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Please click "View Entire Message" at the bottom to see the entire newsletter.
CONTENTS:
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Greetings from the Chairby Suwako Watanabe
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Dear Friends and Supporters of World Languages and Literatures,
I hope you are enjoying all the sunlight coming through the fresh green leaves. The fragrance in the air carries hints of summer. This is one of the best times of the year in Portland.
I just completed my third year of my first term as the Chair, and I am pleased to report that I was re-elected to serve another three-year term for WLL. Just as when I became the Chair for the first time, many people congratulated me with a bit of hesitation, knowing that being a chair at this time, when the University faces a financial difficulty, can be challenging, overwhelming, and daunting. Yes, that is true. However, I strongly believe that our department will forge our way ahead and that we will overcome those challenges as our faculty have wisdom, creativity, and innovative minds to find solutions.
I want to give my heartfelt congratulations to the 2024 graduates on their major achievement. The breakdown of the numbers of degrees in a world language conferred at the Commencement on Sunday, June 16, 2024 is as follows:
- 62 students with a major;
- 88 with a minor;
- and, 9 with a master’s.
As these young people go out into the real world with a degree in their world language, I hope they will put into practice their knowledge about the language and the culture; their academic skills including those that are linguistic, analytical, and critical-thinking; and they will also make use of soft skills they learned, such as adaptability, creativity, listening, and problem-solving. Given the current tumultuous situations in the world, I believe our graduates are likely to be called on to deal with problematic situations that arise due to differences in ideologies, backgrounds, values, and beliefs. I hope many of the Polyglot readers too are constantly using that same skill set and knowledge. I expect our 2024 graduates will do the same.
By the end of this year, we awarded study-abroad scholarships to four students to support their learning adventures outside of America. Even with financial hardship, our students aspire to learn the target language in the home country. These experiences can be so rewarding. Some students needed to postpone their study abroad or work with an undesirable schedule to financially sustain themselves, so your support with these scholarships, whether it is for tuition or a study abroad program for them, is greatly appreciated. Let me also tell you that on campus we now have language clubs or student groups for Arabic, American Sign Language (ASL), French, German, Hebrew, Italian, Japanese, Russian, and Spanish. They are using the Language Lounge to make connections and improve their language skills. Having the Language Lounge Fund is of tremendous help to keep these student group activities thriving. I would like to express my deepest appreciation for your continuing support for WLL. And please stay in touch with us. We look forward to receiving updates from you about the next steps in your own adventures.
I hope you will have a relaxing and enjoyable summer.
Sincerely,
Suwako Watanabe, Ph.D.
Department Chair, Professor of Japanese, and Director of Institute for Asian Studies
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How Are You Living: Study Abroad in Japan
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by Andrew Niven
PSU Japanese student abroad
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Andrew Niven hosting a trivia event with the Global Innovation Program at Kansai Gaidai University, February 27, 2024
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Creating a Shared Language Learning Environment in PSU's Classrooms
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by Moshe Rachmuth (Teaching Associate Professor of Hebrew) and Inés Warnock (Teaching Assistant Professor of Spanish)
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Japanese students in the shared classroom. Photo by Karen Curtin.
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The pilot classroom project for World Languages was conceived by Moshe Rachmuth (Hebrew) as a dedicated space designed to enhance language learning. This initiative wanted to harness the environment itself as a catalyst for language learning and student engagement. We used two classrooms, one in Fariborz Maseeh Hall and the other in University Pointe. Among faculty who taught there were Karen Curtin (Japanese), Inés Warnock (Spanish), Angela Zagarella (Italian), Natan Meir (Judaic Studies), and Loren Spielman (also from Judaic Studies).
Our confidence in the success of the pilot classroom stemmed from the recognition of the limitations that come from the lack of current language instruction environments at PSU. Many universities teach languages in classrooms that are dedicated to the subjects with the appropriate maps, pictures from the major cities, and cultural artifacts that enhance the learning experience. This is not different from scientific subjects having labs. Many of us faculty learned in such classes as students or taught in them in other institutions, and so we wanted our students to benefit from similar environments.
