ber of the Department of Spanish and Portuguese to have a personal and Portuguese to have a personal computer, which I bought for al-computer, which I bought for al-most the equivalent of the price of most the equivalent of the price of an automobile in those days.an automobile in those days.

Since the 1960s, when I published Since the 1960s, when I published my pioneering work, my pioneering work, Brazilian Lit-Brazilian Lit-erature,erature, everyone has come to realize everyone has come to realize that considerable change has taken that considerable change has taken place in the teaching of literature. In place in the teaching of literature. In the fi rst place, it has become much the fi rst place, it has become much less interested in the works of lit-less interested in the works of lit-erature themselves and much more erature themselves and much more concerned with literary theory, along concerned with literary theory, along with non-literary cultural activities. with non-literary cultural activities. Overall, these new courses are the-Overall, these new courses are the-matically more heterogeneous and, matically more heterogeneous and, unfortunately in my view, have for unfortunately in my view, have for the most part abandoned the se-the most part abandoned the se-quential presentation of the devel-quential presentation of the devel-opment of literature, our literary opment of literature, our literary heritage, through time.heritage, through time.

LM - As a graduate student of the Uni-LM - As a graduate student of the Uni-versity of Illinois, Urbana-Champaign, versity of Illinois, Urbana-Champaign, the Symposium on Portuguese Traditions the Symposium on Portuguese Traditions held at the University of California, Los held at the University of California, Los Angeles, was the fi rst conference I ever went Angeles, was the fi rst conference I ever went to present a paper in the United States. to present a paper in the United States. This was back twenty years ago and I was This was back twenty years ago and I was

very impressed at the time with the diver-very impressed at the time with the diver-sity of the scholars in Portuguese-speaking sity of the scholars in Portuguese-speaking world. Are you still in charge of the Sym-world. Are you still in charge of the Sym-posium? How has the Symposium changed posium? How has the Symposium changed over the years?over the years?

CH - In 1978 I founded the inter-CH - In 1978 I founded the inter-national Symposium on Portuguese national Symposium on Portuguese Traditions, which I organized and Traditions, which I organized and administered for 33 years running. administered for 33 years running. Its purpose was to gather scholars, Its purpose was to gather scholars, along with community representa-along with community representa-tives of the Portuguese-speaking tives of the Portuguese-speaking world, to get to know each other and world, to get to know each other and to present papers on their respective to present papers on their respective professional interests. A selection of professional interests. A selection of papers presented in the Symposiums papers presented in the Symposiums was published in the journal, Encru-was published in the journal, Encru-zilhadas Crossroads. The 33rd Sym-zilhadas Crossroads. The 33rd Sym-posium took place in 2010.posium took place in 2010.

I organized and presided over an I organized and presided over an international symposium honoring international symposium honoring the anniversary of the Semana de the anniversary of the Semana de Arte Moderna Brazilian literary and Arte Moderna Brazilian literary and cultural event of 1922. I invited a cultural event of 1922. I invited a well-known poet from Brazil as the well-known poet from Brazil as the capstone of the event, and I also capstone of the event, and I also had voice and audio technical teams had voice and audio technical teams from the Voice of America record from the Voice of America record the event for transmission to Latin the event for transmission to Latin America. The fi nal session was fol-America. The fi nal session was fol-lowed by a stupendous buffet I lo-lowed by a stupendous buffet I lo-cated in the class-enclosed entrance cated in the class-enclosed entrance to the Schoenberg auditorium. All to the Schoenberg auditorium. All participants were invited. participants were invited.

I also organized and arranged for I also organized and arranged for as international symposium to hon-as international symposium to hon-or Rubén Darío which I put in a or Rubén Darío which I put in a beachfront hotel in downtown Santa beachfront hotel in downtown Santa Monica.Monica.

LM - Do you have any unusual, interest-LM - Do you have any unusual, interest-ing, funny or just a curious story or stories ing, funny or just a curious story or stories to tell the readers about all these years you to tell the readers about all these years you have been active as a Professor and scholar, have been active as a Professor and scholar, in both variants of Portuguese, European in both variants of Portuguese, European and Brazilian? How would recruit Brazil-and Brazilian? How would recruit Brazil-

ian students to come to the U.S.?ian students to come to the U.S.?

CH - For several years I was the CH - For several years I was the Assistant Coordinator, and later Assistant Coordinator, and later Coordinator x of the UCLA Bra-Coordinator x of the UCLA Bra-zil Student Leader Seminar. In that zil Student Leader Seminar. In that capacity, I spent one month in Bra-capacity, I spent one month in Bra-zil each year, visiting 13 different zil each year, visiting 13 different universities, from the south to the universities, from the south to the north of Brazil to choose the Bra-north of Brazil to choose the Bra-zilian university students who would zilian university students who would participate in my Seminar the up-participate in my Seminar the up-coming school year. The purpose coming school year. The purpose of the Seminar was to acquaint tal-of the Seminar was to acquaint tal-ented Brazilian University students ented Brazilian University students with United States civilization and with United States civilization and culture. The Brazilians would be culture. The Brazilians would be housed with their American coun-housed with their American coun-terparts in the dormitories and terparts in the dormitories and they would attend the seminars and they would attend the seminars and other cultural activities I especially other cultural activities I especially organized for them. All aspects of organized for them. All aspects of American life were covered in the American life were covered in the seminars. The students would ar-seminars. The students would ar-rive from Brazil through San Juan, rive from Brazil through San Juan, Puerto Rico, then considered the Puerto Rico, then considered the showcase of Latin America. Prior to showcase of Latin America. Prior to return to Brazil, the students visited return to Brazil, the students visited Berkeley, New York and Washing-Berkeley, New York and Washing-ton, DC. In Berkeley they had an ton, DC. In Berkeley they had an opportunity meet student leaders of opportunity meet student leaders of those raucous times. In New York those raucous times. In New York they visited points of tourist attrac-they visited points of tourist attrac-tion, as well as museums and were tion, as well as museums and were guests for lunch of the Brazilian del-guests for lunch of the Brazilian del-egation to the United Nations. In ad-egation to the United Nations. In ad-dition to the Smithsonian institution dition to the Smithsonian institution and other museums, in Washington, and other museums, in Washington, DC the students visited the library DC the students visited the library of Congress, met a representative of Congress, met a representative of the House of Representatives of the House of Representatives and of the Senate in the Congress and of the Senate in the Congress and were welcomed by a justice of and were welcomed by a justice of the Supreme Court. They could not the Supreme Court. They could not leave Washington, of course, with-leave Washington, of course, with-out visiting Mount Vernon.out visiting Mount Vernon.

LM - How did you become interested in LM - How did you become interested in the Portuguese navigators? What projects the Portuguese navigators? What projects are you currently involved in? are you currently involved in?

Destaque, continued from pg. 2

continued on pg. 4

The

Am

eric

an A

ssoc

iati

on o

f T

each

ers

of S

pani

sh a

nd P

ortu

gues


4

CL - I did not know which came CL - I did not know which came fi rst, my interest in the Portuguese fi rst, my interest in the Portuguese navigators of the 15th and 16th cen-navigators of the 15th and 16th cen-turies or my activity as a member of turies or my activity as a member of the U.S. Coast Guard Auxiliary, un-the U.S. Coast Guard Auxiliary, un-der whose auspices I took courses der whose auspices I took courses in navigation and meteorology. I in navigation and meteorology. I became particularly interested in became particularly interested in the Portuguese discoveries that over the Portuguese discoveries that over some 80 years in the north Atlantic some 80 years in the north Atlantic and south Atlantic culminated in the and south Atlantic culminated in the voyages of Bartolomeu Dias and voyages of Bartolomeu Dias and Vasco da Gama, which opened the Vasco da Gama, which opened the sea route between Europe and In-sea route between Europe and In-dia. (Incidentally, I just completed a dia. (Incidentally, I just completed a small book on the subject.) My fi rst small book on the subject.) My fi rst public report on the Portuguese ex-public report on the Portuguese ex-plorations was in 1998 when I was plorations was in 1998 when I was invited to present a paper on Vasco invited to present a paper on Vasco da Gama in Lisbon at the interna-da Gama in Lisbon at the interna-tional conference of that year on the tional conference of that year on the famous Portuguese discover. I up-famous Portuguese discover. I up-graded that long published paper in graded that long published paper in 2005 and added a series of maritime 2005 and added a series of maritime charts depicting Portuguese Explo-charts depicting Portuguese Explo-ration in the 15th and 16th centuries ration in the 15th and 16th centuries in the north and south Atlantic prior in the north and south Atlantic prior to the rounding of the Cape. That to the rounding of the Cape. That version was deposited in the Socie-version was deposited in the Socie-dade de Geografi a de Lisboa. I re-dade de Geografi a de Lisboa. I re-vised that study again in 2005, redo-vised that study again in 2005, redo-ing the maritime charts to properly ing the maritime charts to properly represent the triangular nature of represent the triangular nature of the Portuguese voyages involved, as the Portuguese voyages involved, as well as to more precisely depict de-well as to more precisely depict de-tails of the act of rounding the Cape tails of the act of rounding the Cape of Good Hope by the voyages of of Good Hope by the voyages of Bartolomeu Dias in 1479-1480 and Bartolomeu Dias in 1479-1480 and Vasco da Gama in 1497-1499.Vasco da Gama in 1497-1499.

