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Greetings from Eugene, Oregon to the members of the
Washington State Juan de Fuca Chapter of AATSP. My
name is Jay Adams-Feuer and I am a former BOLECTRÓNICO
editor and chapter Secretary. I have come to take the
reins of this publication on a temporary basis while
the Board continues its search for a permanent editor.
While I live in Eugene, Oregon and am a doctoral
student in Spanish and French at the University of
Oregon, I maintain an active interest and connection
to events of interest to Spanish and Portuguese
teachers at all levels.
Please submit any and all events and topics to me:
interesting web sites, cultural events (be they plays,
concerts, films, eating activities, dances, or
whatever), conferences pre-school through graduate
school, job notices, or whatever. This is your forum
for information AND ALSO FOR SHARING VITAL INFORMATION
RELATING TO THE TEACHING OF SPANISH AND PORTUGUESE AND
THE IBEROAMERICAN AND LUSO-BRAZILIAN WORLDS.
Our chapter board has had members from Mexico, Spain,
Argentina, Chile, Venezuela, Puerto Rico and the U.S.
Our chapter has a variety of perspectives, from
experts on Brazilian Portuguese to Guaraní language in
Paraguay, to FLES teachers... you name it, it´s here
in the chapter. When you submit, please e-mail to
both juandefucaaatsp@yahoo.com as well as
jaydadawg@yahoo.com.
BTW, if you haven't visited the AATSP national web
site in a while, it's worth doing. The chapter
congratulates Carol Klein, the new Executive Director,
who takes over from the venerable, respected and
accomplished Professor Lynn Sandstedt. The AATSP
corporate office also moved from Greeley, Colorado, to
Exton, Pennsylvania. You can visit the national web
site at http://www.aatsp.org and write Dr. Klein at
corporate@aatsp.org.
The web site contains information about the
organization's first-ever conference in Rio de
Janeiro, Brazil. Don't worry, though, lots of Spanish
sessions will be scheduled, as usual.
I. SEEKING A PERMANENT BOLECTRÓNICO EDITOR. The
chapter is seeking a computer-friendly person who is
in touch with happenings in the state of Washington
relating to Hispanic and Luso-Brazilian culture. This
individual should be willing to make contact with
people around the state and do a little digging.
Contact Steve Green sslgrn@aol.com, chapter President,
if interested. Write me if you have questions as to
what the responsibilities of the position are and what
it is like to be BOLE editor.
II. A MESSAGE FROM TREASURER BRIDGET YADEN.
A message from the treasurer: My name is Bridget
Yaden and I am happy to begin my service as the
chapter's treasurer! I teach Spanish and Linguistics
at Pacific Lutherna University in Tacoma. Last year I
served the chapter as the editor of the Bolectronico.
AATSP membership is for the calendar year. If your
membership has lapsed or you have not yet joined the
Juan de Fuca Chapter of the AATSP, please send your
membership form and payment to me. You can download
the form atour website at: http://aatsp.20m.com. Your
$50 dues includes the following: 1-year membership to
both the national and state chapter of the AATSP;
Hispania journal; Clamor magazine; bi-monthly
electronic newsletter (Bolectrónico); the right for
your students to participate in the National Spanish
Exam; discounted or free admission to many great
events all over the state of Washington for Spanish
and Portuguese teachers at all levels. As you can see
from the contents of this BOLE, we have a lot of great
events coming up.
If you are already a member for this year, please
encourage your colleagues to join as well! If you
have any questions about your membership, please don't
hesitate to contact me at: yadenlbe@plu.edu.
Gracias / obrigada. -Bridget
III. 0.5 FTE TENURE-TRACK JOB FOR SPANISH INSTRUCTOR,
LANE COMMUNITY COLLEGE, EUGENE, OREGON. Closes Feb.
8. Position begins Autumn Quarter 2002 (Sept.) Full
benefits. Possibility of full-time employment down
the line. Full-time salary $43,000. Click on link.
http://www.lanecc.edu/perssvcs/nv2176.htm
IV. MESSAGE FROM EDUARDO TOBAR AT OSPI ABOUT A CLASS
ON USING COMMERCIALS IN SPANISH.
Dear Spanish Teacher,
There are still some open spots for this class in
Kenmore, Washington:
"The use of TV commercials in the Spanish + Some
useful internet
sites".
Conducted by Eduardo Tobar.
This class will take place at Inglemoor Senior High
School in Kenmore,
WA.
The website address for information and registration
is:
http://www.nsd.org/staffdev/entry.taf. The fee for
non-NorthShore
School
District participants will be $10 per session - this
covers the clock
hours
fee.
