PORTUGUESE NEWSLETTER · 2018-04-17 · The American Association of Teachers of Spanish and...

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PORTUGUESE NEWSLETTERThe American Association of Teachers of Spanish and Portuguese

M . L U C I D E B I A J I M O R E I R AM . L 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 3 1 N U M B E R 1 – S P R I N G 2 0 1 8V O L U M E 3 1 N U M B E R 1 – S P R I N G 2 0 1 8

O Centenário também nos convida O Centenário também nos convida a refletir sobre o papel da associa-a refletir sobre o papel da associa-ção e, mais especificamente, sobre ção e, mais especificamente, sobre o papel de Português nos dias atu-o papel de Português nos dias atu-ais e no futuro, repensando nossa ais e no futuro, repensando nossa participação como atores sociais e participação como atores sociais e acadêmicos ativos. O que quere-acadêmicos ativos. O que quere-mos, o que seremos, será a grande mos, o que seremos, será a grande aventura para todos os que hoje aventura para todos os que hoje fazem parte da história da AATSP. fazem parte da história da AATSP. O passado nos faz entender o O passado nos faz entender o presente e nos remete ao futuro! presente e nos remete ao futuro!

FROM THE EDITORParabéns, AATSP, pelo Cente-Parabéns, AATSP, pelo Cente-nário, celebrado durante 2017-nário, celebrado durante 2017-2018 e que culminará com a 2018 e que culminará com a 100ª Conferência em Salamanca! 100ª Conferência em Salamanca!

O Centenário é motivo de gran-O Centenário é motivo de gran-de orgulho e alegria e a de orgulho e alegria e a Portugue-Portugue-se Newsletterse Newsletter se junta a esse coro. se junta a esse coro. A nossa gratidão, em especial, A nossa gratidão, em especial, àqueles pioneiros que, lidera-àqueles pioneiros que, lidera-dos por Lawrence A. Wilkins, dos por Lawrence A. Wilkins, criaram a associação em 1917.criaram a associação em 1917.

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Luc i Mor e i r aLuc i Mor e i r a

DESTAQUEDESTAQUE

Earl FitzVanderbilt University

por

M. Luci De Biaji Moreira

Nesta edição, a Nesta edição, a Portuguese Newslet-Portuguese Newslet-terter entrevista Earl Fitz, como entrevista Earl Fitz, como Des-Des-taquetaque—imperdível!—que nos fala, —imperdível!—que nos fala, com muito otimismo, sobre portu-com muito otimismo, sobre portu-guês nos Estados Unidos, além de guês nos Estados Unidos, além de relembrar sua vida acadêmica tendo relembrar sua vida acadêmica tendo como mentor o saudoso Gregory como mentor o saudoso Gregory Rabassa. Leia, também, o Rabassa. Leia, também, o Ponto de Ponto de VistaVista de Irene de Amaral e mui- de Irene de Amaral e mui-tas outras informações. Agrade-tas outras informações. Agrade-cemos a colaboração dos colegas!cemos a colaboração dos colegas!

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DESTAQUEDESTAQUE

Earl Fitzpor

M. Luci De Biaji Moreira

how Portuguese contributions to how Portuguese contributions to this genre could be engaged with its this genre could be engaged with its other, better known exemplars from other, better known exemplars from places like France, England, and places like France, England, and Germany. While at Iowa, I had taken Germany. While at Iowa, I had taken a survey course of Portuguese litera-a survey course of Portuguese litera-ture with Mary Lou and had become ture with Mary Lou and had become quite enamored of the quite enamored of the cantigas de es-cantigas de es-cárnio e mal-dizercárnio e mal-dizer, and of such other , and of such other greats as Eça and Pessoa. I later took greats as Eça and Pessoa. I later took additional courses on them with da additional courses on them with da Cal and Professor Raymond Say-Cal and Professor Raymond Say-ers. I was particularly taken by Pes-ers. I was particularly taken by Pes-soa, whom I felt I could pursue as soa, whom I felt I could pursue as the last and the least heralded of the the last and the least heralded of the great European modernists.great European modernists.

But then, with courses taught But then, with courses taught by Greg Rabassa, I discovered by Greg Rabassa, I discovered Machado, Clarice, and Guimarães Machado, Clarice, and Guimarães Rosa and that did it. This is an ex-Rosa and that did it. This is an ex-ample of what, in his book, ample of what, in his book, If This If This Be Treason: Translation and Its Dyscon-Be Treason: Translation and Its Dyscon-tents: A Memoirtents: A Memoir (2005), Greg would (2005), Greg would later call “serendipity” because, in later call “serendipity” because, in going with Brazil, I laid the corner-going with Brazil, I laid the corner-stone of what would become my stone of what would become my

vision of inter-American literature. vision of inter-American literature. Although I have never lost my love Although I have never lost my love for the wonderful literature of Por-for the wonderful literature of Por-tugal, I became a Brazilianist. The tugal, I became a Brazilianist. The thought of going through life not thought of going through life not working on great writers like Clarice, working on great writers like Clarice, Machado, and Rosa was just unac-Machado, and Rosa was just unac-ceptable. And I’ve never regretted ceptable. And I’ve never regretted that decision. But I must admit that that decision. But I must admit that every time I give my class on Pessoa, every time I give my class on Pessoa, I wonder about the road not taken. I wonder about the road not taken. We have such an abundance of We have such an abundance of great writers in our vast Portuguese-great writers in our vast Portuguese-speaking world! And, as profession-speaking world! And, as profession-als, it is our delightful duty to bring als, it is our delightful duty to bring them to the attention of the rest of them to the attention of the rest of the world!the world!

I fi nished my dissertation while I fi nished my dissertation while teaching Spanish and Portuguese teaching Spanish and Portuguese language at the University of Michi-language at the University of Michi-gan, Ann Arbor, where I had been gan, Ann Arbor, where I had been hired as an instructor. From there hired as an instructor. From there I would go on to Dickinson Col-I would go on to Dickinson Col-lege and then to Penn State, where I lege and then to Penn State, where I would remain for twenty wonderful would remain for twenty wonderful years before moving to Vanderbilt years before moving to Vanderbilt University. In the fall of 2018, I will, University. In the fall of 2018, I will, in the parlance of in the parlance of futebolfutebol, kick off my , kick off my twenty-fi rst year. More serendipity, twenty-fi rst year. More serendipity, as Greg would say.as Greg would say.

LM – You received a Ph.D. in Compara-tive Literature working with Portuguese, tive Literature working with Portuguese, Spanish, German, French, and English. Spanish, German, French, and English. Did you work with translations or use the Did you work with translations or use the original literary works? How do you see original literary works? How do you see the importance of reading a work in its the importance of reading a work in its original language, and what do you think original language, and what do you think of translations? Also, how do you judge of translations? Also, how do you judge the worthiness of a translation?the worthiness of a translation?

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Luci Moreira – Could you please tell the Luci Moreira – Could you please tell the Portuguese Newsletter readers a little a bit Portuguese Newsletter readers a little a bit about your career?about your career?

Earl Fitz – My career in Portuguese Earl Fitz – My career in Portuguese and Luso-Brazilian Studies began in and Luso-Brazilian Studies began in the fall of 1968, when I began the the fall of 1968, when I began the newly minted Spanish and Portu-newly minted Spanish and Portu-guese MA program at the Univer-guese MA program at the Univer-sity of Iowa. Under the tutelage of sity of Iowa. Under the tutelage of Professor Mary Lou Daniel, who Professor Mary Lou Daniel, who had just arrived at Iowa from the had just arrived at Iowa from the University of Wisconsin, Madison, University of Wisconsin, Madison, and who was charged with building and who was charged with building a Portuguese program at Iowa (one a Portuguese program at Iowa (one that is still fl ourishing, I am proud to that is still fl ourishing, I am proud to say!), and Professor Oscar Fernán-say!), and Professor Oscar Fernán-dez, the head of the department dez, the head of the department (and an advocate of studying both (and an advocate of studying both Spanish and Portuguese), I was ei-Spanish and Portuguese), I was ei-ther the fi rst to complete (in the ther the fi rst to complete (in the spring of 1970) this combined grad-spring of 1970) this combined grad-uate program or one of the fi rst.uate program or one of the fi rst.

At the urging of Mary Lou and Os-At the urging of Mary Lou and Os-car, I then decamped to New York car, I then decamped to New York City to pursue a Ph.D. with Profes-City to pursue a Ph.D. with Profes-sor Gregory Rabassa and his col-sor Gregory Rabassa and his col-leagues at the City University of leagues at the City University of New York. Although it was at Iowa New York. Although it was at Iowa that I had fi rst glimpsed the vast po-that I had fi rst glimpsed the vast po-tential in comparative approaches to tential in comparative approaches to the Spanish and Portuguese-speak-the Spanish and Portuguese-speak-ing worlds and in their relationships ing worlds and in their relationships with the rest of the global commu-with the rest of the global commu-nity, it was at CUNY that I began to nity, it was at CUNY that I began to actually pursue this kind of study. actually pursue this kind of study.

At fi rst, I thought I was going to At fi rst, I thought I was going to concentrate on Portuguese litera-concentrate on Portuguese litera-ture. Professor Ernesto Guerra da ture. Professor Ernesto Guerra da Cal taught a course on the modern Cal taught a course on the modern European novel, which showed me European novel, which showed me

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A good translation… comes into being when the translated text be-comes what the writer would have written if she or he had written the original text in the translated language

V O L U M E 3 1 N U M B E R 1 – S P R I N G 2 0 1 8 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

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EF – My feeling, which was encour-EF – My feeling, which was encour-aged by all my professors, at Iowa aged by all my professors, at Iowa and, later, at CUNY, was that, when-and, later, at CUNY, was that, when-ever possible, one should always ever possible, one should always read texts (and most especially liter-read texts (and most especially liter-ary texts) in their original languag-ary texts) in their original languag-es. I often would follow this initial es. I often would follow this initial reading up with a second reading reading up with a second reading in translation, just to make sure I in translation, just to make sure I had not missed anything. This tactic had not missed anything. This tactic worked quite well as it allowed me to worked quite well as it allowed me to hone my linguistic skills while also hone my linguistic skills while also reading and then re-reading a lot of reading and then re-reading a lot of rich and engaging books. rich and engaging books.