Challenges arose in ensuring that the space met the diverse needs of students and faculty in different programs. Ensuring equitable access to the space for all students posed logistical challenges that required careful consideration. Scheduling conflicts often complicated the process, but faculty were able to work together to avoid overlaps and ensure fair distribution of the space.
Classrooms were secured for this project for four quarters (Spring 2022-Spring 2023). While we were unable to secure them for a longer term, the terms we taught there gave the students a sense of a “home classroom” on campus. Students reported enjoying knowing they were in the same room every term. They liked being able to lose something on Monday and find it there on Wednesday. The classroom at University Pointe also had a lock which enabled students to use it as a learning space, meeting space, and a place to relax from the hustle and bustle of campus. One can only imagine how much better things would have been if we were able to get permanency and allow students to participate in choosing furniture and art for the room.
Professor Angela Zagarella stated that “having a dedicated classroom provided continuity, especially for those courses that last 2 or 3 terms. It fostered a sense of belonging in a world where everything is always changing. It was a nice change from the way classes are scheduled at PSU. It made the students feel a connection to the department. Especially when they had different language classes in the same room.”
Professor Karen Curtin wrote that “a constant and shared space to come back to made the student bond much better and easier than at other times. Students felt more ownership of the space, which encouraged them to want to come back to it and take care of it. It made a difference for the instructors, too, because we (Japanese instructors) all felt the continuation of space helped the continuation and progression of the language courses. We weren't struggling with a different set-up on different days of class and different quarters that we have to get used to every time. It takes a while and some experimentation to figure out the best use of space.”
Moving forward, there is a compelling case for expanding and refining the pilot classroom model at PSU. By refining the physical space and addressing logistical challenges, we can create an environment that fosters linguistic fluency and a sense of belonging for our students. This last point is crucial: a classroom that is designed for the students that use it gives them a sense that the university cares about their choices. If they chose to learn Spanish and the classroom looks like a space that is more “Spanish” than anywhere else on campus, then the students know they have arrived.
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Spotlight on Faculty and Graduate Students
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Name: Lisa Notman, M.A., M.S.
Instructor of Spanish and First Year Spanish Coordinator
Personals: Born and raised in a tiny farming town outside of Yakima, Washington. I graduated from the same high school as my dad and grandpa and went to daycare in a grange hall my great-grandfather helped build.
Life-Altering Experience: After graduating with my BAs I travelled to Colombia for one month to volunteer. It was my first time travelling alone and for such an extended period. It was an amazing experience. I chose Colombia because reading Gabriel García Márquez’s works had been a huge motivator for me to study Spanish. I was able to visit his hometown, Aracataca, which was the inspiration for his mythical town Macondo, and see the house where he grew up.
Credentials: I earned BAs in English, Spanish, and Arts and Letters from PSU in 2015, an MA in Spanish from PSU in 2017, and an MS in Educational Leadership and Policy with Graduate Certificates in Teaching Adult Learners and Service Learning & Community Based Learning from PSU in 2020.
Interests: I’m interested in adult language learning, motivation in language learning, trauma informed pedagogies, and open education.
When not at PSU: I love hiking and paddleboarding around the Pacific Northwest and introducing all of the outdoor places I love to my toddler. I also love traveling with my husband and playing music.
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Name: Alexander Morrison
Personals: I grew up in Vancouver, Washington, in a bi-cultural home with my mother from Germany, my father from Scotland, and my older brother. In high school, I lettered in football and wrestling and then worked in the maritime and service industry for seven years until I realized I needed to attend college. I received my A.A. from Clark College in 2017 and my B.A. in German from PSU in 2021, and I expect to receive my M.A. in German in 2025. To put myself through school, I have been working as a Junior Maritime Surveyor, inspecting cargo ships to ensure their cargo is acceptable in different states. It’s hard to work full-time, but it’s worth it because studying has been one of the best experiences of my life.