Here is the agenda for this class:
February 4th
3:00 - 4:00: Internet Resources for Spanish
teachers: Classroom
activities, dictionaries, institutions, keyboard in
Spanish.
4:00 - 5:00: The media, keypals, on line courses and
exchanges.
5:00 - 5:30: Create your own internet activities.
February 11th
3:00 - 4:00: Using TV commercials in the Spanish
class.
4:00 - 5:00: How commercials can help us present
everyday life.
Participants will have a chance to get a video with
100 commercials in
Spanish and activities to do with their students.
5:00 - 5:30: Summary, comments and evaluations.
- And also...
February 28th is the deadline for The annual
"Certamen Literario
Escribo En Español" for high school students.
(http://www.k12.wa.us/spanish/certamen2000.asp) There
are two $150
prizes
for the winners.
That same date is also the deadline for the
application for the
Summer Programs in Spain, including the Boeing
Scholarships
(http://www.spainembedu.org/becas.html)
V. MIDDLEBURY COLLEGE ANNOUNCES OPENING OF THE
PORTUGUESE SCHOOL AND NEW ABROAD PROGRAMS IN ARGENTINA
AND URUGUAY.
Middlebury College, where you can get an M.A. in four
summers in French, German, Italian, Russian and
Spanish, or a summer in Vermont and a year in Paris,
Mainz, Florence, Moscow, or Madrid, or study Arabic,
Chinese or Japanese in nine-week intensive summer
sessions in Vermont, announces two new developments:
1. The opening of La Escola Portuguesa in Summer 2003,
to be followed by an additional school in Rio de
Janeiro.
2. New abroad programs in Uruguay and Argentina for
undergraduate study.
Middlebury College functions under the unique
"language pledge," where you sign a formal agreement
to speak nothing but the language while at the schools
in Vermont, Europe or Latin America. Students study,
play soccer, put on plays, participate in chorus,
cooking class, cinema, etc. in the target language.
As the oldest abroad programs extant in the U.S.,
Middlebury awards B.A.'s, M.A.'s and D.M.L.'s (Doctors
of Modern Language) with a four-pronged emphasis:
culture, language, linguistics and pedagogy.
Famous professors, including Luis Cernuda, Francisco
García Lorca (brother of Federico), Ana María Matute,
and Mario Vargas Llosa, among others, have taught at
the Spanish School.
Check out the web site: http://www.middlebury.edu/~ls/
VI. WORLD LANGUAGE DAY AT THE UNIVERSITY OF
WASHINGTON
(Editor's note: For the first time, at the University
of OREGON, I'll be doing a WLD session. Mine is on
the National Movement in 19th Century Music of Spain,
including Felip Pedrell, Isaac Albéniz, Enrique
Granados, Manuel Falla and others.)
Learn about World Language Study at the UW
Visit classes in many different languages.
Sample a variety of cultures.
Attend presentations and activities on subjects
ranging from German soccer to the music of ancient
Greece; from the nomads of Central Asia to the peoples
of the Baltic republics; from Chinese characters to
origami; from a culinary tour of the Hispanic world to
foods and festivals of India.
Learn how you can use world languages to shape your
career.
Tour the UW campus and visit the Language Learning
Center.
View the exhibit on the famous Silk Road at the Henry
Art Gallery.
Get advice on how to interpret regulations governing
transfer of credits, how to use sign language in the
curriculum, and about placement and challenge exams.
A Look at the Sessions
Why are you interested in other languages and
cultures? Do you want to broaden your own perspective
on the world? Think about future careers? Find out
what a university-level language class is like?
Fulfill UW entrance and exit requirements? You get
valuable information in all of these areas in sessions
on World Languages Day.
These are just a few of the dozens of sessions:
Afghan Women under the Taliban Rule
A First Lesson in Arabic
The Real Classical Music: How to Listen to Ancient
Greek Music
German Rap Music
Hong Kong Movies and Pop Culture
Navigating Russian Culture
Native American Languages
Origami
Fun with Chinese Characters
Mini-lessons in many languages including French,
German, Japanese, Hebrew, Arabic, Czech and Swahili
Registration Information
You are encouraged to register early since
participation is limited to 1,400 students.
Registration is on a first-come, first-served basis,
and is not complete without payment of all fees.
If your Washington state high school has not received
a brochure with complete program information and a
registration form, please call UW Extension at
1-800-543-2320. To register by telephone using VISA or
MasterCard, call 206-543-2310 or 1-800-543-2320.