My long-standing interest in inter-My long-standing interest in inter-American literature, and the com-American literature, and the com-parative methodologies it entails, parative methodologies it entails, allowed me to cultivate my interest allowed me to cultivate my interest in French. As for German, I simply like it, though I could also say that like it, though I could also say that the German presence in the Ameri-the German presence in the Ameri-cas has always been something that cas has always been something that interested me. A useful inter-Amer-interested me. A useful inter-Amer-ican course could, in fact, be orga-ican course could, in fact, be orga-nized around this very topic. I have nized around this very topic. I have always enjoyed language study and, always enjoyed language study and, to this day, I like to peruse grammar to this day, I like to peruse grammar books and dictionaries while sitting books and dictionaries while sitting at home in my recliner.

Most all of what I know (or Most all of what I know (or think I know) about translation I think I know) about translation I learned from Greg Rabassa, truly learned from Greg Rabassa, truly one of the great translators of all one of the great translators of all

time. For a student of literature, time. For a student of literature, translations are absolutely neces-translations are absolutely neces-sary. I think it was Pushkin who said sary. I think it was Pushkin who said translators were the true couriers of translators were the true couriers of culture. It is always best to know a culture. It is always best to know a work in its original language, of work in its original language, of course, but knowing it via translation course, but knowing it via translation is better than not knowing it at all. is better than not knowing it at all. Ignorance is never a good position Ignorance is never a good position to defend. So, translation has an in-to defend. So, translation has an in-disputable value, though one should disputable value, though one should never make the mistake of thinking never make the mistake of thinking that the original and the translation that the original and the translation are the same thing or that they yield are the same thing or that they yield the same experience. They are not the same experience. They are not and they do not, and we must always and they do not, and we must always bear this in mind.bear this in mind.

Greg liked to say that a trans-Greg liked to say that a trans-lation should stem from the best lation should stem from the best possible reading a text can have and possible reading a text can have and from the translator’s skill as a cre-from the translator’s skill as a cre-ative writer. When these two quali-ative writer. When these two quali-ties are working in sync, the chances ties are working in sync, the chances that a good translation will result go that a good translation will result go up signifi cantly. Being a brilliant lin-up signifi cantly. Being a brilliant lin-guist does not mean a brilliant trans-guist does not mean a brilliant trans-lation will be produced, but being a lation will be produced, but being a great writer who is not on intimate great writer who is not on intimate terms with the language in question terms with the language in question will not likely produce a great trans-will not likely produce a great trans-lation, either. In some ways, oddly lation, either. In some ways, oddly enough, being a translator is more enough, being a translator is more diffi cult than being the original au-diffi cult than being the original au-thor; all of the same issues that de-thor; all of the same issues that de-fi ne good writing are involved, but fi ne good writing are involved, but

they must also be reproduced, and be reproduced in an interpretable be reproduced in an interpretable fashion, in another language system.fashion, in another language system.

As for judging the worthiness of As for judging the worthiness of any given translation, I would say any given translation, I would say (again, following the master, Greg) (again, following the master, Greg) that the same two issues come into that the same two issues come into play. If the translator has (after play. If the translator has (after many re-readings!) decided upon many re-readings!) decided upon the specifi c and endless translation the specifi c and endless translation choices that have to be made, and choices that have to be made, and if, as a creative writer himself/her-if, as a creative writer himself/her-self, he/she can replicate them in the self, he/she can replicate them in the “into” language, then the translation “into” language, then the translation in question will almost certainly be in question will almost certainly be well done and therefore worthy of well done and therefore worthy of praise. A slip, now and then, is not praise. A slip, now and then, is not considered by professional transla-considered by professional transla-tors to be as serious an error as is an tors to be as serious an error as is an incomplete, careless, or tone-deaf incomplete, careless, or tone-deaf reading of the original text and, as reading of the original text and, as a consequence, the creation of an-a consequence, the creation of an-other, quite different text that, also other, quite different text that, also bearing the name of the author, fails bearing the name of the author, fails to demonstrate those qualities that to demonstrate those qualities that made the original work worthy of made the original work worthy of publication in the fi rst place. Quite publication in the fi rst place. Quite seductive in nature, these things are seductive in nature, these things are more often pontifi cated about in more often pontifi cated about in theory (which Greg had little use theory (which Greg had little use

for), but rarely achieved in practice. And this is why good translation is And this is why good translation is easy to talk about but maddeningly easy to talk about but maddeningly hard to do. hard to do.

LM – What was your motivation to study LM – What was your motivation to study Portuguese and continue your career in Portuguese and continue your career in Portuguese, and more specifi cally, in Bra-Portuguese, and more specifi cally, in Bra-zilian Literature?zilian Literature?

EF – I suppose my earliest encoun-EF – I suppose my earliest encoun-ter with Brazil and its beautiful lan-ter with Brazil and its beautiful lan-guage came in the early 1960s, when guage came in the early 1960s, when one of my favorite songs was “A one of my favorite songs was “A Garota de Ipanema.” While at Iowa, Garota de Ipanema.” While at Iowa, as an undergraduate in Spanish and as an undergraduate in Spanish and then as a student in its combined then as a student in its combined Spanish/Portuguese MA program, I Spanish/Portuguese MA program, I had come, thanks to having the great had come, thanks to having the great good fortune to work with both Os-good fortune to work with both Os-car Fernández and Mary Lou Dan-car Fernández and Mary Lou Dan-

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The thought of going through life not working on great writers like Clarice, Machado, and Rosa was just unaccep-table. And I’ve never re-gretted that decision

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no single nation is as important to the serious study of inter-American literature as Brazil is

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iel, to see the brilliance of both Por-iel, to see the brilliance of both Por-tuguese and Brazilian literature. And tuguese and Brazilian literature. And when I realized that the rest of the when I realized that the rest of the literary world did not seem to know literary world did not seem to know much about either one, I thought to much about either one, I thought to myself, “Well, you could make a ca-myself, “Well, you could make a ca-reer out of this. And enjoy yourself reer out of this. And enjoy yourself while doing so!” What, for a bud-while doing so!” What, for a bud-ding language and literature student, ding language and literature student, could be better than spending a life-could be better than spending a life-time reading and writing about great time reading and writing about great books and bringing them to the at-books and bringing them to the at-tention of people outside the Luso-tention of people outside the Luso-Brazilian ken? Brazilian ken?

As I have said, this realization coin-As I have said, this realization coin-cided with, also at Iowa, my discov-cided with, also at Iowa, my discov-ery of the value of the comparative ery of the value of the comparative method and, most especially to the method and, most especially to the literatures of the Spanish and Por-literatures of the Spanish and Por-tuguese languages, how so-called tuguese languages, how so-called minor or marginal literatures could minor or marginal literatures could gain their rightful places at the glob-gain their rightful places at the glob-al literary table. More serendipity.al literary table. More serendipity.

LM – The late Gregory Rabassa, de-LM – The late Gregory Rabassa, de-scribed by Gabriel García Márquez as scribed by Gabriel García Márquez as “the best Latin American writer in the “the best Latin American writer in the English language,” was your mentor. English language,” was your mentor. What impact did he have on your career?What impact did he have on your career?

EF – A good translation (the kind EF – A good translation (the kind that Greg did, and with astonishing

consistency) comes into being consistency) comes into being

when the translated text becomes when the translated text becomes what the writer would have written what the writer would have written if she or he had written the original if she or he had written the original text in the translated language. This text in the translated language. This is what Gabo was referring to in this is what Gabo was referring to in this famous quote.famous quote.

Except for those of us who toil in Except for those of us who toil in the gardens of Spanish American the gardens of Spanish American and Brazilian literature, it could be and Brazilian literature, it could be said, in fact, that the study of inter-said, in fact, that the study of inter-American literature was made pos-American literature was made pos-sible by Greg’s inspired translations sible by Greg’s inspired translations of so many great novels from Span-of so many great novels from Span-ish America and Brazil.ish America and Brazil.

Greg’s impact on my career was im-Greg’s impact on my career was im-mense. I learned translation from mense. I learned translation from him, but I also learned a host of him, but I also learned a host of other things as well. Ever leery of other things as well. Ever leery of what is called literary “theory,” Greg what is called literary “theory,” Greg inculcated in me the value of close inculcated in me the value of close readings, of studying how texts actu-readings, of studying how texts actu-ally operated, how they worked. He ally operated, how they worked. He also believed in clear, concise criti-also believed in clear, concise criti-cism. He had no patience for vapid cism. He had no patience for vapid academic jargon, and neither do I. academic jargon, and neither do I.

We had similar senses of humor and We had similar senses of humor and outlook, and became close friends. outlook, and became close friends. We spoke by phone nearly every day We spoke by phone nearly every day for years. Jokes, puns (especially of for years. Jokes, puns (especially of the inter-lingual variety), limericks, the inter-lingual variety), limericks, literature, politics, and old stories literature, politics, and old stories about regional characters, accents, about regional characters, accents, and dogs kept us laughing. Along and dogs kept us laughing. Along with his family, Julita (aka Julianne) with his family, Julita (aka Julianne) and I were with Greg close to the and I were with Greg close to the end. We told all the old stories one, end. We told all the old stories one, fi nal time, and he smiled broadly. I fi nal time, and he smiled broadly. I miss him dearly. We shall not see his miss him dearly. We shall not see his like again.like again.