As to my current projects, during the As to my current projects, during the several years that I traveled through-several years that I traveled through-out much of Brazil, I was fascinated out much of Brazil, I was fascinated by by literatura de cordelliteratura de cordel that I found in that I found in the northeast, and over the years I the northeast, and over the years I accumulated a small library of the accumulated a small library of the little pamphlets. Now that I have the little pamphlets. Now that I have the

Vasco da Gama project behind me, I Vasco da Gama project behind me, I intend continue my research on this intend continue my research on this subject, which has interested me for subject, which has interested me for many years.many years.

LM - What do you consider to be your LM - What do you consider to be your most signifi cant honors?most signifi cant honors?

CH - I am honored to be a member CH - I am honored to be a member of the Academia Brasileira de Letras of the Academia Brasileira de Letras and of the Sociedade de Geografi a and of the Sociedade de Geografi a de Lisboa, as well as having received de Lisboa, as well as having received the Machado de Assis Medal from the Machado de Assis Medal from the Academia de Letras, and the Or-the Academia de Letras, and the Or-dem do Rio Branco Medal and the dem do Rio Branco Medal and the Ordem do Cruzeiro do Sul Medal Ordem do Cruzeiro do Sul Medal from the government of Brazil. I from the government of Brazil. I am also especially honored by the am also especially honored by the festschrift, festschrift, Tradições Portuguesas - Por-Tradições Portuguesas - Por-tuguese Traditions In Honor of Claude L. tuguese Traditions In Honor of Claude L. HuletHulet (Portuguese Heritage Publica- (Portuguese Heritage Publica-tions of California, San José, Cali-tions of California, San José, Cali-fornia, 2006), organized and edited fornia, 2006), organized and edited

by Francisco Cota Fagundes and by Francisco Cota Fagundes and Irene Maria F. Blayer.Irene Maria F. Blayer.

LM - If you had a chance to do everything LM - If you had a chance to do everything again, what would you do or change, in again, what would you do or change, in your career? What advices can you give to your career? What advices can you give to the new generation of Portuguese teachers the new generation of Portuguese teachers in the U.S.? in the U.S.?

CH - As to my professional career, CH - As to my professional career, just like life itself, it has had its ups just like life itself, it has had its ups and downs, but all told, I could not and downs, but all told, I could not have chosen a more satisfying and have chosen a more satisfying and fulfi lling one. For that I feel very fulfi lling one. For that I feel very fortunate. My advice to the new fortunate. My advice to the new generation of Portuguese teachers is generation of Portuguese teachers is to persist, be determined, be alert to to persist, be determined, be alert to the possibilities that present them-the possibilities that present them-selves, and from among those that selves, and from among those that you see at each turn, choose the one you see at each turn, choose the one that sparks your curiosity. The road that sparks your curiosity. The road may not be straight, but you will be may not be straight, but you will be fulfi lled and happy with your profes-fulfi lled and happy with your profes-sion. sion.

Claude Hulet is an Emeritus Professor at the University of California, Los Angeles and retired in 1991. In addition to the honors listed above, Professor Hulet is the author of inumerable articles related to Portuguese and Spanish, as well as several books.

Selected pulications:Bibliography of Latin American Prose in English Transla-

tion. Washington, D.C., Pan American Union, 1964.Bibliography of Latin American Poetry in English Transla-

tion. Washington, D.C., Pan American Union, 1965.Brazilian Literature. Washington, D.C.: Georgetown

University Press, 1974-1975, 3 vols.The Great Vasco da Gama Secret. How the West African

Routes Created by the Portuguese Navigators of the 14th and 15th Centuries Led to Gama´s Conquest of the South Atlantic Ocean, whicb Opened the Maritime Trade Route Between Lisbon and India (1497-1499). (In Press).

Destaque, continued from pg. 3




5

OXENTE!

2011 AATSP ELECTION RESULTS2011 AATSP ELECTION RESULTS

The winners of the fall elections for President-Elect The winners of the fall elections for President-Elect and the Representatives to the Executive Council are and the Representatives to the Executive Council are the following:the following:

President-elect (automatically President in 2013)President-elect (automatically President in 2013)Laura Zinke, McClintock High School, Tempe AZ Laura Zinke, McClintock High School, Tempe AZ

College / University RepresentativeCollege / University RepresentativeBill VanPatten, Michigan State University, East Lansing, Bill VanPatten, Michigan State University, East Lansing, MI MI

Portuguese RepresentativePortuguese RepresentativeMargo Milleret, University of New Mexico, Albuquer-Margo Milleret, University of New Mexico, Albuquer-que, NM que, NM

Secondary (9-12) RepresentativeSecondary (9-12) RepresentativeCathy Soud, The Bolles School, Jacksonville, FLCathy Soud, The Bolles School, Jacksonville, FL

João AlminoJoão AlminoO escritor e diplomata João Almino recebeu o Prêmio O escritor e diplomata João Almino recebeu o Prêmio Passo Fundo Zaffari & Boubon, com Passo Fundo Zaffari & Boubon, com Cidade livreCidade livre (Editora (Editora Record). O prêmio, concedido a cada dois anos para o Record). O prêmio, concedido a cada dois anos para o melhor romance em língua portuguesa publicado no melhor romance em língua portuguesa publicado no Brasil no período, foi entregue na sessão de abertura da Brasil no período, foi entregue na sessão de abertura da 14a. edição da Jornada Nacional de Literatura de Passo 14a. edição da Jornada Nacional de Literatura de Passo Fundo (RS). O evento, que está em seu trigésimo ano, Fundo (RS). O evento, que está em seu trigésimo ano, agregou mais de cinco mil pessoas. agregou mais de cinco mil pessoas.

Thomas Skidmore AwardThomas Skidmore AwardPaulo Fontes is the winner of the 2011 Thomas E. Skid-Paulo Fontes is the winner of the 2011 Thomas E. Skid-more Prize, sponsored by the National Archive, Rio de more Prize, sponsored by the National Archive, Rio de Janeiro and BRASA. He is the author of Janeiro and BRASA. He is the author of Um nordeste em Um nordeste em São Paulo: trabalhadores em São Miguel Paulista (1945-66)São Paulo: trabalhadores em São Miguel Paulista (1945-66), , (Rio de Janeiro: Fundação Getúlio Vargas, 2009) and is (Rio de Janeiro: Fundação Getúlio Vargas, 2009) and is the winner of the fi rst Thomas E. Skidmore Prize, spon-the winner of the fi rst Thomas E. Skidmore Prize, spon-sored by the National Archive, Rio de Janeiro and the sored by the National Archive, Rio de Janeiro and the Brazilian Studies Association. The $5,000 prize is to sup-Brazilian Studies Association. The $5,000 prize is to sup-port the translation of the book so that it can be pub-port the translation of the book so that it can be pub-lished in English. The prize, endowed through a generous lished in English. The prize, endowed through a generous donation of the Skidmore family, recognizes historical donation of the Skidmore family, recognizes historical works on twentieth-century Brazilian history. The fi rst works on twentieth-century Brazilian history. The fi rst prize competition considered books covering the period prize competition considered books covering the period 1930-64 that had been published in Portuguese between 1930-64 that had been published in Portuguese between 2004 and 2010. 2004 and 2010.

Three additional works received Honorable Mention: Three additional works received Honorable Mention: Regina Horta Duarte, Regina Horta Duarte, A biologia militante: o Museu Nacional, A biologia militante: o Museu Nacional, especialização científi ca, divulgação do conhecimento e práticas especialização científi ca, divulgação do conhecimento e práticas políticas no Brasil – 1926-1945políticas no Brasil – 1926-1945 (Belo Horizonte: Editora (Belo Horizonte: Editora UFMG, 2010); Jorge Ferreira, UFMG, 2010); Jorge Ferreira, O imaginário trabalhista: O imaginário trabalhista: getulismo, PTB e cultura política popular 1945-1964getulismo, PTB e cultura política popular 1945-1964 (Rio (Rio de Janeiro: Civilização Brasileira, 2005); and Antonio de Janeiro: Civilização Brasileira, 2005); and Antonio Luigi Negro, Luigi Negro, Linhas de montagem: industrialismo nacional-Linhas de montagem: industrialismo nacional-desenvolvimentista e a sindicalização dos trabalhadoresdesenvolvimentista e a sindicalização dos trabalhadores (São (São Paulo: Boitempo, 2004). Paulo: Boitempo, 2004).

The next Skidmore Prize will be awarded in 2013 and will The next Skidmore Prize will be awarded in 2013 and will consider works published in Portuguese between 2006 consider works published in Portuguese between 2006 and 2012 covering the period 1964-85. and 2012 covering the period 1964-85.