Accommodations for Disabilities
To request disability accommodations, contact the UW
Disability Services Office as early as possible at
206-543-6450 (voice), 206-543-6452 (TTY), 206-685-7264
(fax), or dso@u.washington.edu.
Questions?
If you have questions about this program, please
contact UW Extension at 1-800-543-2320 and ask to
speak to someone about World Languages Day.
Click for more linksUWEO HomeUW ExtensionUW
OnlineEvening Degree ProgramDistance LearningSummer
QuarterEnglish Language ProgramsInternational
StudentsPrograms for K-12 Educators/YouthAdvisingAbout
UWEOContinuing Education
UW Educational Outreach
5001 25th Avenue Northeast
Seattle, Washington 98105 Telephone: (206) 543-2320
Toll-free: (800) 543-2320
TTY: (206) 543-0898
Please send questions about programs and courses to
uweo@u.washington.edu and questions or comments about
this Web site to webhelp@ese.washington.edu
VII. NEW BOLECTRÓNICO FEATURE: ACCOMPLISHED STUDENTS.
Whether you are a professor or a teacher, we would
like to hear about your students who win prizes, write
articles that get published, run a cultural event, or
whatever. We will publish news of your students as we
get these bits of information so that your colleagues
can be aware of what is going on in your classroom,
school, university and community.
VIII. COSTA RICA OUTWARD BOUND.
--- Costa Rica Outward Bound <crrobs@racsa.co.cr>
wrote:
> Date: Tue, 15 Jan 2002 20:03:20 -0600
> From: Costa Rica Outward Bound <crrobs@racsa.co.cr>
> Subject: Spanish adventure in Costa Rica!
> To: info@crrobs.org
>
> January 2002
>
> Dear Colleague,
>
> A cordial greeting from Costa Rica. We are
> contacting you to inform you of
> an experiential approach to learning Spanish that
> will prepare your Spanish
> language students for the future and elevate their
> cultural awareness.
>
> Costa Rica Rainforest Outward Bound School (CRROBS)
> provides safe,
> educational adventures with a Spanish language
> focus. Students on course
> will be immersed in Spanish language and culture,
> communicating with native
> guides while experiencing several village homestays,
> trekking through the
> rainforest, whitewater rafting, waterfall
> rappelling, and much more.
>
> The village homestays, which take a number of days
> of trekking through the
> rainforest to reach, are a signature feature of a
> CRROBS course. There
> students spend several days participating in the
> daily activities of
> campesino families, interacting in Spanish while
> assisting in chores such
> as making tortillas, hand-milking cows, helping out
> on a farm, and learning
> about medicinal plants. A total immersion in the
> Spanish language and
> Costa Rican culture.
>
> For more information on customizing a Spanish
> language adventure to fit
> your objectives and timelines, contact our contract
> programs manager
> Saadatu Gray at saadatu@crrobs.org or telephone
> 011-506-777-0052. You can
> also visit our website at www.crrobs.org. With as
> few as 8 people in a
> group, a faculty member or trip coordinator goes for
> free, and students
> receive a 10% discount. Bring a group on course in
> 2002, and receive an
> additional 5% discount. University credit is
> available. Individual
> enrollment is also available.
>
> We look forward to working with you to create a
> meaningful and memorable
> Costa Rican experience!
IX. SUMMER IN PERU WITH YOUR STUDENTS?
Dear Educational Representative:
We are highly interested on reaching an educational
agreement with your
institution which
would allow Spanish teachers develop a professional
practice in Perú
while they are on
vacation time during this 2002 Summer Vacation time as
they come along
with their
High School or University students.
We would appreciate that your collegues know about
this invitation or
even better if you would like
to reach a special agreement in favor of your
membership we will be
more than happy to reach that
mutually beneficial purpose with the commitment for
improving quality
education for your foreign classes
for the benefit of both teachers and students.
The content of our promotional e-mail is:
We kindly invite you to come to PERU with your
enthusiastic and
cultural
apprehensive students during this 2002 summer vacation
time.
You and your students deserve to have the most
surprisingly exciting &
enjoyable life experience during this summer time in
the homeland of
both:
the millenary Inca Culture and the Lord of Sipan Royal
Tomb.
We offer you our GOLD INTERCULTURAL PROGRAM
***********************************************
THE 2002 PERU SUMMER EXCHANGE
***********************************************
With this program you can learn and practice SPANISH
in the oldest
Spanish
speaking country of South America while you visit
the finest tourist
attractive places that PERU is happy to show you :
The Royal Tomb of the Lord of Sipan in Chiclayo, the
Kuelap Fortress in
Chachapoyas , Chan Chan biggest adobe brick citadel in
Trujillo, the
Gold
Inca Rescue Room and Kuntur Wasi in Cajamarca, The
Amazon and of course
Machu Picchu in Cusco, and much, much more...