LM – You have extensively published in LM – You have extensively published in comparative approaches to the study of comparative approaches to the study of Latin America. What do you feel are you Latin America. What do you feel are you biggest contributions to the fi eld?biggest contributions to the fi eld?

EF – I do believe in the value of EF – I do believe in the value of comparative approaches to the study comparative approaches to the study of Latin America and its literature. of Latin America and its literature. The comparative method offers us The comparative method offers us the best way to get our authors and the best way to get our authors and texts onto the world stage and to texts onto the world stage and to bring them to the attention of the bring them to the attention of the global audience. It’s a mechanism global audience. It’s a mechanism that works. It allows our works to that works. It allows our works to shine, and especially so as they are shine, and especially so as they are compared and contrasted to better compared and contrasted to better known works.known works.

As far as my contribution to this ef-As far as my contribution to this ef-fort is concerned, I would say that, fort is concerned, I would say that, if it exists at all, it is two-fold: I have if it exists at all, it is two-fold: I have long advocated for comparative ap-long advocated for comparative ap-proaches to the study of the litera-proaches to the study of the litera-tures of Spanish America and Brazil, tures of Spanish America and Brazil, and, as a consequence of this, I have and, as a consequence of this, I have also sought to cultivate the fi eld also sought to cultivate the fi eld known as inter-American literature, known as inter-American literature, a fi eld the foundation of which I a fi eld the foundation of which I believe is a coherent, comparatively believe is a coherent, comparatively engaged Latin America. And, as I engaged Latin America. And, as I have written in a number of places, have written in a number of places, no single nation is as important to no single nation is as important to the serious study of inter-American the serious study of inter-American literature as Brazil is. For reasons of literature as Brazil is. For reasons of history and cultural development, history and cultural development, Latin America (meaning both Span-Latin America (meaning both Span-ish America and Brazil) is leading ish America and Brazil) is leading the way in terms of reimagining the way in terms of reimagining what it means to be “American” and what it means to be “American” and to write and read “American” lit-to write and read “American” lit-erature. Students of Portuguese and erature. Students of Portuguese and Spanish should think about taking Spanish should think about taking their expertise into the growing fi eld their expertise into the growing fi eld of comparative inter-American rela-of comparative inter-American rela-tions, literary and otherwise.tions, literary and otherwise.

LM – Clarice Lispector and Machado de LM – Clarice Lispector and Machado de Assis are defi nitely the most studied Bra-Assis are defi nitely the most studied Bra-zilian authors in the US. Do you see this zilian authors in the US. Do you see this continuing to be the case in graduate pro-continuing to be the case in graduate pro-grams or is the fi eld moving to intercultural grams or is the fi eld moving to intercultural studies and/or the study of non-canonical studies and/or the study of non-canonical authors?authors?


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Greg inculcated in me the value of close rea-dings, of studying how texts actually operated, how they worked… He had no patience for va-pid academic jargon, and neither do I

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EF – Machado and Clarice will EF – Machado and Clarice will defi nitely continue to be studied in defi nitely continue to be studied in the United States and other places, the United States and other places, and they will do so because they are and they will do so because they are great writers. But at the same time, great writers. But at the same time, I see comparative and inter-cultural I see comparative and inter-cultural studies involving Brazil coming to studies involving Brazil coming to the fore. And this is an entirely good the fore. And this is an entirely good thing. thing.

But an even better thing, by my But an even better thing, by my lights, is that a host of young Bra-lights, is that a host of young Bra-zilian poets, story writers, novelists, zilian poets, story writers, novelists, fi lm makers, musicians, artists, ath-letes, and dramatists are more and letes, and dramatists are more and more making their mark today in more making their mark today in the United States and globally. It is no accident that Brazilian literature no accident that Brazilian literature and culture are prime movers in the and culture are prime movers in the global studies movement. For once, global studies movement. For once, we are living in a time when to be we are living in a time when to be a non-canonical writer, musician, a non-canonical writer, musician, fi lmmaker, or artist from Brazil, with fi lmmaker, or artist from Brazil, with its long history of engagement with its long history of engagement with the world, is proving to be a good the world, is proving to be a good and productive thing. I see this hap-and productive thing. I see this hap-pening on three fronts: within Latin pening on three fronts: within Latin America (and in interaction with America (and in interaction with Spanish America), in the Americas Spanish America), in the Americas generally (and including Canada, a generally (and including Canada, a culturally rich nation too often given culturally rich nation too often given short shrift in inter-American dis-short shrift in inter-American dis-cussions), and globally.cussions), and globally.

LM – The number of students taking for-LM – The number of students taking for-eign languages has decreased dramatically eign languages has decreased dramatically in recent years. How do you see the future in recent years. How do you see the future of Portuguese?of Portuguese?

EF – Statistics show that the num-EF – Statistics show that the num-ber of college and university stu-ber of college and university stu-dents taking foreign languages these dents taking foreign languages these days is decreasing. As distressing as days is decreasing. As distressing as it is, this is a fact with which we must it is, this is a fact with which we must all deal. My feeling, however, is that all deal. My feeling, however, is that our situation in Portuguese, and es-our situation in Portuguese, and es-pecially Brazilian Portuguese, is not pecially Brazilian Portuguese, is not as bleak as it is for other languages. as bleak as it is for other languages.

This is because of the importance This is because of the importance of Brazil, to Latin America, to the of Brazil, to Latin America, to the Americas, and to the world. Al-Americas, and to the world. Al-though its economy is still strug-though its economy is still strug-gling – largely because of China’s gling – largely because of China’s struggles and its ability to buy prod-struggles and its ability to buy prod-ucts exported from Brazil – it will ucts exported from Brazil – it will recover. It will recover, however, and recover. It will recover, however, and as it does, it will be simply too big to as it does, it will be simply too big to ignore. Political leaders, economists, ignore. Political leaders, economists, and business people (at least the and business people (at least the progressive ones) know this, and so progressive ones) know this, and so they are staying involved with Brazil. they are staying involved with Brazil. As the Brazilian economy regains its

former strength, it will begin to former strength, it will begin to expand again and this will boost expand again and this will boost Portuguese enrollments here in the Portuguese enrollments here in the US. What we, as teachers of Por-US. What we, as teachers of Por-tuguese here in the States, must do tuguese here in the States, must do is continue to revise our courses so is continue to revise our courses so that they attract students from such that they attract students from such other disciplines as Economics, So-other disciplines as Economics, So-ciology, Political Science, History, ciology, Political Science, History, Anthropology, and Latin American Anthropology, and Latin American Studies. But we would do well to Studies. But we would do well to contact students from such hither-contact students from such hither-to less cultivated academic units as to less cultivated academic units as Law, Medicine and Health, Environ-Law, Medicine and Health, Environ-mental Studies, Music, Education, mental Studies, Music, Education, and Business Administration. and Business Administration.

And, crucially, we need to remain in And, crucially, we need to remain in constant communication with our constant communication with our Deans and our department chairs, Deans and our department chairs, as these are the people who need to as these are the people who need to be kept informed as to the impor-be kept informed as to the impor-tance of Brazil to their colleges and tance of Brazil to their colleges and universities. Brazil universities. Brazil isis important, and important, and in a great many ways, to the United in a great many ways, to the United States, to our entire hemisphere, and States, to our entire hemisphere, and to the world community, and we to the world community, and we must keep making our administra-must keep making our administra-tors aware of this most salient fact. tors aware of this most salient fact. We could inform them, for example, We could inform them, for example, that as our friend and colleague Da-that as our friend and colleague Da-vid Jackson has reported, the most vid Jackson has reported, the most robust Portuguese enrollments in robust Portuguese enrollments in the world today are in China. If we the world today are in China. If we can tell our Deans that the Chinese can tell our Deans that the Chinese are so keen on investing in Portu-are so keen on investing in Portu-guese and Brazil, this is no time for guese and Brazil, this is no time for us to stop doing so.us to stop doing so.

As Brazil recovers economically, I As Brazil recovers economically, I expect to see increases in our enroll-expect to see increases in our enroll-ment numbers. I see double majors ment numbers. I see double majors – Portuguese and Business, for ex-– Portuguese and Business, for ex-ample – becoming more and more ample – becoming more and more popular, and we need, administra-popular, and we need, administra-tively speaking, to make this easier tively speaking, to make this easier for students to do. So, I am actually for students to do. So, I am actually

rather optimistic about the future rather optimistic about the future of Portuguese language study here of Portuguese language study here

in the United States. q” i

“

the most robust Portu-guese enrollments in the world today are in Chi-na. If we can tell our Deans that the Chinese are so keen on investing in Portuguese and Bra-zil, this is no time for us to stop doing so

Earl E. Fitz is the author of eleven books, the most recent of which is Machado de Assis and Female Consideration: The Novels (Bucknell University Press, 2015). He’s also the author of twenty-three book chapters and sixty articles, he has edited three books, and translated four books. Three new books are forthcoming.


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Já houve um tempo em que eu era Já houve um tempo em que eu era toda certeza única sobre o ensino de toda certeza única sobre o ensino de português e das culturas lusófonas português e das culturas lusófonas na América do Norte; nos Estados na América do Norte; nos Estados Unidos, para ser mais precisa. Esse Unidos, para ser mais precisa. Esse foi o tempo em que, com o entusias-foi o tempo em que, com o entusias-mo dos meus dez anos de ensino em mo dos meus dez anos de ensino em Portugal, resolvi, por razões pesso-Portugal, resolvi, por razões pesso-ais, regressar aos Estados Unidos, de ais, regressar aos Estados Unidos, de onde tinha partido aos seis anos de onde tinha partido aos seis anos de idade. idade.