The

Am

eric

an A

ssoc

iati

on o

f T

each

ers

of S

pani

sh a

nd P

ortu

gues


6 continued on pg. 7

PONTO DE VISTA

There is good news regarding here is good news regarding the growth of Portuguese the growth of Portuguese enrollments in the USA enrollments in the USA

since 1998, according to the Modern since 1998, according to the Modern Language Association’s enrollment Language Association’s enrollment report of 2009. In 1998 the national report of 2009. In 1998 the national enrollments at the post-secondary enrollments at the post-secondary level were 6,926 and by 2009 they level were 6,926 and by 2009 they had risen to a record 11,371 (16). had risen to a record 11,371 (16). The actual numbers of students The actual numbers of students may be somewhat less, since some may be somewhat less, since some students enroll in more than one students enroll in more than one class, but the growth is both exciting class, but the growth is both exciting and promising for the future health and promising for the future health of Portuguese study in the USA. of Portuguese study in the USA. My survey research of 2009-2010 My survey research of 2009-2010 suggested both internal and exter-suggested both internal and exter-nal reasons for this growth. Fac-nal reasons for this growth. Fac-tors within departments that were tors within departments that were mentioned were new textbooks, re-mentioned were new textbooks, re-designed or changed courses and designed or changed courses and curriculum while factors beyond the curriculum while factors beyond the department that infl uenced enroll-department that infl uenced enroll-ments were listed as the growing ments were listed as the growing presence of Spanish and Heritage presence of Spanish and Heritage speakers, media attention given to speakers, media attention given to Brazil, interest in study abroad, and Brazil, interest in study abroad, and economic development in the re-economic development in the re-gion. So, with such promising news, gion. So, with such promising news, why am I writing about training for why am I writing about training for Portuguese program development? Portuguese program development? The results of my 2009-2010 survey The results of my 2009-2010 survey showed that much of the growth in showed that much of the growth in Portuguese enrollments has been at Portuguese enrollments has been at institutions with little tradition of institutions with little tradition of the study of Portuguese. That is, the study of Portuguese. That is, institutions have added survival Por-institutions have added survival Por-tuguese classes (1-2 years), but have tuguese classes (1-2 years), but have not made any further investments not made any further investments while they wait to see if the inter-while they wait to see if the inter-est for the study can be sustained. est for the study can be sustained.

Thus, the recent gains may be short Thus, the recent gains may be short term if instructors are not prepared term if instructors are not prepared to invest in maintaining and build-to invest in maintaining and build-ing their Portuguese courses. This ing their Portuguese courses. This article, then, reports on my inquiry article, then, reports on my inquiry into the existing infrastructure in the into the existing infrastructure in the USA that is available to train gradu-USA that is available to train gradu-ate students and faculty to conduct ate students and faculty to conduct Portuguese program development. Portuguese program development.

First, however, it is necessary to First, however, it is necessary to acknowledge what PhD institutions acknowledge what PhD institutions are doing to train their graduates to are doing to train their graduates to be successful faculty in Portuguese. be successful faculty in Portuguese. According to my sample of ten PhD According to my sample of ten PhD programs in the USA in spring of programs in the USA in spring of 2011, all require coursework and/2011, all require coursework and/or mentoring in teaching method-or mentoring in teaching method-ologies and the theory/research of ologies and the theory/research of second language learning. Most of second language learning. Most of them require at least one course in them require at least one course in literary and/or cultural studies the-literary and/or cultural studies the-ory. Many of them offer workshops ory. Many of them offer workshops and preparation for comprehensive and preparation for comprehensive PhD exams, dissertation writing, job PhD exams, dissertation writing, job search and CV development, grant search and CV development, grant applications, and writing scholarly applications, and writing scholarly articles. I conclude that most PhD articles. I conclude that most PhD programs are providing the much-programs are providing the much-needed orientation to graduate stu-needed orientation to graduate stu-

dents to conduct their research and dents to conduct their research and teaching duties at their future places teaching duties at their future places of academic employment. What was of academic employment. What was not openly visible on the web sites not openly visible on the web sites of the departments I visited was of the departments I visited was reference to training in the area of reference to training in the area of program development. program development.

For this reason, I decided to conduct For this reason, I decided to conduct a small, sample survey of instruc-a small, sample survey of instruc-tors in Portuguese during May-June tors in Portuguese during May-June of 2011. Of 74 instructors queried of 2011. Of 74 instructors queried in 29 states at public and private in-in 29 states at public and private in-stitutions, I received 43 responses stitutions, I received 43 responses or 58% return rate on my sample. or 58% return rate on my sample. Here are the results of that survey. Here are the results of that survey. When asked to mark the tasks that When asked to mark the tasks that comprise the building and maintain-comprise the building and maintain-ing of a Portuguese program, 100% ing of a Portuguese program, 100%

marked curriculum development; marked curriculum development; 95.3% marked gain support from 95.3% marked gain support from

the administration; 93% recruit stu-dents and organize cultural events; dents and organize cultural events; 88.4% advertise classes; 86% collab-88.4% advertise classes; 86% collab-orate with cultural centers or insti-orate with cultural centers or insti-tutions, and 81.4% develop a study tutions, and 81.4% develop a study abroad program. Other tasks men-abroad program. Other tasks men-tioned were sponsor a language table tioned were sponsor a language table or honor society, send out publicity, or honor society, send out publicity, foster common ground with Span-foster common ground with Span-ish colleagues and faculty in other ish colleagues and faculty in other departments, conduct fund raising, departments, conduct fund raising, and evaluate the program. When and evaluate the program. When asked if they had received formal or asked if they had received formal or informal training in graduate school, informal training in graduate school, the results echoed my investigations the results echoed my investigations of department web sites: 22% stated of department web sites: 22% stated they had received training and 78% they had received training and 78% stated they had not. I followed up by stated they had not. I followed up by asking if formal training in program asking if formal training in program development was needed for gradu-development was needed for gradu-

Training for Portuguese Program DevelopmentTraining for Portuguese Program DevelopmentMargo MilleretMargo Milleret

University of New MexicoUniversity of New Mexico

“

”” t

much of the growth in Portuguese enrollments has been at institutions with little tradition of the study of Portuguese




7

Ponto de Vista: “Program Develop-

ment”, continued from pg. 6

ate students and the results indicate ate students and the results indicate that 81.4% - yes and 18.6% - no. that 81.4% - yes and 18.6% - no. The results for the question about The results for the question about the need for training of faculty were the need for training of faculty were

more unequivocal: 100% -yes. more unequivocal: 100% -yes.

These fi gures are not particularly These fi gures are not particularly surprising when examined in light surprising when examined in light of the available information for of the available information for Portuguese program development. Portuguese program development. According to my research, from According to my research, from 1925-2011 there have been at least 15 1925-2011 there have been at least 15 studies published about enrollments studies published about enrollments in Portuguese, in addition to those in Portuguese, in addition to those conducted by the MLA. From 1967-conducted by the MLA. From 1967-2011 seven studies in books or 2011 seven studies in books or journals have addressed the “how-journals have addressed the “how-to” of program development and of to” of program development and of those the most notable were Bobby those the most notable were Bobby Chamberlain’s collection of 1979, Chamberlain’s collection of 1979, the special issue of Luso-Brazilian the special issue of Luso-Brazilian Review (2003), and the recent Review (2003), and the recent issue of the on-line Portuguese issue of the on-line Portuguese Language Journal (2010). If PhD Language Journal (2010). If PhD programs and scholarly writing have programs and scholarly writing have not provided instructors with the not provided instructors with the information they need, then how information they need, then how have they gained the knowledge to be have they gained the knowledge to be successful program developers? My successful program developers? My survey responses indicated graduate survey responses indicated graduate students learned through informal students learned through informal observation and participation in observation and participation in cultural activities, bate-papos, and cultural activities, bate-papos, and by watching what faculty did. Many by watching what faculty did. Many mentioned the important role of mentioned the important role of serving as teaching assistants in serving as teaching assistants in which they learned about teaching which they learned about teaching and curriculum development. and curriculum development.

When addressing their learning When addressing their learning as faculty members, respondents as faculty members, respondents indicated that 90.7% learned by trial indicated that 90.7% learned by trial and error, 67.4% from mentoring and error, 67.4% from mentoring of a colleague, and 53.5% from of a colleague, and 53.5% from conferences. Faculty also suggested conferences. Faculty also suggested that they observed other programs that they observed other programs and spoke informally with colleagues and spoke informally with colleagues at other institutions. at other institutions.

From this sample survey I have con-From this sample survey I have con-cluded that training is needed, yet cluded that training is needed, yet what can be taught and in what for-what can be taught and in what for-mat or formats? The survey results mat or formats? The survey results suggest that not all aspects of pro-suggest that not all aspects of pro-gram development can be taught gram development can be taught since there are differences between since there are differences between institutions in terms of location institutions in terms of location

and type. Each institution had its own identity and culture and to be own identity and culture and to be successful instructors must learn successful instructors must learn how to function in their own spe-how to function in their own spe-cifi c environments. Some features cifi c environments. Some features of institutional knowledge can be of institutional knowledge can be identifi ed as common to all higher identifi ed as common to all higher education, such as the importance education, such as the importance of knowing who makes budget and of knowing who makes budget and enrollment decisions and who will enrollment decisions and who will be a likely ally for the Portuguese be a likely ally for the Portuguese program. Nonetheless, the internal program. Nonetheless, the internal workings of higher education are workings of higher education are usually locally driven and must be usually locally driven and must be learned on site. What features of learned on site. What features of program development are common program development are common across the USA and can be taught to across the USA and can be taught to faculty and graduate students? The faculty and graduate students? The long list of tasks outlined earlier in long list of tasks outlined earlier in this essay and that comprise pro-this essay and that comprise pro-gram development represent a wide gram development represent a wide range of activities that require an range of activities that require an extensive skill set to accomplish. Re-extensive skill set to accomplish. Re-spondents to my survey mentioned spondents to my survey mentioned administration and management administration and management skills, diplomatic and negotiating skills, diplomatic and negotiating skills, supervisory skills, marketing skills, supervisory skills, marketing skills, the ability to set priorities, and skills, the ability to set priorities, and lastly to keep a balance between re-lastly to keep a balance between re-search, teaching, and service obliga-search, teaching, and service obliga-tions and life at home. To reinforce tions and life at home. To reinforce the complexity and variety of skills the complexity and variety of skills

needed, two respondents mentioned needed, two respondents mentioned that they had benefi ted from the that they had benefi ted from the skills and information they learned skills and information they learned from MBA programs. from MBA programs.