GLOBAL EDUCATION FOUNDATION (GEF) invites you to come
to PERU-South
America
and show us your AMERICAN SPIRIT.
We know, you'll make the difference!!!
We give you that unique opportunity at an affordable
price for your
students
and NO CHARGE for you!!
Check this out !!!
http://www.gef-foundation.com
And find out how easy is to feel our friendship as you
broaden your
horizons
with an everlasting life experience.
Sincerely yours,
Valdemar Romero
GEF Chief Executive Officer
X. LINGUISTICS COURSE AT THE UNIVERSITY OF WASHINGTON
WITH RELEVANCE TO TEACHERS.
> > I wanted to let you know that I will again be
> offering Spanish Phonetics
> > (Spling/Span 409) this summer, A term. Would you
> spread the word of this
> > offering among Spanish grad students and undergrad
> majors, Spanish
> > teachers who may want to come back to school for a
> course, undergrad
> > Romance linguistics majors, and so on? I'd like to
> continue to offer this
> > course in the summers, but the enrollment has to
> be sufficient.
> >
> > I've been told by the Spanish instructors who took
> it that they found it
> > helpful in their teaching. Undergrad majors have
> said they thought it
> > improved their accents (and my pre- and
> post-instruction pronunciation
> > evaluations show they are right!) And it's a
> general introduction to
> > phonetics as well.
> >
> > Thanks
> > Ellen
> >
> > %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
> > Ellen Kaisse
> > Professor and Graduate Program Coordinator
> > Editor, Phonology
> > Dept. of Linguistics
> > University of Washington
> > Box 354340
> > Seattle, WA 98195-4340
XI. EXCITING NEWS: A MESSAGE FROM OUR PRESIDENT,
STEVE GREEN, ABOUT A BOOK CLUB EVENT AND THE CONO SUR
EVENT
Our plans for the 16 March WAFLT Spring Regional
> in Kirkland (Lake Wash.
> HS) are shaping up nicely. The board decided to try
> a "book club" type
> session instead of another "idea share". Oriana
> suggested that people coming
> to the session read the book Argentine Tapestry by
> Dr. Mario Ahrens. We'll
> discuss that book--in English and Spanish--at the
> WAFLT session. Bridget
> Yaden has volunteered to preside at the session. I
> suppose that we ought to
> get word out to the socios to get a copy of the book
> if they would like to
> participate with us at the spring regional. By the
> way, if I got this right,
> Oriana said the book could be found in paperback
> through Yahoo.com. You
> might want to check that with Oriana directly. The
book is available at http://www.amazon.com [Editor's
note: If you want to benefit the Snohomish County
no-kill cat shelter, Purrfect Pals, go to their web
site, http://www.purrfectpals.org, click on the Amazon
link, and 3% of profits will go to the shelter.]
> The Cono Sur Event is also coming along well, but we
> don't need to publish a
> lot of details yet in the BOLE. Suffice it to let
> the members know that this
> big event will take place on Sat. 27 April in
> Olympia at South Puget Sound
> Comm. College and will feature presentations on
> Chile, Argentina, Uruguay and
> Paraguay and that a Hispanic lunch will be included.
XII. A MESSAGE FROM ORIANA CADMAN, THE CHAPTER´S SW
VICE PRESIDENT
On behalf of the Washington Juan de Fuca Chapter of
> the AATSP I would
> like to thank Aryn Oster from Heritage High School
> in Vancouver for
> hosting this year's Southwest Idea Share.
>
> It was great to hear so many wonderful ideas to
> implement in our
> language classes, network with teachers from the
> Vancouver area, and
> visit Aryn's beautiful new school.
>
> I would also like to take this opportunity here to
> invite you to attend
> our next event that is close to you, the "Cono Sur"
> workshop, Saturday,
> April 27 in Olympia at South Puget Sound Community
> College.
>
> I am looking forward to continue working with my
> Southwest Washington
> colleagues and I hope you decide to join our great
> organization.
> Remember, if we don't support our own profession,
> who else will?
>
> Oriana Cadman
> S.W. Vice-President
> Washington Juan de Fuca Chapter
> AATSP
XIII. CONFERENCE ON HISPANIC AND LUSO-BRAZILIAN
LITERATURE AND LINGUISTICS AT UNIVERSITY OF TEXAS IN
AUSTIN.