Estes marcos biográfi cos a que ten-Estes marcos biográfi cos a que ten-dencialmente recorro, ajudam-me a dencialmente recorro, ajudam-me a entender os momentos de refl exão entender os momentos de refl exão que sempre fui fazendo ao longo dos que sempre fui fazendo ao longo dos quase vinte anos de ensino nos Es-quase vinte anos de ensino nos Es-tados Unidos. Inevitável essa neces-tados Unidos. Inevitável essa neces-sidade de questionar e de parar para sidade de questionar e de parar para retomar, numa vocação supervisiva retomar, numa vocação supervisiva

muito mais de cariz pessoal do que muito mais de cariz pessoal do que institucional, por via dos contex-institucional, por via dos contex-tos de ação norte-americanos. Na tos de ação norte-americanos. Na verdade, se em Portugal o docente é verdade, se em Portugal o docente é chamado a refl etir sobre o currícu-chamado a refl etir sobre o currícu-lo, nos Estados Unidos prevalece a lo, nos Estados Unidos prevalece a lógica da aplicação de um currículo lógica da aplicação de um currículo decidido por outras pessoas. E, no decidido por outras pessoas. E, no entanto, em sala de aula, a respon-entanto, em sala de aula, a respon-sabilidade de gerir criticamente os sabilidade de gerir criticamente os conteúdos e as abordagens, essa res-conteúdos e as abordagens, essa res-ponsabilidade da profi ssão docente ponsabilidade da profi ssão docente de que tinha sido investida, não a de que tinha sido investida, não a menosprezei em momento algum da menosprezei em momento algum da minha prática docente nos Estados minha prática docente nos Estados Unidos. Como o poderia? Se esse foi Unidos. Como o poderia? Se esse foi o fi o condutor da nossa formação o fi o condutor da nossa formação docente, nós que tivemos e temos a docente, nós que tivemos e temos a consciência de termos educado a ge-consciência de termos educado a ge-ração melhor formada de portugue-ração melhor formada de portugue-ses que de há uns anos a esta parte ses que de há uns anos a esta parte emigram. emigram.

Uma lição que tirei do passar do tem-Uma lição que tirei do passar do tem-po e da análise po e da análise in locoin loco e à distância do e à distância do trabalho educativo dos vários gover-trabalho educativo dos vários gover-nos portugueses, faz de Portugal um nos portugueses, faz de Portugal um país muito interessante ao nível do país muito interessante ao nível do diálogo formativo entre autoridades diálogo formativo entre autoridades educativas, universitárias e docen-educativas, universitárias e docen-tes. Isso permite perceber como foi tes. Isso permite perceber como foi possível formar docentes refl exivos, possível formar docentes refl exivos, encarregados de construir um Por-encarregados de construir um Por-tugal do futuro, no seguimento dos tugal do futuro, no seguimento dos valores educativos promovidos pela valores educativos promovidos pela então presidência da União Euro-então presidência da União Euro-peia de Jacques Delors.peia de Jacques Delors.

Graças a uma vocação pessoal e Graças a uma vocação pessoal e profi ssional de orientação compara-profi ssional de orientação compara-tista e interdisciplinar, e de volta aos tista e interdisciplinar, e de volta aos Estados Unidos num momento em Estados Unidos num momento em que estava a crescer intelectualmente que estava a crescer intelectualmente por via da conclusão de um mestra-por via da conclusão de um mestra-do, o meu ponto de vista foi o de do, o meu ponto de vista foi o de conhecer e, inevitavelmente, com-conhecer e, inevitavelmente, com-parar as realidades do ensino das parar as realidades do ensino das diferentes línguas estrangeiras. Isso diferentes línguas estrangeiras. Isso com uma apetência para observar os com uma apetência para observar os contextos de ensino do português e contextos de ensino do português e do francês, por razões que tinham a do francês, por razões que tinham a ver com o prosseguimento do tra-ver com o prosseguimento do tra-balho realizado anteriormente, mas balho realizado anteriormente, mas também porque penso que a expe-também porque penso que a expe-riência francesa nos Estados Unidos riência francesa nos Estados Unidos é útil ao necessário questionamento é útil ao necessário questionamento que nós, docentes de português e de que nós, docentes de português e de

PONTO DE VISTA

Refl exão sobre os currículos de português e das culturas lusófonas Refl exão sobre os currículos de português e das culturas lusófonas nos Estados Unidosnos Estados Unidos

Irene de Amaral, Irene de Amaral, Rhode Island CollegeRhode Island College

continued on pg. 7

“

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nos contextos de heran-ça, é mesmo a imagem imaginada dessa língua dos avós e dos pais o grande desafio para ul-trapassar obstáculos ou avançar rapidamente na direção da proficiência




7

as memórias afetivas da nossa cultu-as memórias afetivas da nossa cultu-ra, em detrimento da consistência e ra, em detrimento da consistência e da coerência curriculares.da coerência curriculares.

Em jeito de conclusão, esta nota Em jeito de conclusão, esta nota é de esperança no futuro do ensi-é de esperança no futuro do ensi-no e aprendizagem do português no e aprendizagem do português e das culturas lusófonas nos Esta-e das culturas lusófonas nos Esta-dos Unidos, onde são múltiplos os dos Unidos, onde são múltiplos os contextos. Aprende-se em salas de contextos. Aprende-se em salas de aula, à distância, em lugares de afe-aula, à distância, em lugares de afe-tos ligados a associações culturais, tos ligados a associações culturais, em casa. E, quantas vezes, nas sub-em casa. E, quantas vezes, nas sub-tilezas das conversas em convívio tilezas das conversas em convívio à mesa, reside a fi na experiência de à mesa, reside a fi na experiência de ensino e de aprendizagem da língua, ensino e de aprendizagem da língua, não circunscrita a guiões. Se o que não circunscrita a guiões. Se o que almejamos, afi nal, é ajudar os nos-almejamos, afi nal, é ajudar os nos-sos formandos para que se tornem sos formandos para que se tornem autónomos na sua aprendizagem, a autónomos na sua aprendizagem, a

pergunta que se coloca é a de como atuar para se ser maestro e maestrina atuar para se ser maestro e maestrina da profi ciência equilibrada que pre-da profi ciência equilibrada que pre-tendemos que os alunos e as alunas tendemos que os alunos e as alunas atinjam; saberes que devem ser me-atinjam; saberes que devem ser me-didos, sim, como parte integrante didos, sim, como parte integrante dos sistemas de avaliação das línguas dos sistemas de avaliação das línguas estrangeiras nos Estados Unidos.estrangeiras nos Estados Unidos. qq

Irene de Amaral is a Luso-American teacher and researcher. She is a native of New Bedford, Massachusetts. She lived in the Azores where she completed a BA in Portuguese and French Studies at Universidade dos Açores. She also holds a MA in Pedagogical Supervision from Universidade de Aveiro, and a PhD in Luso-Afro-Brazilian Studies from the University of Massachusetts, Dartmouth. Since 2000 she has taught Portuguese language and Lusophone cultures in Rhode Island, Massachusetts, and Vermont.

culturas lusófonas, fazemos. Não se culturas lusófonas, fazemos. Não se pode ignorar o excelente trabalho de pode ignorar o excelente trabalho de promoção da língua por parte das promoção da língua por parte das instituições francesas. É-nos certa-instituições francesas. É-nos certa-mente útil o conhecimento já desen-volvido pelos especialistas france-volvido pelos especialistas france-ses sobre as questões do ensino da ses sobre as questões do ensino da língua, bem como a valorização que o paradigma francófono vem fazen-o paradigma francófono vem fazen-do dos diferentes contextos da fran-do dos diferentes contextos da fran-cofonia, muito além das fronteiras cofonia, muito além das fronteiras europeias. europeias.

A diversidade de contextos de traba-A diversidade de contextos de traba-lho e de abordagem ao português e lho e de abordagem ao português e às culturas lusófonas leva a refl exões. às culturas lusófonas leva a refl exões. Por um lado, é pertinente estudar e Por um lado, é pertinente estudar e perceber os vários currículos que es-perceber os vários currículos que es-tão a ser trabalhados em diferentes tão a ser trabalhados em diferentes instituições que ministram cursos de instituições que ministram cursos de língua. Aliás, um currículo uniforme língua. Aliás, um currículo uniforme aplicável a qualquer contexto de en-aplicável a qualquer contexto de en-sino e aprendizagem do português sino e aprendizagem do português não parece estar de acordo com o não parece estar de acordo com o que se tem investigado em educação que se tem investigado em educação de há algumas décadas a esta parte. de há algumas décadas a esta parte. Este seria, pois, um currículo está-Este seria, pois, um currículo está-tico, que se diferenciaria apenas na tico, que se diferenciaria apenas na passagem de um manual a outro passagem de um manual a outro manual, a ser aplicado em todos os

contextos de iniciação. Em tais contextos de iniciação. Em tais circunstâncias, seriam ignoradas circunstâncias, seriam ignoradas condições como a idade dos alunos, condições como a idade dos alunos, o seu nível prévio de contacto com a o seu nível prévio de contacto com a

língua e as culturas, a ambição futura língua e as culturas, a ambição futura de uso da língua ou a vocação para de uso da língua ou a vocação para os contextos brasileiro, europeu, os contextos brasileiro, europeu, africano, asiático e diaspóricos. E o africano, asiático e diaspóricos. E o desafi o agudizar-se-ia.