Life-Altering Experience: In August 2018, I was in a life-altering motorcycle accident that changed the trajectory of my life. I realized the maritime industry career I thought would be my life was no longer feasible. I decided to return to school. I initially returned to complete my BA in Social Science and only studied German for my two-year requirement. At the end of the 200-level, it was apparent I wanted to continue learning the language, so I declared German my minor. Before entering 300-level German, I enrolled in a then-online four-week German immersion program called the Deutsche Sommerschule am Pazifik (DSaP) and earned my first scholarship. The intensity of this program made me think that I had made a mistake, but the four weeks went by quickly. Entering German 301, I noticed my speaking proficiency had improved significantly, and went on to declare a major in German.
Studying German made me come alive as a person. I started the Portland State German Club, and it has been a lot of hard work to continually improve how we can make a difference for students on campus. I’m so lucky to have other proactive Student Group Officers to help organize events and create a community.
I have been a graduate student since Summer quarter 2023. I feel accomplished, but I have much more to polish regarding my analytical skills. Before revisiting my previous research topics, I look forward to attending the DSaP for the fourth and final year.
Plans after completing my M.A.: Pursuing a Ph.D. has always been something I wanted to do. I presented at the Confederation in Oregon for Language Teaching at the University of Oregon in the Fall of 2023. I know that there are some things I would like to accomplish in my German studies. I want to be able to read Fraktur with ease so I can read articles on social movements from the past. I wish to obtain a C1-Zertifikat from the Goethe-Institut. Being able to concentrate on one subject for more extended periods would be something that I would immensely enjoy. If called upon, I will help the German Program at PSU in whatever capacity. They have given me so much support and insight – I’m forever grateful. After graduation, I want to take a small step back and appreciate and reflect on what I have learned and accomplished at Portland State before moving forward.
Interests: I have had the chance to take many exciting classes in German. My recent research papers examined the Scottish origins of the Grimm fairy tale Der Froschkönig, and another looked at the Afro-German diaspora and influence of May Ayim in the 2023 Hulu series Sam: A Saxon. As I’m a fan of films from the Weimar Republic, I think researching the sociological aspect of life around the jazz clubs of that era would also be interesting. Of course, it would be nonsensical if I didn’t mention Petra Kelly, the founder of Die Grünen (West German Green Party), and her radical eco-feminist politics. She has been a continuous inspiration to me, and being able to dive into her work more thoroughly would be great.
When not at PSU: I enjoy spending time with friends and family. As most of our time is spoken for in today’s society, the time we spend together is valuable. I enjoy listening to music and try not to limit myself to similar-sounding genres - from post-punk, death metal, jazz, pop, classical, psychedelic, progressive, grindcore, dark wave, etc. I love to find new music that can make my day better. I also enjoy watching films and television. This is sort of where my research interests and personal interests overlap, but in my free time, I’m huge into horror, especially from the 70s and 80s. Reading is another considerable hobby of mine. Lately, I have been enjoying biographical novels. I also love to travel and hang out with my dog, Loki. I want to take a long road trip after I graduate with my master's degree along Highway 101, which will be just my dog and me. I think that would be a great bonding experience.
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Thanks to our longstanding partnership with Nordic Northwest (formerly called the Scandinavian
Heritage Foundation), we can offer classes in Norwegian language.
Generous annual donations from the Barbro Osher Pro Suecia Foundation
allow us to offer Swedish language classes.
We appreciate the Max Kade Foundation's major financial support for both faculty and cultural events at the Deutsche Sommerschule am Pazifik summer program for German Studies.
How to Give
Thank you for supporting World Languages and Literatures. Your generosity makes a difference!
If you are interested in contributing to the Department of World Languages and Literatures, you can provide support to a specific fund below. If you would like to discuss any of the particular funds, please contact Suwako Watanabe at suwako@pdx.edu.
World Languages and Literatures General Fund
Arabic Program
Chinese Program
Classical Studies Program
Claudine G. Fisher Endowed Scholarship
Deutsche Sommerschule Scholarship
French Program
German Program
German Program Scholarship
Hebrew Program
Italian Program
Japanese Program
Korean Program
Norwegian Program
Persian Program
Russian Program
Sandra G Freels Endowed Scholarship for the Study of Russian
Spanish Program
Swedish Program
WLL Study Abroad Scholarship
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Department of World Languages and Literatures
Portland State University | College of Liberal Arts and Sciences
pdx.edu/world-languages | world@pdx.edu
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