The formats for training indicated The formats for training indicated as most useful to those answering as most useful to those answering the survey were workshops, national the survey were workshops, national conferences, a web site, and publi-conferences, a web site, and publi-cations. Respondents mentioned the cations. Respondents mentioned the need for direct and hands-on train-need for direct and hands-on train-ing through a combination of ve-ing through a combination of ve-hicles so that faculty could discuss hicles so that faculty could discuss and share experiences. There was and share experiences. There was also a concern that a one-time event, also a concern that a one-time event, such as a national conference, would such as a national conference, would not be adequate. That is, there is a not be adequate. That is, there is a need for a permanent resource, such need for a permanent resource, such as a web site. Finally, respondents as a web site. Finally, respondents mentioned having workshops in mentioned having workshops in the summer and using professional the summer and using professional organizations as sponsors of the organizations as sponsors of the workshops. workshops.

There is one issue yet to be ad-There is one issue yet to be ad-dressed and it probably is the most dressed and it probably is the most diffi cult one. While departments and diffi cult one. While departments and deans often state that they want ex-deans often state that they want ex-cellence in teaching, research, and cellence in teaching, research, and service, there is little reward or rec-service, there is little reward or rec-ognition for the service of program ognition for the service of program development. There is some evi-development. There is some evi-dence that faculty who develop their dence that faculty who develop their programs have been denied tenure, programs have been denied tenure, as pointed out by Suárez (852). as pointed out by Suárez (852).

“

”

Each institution had its own identity and culture and to be successful in-structors must learn how to function in their own specific environments

“

””””

the challenge will be to identify and collect infor-mation about elements of successful program development that are translatable from one institution to another

continued on pg. 8

The

Am

eric

an A

ssoc

iati

on o

f T

each

ers

of S

pani

sh a

nd P

ortu

gues


8

GEORGETOWN UNIVERSITYGEORGETOWN UNIVERSITY

“O ABC do Português: Projeto de “O ABC do Português: Projeto de Formação Contínua de Professo-Formação Contínua de Professo-res de Português como Língua de res de Português como Língua de

a key to maintaining not only Portu-a key to maintaining not only Portu-guese enrollments but those of other guese enrollments but those of other less commonly taught languages, may less commonly taught languages, may change the way this important service change the way this important service is recognized and rewarded in post-is recognized and rewarded in post-secondary education. Until that time, secondary education. Until that time, something must be done to support something must be done to support Portuguese instructors and their ef-Portuguese instructors and their ef-forts to keep the doors open to stu-forts to keep the doors open to stu-dents and to expand course offerings. dents and to expand course offerings. If instructors receive training that re-If instructors receive training that re-lieves them from the feeling that they lieves them from the feeling that they are “isolated” and “reinventing the are “isolated” and “reinventing the

wheel” they will be more likely to wheel” they will be more likely to fi nd success at their institutions and fi nd success at their institutions and

Portuguese enrollments will continue to grow. to grow.

Some respondents told me that they Some respondents told me that they advise their junior colleagues to re-advise their junior colleagues to re-search fi rst and develop the program search fi rst and develop the program after tenure. If instructors are not after tenure. If instructors are not required to research for retention, required to research for retention, the problem is no less grave. Pro-the problem is no less grave. Pro-gram development is not recognized gram development is not recognized as meaningful work and since most as meaningful work and since most teach in departments with other lan-teach in departments with other lan-guages, their colleagues may not even guages, their colleagues may not even understand the creativity and com-understand the creativity and com-mitment of time that are required mitment of time that are required to conduct program development. to conduct program development. So, there is a gap between what is So, there is a gap between what is wanted and needed by institutions wanted and needed by institutions and what is rewarded. The way to and what is rewarded. The way to begin closing the gap is to educate begin closing the gap is to educate colleagues, departmental chairs, and colleagues, departmental chairs, and administrators and to appeal to pro-administrators and to appeal to pro-fessional associations, such as the fessional associations, such as the Association of Departments of Association of Departments of Foreign Languages (ADFL), to help Foreign Languages (ADFL), to help in that effort. in that effort.

In conclusion, according to the re-In conclusion, according to the re-sults of my survey, training is both sults of my survey, training is both

needed and wanted by instructors needed and wanted by instructors of Portuguese. The best vehicles of Portuguese. The best vehicles for that training are multi-site work-for that training are multi-site work-shops and a permanent web site or shops and a permanent web site or electronic repository that is updated

regularly. Now, the challenge regularly. Now, the challenge

will be to identify and collect will be to identify and collect information about elements of suc-information about elements of suc-cessful program development that cessful program development that are translatable from one institu-are translatable from one institu-tion to another and then share that tion to another and then share that information widely with colleagues information widely with colleagues who attend professional conference who attend professional conference workshops. In time, PhD programs workshops. In time, PhD programs in the USA may adopt a more pro-in the USA may adopt a more pro-active stance with regard to program active stance with regard to program development and include it in their development and include it in their curriculum. In time, the recogni-curriculum. In time, the recogni-tion of program development as tion of program development as

Margo Milleret is an Associate Professor Margo Milleret is an Associate Professor at the University of New Mexicoat the University of New Mexico

Ponto de Vista: “Program Develop-

ment”, continued from pg. 7

“

”” P

there is a gap between what is wanted and needed by institutions and what is rewarded

ETC...

continued on pg. 9

Herança (PLH)”, pelo quinto ano Herança (PLH)”, pelo quinto ano realizou-se na na Universidade de realizou-se na na Universidade de Georgetown, Washington DC, entre Georgetown, Washington DC, entre 2 e 3 de dezembro de 2011. Den-2 e 3 de dezembro de 2011. Den-tre os temas, discutiu-se o ensino de tre os temas, discutiu-se o ensino de português para crianças e adolescen-português para crianças e adolescen-tes fi lhos de imigrantes lusófonos. tes fi lhos de imigrantes lusófonos. A ofi cina foi conduzida por José A ofi cina foi conduzida por José Carlos Paes de Almeida Filho (Uni-Carlos Paes de Almeida Filho (Uni-versidade de Brasília) e Maria José versidade de Brasília) e Maria José Grosso (Universidade de Lisboa). Grosso (Universidade de Lisboa). Informações sobre este e futuros Informações sobre este e futuros eventos: <portugueslinguadeheran-eventos: <[email protected]>[email protected]>.

LIBRARY OF CONGRESSLIBRARY OF CONGRESS

Symposium: Brazilian Literatura de Symposium: Brazilian Literatura de CordelCordelThe symposium on “Literatura de The symposium on “Literatura de Cordel: Continuity and Change in Cordel: Continuity and Change in Brazilian Popular Literature,” or-Brazilian Popular Literature,” or-ganized by the American Folklife ganized by the American Folklife Center of the Library of Congress, Center of the Library of Congress, took place at the Library of the took place at the Library of the Congress on September 26 and 27, Congress on September 26 and 27, 2011. The symposium examined 2011. The symposium examined the history, narrative, and iconog-the history, narrative, and iconog-raphy of cordel. More information raphy of cordel. More information at: <http://www.loc.gov/folklife/at: <http://www.loc.gov/folklife/Symposia/litcordel>.Symposia/litcordel>.

above: Ana Delgado at the ACTFL conference




9

2011 ACTFL CONFERENCE2011 ACTFL CONFERENCE

With the theme Empowering Lan-With the theme Empowering Lan-guage Educators Through Collabo-guage Educators Through Collabo-ration, the ACTFL Conference took ration, the ACTFL Conference took place in Denver, CO., with more place in Denver, CO., with more than 600 presenters. The Special than 600 presenters. The Special Interest Group (SIG) had two pan-Interest Group (SIG) had two pan-els, in addition to two other regular els, in addition to two other regular panels. Milton Chen, from George panels. Milton Chen, from George Lucas Foundation, was the keynote Lucas Foundation, was the keynote speaker. speaker.

UMASS DARTMOUTHUMASS DARTMOUTH

Lecture by Paola Prado (Roger Wil-Lecture by Paola Prado (Roger Wil-liams University) “Favela e Roça liams University) “Favela e Roça Online: Digital Inclusion of Mar-Online: Digital Inclusion of Mar-ginalized Urban and Rural Areas ginalized Urban and Rural Areas of Brazil” on December 2, 2011. of Brazil” on December 2, 2011.

above: Denise Osborne, Toni Cowles, Ana Maria Lima at the ACTFL conference

ministrou palestra entitulada “Cabo ministrou palestra entitulada “Cabo Verde: Uma visão Contemporânea.”Verde: Uma visão Contemporânea.”