Por um lado, não nos podemos Por um lado, não nos podemos perder num emaranhado de opções perder num emaranhado de opções curriculares sob pena de invalidar-curriculares sob pena de invalidar-mos a medição das aprendizagens mos a medição das aprendizagens dos estudantes; por outro, como in-dos estudantes; por outro, como in-tegrar a componente dos afetos nos tegrar a componente dos afetos nos cursos de português como língua es-cursos de português como língua es-trangeira ou língua de herança, des-trangeira ou língua de herança, des-de os cursos iniciais? Aliás, sabe-se de os cursos iniciais? Aliás, sabe-se que é a componente da afetividade, que é a componente da afetividade, face à língua e às culturas veiculadas, face à língua e às culturas veiculadas, um dos argumentos mais efi cazes um dos argumentos mais efi cazes para os alunos quererem fazer cur-para os alunos quererem fazer cur-sos de cultura. Nomeadamente, nos sos de cultura. Nomeadamente, nos contextos de herança, é mesmo a contextos de herança, é mesmo a imagem imaginada dessa língua dos imagem imaginada dessa língua dos avós e dos pais o grande desafi o para avós e dos pais o grande desafi o para ultrapassar obstáculos ou avançar ultrapassar obstáculos ou avançar rapidamente na direção da profi ci-rapidamente na direção da profi ci-ência. É, pois, na questão dos afe-ência. É, pois, na questão dos afe-tos que se encontra a segunda linha tos que se encontra a segunda linha

de refl exão, quando pensamos na de refl exão, quando pensamos na defi nição de um currículo de por-defi nição de um currículo de por-

tuguês, mas os afetos como móbil de aprendizagem contínua por par-de aprendizagem contínua por par-te dos alunos, sem que queiramos te dos alunos, sem que queiramos impor, nós docentes e decisores do impor, nós docentes e decisores do currículo, os nossos próprios afetos, currículo, os nossos próprios afetos,

Ponto de Vista, continued from pg. 6

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E, quantas vezes, nas subtilezas das conversas em convívio à mesa resi-de a fina experiência de ensino e de aprendiza-gem da língua, não cir-cunscrita a guiões

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como integrar a compo-nente dos afetos nos cur-sos de português como língua estrangeira ou língua de herança, desde os cursos iniciais?

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above: Teatro VIDA (Indiana University)

above: Marguerite Harrison, Irlan Silva, and Simone Gugliotta (Smith College)

ETC...UMASS LOWELLUMASS LOWELL

“Lusophone Voices: Readings and “Lusophone Voices: Readings and Conversations” Conversations” April 4, 2018.April 4, 2018.Rosa Alice Branco, acclaimed Portu-Rosa Alice Branco, acclaimed Portu-guese poet, read her most recent po-guese poet, read her most recent po-ems, which were translated by Alex ems, which were translated by Alex Levitin, Distinguished Professor at Levitin, Distinguished Professor at CUNY.CUNY.

“Immigration from the Atlantic Is-“Immigration from the Atlantic Is-lands to Lowell”lands to Lowell”Feb. 20 - March 30, 2018Feb. 20 - March 30, 2018This exhibit at Lowell, Massachu-This exhibit at Lowell, Massachu-setts, showed the Portuguese com-setts, showed the Portuguese com-munity in Lowell in the 20th Cen-munity in Lowell in the 20th Cen-tury, and their contribution to the tury, and their contribution to the local society. More information with local society. More information with <[email protected]>.<[email protected]>.

SMITH COLLEGESMITH COLLEGE

February 26, 2018February 26, 2018Screening of the documentary fi lm Screening of the documentary fi lm “Only When I Dance”, followed by “Only When I Dance”, followed by a conversation with Irlan Silva, so-a conversation with Irlan Silva, so-loist for the Boston Ballet and fea-loist for the Boston Ballet and fea-tured in the fi lm.tured in the fi lm.

Directed by Beadie Finzi (2009), the Directed by Beadie Finzi (2009), the documentary tells the story of two documentary tells the story of two youths from the favelas of Rio, Irlan youths from the favelas of Rio, Irlan Santos da Silva and Isabela Coracy, Santos da Silva and Isabela Coracy, who pursue their dreams of becom-who pursue their dreams of becom-ing professional ballet dancers.ing professional ballet dancers.

INDIANA UNIVERSITYINDIANA UNIVERSITY

2-3 de março de 20182-3 de março de 2018O grupo de Teatro VIDA apresen-O grupo de Teatro VIDA apresen-tou uma adaptação da peça “Os tou uma adaptação da peça “Os vivos, o morto e o peixe-frito” do vivos, o morto e o peixe-frito” do escritor angolano Ondjaki. A peça escritor angolano Ondjaki. A peça se passa em Lisboa, durante a copa se passa em Lisboa, durante a copa de 2006, e entrelaça os caminhos de 2006, e entrelaça os caminhos de imigrantes africanos durante o de imigrantes africanos durante o

dia do jogo entre Portugal e Ango-dia do jogo entre Portugal e Ango-la. Sob a direção das estudantes de la. Sob a direção das estudantes de pós-graduação Aline Xavier e Lara pós-graduação Aline Xavier e Lara Vanin, o projeto contou com a par-Vanin, o projeto contou com a par-ticipação de alunos de português ticipação de alunos de português de vários níveis. O projeto Teatro de vários níveis. O projeto Teatro VIDA, da Indiana University, Bloo-VIDA, da Indiana University, Bloo-mington, IN, organiza, a cada ano, mington, IN, organiza, a cada ano, peças em espanhol e português que peças em espanhol e português que são dirigidas por estudantes da pós-são dirigidas por estudantes da pós--graduação/instrutores e encenadas -graduação/instrutores e encenadas por alunos das respectivas línguas. por alunos das respectivas línguas. [Luciana Namorato][Luciana Namorato]

MLA PANELMLA PANEL

January 2018, New York, NYJanuary 2018, New York, NY“Verbivocovisual: Border Forms “Verbivocovisual: Border Forms and the Legacies of Experimental and the Legacies of Experimental Brazilian Media and Concretism”.Brazilian Media and Concretism”.

Organized by Adam Shellhorse Organized by Adam Shellhorse (Temple University), this panel (Temple University), this panel was a recognition to University of was a recognition to University of Florida Professor Emeritus Charles Florida Professor Emeritus Charles Perrone’s national and international Perrone’s national and international contributions in his fi eld. Perrone’s contributions in his fi eld. Perrone’s research has contributed to greater research has contributed to greater visibility of Brazilian poetry and visibility of Brazilian poetry and music in the US. [Adam Shellhorse]music in the US. [Adam Shellhorse]

FLORIDA ATLANTIC UNIVERSITYFLORIDA ATLANTIC UNIVERSITY

A Florida Atlantic University (FAU) A Florida Atlantic University (FAU) e o Latin American Training Center e o Latin American Training Center (LATC) anunciaram no outono de (LATC) anunciaram no outono de 2017 a assinatura de um Memoran-2017 a assinatura de um Memoran-do de Entendimento, criando uma do de Entendimento, criando uma relação estratégica de longo prazo relação estratégica de longo prazo para colaboração e desenvolvimento para colaboração e desenvolvimento de uma vasta gama de ações que vi-de uma vasta gama de ações que vi-sam fornecer atividades acadêmicas, sam fornecer atividades acadêmicas, políticas, de recursos, sensibilização políticas, de recursos, sensibilização e formação para a região latino-e formação para a região latino--americana. Iniciado na primavera -americana. Iniciado na primavera de 2018 o projeto foi inaugurado de 2018 o projeto foi inaugurado com um ciclo de cinema, com fi lmes com um ciclo de cinema, com fi lmes brasileiros de valor cultural, artísti-brasileiros de valor cultural, artísti-co e social, representando todas as co e social, representando todas as regiões do Brasil. Este é um projeto regiões do Brasil. Este é um projeto da Brazil International Foundation, da Brazil International Foundation, Rede Brasileira de Film Commis-Rede Brasileira de Film Commis-sions, Divisão de Promoção do Au-sions, Divisão de Promoção do Au-diovisual do Departamento Cultural diovisual do Departamento Cultural do Ministério das Relações Exterio-do Ministério das Relações Exterio-res do Brasil e do Consulado Geral res do Brasil e do Consulado Geral do Brasil em Miami.do Brasil em Miami.

COLLEGE OF CHARLESTONCOLLEGE OF CHARLESTON

March 15, 2018March 15, 2018“Roundtable Discussion on Brazil: “Roundtable Discussion on Brazil: Perspectives from the College of Perspectives from the College of Charleston”, with professors Timo-Charleston”, with professors Timo-thy Coates, History; Douglas Fried-thy Coates, History; Douglas Fried-man, International Studies; and John man, International Studies; and John Rashford, Anthropology. The speak-Rashford, Anthropology. The speak-ers engaged the audience in an in-ers engaged the audience in an in-

continued on pg. 9




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above: Frank Baptista, founder/producer/director of Rádio Voz do Emi-grante; and Silvia Oliveira, RIC associate professor of Portuguese Studies and director of RIC’s Institute for Portuguese and Lusophone World Studies. (Photo courtesy of O Jornal)

above: Charles Perrone, Libby Ginway (Univer-sity of Florida) durante recepção da Fulbright

Etc, continued from pg. 8

continued on pg. 10

terdisciplinary discussion on Brazil, terdisciplinary discussion on Brazil, from sacred African trees brought to from sacred African trees brought to Brazil during colonial times, to cur-Brazil during colonial times, to cur-rent political events. rent political events.

UNIUNIThe University of Northern Iowa The University of Northern Iowa continua ativa, com a parceria UBI continua ativa, com a parceria UBI – UnB/ UFG. Estudantes da UNI – UnB/ UFG. Estudantes da UNI estudaram em Brasília e estudantes estudaram em Brasília e estudantes brasileiros estudaram na UNI em ju-brasileiros estudaram na UNI em ju-nho de 2017. A próxima viagem de nho de 2017. A próxima viagem de estudos será em 2019.estudos será em 2019.

Dois grupos de teatro no Brasil es-Dois grupos de teatro no Brasil es-tão apresentando espetáculos com tão apresentando espetáculos com roteiros de Roberto Krueger (UNI) roteiros de Roberto Krueger (UNI) sobre Mahommah Gardo Baquaqua sobre Mahommah Gardo Baquaqua e a peça “Chicotealma”. Kruger con-e a peça “Chicotealma”. Kruger con-tinua apoiando o grupo de capoeira tinua apoiando o grupo de capoeira do Cedar Valley [Robert Krueger]. do Cedar Valley [Robert Krueger].

RHODE ISLAND COLLEGERHODE ISLAND COLLEGE

Rhode Island Outstanding Organi-Rhode Island Outstanding Organi-zation Award – March 17, 2018zation Award – March 17, 2018Rhode Island College’s Institute for Rhode Island College’s Institute for Portuguese and Lusophone World Portuguese and Lusophone World Studies (IPLWS) was one of ten or-Studies (IPLWS) was one of ten or-ganizations honored at the 30th an-ganizations honored at the 30th an-niversary gala celebration of Radio niversary gala celebration of Radio Voz do Emigrante, a Portuguese-Voz do Emigrante, a Portuguese-language radio station serving the language radio station serving the South Coast community.South Coast community.

curso de Poesia Brasileira Contem-curso de Poesia Brasileira Contem-porânea. Durante o evento, a revista porânea. Durante o evento, a revista “Fala aí”, editada por estudantes da “Fala aí”, editada por estudantes da UGA, lançou um número especial UGA, lançou um número especial com poemas e outros trabalhos cria-com poemas e outros trabalhos cria-tivos dos alunos. Um dos poemas foi tivos dos alunos. Um dos poemas foi uma homenagem a Marielle Franco, uma homenagem a Marielle Franco, vereadora recentemente assassinada vereadora recentemente assassinada no Rio de Janeiro. no Rio de Janeiro.

UNIVERSITY OF FLORIDAUNIVERSITY OF FLORIDA

A UF registra a criação de um Cer-A UF registra a criação de um Cer-tifi cado de Português para as Profi s-tifi cado de Português para as Profi s-sões (Certifi cate in Portuguese for sões (Certifi cate in Portuguese for the Professions). Essa iniciativa vem the Professions). Essa iniciativa vem de uma colaboração entre o Depar-de uma colaboração entre o Depar-tamento de Espanhol e Português e tamento de Espanhol e Português e o Centro de Estudos Latino-Ameri-o Centro de Estudos Latino-Ameri-canos. canos.

Charles Perrone, que se aposentou Charles Perrone, que se aposentou em 2017, depois de trabalhar por em 2017, depois de trabalhar por mais de três décadas como professor mais de três décadas como professor de português e cultura brasileira na de português e cultura brasileira na UF, reside agora na Califórnia, ‘cur-UF, reside agora na Califórnia, ‘cur-tindo a vida sobre as ondas’, como tindo a vida sobre as ondas’, como seus colegas disseram. Perrone foi seus colegas disseram. Perrone foi integrante do grupo integrante do grupo Jacaré BrazileJacaré Brazile tocando cavaquinho em concertos tocando cavaquinho em concertos musicais dentro e fora da universi-musicais dentro e fora da universi-dade.dade.

Among the IPLWS’ many contri-Among the IPLWS’ many contri-butions was to promote the estab-butions was to promote the estab-lishment of a Portuguese major in lishment of a Portuguese major in RIC’s Modern Languages Depart-RIC’s Modern Languages Depart-ment. Rhode Island College now is ment. Rhode Island College now is the only public institution of higher the only public institution of higher education in the state to offer a ma-education in the state to offer a ma-jor in Portuguese. Currently, more jor in Portuguese. Currently, more than 300 RIC students enroll each than 300 RIC students enroll each year in Portuguese courses and 25 year in Portuguese courses and 25 students are majoring and minoring students are majoring and minoring in the language. in the language.

IPLWS has also signifi cantly in-IPLWS has also signifi cantly in-creased RIC study abroad opportu-creased RIC study abroad opportu-nities in Portuguese-speaking coun-nities in Portuguese-speaking coun-tries and hosted local, national and tries and hosted local, national and international leaders at the college, international leaders at the college, including Rui Maria de Araújo, the including Rui Maria de Araújo, the prime minister of the Democratic prime minister of the Democratic Republic of Timor-Leste; and Kay Republic of Timor-Leste; and Kay Rala Xanana Gusmão, former prime Rala Xanana Gusmão, former prime minister and current minister of minister and current minister of defense and security for the Dem-defense and security for the Dem-ocratic Republic of Timor-Leste. ocratic Republic of Timor-Leste. Both dignitaries were awarded Presi-Both dignitaries were awarded Presi-dential Medals by RIC President dential Medals by RIC President Frank Sánchez in 2017.Frank Sánchez in 2017.

UNIVERSITY OF GEORGIAUNIVERSITY OF GEORGIA

Recital de Poesia, 4 de abril de 2018Recital de Poesia, 4 de abril de 2018Cecília Rodrigues organizou um Re-Cecília Rodrigues organizou um Re-cital de Poesia com seus alunos do cital de Poesia com seus alunos do

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Ambassador Adalnio Senna Ganem, Ambassador Adalnio Senna Ganem, Consul General of Brazil, visited Consul General of Brazil, visited the Center for Latin American Stu-the Center for Latin American Stu-dies in October, 2017. Photo, above: dies in October, 2017. Photo, above: Ambassador Ganem at UF (Giovan-Ambassador Ganem at UF (Giovan-na Kubota for na Kubota for The LatinamericanistThe Latinamericanist, , Center for Latin American Studies, Center for Latin American Studies, UF).UF).

Kaira Cabañas (Departamento de Kaira Cabañas (Departamento de História da Arte – UF) e Andrea Fer-História da Arte – UF) e Andrea Fer-reira organizaram uma série de pa-reira organizaram uma série de pa-lestras sobre arte moderna no Brasil, lestras sobre arte moderna no Brasil, intitulada “A Little More Blue”, com intitulada “A Little More Blue”, com a participação de Ana Magalhães a participação de Ana Magalhães (USP), Fernanda Pitta (Pinacoteca (USP), Fernanda Pitta (Pinacoteca do Estado de SP) e Sérgio Martins do Estado de SP) e Sérgio Martins (PUC-Rio). (PUC-Rio).

Alunos do programa de português Alunos do programa de português da UF do da UF do Cardz for Kidz!Cardz for Kidz!, criaram , criaram cartões em português para crianças cartões em português para crianças internadas em hospitais no Brasil, internadas em hospitais no Brasil, tornando-se, assim, a primeira uni-tornando-se, assim, a primeira uni-versidade a providenciar cartões em versidade a providenciar cartões em língua portuguesa para a referida or-língua portuguesa para a referida or-ganização. (foto: acima).ganização. (foto: acima).

A UF iniciou parceria com o jor-A UF iniciou parceria com o jor-nal brasileiro da Flórida, nal brasileiro da Flórida, AcheiUSA AcheiUSA – The Brazilian Newspaper– The Brazilian Newspaper, para pro-, para pro-

porcionar oportunidades de estágio porcionar oportunidades de estágio a alunos de português e/ou alunos a alunos de português e/ou alunos brasileiros da UF. Esse é o primeiro brasileiros da UF. Esse é o primeiro passo para outros estágios em língua passo para outros estágios em língua

portuguesa, no futu-portuguesa, no futu-ro. Laura Henschel e ro. Laura Henschel e Giovanna Kubota, as Giovanna Kubota, as primeiras estagiárias, primeiras estagiárias, escrevem a coluna escrevem a coluna “Conexão AcheiUSA “Conexão AcheiUSA & UF”, que é publi-& UF”, que é publi-cada quinzenalmen-cada quinzenalmen-te. David Richardson te. David Richardson

(decano) e Kent Fuchs (reitor) serão (decano) e Kent Fuchs (reitor) serão os próximos entrevistados. Mais in-os próximos entrevistados. Mais in-formação:formação:

<https://www.acheiusa.com/Noti-<https://www.acheiusa.com/Noti-cia/conheca-mais-sobre-o-progra-cia/conheca-mais-sobre-o-progra-ma-de-portugues-da-university-of-ma-de-portugues-da-university-of--fl orida-uf-55239/>.-fl orida-uf-55239/>. qq

Etc, continued from pg. 9

above right: Milton Azevedo, Fausta Boscaccio, and Analia Tebaldi at the 2017 AATSP Confer-ence in Chicagoabove left: Laura Henschel, Giovanna Kubota, Andrea Ferreira, AcheiUSA (UF)

above: Heather Wiseman, David Wisemann, James Krause at the 2017 AATSP Conference in Chicago

below right: Rachel Mamiya and Paul Chandler at the 2017 AATSP Conference in Chicago

above right, clockwise:Emily Spinelli and Paul Chandler at the 2017 AATSP Conference in Chicago;above left: Paul Chandler and Christine Campbell at the 2017 AATSP Conference in Chicago




11

Letras e fonemas: jogo da memóriaLetras e fonemas: jogo da memória, de , de Aline Bellino, foi publicado pela Aline Bellino, foi publicado pela Matrix em 2017. O livro serve como Matrix em 2017. O livro serve como material de apoio para estudantes material de apoio para estudantes (crianças e adolescentes) com difi -(crianças e adolescentes) com difi -culdades na grafi a de fonemas que culdades na grafi a de fonemas que podem ser representados por dife-podem ser representados por dife-rentes letras do alfabeto. rentes letras do alfabeto.

BOOKSBOOKS

Anti-Literature: The Politics and Limits Anti-Literature: The Politics and Limits of Representation in Modern Brazil and of Representation in Modern Brazil and ArgentinaArgentina, by Adam Shellhorse, was , by Adam Shellhorse, was published by University of Pitts-published by University of Pitts-burgh Press in 2018. The book is burgh Press in 2018. The book is about the importance of experimen-about the importance of experimen-tal Brazilian literature and a refl ec-tal Brazilian literature and a refl ec-tion to contemporary political and tion to contemporary political and cultural conditions.cultural conditions.