O escritor português Rui Zink O escritor português Rui Zink participou da Escola de Verão do participou da Escola de Verão do Middlebury College em 2011, como Middlebury College em 2011, como ‘Escritor Residente.” Rui ensinou ‘Escritor Residente.” Rui ensinou um módulo de literatura e fez uma um módulo de literatura e fez uma palestra sobre “Humor na Literatura palestra sobre “Humor na Literatura Portuguesa.”Portuguesa.”

BROWN UNIVERSITYBROWN UNIVERSITY

Lecture by Marion Pinsdorf on Lecture by Marion Pinsdorf on “Entrepeneurs North and South: “Entrepeneurs North and South: Americans and Germans in Brazil.” Americans and Germans in Brazil.” She is the author of numerous arti-She is the author of numerous arti-cles and three books, including cles and three books, including Ger-Ger-man-Speaking Entrepreneurs: Builders of man-Speaking Entrepreneurs: Builders of Business in BrazilBusiness in Brazil. September 19.. September 19.

Lecture by Mônica Raísa Shupun on Lecture by Mônica Raísa Shupun on “Aracy de Carvalho e o resgate de ju-“Aracy de Carvalho e o resgate de ju-deus: trocando a Alemanha nazista deus: trocando a Alemanha nazista pelo Brasil.” Carvalho is editorial pelo Brasil.” Carvalho is editorial member of Cahiers du Brésil Con-member of Cahiers du Brésil Con-temporain do Centre de Recherches temporain do Centre de Recherches sur le Brésil Contemporain, Paris, sur le Brésil Contemporain, Paris, France. November 2.France. November 2.

Lecture by Eduardo F. Coutinho Lecture by Eduardo F. Coutinho (Universidade Federal do Rio de (Universidade Federal do Rio de Janeiro) on “Rethinking Identities Janeiro) on “Rethinking Identities in Latin America’s Cultural Produc-in Latin America’s Cultural Produc-tion.” November 7.tion.” November 7.

continued on pg. 12

ETC...The presentation exam-The presentation exam-ined the ways in which ined the ways in which access to the informa-access to the informa-tion society has brought tion society has brought previously marginalized previously marginalized voices to participate in voices to participate in the national conversa-the national conversa-tion, and explores the tion, and explores the possible consequences possible consequences of this emerging digital of this emerging digital inclusion.inclusion.

Lecture Lecture by Charles Perrone by Charles Perrone (University of Flori-(University of Flori-da) on “Bossa Nova da) on “Bossa Nova on Balance: ACJo-on Balance: ACJo-bim, BRidges, and bim, BRidges, and BN-USA” on De-BN-USA” on De-cember 13th, 2011. cember 13th, 2011. It was a lecture con-It was a lecture con-cerning the reception cerning the reception of Brazilian Bossa of Brazilian Bossa Nova (BN) in the Nova (BN) in the United States, the United States, the nature of BN (com-nature of BN (com-position, record-position, record-ing, performance) in ing, performance) in English, and the con-English, and the con-

tributions of Antonio Carlos Jobim. tributions of Antonio Carlos Jobim.

MIDDLEBURY COLLEGEMIDDLEBURY COLLEGE

ESCOLA DE PORTUGUÊSESCOLA DE PORTUGUÊS

A Embaixadora do Cabo Verde nos A Embaixadora do Cabo Verde nos Estados, Sra. Maria de Fátima Veiga, Estados, Sra. Maria de Fátima Veiga,

Etc, continued from pg. 8

above: Celia Biancone, Denise Osborne, Debora Teixeira at the ACTFL conference

above: Ana Delgado, Denise Osborne, Celia Biancone, Cassia de Abreu, and S. Mendes at the ACTFL conference

The

Am

eric

an A

ssoc

iati

on o

f T

each

ers

of S

pani

sh a

nd P

ortu

gues


10

BOOKSBOOKSPortuguese: A Reference ManualPortuguese: A Reference Manual, by , by Sheila R. Ackerlind & Rebecca Sheila R. Ackerlind & Rebecca Jones-Kellogg, (University of Texas Jones-Kellogg, (University of Texas Press, 2011). The book supplements Press, 2011). The book supplements the phonetic and grammatical expla-the phonetic and grammatical expla-nations offered in basic textbooks, nations offered in basic textbooks, especially especially TravessiaTravessia. A reference . A reference guide rather than a textbook, the guide rather than a textbook, the Manual also provides verb charts, Manual also provides verb charts, as well as comparisons of Portu-as well as comparisons of Portu-guese with English and Spanish. For guese with English and Spanish. For more information, please refer to more information, please refer to <http://www.utexas.edu/utpress/<http://www.utexas.edu/utpress/books/ackpor.html>.books/ackpor.html>.

De sagradas a profanas: a mulher portu-De sagradas a profanas: a mulher portu-guesa na Idade Média e no Renascimentoguesa na Idade Média e no Renascimento, , by Monica Rector (Porto: Edições by Monica Rector (Porto: Edições Universidade Fernando Pessoa, Universidade Fernando Pessoa, 2011). The book presents the wom-2011). The book presents the wom-en and their position and function, en and their position and function, their importance, image, and iden-their importance, image, and iden-tity during Middle Age and Renais-tity during Middle Age and Renais-sance. The book brings texts either sance. The book brings texts either written or inspired by women who written or inspired by women who challenged the patriarchal norms of challenged the patriarchal norms of the time. the time.

Antônio Carlos Jobim: An Illuminated Antônio Carlos Jobim: An Illuminated ManMan, by Helena Jobim (Hal Leon-, by Helena Jobim (Hal Leon-ard, 2011). Charlie Byrd, Herbie ard, 2011). Charlie Byrd, Herbie Mann, and others brought in bags Mann, and others brought in bags full of discs from a trip to Bra-full of discs from a trip to Bra-zil in 1961. Stan Getz listened to zil in 1961. Stan Getz listened to them and recorded “Desafi nado,” them and recorded “Desafi nado,” which stayed for 70 weeks on the which stayed for 70 weeks on the Billboard charts. Billboard charts. The book celebrates The book celebrates bossa nova’s 50-bossa nova’s 50-year presence in the year presence in the United States and United States and Jobim, through poet Jobim, through poet and novelist Hel-and novelist Hel-ena Jobim. Antônio ena Jobim. Antônio Carlos Jobim’s per-Carlos Jobim’s per-sonal, intellectual, sonal, intellectual, and professional and professional history comes alive. history comes alive.

Luso-American Literature: Writings by Luso-American Literature: Writings by Portuguese-Speaking Authors in North Portuguese-Speaking Authors in North AmericaAmerica, edited by Robert H. Moser , edited by Robert H. Moser and Antonio Luciano de Andrade and Antonio Luciano de Andrade Tosta (Rutgers University Press, Tosta (Rutgers University Press, 2011). The publication 2011). The publication compiles prose, poetry, compiles prose, poetry, essays, and memoir essays, and memoir by a breadth of Luso-by a breadth of Luso-American writers—American writers—including immigrants including immigrants from Brazil, Cape from Brazil, Cape Verde, and Portugal Verde, and Portugal and their descendants. and their descendants. For more information: For more information: <http://as.americas-<http://as.americas-society.org/calevent.society.org/calevent.php?id=1169>.php?id=1169>.

Alguma poesiaAlguma poesia, o livro de estreia , o livro de estreia do poeta Carlos Drummond de do poeta Carlos Drummond de Andrade, foi relançado em uma Andrade, foi relançado em uma edição especial, organizado por edição especial, organizado por Eucanãa Ferraz, publicado pelo Eucanãa Ferraz, publicado pelo Instituto Moreira Salles em 2010. Instituto Moreira Salles em 2010. O livro inclui textos, críticas e O livro inclui textos, críticas e anotações, além de um fac-símile anotações, além de um fac-símile

do volume que pertenceu do volume que pertenceu ao próprio Drummond, ao próprio Drummond, com anotações manuscritas com anotações manuscritas de mudanças que o poeta de mudanças que o poeta incorporaria nas edições incorporaria nas edições seguintes. A publicação reúne seguintes. A publicação reúne cartas de amigos e críticos cartas de amigos e críticos acusando o recebimento do acusando o recebimento do livro, bem como amostras das livro, bem como amostras das resenhas e artigos publicados resenhas e artigos publicados pelos jornais de 1930 e 1931. pelos jornais de 1930 e 1931. O texto de apresentação, O texto de apresentação, assinado pelo organizador, assinado pelo organizador,

traça o percurso de Drummond de traça o percurso de Drummond de 1924 até maio de 1930. 1924 até maio de 1930.

continued on pg. 11

THE BOOKSTORE




11

“Onde está a felicidade”?“Onde está a felicidade”?Dirigido por Carlos Alberto Ricelli, Dirigido por Carlos Alberto Ricelli, 2011, é uma comédia brasileira, cuja 2011, é uma comédia brasileira, cuja aventura acaba sendo o Caminho de aventura acaba sendo o Caminho de Santiago de Compostela.”Santiago de Compostela.”