Hello Brasil! E outros ensaiosHello Brasil! E outros ensaios, de Con-, de Con-tardo Calligaris, foi publicado pela tardo Calligaris, foi publicado pela Editora Três Estrelas em 2017. O Editora Três Estrelas em 2017. O livro é uma autoanálise que se tor-livro é uma autoanálise que se tor-nou uma análise do Brasil. O autor nou uma análise do Brasil. O autor apresenta vários aspectos da cultura apresenta vários aspectos da cultura do país, desde a persistência da he-do país, desde a persistência da he-rança escravocrata até a corrupção rança escravocrata até a corrupção política. política.

Teatro I: português para estrangeirosTeatro I: português para estrangeiros, de , de José Carlos Roberto de Camargo, José Carlos Roberto de Camargo, foi publicado como um E-book da foi publicado como um E-book da Epub em 2017. Neste livro, os alu-Epub em 2017. Neste livro, os alu-nos são atores envolvidos em simu-nos são atores envolvidos em simu-lações.lações.

Curtindo os Sons do Brasil: Fonética do Curtindo os Sons do Brasil: Fonética do Português do Brasil para HispanofalantesPortuguês do Brasil para Hispanofalantes, , de Ubiratã Kickhöfel Alves, Luciene de Ubiratã Kickhöfel Alves, Luciene Bassols Brisolara, e Reiner Vinicius Bassols Brisolara, e Reiner Vinicius Perozzo, foi publicado pela Editora Perozzo, foi publicado pela Editora Lidel em 2017.Lidel em 2017.

Dicionário escolar afro-brasileiroDicionário escolar afro-brasileiro, de Nei , de Nei Lopes, 2ª. edição, foi publicado pela Lopes, 2ª. edição, foi publicado pela Selo Negro Edições em 2015. A Selo Negro Edições em 2015. A obra traz informações sobre o uni-obra traz informações sobre o uni-verso dos afrodescendentes no Bra-verso dos afrodescendentes no Bra-sil e aborda temas como escravidão, sil e aborda temas como escravidão, racismo e desigualdade social, além racismo e desigualdade social, além de biografi as de personalidades ne-de biografi as de personalidades ne-gras que se destacaram no cotidiano gras que se destacaram no cotidiano da vida brasileira.da vida brasileira.

continued on pg. 12

THE BOOKSTORE

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THE BOOKSTORE (CONT.)

Illuminations: Cultural Formations of Illuminations: Cultural Formations of the Americasthe Americas, by John Beverley and , by John Beverley and Sara Castro-Klareen, editors, was Sara Castro-Klareen, editors, was published by University of Pittsburg published by University of Pittsburg Press in 2017. The book is a recov-Press in 2017. The book is a recov-ery of the past in the context of a ery of the past in the context of a perilous present, with the histori-perilous present, with the histori-cal sedimentation and cal sedimentation and genealogies of Latin genealogies of Latin American cultural American cultural practices and institu-practices and institu-tions. tions.

Brazil, Lyric and the Brazil, Lyric and the AmericasAmericas, by Charles , by Charles Perrone, was pub-Perrone, was pub-lished by the Univer-lished by the Univer-sity Press of Florida sity Press of Florida in 2017. The book in 2017. The book depicts how recent depicts how recent Brazilian lyric engages Brazilian lyric engages with its counterparts with its counterparts throughout the West-throughout the West-ern Hemisphere in an ern Hemisphere in an increasingly globalized increasingly globalized world.world.

continued on pg. 13

CINEMACINEMA

“O Paciente”, dirigido por Sérgio “O Paciente”, dirigido por Sérgio Rezende. Othon Bastos vive Tancre-Rezende. Othon Bastos vive Tancre-do Neves, representando os últimos do Neves, representando os últimos dias de vida do político, presidente dias de vida do político, presidente eleito e nunca empossado. Estreia eleito e nunca empossado. Estreia dia 14 de junho de 2018.dia 14 de junho de 2018.

“Marighella”, de “Marighella”, de Wagner Moura, Wagner Moura, conta a história conta a história do guerrilheiro do guerrilheiro Carlos Marighella, Carlos Marighella, considerado o considerado o inimigo nº 1 da inimigo nº 1 da ditadura militar. ditadura militar. Seu Jorge atua no Seu Jorge atua no papel principal. papel principal. Estreia dia 20 de Estreia dia 20 de setembro.setembro. “Mariel, o homem “Mariel, o homem de ouro”, dirigido de ouro”, dirigido por Mauro Lima, por Mauro Lima, é a história de é a história de Mariel Mariscöt Mariel Mariscöt de Mattos, policial de Mattos, policial

dos anos 1970 conhecido por per-dos anos 1970 conhecido por per-tencer a uma espécie de esquadrão tencer a uma espécie de esquadrão da morte, prender lendários bandi-da morte, prender lendários bandi-dos e namorar atrizes. Estreia dia 21 dos e namorar atrizes. Estreia dia 21 de junho.de junho.




13continued on pg. 14

Bookstore, continued from pg. 12

FESTIVAL INTERNACIONAL DE CINE-FESTIVAL INTERNACIONAL DE CINE-MA DE BERLIM 2018MA DE BERLIM 2018O cinema brasileiro recebeu sete O cinema brasileiro recebeu sete prêmios no festival alemão de cine-prêmios no festival alemão de cine-ma, uma das maiores vitrines do au-ma, uma das maiores vitrines do au-diovisual no mundo.diovisual no mundo.

“Tinta Bruta”, de Filipe Matzemba-“Tinta Bruta”, de Filipe Matzemba-cher e Marcio Reolon, Prêmio cher e Marcio Reolon, Prêmio Teddy (prêmio destinado a pro-Teddy (prêmio destinado a pro-duções com temática LGBT) duções com temática LGBT) de Melhor Longa de Ficção. O de Melhor Longa de Ficção. O fi lme também recebeu o prêmio fi lme também recebeu o prêmio de melhor produção da Confe-de melhor produção da Confe-deração Internacional de Cine-deração Internacional de Cine-ma de Arte e Ensaio (CICAE). ma de Arte e Ensaio (CICAE).

“Bixa Travesty”, de Claudia “Bixa Travesty”, de Claudia Priscilla e Kiko Goifman, levou Priscilla e Kiko Goifman, levou o Teddy de Melhor Documen-o Teddy de Melhor Documen-tário.tário.

AGENDA

“Obscuro Barroco” ganhou o Prê-“Obscuro Barroco” ganhou o Prê-mio Especial do Júri Teddy. O fi lme mio Especial do Júri Teddy. O fi lme de Evangelia Kranioti aborda a cul-de Evangelia Kranioti aborda a cul-tura queer no Rio de Janeiro.tura queer no Rio de Janeiro.

“Aeroporto Central”, de Karim Aï-“Aeroporto Central”, de Karim Aï-nouz, ganhou o Prêmio da Anistia nouz, ganhou o Prêmio da Anistia Internacional na Berlinare.Internacional na Berlinare.

“O Processo”, de Maria Augusta “O Processo”, de Maria Augusta Ramos, fi cou em terceiro lugar no Ramos, fi cou em terceiro lugar no prêmio do público na categoria Do-prêmio do público na categoria Do-cumentário na mostra paralela do cumentário na mostra paralela do Festival de Berlim. O longa mostra Festival de Berlim. O longa mostra os bastidores do impeachment da os bastidores do impeachment da ex-presidente Dilma Rousseff.ex-presidente Dilma Rousseff.

“Las Herederas” (As “Las Herederas” (As herdeiras), de Mar-herdeiras), de Mar-celo Martinesse, ga-celo Martinesse, ga-nhou o Prêmio da nhou o Prêmio da Crítica da Berlinale, Crítica da Berlinale, entregue pela Fede-entregue pela Fede-ração Internacional ração Internacional de Imprensa Cine-de Imprensa Cine-matográfi ca (Fipres-matográfi ca (Fipres-ci). A produção é pa-ci). A produção é pa-raguaia, mas contou raguaia, mas contou com aporte do Brasil com aporte do Brasil na coprodução.na coprodução. qq

UMASS LOWELLUMASS LOWELL The Calouste Gulbenkian Founda-The Calouste Gulbenkian Founda-tion in Lisbon, Portugal, and the tion in Lisbon, Portugal, and the Saab Center for Portuguese Studies Saab Center for Portuguese Studies in the College of Fine Arts, Human-in the College of Fine Arts, Human-ities, and Social Sciences are proud ities, and Social Sciences are proud to announce the establishment of a to announce the establishment of a three-year collaboration to sponsor three-year collaboration to sponsor a one-semester a year, open rank, a one-semester a year, open rank, Visiting Professor of Portuguese Visiting Professor of Portuguese Studies at UMass Lowell. This is Studies at UMass Lowell. This is open to Portuguese academics in the open to Portuguese academics in the fi elds of history, sociology, anthro-fi elds of history, sociology, anthro-pology, political science, or art histo-pology, political science, or art histo-ry presently teaching at a university ry presently teaching at a university in Portugal or abroad. Deadline for in Portugal or abroad. Deadline for applications is April 20, 2018. More applications is April 20, 2018. More information with Prof. Frank Sousa information with Prof. Frank Sousa at <[email protected]>.at <[email protected]>.

UNIVERSITY OF COLORADO, BOUL-UNIVERSITY OF COLORADO, BOUL-DERDER

Terceira Conferência Internacional Terceira Conferência Internacional Portugueses de Papel Portugueses de Papel 7-8 de setembro de 20187-8 de setembro de 2018As comunicações terão como foco a As comunicações terão como foco a presença de personagens portugue-presença de personagens portugue-ses no romance brasileiro. ses no romance brasileiro. O projeto Portugueses de Papel pre-O projeto Portugueses de Papel pre-tende descobrir e estudar os perso-tende descobrir e estudar os perso-nagens do romance brasileiro que, nagens do romance brasileiro que, nascidos em Portugal, transitaram nascidos em Portugal, transitaram temporária ou defi nitivamente para o temporária ou defi nitivamente para o território brasileiro, antes ou depois território brasileiro, antes ou depois da separação do Brasil da metrópole da separação do Brasil da metrópole portuguesa. Mais informações: <pp.portuguesa. Mais informações: <[email protected]>[email protected]>.

THE HEBREW UNIVERSITY OF JERU-THE HEBREW UNIVERSITY OF JERU-SALEMSALEM

Seventh International Symposium Seventh International Symposium on Brazil – Clarice Lispector: Mem-on Brazil – Clarice Lispector: Mem-ory and Belongingory and BelongingDecember 18-19, 2018.December 18-19, 2018.The Symposium on Brazil will fo-The Symposium on Brazil will fo-cus on the topic of memory and cus on the topic of memory and belonging in Lispector’s work as a belonging in Lispector’s work as a starting point for discussions, mov-starting point for discussions, mov-ing beyond that to critically engage ing beyond that to critically engage in debates involving other relevant in debates involving other relevant issues concerning her work. Nel-issues concerning her work. Nel-son Vieira, Brown University retired son Vieira, Brown University retired professor and specialist on Clarice professor and specialist on Clarice Lispector, will provide the keynote Lispector, will provide the keynote address. Deadline for proposals in address. Deadline for proposals in Portuguese, English, or Spanish is Portuguese, English, or Spanish is May 1, 2018 to <[email protected] 1, 2018 to <[email protected]>.com>.

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AGENDA

UMass Lowell Summer Program in UMass Lowell Summer Program in PortugalPortugalJune 2-30, 2018June 2-30, 2018The program offers classes and sev-The program offers classes and sev-eral weekend site visits, as well as im-eral weekend site visits, as well as im-mersion in an architectural history mersion in an architectural history of Romanesque and Gothic church-of Romanesque and Gothic church-es, a medieval castle, and UNESCO es, a medieval castle, and UNESCO World Heritage Site. More informa-World Heritage Site. More informa-tion: <http://studyabroad.umasscs.tion: <http://studyabroad.umasscs.net/?go=StudyInternLisbon>.net/?go=StudyInternLisbon>.

NEWL® NEWL® The National Examinations in The National Examinations in World Languages, or NEWLWorld Languages, or NEWL®, are , are seeking teachers to administer their seeking teachers to administer their AP-equivalent in Portuguese exami-AP-equivalent in Portuguese exami-nation for students in 2019. NEWLnation for students in 2019. NEWL® is a four-skill, profi ciency-based on-is a four-skill, profi ciency-based on-line exam designed specifi cally to line exam designed specifi cally to support effective school-to-college support effective school-to-college articulation. Its purpose is to en-articulation. Its purpose is to en-courage US students of Portuguese, courage US students of Portuguese, including traditional and heritage including traditional and heritage language learners, to continue their language learners, to continue their study of these critical languages study of these critical languages through the high school and col-through the high school and col-lege years. With the College Board’s lege years. With the College Board’s endorsement, NEWL provides AP-endorsement, NEWL provides AP-style score reports and assessments style score reports and assessments of profi ciency, which may be used of profi ciency, which may be used by the student to receive university-by the student to receive university-level credit or advanced placement. level credit or advanced placement. More information: <https://www.More information: <https://www.americancouncils.org/services/test-americancouncils.org/services/test-ing-and-assessment/NEWL/exam-ing-and-assessment/NEWL/exam-dates-and-fees/>.dates-and-fees/>.

AATSP CONFERENCE SCHEDULE AATSP CONFERENCE SCHEDULE AT A GLANCE:AT A GLANCE:

Monday June 25Monday June 2511-12am: Conference Opening11-12am: Conference Opening

12-1pm: Conference Plenary12-1pm: Conference Plenary

1-2pm: AATSP President’s Wel-1-2pm: AATSP President’s Wel-come Receptioncome Reception

4:30-5:30pm: JcyL-USAL Ple-4:30-5:30pm: JcyL-USAL Ple-narynary

7:30-8:30pm: AATSP Executive 7:30-8:30pm: AATSP Executive MeetingMeeting

Tuesday June 26Tuesday June 2612-1pm: JcyL-USAL Plenary12-1pm: JcyL-USAL Plenary

4:30-5:30pm: JcyL-USAL Ple-4:30-5:30pm: JcyL-USAL Ple-narynary

Wednesday June 27Wednesday June 274:30-5:30pm: JcyL-USAL Ple-4:30-5:30pm: JcyL-USAL Ple-narynary

8-10:30pm: Awards Banquet8-10:30pm: Awards Banquet

Thursday June 27Thursday June 2712-1pm: JcyL-USAL Plenary12-1pm: JcyL-USAL Plenary

The offi ce of tourism de Salamanca The offi ce of tourism de Salamanca is offering the following excursions is offering the following excursions free of charge for conference at-free of charge for conference at-tendees. Please note the following: tendees. Please note the following:

Free excursions to AATSP Partici-Free excursions to AATSP Partici-pants (attendees can participate in pants (attendees can participate in only one excursion).only one excursion).• All excursions are offered during • All excursions are offered during

the afternoon of Tuesday, June the afternoon of Tuesday, June 26, 2018. There are no sessions 26, 2018. There are no sessions scheduled during this time slot. scheduled during this time slot.

• The tours are conducted in Span-• The tours are conducted in Span-ish. ish.

• The “Paseo Guiado por la Ciu-• The “Paseo Guiado por la Ciu-dad” is being offered twice. dad” is being offered twice.

• Each excursion is limited to 50 • Each excursion is limited to 50 conference attendees.conference attendees.

E1: Paseo guiado por la ciudad E1: Paseo guiado por la ciudad E2: Monumenta salmanticaeE2: Monumenta salmanticaeE3: Paseo guiado por la ciudad E3: Paseo guiado por la ciudad E4: Casa Lis: Museo de Art Nou-E4: Casa Lis: Museo de Art Nou-veau y Art Decóveau y Art Decó

HOTEL RESERVATION INFORMATIONHOTEL RESERVATION INFORMATION

Hotels with special rates for the Hotels with special rates for the 2018 Conference Attendance2018 Conference Attendance

Twelve hotels in Salamanca that Twelve hotels in Salamanca that have provided AATSP Conference have provided AATSP Conference attendees with special rates. Most attendees with special rates. Most of the rates include breakfast, WIFI, of the rates include breakfast, WIFI, and other services. and other services.

<http://c.ymcdn.com/sites/www.<http://c.ymcdn.com/sites/www.aatsp.org/resource/resmgr/2017_aatsp.org/resource/resmgr/2017_conference_docs/Hotel_Info_for_conference_docs/Hotel_Info_for_Registration_.pdf>Registration_.pdf>

qq




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Theme: “Looking Forward/Forward Looking: Spanish and Portuguese on the Move!”Theme: “Looking Forward/Forward Looking: Spanish and Portuguese on the Move!”

SALAMANCA, SPAINSALAMANCA, SPAIN

UNIVERSITY OF SALAMANCAUNIVERSITY OF SALAMANCA

JUNE 25-28, 2018JUNE 25-28, 2018

100 T H A N N U A L 100 T H A N N U A L AATSP C O N F E R E N C EAATSP C O N F E R E N C E

100TH AATSP CONFERENCE

Agenda, continued from pg. 14

The American Association of The American Association of Teachers of Spanish and Portu-Teachers of Spanish and Portu-guese is pleased to celebrate the guese is pleased to celebrate the Centennial of its inception. The Centennial of its inception. The conference will take place at the conference will take place at the University of Salamanca, Spain, University of Salamanca, Spain, from June 25-28, 2018. More from June 25-28, 2018. More information: <http://www.aatsp.information: <http://www.aatsp.org/?page=2018Conference>.org/?page=2018Conference>.

Theme of the conference:Theme of the conference:Looking Forward/Forward Look-Looking Forward/Forward Look-ing: Spanish and Portuguese on the ing: Spanish and Portuguese on the Move!Move!

Conference Strands and descrip-Conference Strands and descrip-tions:tions:

FORWARD-LOOKING CURRICULUM FORWARD-LOOKING CURRICULUM a) Languages for Specifi c Purposesa) Languages for Specifi c Purposesb) Strategies for integrating the b) Strategies for integrating the

study of literature, fi lm, and study of literature, fi lm, and culture into all courses including culture into all courses including those for novice-intermediate those for novice-intermediate level studentslevel students

c) New language-related majors c) New language-related majors and minorsand minors

TEACHING CULTURETEACHING CULTURE

a) Integration of language and cul-a) Integration of language and cul-ture; culture as course contentture; culture as course content

b) Development of cultural sensi-b) Development of cultural sensi-tivity through language learningtivity through language learning

c) Standards-based cultural unitsc) Standards-based cultural units

IMMERSION EXPERIENCESIMMERSION EXPERIENCES

a) Study abroad: model programs; a) Study abroad: model programs; research on language gain research on language gain through study-abroadthrough study-abroad

b) K-12 immersion program mod-b) K-12 immersion program mod-elsels

c) Creating immersion experiences c) Creating immersion experiences within a traditional language within a traditional language programprogram

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. M. LUCI DE BIAJI MOREIRA

COLLEGE OF CHARLESTON

DEPARTMENT OF HISPANIC STUDIES

66 GEORGE STREET

CHARLESTON, SC 29424

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

please write your new address on the following form or send an email

to Luci Moreira at <[email protected]>.

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

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

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PORTUGUESE NEWSLETTER

PORTUGUESE NEWSLETTER · 2018-04-17 · The American Association of Teachers of Spanish and...

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