“Uma longa viagem”“Uma longa viagem”Dirigido por Lúcia Murat, 2011, tra-Dirigido por Lúcia Murat, 2011, tra-ça a história de três irmãos. O caçula ça a história de três irmãos. O caçula vai para Londres em 1969, mandado vai para Londres em 1969, mandado pela família para que ele não entrasse pela família para que ele não entrasse na luta armada contra a ditadura no na luta armada contra a ditadura no Brasil, seguindo os passos da irmã. Brasil, seguindo os passos da irmã. É um documentário que trabalha É um documentário que trabalha sobre a memória, não somente pela sobre a memória, não somente pela forma como é feita a investigação, forma como é feita a investigação, mas também sobre o que motivou a mas também sobre o que motivou a morte do terceiro irmão.morte do terceiro irmão. “Sonhos roubados”“Sonhos roubados”Dirigido por Sandra Werneck. 2010. Dirigido por Sandra Werneck. 2010. Três moradoras de uma comunidade Três moradoras de uma comunidade do Rio de Janeiro se prostituem para do Rio de Janeiro se prostituem para sobreviver e nesse quadro de absolu-sobreviver e nesse quadro de absolu-ta incerteza e total falta de horizon-ta incerteza e total falta de horizon-tes, elas teimam em amar, divertir-se tes, elas teimam em amar, divertir-se e sonhar com um futuro melhor.e sonhar com um futuro melhor.

“Amanhã nunca mais”“Amanhã nunca mais”dirigido por Tadeu Jungle, 2011, dirigido por Tadeu Jungle, 2011, trata de um jovem médico tentando trata de um jovem médico tentando equilibrar sua vida professional e equilibrar sua vida professional e pessoal.pessoal.

Bookstore, continued from pg. 10

“Capitães da areia”“Capitães da areia”O fi lme, feito em 2011, é uma O fi lme, feito em 2011, é uma adaptação do livro de Jorge Amado e adaptação do livro de Jorge Amado e dirigido por Guy Gonçalves e Cecília dirigido por Guy Gonçalves e Cecília Amado, fi lha de Jorge Amado.Amado, fi lha de Jorge Amado.

“Corações sujos”, de Vicente “Corações sujos”, de Vicente Amorim, 2011, trata de imigrantes Amorim, 2011, trata de imigrantes japoneses no Brasil diante da derrota japoneses no Brasil diante da derrota do Japão na Guerra. Baseado no do Japão na Guerra. Baseado no livro de Fernando Morais.livro de Fernando Morais.“Brasil Animado”“Brasil Animado”

Dirigido por Fernando Meirelles, Dirigido por Fernando Meirelles, 2011. O fi lme mostra paisagens 2011. O fi lme mostra paisagens naturais do Brasil e sua cultura naturais do Brasil e sua cultura através de desenho animado em 3D.através de desenho animado em 3D.

“Rio”“Rio”Dirigido por Carlos Saldanha, 2011, Dirigido por Carlos Saldanha, 2011, desenho animado em 3D é uma desenho animado em 3D é uma aventura leve, romântica e cômica aventura leve, romântica e cômica sobre assumir riscos na vida. sobre assumir riscos na vida.

Uma pedra no meio do caminho: Biografi a Uma pedra no meio do caminho: Biografi a de um poemade um poema, organizado por Eucanãa , organizado por Eucanãa Ferraz (Instituto Moreira Salles, Ferraz (Instituto Moreira Salles, 2010). O livro é uma homenagem 2010). O livro é uma homenagem aos 40 anos do poema “No meio do aos 40 anos do poema “No meio do caminho” que Carlos Drummond caminho” que Carlos Drummond de Andrade publicou em 1967. O de Andrade publicou em 1967. O livro, idealizado pelo próprio Drum-livro, idealizado pelo próprio Drum-mond, reúne textos, charges e ilus-mond, reúne textos, charges e ilus-trações sobre o poema posteriores trações sobre o poema posteriores a 1967, uma seleção com o que foi a 1967, uma seleção com o que foi dito sobre os versos, texto de apre-dito sobre os versos, texto de apre-sentação de Arnaldo Saraiva e for-sentação de Arnaldo Saraiva e for-tuna crítica do poema em questão. tuna crítica do poema em questão.

TDMTDMEntrevista de Cláudio César Hen-Entrevista de Cláudio César Hen-riques a TDM (Teledifusão de Ma-riques a TDM (Teledifusão de Ma-cau). Nesta entrevista, ele fala sobre cau). Nesta entrevista, ele fala sobre as variantes do português e sobre o as variantes do português e sobre o recente acordo ortográfi co da língua recente acordo ortográfi co da língua portuguesa. Confi ra: portuguesa. Confi ra: < h t t p : / / w w w. yo u t u b e . c o m /< h t t p : / / w w w. yo u t u b e . c o m /watch?v=stJIA_UWrgg>.watch?v=stJIA_UWrgg>.

FILMESFILMES“Meu país” “Meu país” Dirigido por André Ristum, 2011, Dirigido por André Ristum, 2011, narra a estória de um jovem que narra a estória de um jovem que imigrou para a Itália e vê-se obrigado imigrou para a Itália e vê-se obrigado a retornar ao Brasil muitos anos a retornar ao Brasil muitos anos mais tarde.mais tarde.

The

Am

eric

an A

ssoc

iati

on o

f T

each

ers

of S

pani

sh a

nd P

ortu

gues


12

ian literature, fi lm and culture. Elec-ian literature, fi lm and culture. Elec-tronic poster presentations focusing tronic poster presentations focusing on research and program implemen-on research and program implemen-tation, special workshop at the Holo-tation, special workshop at the Holo-caust Memorial Museum, and graduate caust Memorial Museum, and graduate credit sessions through New Mexico credit sessions through New Mexico State University were some of the State University were some of the highlights.highlights.

Some of the special events included: Some of the special events included: President’s welcome reception held at President’s welcome reception held at the residence of the Spanish Ambas-the residence of the Spanish Ambas-sador to the US; K-8 Awards Banquet sador to the US; K-8 Awards Banquet with the presentation of scholarships, with the presentation of scholarships, travel stipends and awards to AATSP travel stipends and awards to AATSP members; and three special focus ses-members; and three special focus ses-sions dealing with aspects of the con-sions dealing with aspects of the con-ference theme.ference theme.

III SIMELPIII SIMELPO Simpósio Mundial de Estudos O Simpósio Mundial de Estudos da Língua Portuguesa realizou-se da Língua Portuguesa realizou-se em Macau, entre 30 de agosto a 2 em Macau, entre 30 de agosto a 2 de setembro na Universidade de de setembro na Universidade de Macao. Um dos participantes da Macao. Um dos participantes da conferência foi o professor, fi lólogo, conferência foi o professor, fi lólogo, linguista e escritor Claudio César linguista e escritor Claudio César Henriques, autor de diversos livros Henriques, autor de diversos livros de linguística. Em seguida `a sua de linguística. Em seguida `a sua palestra, ele foi entrevistado pela palestra, ele foi entrevistado pela TDM – Teledifusão de Macau.TDM – Teledifusão de Macau.

above: J. Malaca Casteleiro (left ) and Claudio Cesar Henriques) at the University of Macau

<http://www.youtube.<http://www.youtube.com/watch?v=stJIA_com/watch?v=stJIA_UWrgg>.UWrgg>.

2011 AATSP CONFER-2011 AATSP CONFER-

ENCEENCE

Highlights of the confer-Highlights of the confer-ence:ence:For the fi rst time in its For the fi rst time in its history, the 93rd annual history, the 93rd annual AATSP Conference took AATSP Conference took place in Washington, DC, place in Washington, DC, from July 6-9, 2011. The theme of from July 6-9, 2011. The theme of this year’s conference was Spanish this year’s conference was Spanish and Portuguese for a New Era: Ad-and Portuguese for a New Era: Ad-vocacy, Policy and Programs. The vocacy, Policy and Programs. The conference sessions and talks con-conference sessions and talks con-centrated on the conference theme centrated on the conference theme and provided information about and provided information about how to promote and strengthen how to promote and strengthen our courses and programs to meet our courses and programs to meet the special challenges that confront the special challenges that confront scholars and teachers of the lan-scholars and teachers of the lan-guages. guages.

About 200 sessions, workshops, About 200 sessions, workshops, and academic panels focused on the and academic panels focused on the Spanish and Portuguese languages Spanish and Portuguese languages

and Hispanic and Hispanic and Luso-Brazil-and Luso-Brazil-

ETC... (CONTINUED FROM PG. 9)(CONTINUED FROM PG. 9)

above: Emily Spinelli, J. Moreira, and Robert Anderson at the Spanish Embassy Reception

above: Milton Azevedo at the AATSP Confer-ence

above: Jose Moreira and Mark Del Mastro at the AATSP Confer-ence




13

narrativas, questões de gênero, narrativas, questões de gênero, formatos, tecnologia, novas mídias, formatos, tecnologia, novas mídias, economia e mercado, políticas economia e mercado, políticas culturais, autores, incluindo culturais, autores, incluindo panoramas dos estudos. Prazo panoramas dos estudos. Prazo fi nal para submissão de artigos: 1 fi nal para submissão de artigos: 1 de fevereiro de 2012. Para maiores de fevereiro de 2012. Para maiores informações, acesse o link <http://informações, acesse o link <http://socine.org.br/rebeca/>.socine.org.br/rebeca/>.

PLCS PLCS The Portuguese Literary & Cultural The Portuguese Literary & Cultural Studies journal, in its thirteenth year Studies journal, in its thirteenth year of existence, comprises all subjects of existence, comprises all subjects of the Lusophone world in the of the Lusophone world in the English language. Themes of the English language. Themes of the issue: Lusophony and its futures issue: Lusophony and its futures (concept, history, possibilities & (concept, history, possibilities & perspectives, linguistic studies, perspectives, linguistic studies, genres, texts, space, diversity, genres, texts, space, diversity, ideologies, and theories). More ideologies, and theories). More information at: João Cezar de Castro information at: João Cezar de Castro Rocha <[email protected]>. Rocha <[email protected]>.

SCHOLARSHIPS AND AWARDSSCHOLARSHIPS AND AWARDS

BOREN AWARDSBOREN AWARDS

Boren Awards provide unique Boren Awards provide unique funding opportunities for U.S. funding opportunities for U.S. undergraduate and graduate students undergraduate and graduate students to study in Africa, Asia, Central to study in Africa, Asia, Central & Eastern Europe, Eurasia, Latin & Eastern Europe, Eurasia, Latin America, and the Middle East, where America, and the Middle East, where they can add important international they can add important international and language components to their and language components to their educations. This initiative includes educations. This initiative includes an overseas program available for an overseas program available for intensive Portuguese language intensive Portuguese language and cultural study during the fall and cultural study during the fall semester of 2012 in Mozambique. semester of 2012 in Mozambique. This program will be appropriate for This program will be appropriate for students at all levels of Portuguese students at all levels of Portuguese (including no previous experience). (including no previous experience).

AGENDA

continued on pg. 14

CALL FOR PAPERSCALL FOR PAPERS

XIII CSIEHLHXIII CSIEHLHO XIII Congresso da Sociedade O XIII Congresso da Sociedade Internacional para o Estudo do Internacional para o Estudo do Humor Luso-Hispânico se realizará Humor Luso-Hispânico se realizará entre 17 a 19 de Outubro de 2012 na entre 17 a 19 de Outubro de 2012 na Faculdade de Letras da Universidade Faculdade de Letras da Universidade de Lisboa. No âmbito deste de Lisboa. No âmbito deste Congresso haverá um concurso para Congresso haverá um concurso para o melhor texto de humor destinado o melhor texto de humor destinado aos estudantes de pós-graduação no aos estudantes de pós-graduação no valor de US$500.00 e isenção do valor de US$500.00 e isenção do valor da inscrição. Os interessados valor da inscrição. Os interessados em participar neste evento deverão em participar neste evento deverão enviar os resumos das comunicações enviar os resumos das comunicações até ofi nal de fevereiro de 2012 para até ofi nal de fevereiro de 2012 para <[email protected]>.<[email protected]>.

APSAAPSAO VIII Congresso Internacional O VIII Congresso Internacional da American Portuguese Studies da American Portuguese Studies Association (APSA) será realizado Association (APSA) será realizado na University of Iowa, em Iowa City, na University of Iowa, em Iowa City, IA, de 4 a 6 de outubro de 2012.IA, de 4 a 6 de outubro de 2012.Os interessados deverão enviar Os interessados deverão enviar propostas individuais ou para propostas individuais ou para mesas (3-4 comunicações) sobre mesas (3-4 comunicações) sobre quaisquer aspectos das culturas e quaisquer aspectos das culturas e literaturas luso-africanas, brasileira literaturas luso-africanas, brasileira e portuguesa, bem como da língua e portuguesa, bem como da língua e linguística portuguesa. Estudos e linguística portuguesa. Estudos interdisciplinares e comparativos interdisciplinares e comparativos também serão considerados.também serão considerados.

Os congressistas deverão apresentar Os congressistas deverão apresentar somente um trabalho, mas poderão somente um trabalho, mas poderão contribuir para o sucesso do evento contribuir para o sucesso do evento em até duas capacidades adicionais, em até duas capacidades adicionais, tais como organizador/a, presidente tais como organizador/a, presidente de mesa, ou como participante de mesa, ou como participante de mesa redonda. Serão aceitas de mesa redonda. Serão aceitas propostas em inglês ou português. propostas em inglês ou português.

Prazo para envio de propostas: 10 Prazo para envio de propostas: 10 de fevereiro de 2012. Para maiores de fevereiro de 2012. Para maiores informações: <http://www.informações: <http://www.portuguese-apsa.com>.portuguese-apsa.com>.

PLJPLJThe Portuguese Language Journal The Portuguese Language Journal invites articles for the special topic invites articles for the special topic on the approaches and practices of on the approaches and practices of assessing skills in Portuguese for assessing skills in Portuguese for Volume #6. Articles may address Volume #6. Articles may address placement tests, program evaluation, placement tests, program evaluation, course assessments, or other course assessments, or other methods for gauging how students methods for gauging how students are performing in Portuguese. Papers are performing in Portuguese. Papers are welcome from researchers and are welcome from researchers and instructors teaching Portuguese as instructors teaching Portuguese as a foreign/second/third language a foreign/second/third language in the US or abroad. Deadline in the US or abroad. Deadline for papers: April 30th, 2012. for papers: April 30th, 2012. Information: <[email protected]>.Information: <[email protected]>.

REBECAREBECA A Revista Brasileira de Estudos de A Revista Brasileira de Estudos de Cinema e Audiovisual, REBECA, Cinema e Audiovisual, REBECA, revista on-line, semestral, abre um revista on-line, semestral, abre um espaço para refl exões e troca de ideias, espaço para refl exões e troca de ideias, visando à publicação de trabalhos não visando à publicação de trabalhos não apenas acadêmicos, mas também de apenas acadêmicos, mas também de cunho cultural abrangente, criativo cunho cultural abrangente, criativo e que possibilitem dar visibilidade e que possibilitem dar visibilidade a questões relevantes da área em a questões relevantes da área em contextos sócio-culturais dinâmicos. contextos sócio-culturais dinâmicos. A revista inclui as seguintes seções:A revista inclui as seguintes seções:

Dossiê - Aborda questões Dossiê - Aborda questões relevantes sobre a primeira década relevantes sobre a primeira década do século XXI, com trabalhos do século XXI, com trabalhos sobre a condição do cinema e do sobre a condição do cinema e do audiovisual nesse período, dedicados audiovisual nesse período, dedicados ao cinema brasileiro e também a ao cinema brasileiro e também a outras cinematografi as, abordando outras cinematografi as, abordando novas formas de expressão, novas novas formas de expressão, novas

The

Am

eric

an A

ssoc

iati

on o

f T

each

ers

of S

pani

sh a

nd P

ortu

gues


14 continued on pg. 15

The 2012 application deadlines are The 2012 application deadlines are February 9, 2012. To learn more February 9, 2012. To learn more about the initiative and the overseas about the initiative and the overseas program, go to <[email protected]>or program, go to <[email protected]>or <www.borenawards.org>. <www.borenawards.org>.

MIDDLEBURY COLLEGE MIDDLEBURY COLLEGE

FELLOWSHIPSFELLOWSHIPS

KATHRYN DAVIS FELLOWSHIPKATHRYN DAVIS FELLOWSHIP

Middlebury College is pleased Middlebury College is pleased to announce The Kathryn Davis to announce The Kathryn Davis Fellowships for Peace: Investing Fellowships for Peace: Investing in the Study of Critical Languages. in the Study of Critical Languages. These 10 fellowships are made These 10 fellowships are made possible by a generous gift from possible by a generous gift from Kathryn Davis, to address today’s Kathryn Davis, to address today’s critical need for increased language critical need for increased language profi ciency in the United States. profi ciency in the United States. The fellowships covers the full The fellowships covers the full cost of summer language study cost of summer language study from beginner to graduate levels from beginner to graduate levels in Portuguese at the Middlebury in Portuguese at the Middlebury College Language Schools (tuition, College Language Schools (tuition, room, and board).room, and board).

The Davis Fellowships are The Davis Fellowships are merit-based and intended for merit-based and intended for exceptionally qualifi ed individuals exceptionally qualifi ed individuals with demonstrated interest in one with demonstrated interest in one or more of the following areas: or more of the following areas: international, global, or area studies; international, global, or area studies; international politics and economics; international politics and economics; peace and security studies; and/peace and security studies; and/or confl ict resolution. Individuals or confl ict resolution. Individuals in other fi elds, including working in other fi elds, including working professionals, are encouraged to professionals, are encouraged to apply if their fi eld of expertise apply if their fi eld of expertise requires them to study Portuguese. requires them to study Portuguese. The fellowships will be awarded on The fellowships will be awarded on a competitive basis.a competitive basis. To be considered for the Davis To be considered for the Davis Fellowship, you must both apply Fellowship, you must both apply for admission to the Portuguese for admission to the Portuguese

Language School and submit a Language School and submit a separate fellowship application separate fellowship application by by January 30, 2012January 30, 2012. More . More information and application forms: information and application forms: www.middlebury.edu> and http://www.middlebury.edu> and http://www.middlebury.edu/ls/finaid/www.middlebury.edu/ls/finaid/fellowships/kwd>.fellowships/kwd>.

MIDDLEBURY FELLOWSHIPS FOR MIDDLEBURY FELLOWSHIPS FOR

MINORITY STUDENTSMINORITY STUDENTS

In the summer of 2012 the In the summer of 2012 the Middlebury College Language Middlebury College Language Schools will offer scholarships for Schools will offer scholarships for students enrolled at Historically students enrolled at Historically Black Colleges, Tribal Colleges, Black Colleges, Tribal Colleges, and Hispanic Serving Institutions. and Hispanic Serving Institutions. Recipients of these scholarships Recipients of these scholarships will receive funding to cover the will receive funding to cover the comprehensive fee (tuition, room/comprehensive fee (tuition, room/board) for one summer of language board) for one summer of language study. Applicants for this scholarship study. Applicants for this scholarship should have strong demonstrated should have strong demonstrated interest in the language—and must interest in the language—and must have the support of their home have the support of their home institution. More information: institution. More information: <www.middlebury.edu> and <www.middlebury.edu> and <http://www.middlebury.edu/ls/<http://www.middlebury.edu/ls/fi naid/fellowships/hbcu>.fi naid/fellowships/hbcu>.

ANNOUNCEMENTSANNOUNCEMENTS

DOUTORADO EM ESPANHOL E DOUTORADO EM ESPANHOL E

PORTUGUÊS PORTUGUÊS A Northwestern University, na A Northwestern University, na região de Chicago, anuncia seu região de Chicago, anuncia seu novo programa de doutorado de novo programa de doutorado de literaturas e culturas em espanhol e literaturas e culturas em espanhol e português para o ano letivo 2012-português para o ano letivo 2012-2013. Os alunos admitidos poderão 2013. Os alunos admitidos poderão receber 5 anos de fi nanciamento, receber 5 anos de fi nanciamento, sendo 2 para bolsa completa, 3 para sendo 2 para bolsa completa, 3 para Teaching Assistanship, além do Teaching Assistanship, além do verão, em que poderão fazer pesquisa verão, em que poderão fazer pesquisa em qualquer cidade ou país. Os em qualquer cidade ou país. Os alunos fazem cadeiras em literaturas alunos fazem cadeiras em literaturas de línguas espanhola e portuguesa, de línguas espanhola e portuguesa,

mas o projeto de pesquisa poderá mas o projeto de pesquisa poderá ser em literatura brasileira, africana, ser em literatura brasileira, africana, comparada ou interdisciplinar. comparada ou interdisciplinar.

Com uma das maiores bibliotecas Com uma das maiores bibliotecas do mundo em assuntos africanos, do mundo em assuntos africanos, a Northwestern U. tem interesse a Northwestern U. tem interesse particular nas seguintes áreas: particular nas seguintes áreas: Critical Studies in Theater and Critical Studies in Theater and Performance, Critical Theory, Performance, Critical Theory, Gender Studies, Rhetoric and Gender Studies, Rhetoric and Public Cultural African Studies Public Cultural African Studies (Moçambique, Angola e outras (Moçambique, Angola e outras literaturas africanas comparadas). literaturas africanas comparadas). Para maiores informações: Cesar Para maiores informações: Cesar Braga-Pinto, at <c-braga-pinto@Braga-Pinto, at <[email protected]>.northwestern.edu>.

ACLAACLAThe American Comparative The American Comparative Literature Association announces Literature Association announces its 2012 conference, which will its 2012 conference, which will take place in Providence, RI, on take place in Providence, RI, on March 29-April 1. The theme March 29-April 1. The theme of the conference is “Collapse of the conference is “Collapse / Catastrophe / Change.” Some / Catastrophe / Change.” Some of the seminars are: Gazing Back of the seminars are: Gazing Back and Moving On: Postwar and Post and Moving On: Postwar and Post revolutionary Literature and Film in revolutionary Literature and Film in Luso-Africa, Central America and Luso-Africa, Central America and the Caribbean; and The More It the Caribbean; and The More It Changes: Change and Permanence Changes: Change and Permanence in Lusophone Texts. More in Lusophone Texts. More information: <http://acla.org/information: <http://acla.org/acla2012/>.acla2012/>.

MONTEREY INSTITUTEMONTEREY INSTITUTE

Monterey Institute of International Monterey Institute of International Studies (MIIS) announces the Studies (MIIS) announces the New Master of Arts in Portuguese New Master of Arts in Portuguese Language Track for Translation and Language Track for Translation and Localization Management Degree Localization Management Degree (MATLM) degree program in fall (MATLM) degree program in fall 2012. The Institute’s MATLM 2012. The Institute’s MATLM program currently offers Chinese, program currently offers Chinese,

AGENDA(CONTINUED FROM PG.13)(CONTINUED FROM PG.13)




15

AGENDA(CONTINUED FROM PG.14)(CONTINUED FROM PG.14)

French, German, Japanese, Korean, French, German, Japanese, Korean, Spanish, and Russian language Spanish, and Russian language tracks, all paired with English. tracks, all paired with English. The translation track develops The translation track develops students’ translation skills, as well students’ translation skills, as well as their language and cultural as their language and cultural profi ciency. The technology track profi ciency. The technology track covers translation memory and covers translation memory and machine translation, terminology machine translation, terminology management, software and website management, software and website localization, process standardization, localization, process standardization, IT/workfl ow strategies, and project IT/workfl ow strategies, and project management. For additional details management. For additional details on the program, visit <go.miis.edu/on the program, visit <go.miis.edu/tml>. tml>.

BRASA XIBRASA XIThe eleventh annual BRASA The eleventh annual BRASA conference will take place at the conference will take place at the University of Illinois Urbana-University of Illinois Urbana-Champaign on September 6-8, Champaign on September 6-8,

2012. The conference, organized 2012. The conference, organized by BRASA and the UIUC (Lemann by BRASA and the UIUC (Lemann Institute for Brazilian Studies), Institute for Brazilian Studies), will discuss aspects related to the will discuss aspects related to the history, literature, language, and history, literature, language, and culture of Brazil. BRASA also culture of Brazil. BRASA also invites applications from graduate invites applications from graduate and undergraduate students for the and undergraduate students for the Brazil Initiation Scholarship (BIS), a Brazil Initiation Scholarship (BIS), a one-time $1,500 travel scholarship to one-time $1,500 travel scholarship to do exploratory research or language do exploratory research or language study in Brazil in order to expand study in Brazil in order to expand Brazilian Studies in the United States. Brazilian Studies in the United States. For more information: <www.brasa.For more information: <www.brasa.org>. org>.

ILASSA STUDENT CONFERENCEILASSA STUDENT CONFERENCE

The XXXII Annual Student The XXXII Annual Student Conference on Latin America, Conference on Latin America, organized by the Institute of organized by the Institute of Latin American Studies Student Latin American Studies Student

Association at The University of Association at The University of Texas at Austin, will be held on Texas at Austin, will be held on February 2-4, 2012.February 2-4, 2012.

The conference is an interdisciplinary The conference is an interdisciplinary forum for students involved in Latin forum for students involved in Latin American research topics, providing American research topics, providing students with the opportunity students with the opportunity to present research activities, to present research activities, developing presentational skills, developing presentational skills, exchanging ideas and information, exchanging ideas and information, and meeting other scholars from and meeting other scholars from around the world. The conference around the world. The conference is the oldest and largest student is the oldest and largest student conference in the fi eld of Latin conference in the fi eld of Latin American Studies. Information: American Studies. Information: <www.i lassa.org/conference> <www.i lassa.org/conference> or https://www.facebook.com/or https://www.facebook.com/pages/ILASSA-32-Annual-Student-pages/ILASSA-32-Annual-Student-Conference-on-Latin-America>. Conference-on-Latin-America>.

94th Annual AATSP Conference94th Annual AATSP Conference

SAN JUAN, PUERTO RICOSAN JUAN, PUERTO RICO

CONRAD SAN JUAN CONDADO PLAZA HOTELCONRAD SAN JUAN CONDADO PLAZA HOTEL

JULY 7-10, 2012JULY 7-10, 2012

THEME: “EXPLORING HERITAGE LANGUAGES AND CULTURES: THEME: “EXPLORING HERITAGE LANGUAGES AND CULTURES:

CHALLENGES AND OPPORTUNITIES”CHALLENGES AND OPPORTUNITIES” More information at <www.aatsp.org>More information at <www.aatsp.org>

Name _________________________________________________Department ____________________________________________Campus Address _________________________________________E-mail Address __________________________________________Change Mailing Address (y/n) _______Name Change (y/n) _______Please Remove My Name (y/n) _______

Return to: Prof. Luci De Biaji Moreira Department of Hispanic Studies 66 George Street Charleston, SC 29424 E-mail: [email protected]

If you have a campus mailing address that does not match the address label below,

please write your new address.

If you would like to have your name removed, check the appropriate choice.

Prof. Luci De Biaji MoreiraCollege of CharlestonDepartment of Hispanic Studies66 George StreetCharleston, SC 29424

the

PORTUGUESE NEWSLETTER

Documents

the PORTUGUESE NEWSLETTERthe PORTUGUESE NEWSLETTER The American Association of Teachers of Spanish and Portuguese VVOLUME O L U M E 25 2 5 NNUMBER U M B E R 2 – 2 – WWINTER I N