DEADLINE EXTENSION:
> >
> >
> >The Graduate Student Organization at the University
> of Texas at Austin
> >is in need of more abstract/paper submissions for
> the 12th Colloquium on
> >Hispanic and Luso-Brazilian Literatures and Romance
> Linguistics. For
> >the convenience of the presentors the deadline for
> submissions has been
> >extended. Please pass this message along as you
> see fit. If there are
> >any questions please feel free to comunicate via
> e-mail with any of the
> >people listed at the bottom of this page.
> >
> >This colloquium is geared for all graduate
> students; all submissions
> >from all areas of literature, cultural studies, and
> linguistics are
> >welcomed. Should an entrant be accepted, housing
> and transportation is
> >provided. This is a great way to experience the
> joys of Central Texas,
> >and to get valuable experience in presenting
> articles.
> >2nd Call for Papers
> >
> >The 12th Colloquium on Hispanic and Luso-Brazilian
> Literatures
> >and Romance Linguistics
> >
> >Department of Spanish and Portuguese
> >University of Texas at Austin
> >
> >
> >March 8th and 9th, 2002
> >
> >
> >We proudly present Keynote Speakers:
> >
> >
> >Judith E. Liskin-Gasparro John Lipski Gustavo
> Pérez Firmat
> >Foreign Language Education Spanish Linguistics
> Cuban-American
> >Writer
> >University of Iowa Pennsylvania State University
> Columbia
> >University
> >
> >
> >Abstracts:
> >
> >This portion will consist of two pages. The first
> page will include the
> >title of the paper, the author's name, panel title
> (if applicable),
> >address, telephone and e-mail address. The second
> page will include the
> >title of the paper and a single-spaced abstract not
> to exceed 400 words.
> >
> >
> >
> >Abstracts may be submitted individually or under a
> panel consisting of 3
> >presenters. Groups submitting panels should send
> abstracts in the same
> >envelope and include the panel title on the pages
> with the presenters'
> >personal information.
> >
> >
> >Papers:
> >
> >
> >Papers must not exceed 3100 words (maximum reading
> time is 20 minutes).
> >No papers will be read in-absentia.
> >
> >
> >Both, the abstract and paper must be post mailed by
> February 15, 2002
> >and follow the preceding guidelines.
> >
> >
> >Please send abstracts and papers to:
> >
> >Fabio Chee, Sarah Harmon, and Oswaldo Zavala
> >12th Colloquium Organizing Committee
> >The Department of Spanish and Portuguese
> >Batts 110
> >The University of Texas at Austin
> >Austin, TX 78712
> >
> >
> >or electronically to:
> >
> >
> >fchee@mail.utexas.edu
> >(for literature)
> >
> >
> >sarah_harmon@mail.utexas.edu
> >(for linguistics)
XIV. THE PLACE OF CULTURE IN LANGUAGE STUDY: A TALK
BY CLAIRE KRAMSCH (submitted by Eduardo Tobar, OSPI)
Dear teacher,
You may be interested in this lecture sponsored by the
Language Board,
the
College of Arts and Sciences, and the Department of
Linguistics of the
University of Washington. This talk is relevant for
all language
teachers.
You are invited to a lecture by
Claire Kramsch
University of California, Berkeley
The Predicament of Culture in Language Study (see
abstract below)
Monday, February 4, 2002
4:00 PM - 5:30
301 Miller Hall
University of Washington, Seattle
Please, also join us to an informal follow-up
discussion on Tuesday,
February 5, from 11:30 to 1:30 in the conference room
of the
humanities
center.
The Predicament of Culture in Language Study
Despite thirty decades of communicative language
teaching, language
instruction is still predicated on the notion that
language is a closed
system that can be taught and acquired separately from
culture. Culture
is
still taught as a fifth skill, added on to a general
communicative
competence in reading, writing, speaking and
listening. But recent
research
in psycholinguistics, cognitive linguistics, and
linguistic
anthropology, as
well as in post-structuralist cultural studies, has
shed new light on
the
relationship of language, thought, and culture,
enunciated some sixty
years
ago by Sapir and Whorf as the principle of linguistic
relativity.
Language
is now viewed as one of many meaning making practices
in various
semiotic
modes for various purposes in various speech events.
It is seen not
only as
reflecting thought and social reality, but as creating
and being a
metaphor
for the very thoughts and realities we live by.
The introduction of semiotic, linguistic, and
discursive relativity in
language study is both exhilarating and risky. At a
time when an
increasing
number of language learners are versed in multiple
kinds of literacy
and
have been exposed to multiple languages and cultures,
it can help
relativize
the notion of the native speaker norm, bring back the
poetic,
affective, and
creative aspects of language study, and highlight the
subjectivity of
the
multilingual individual. But, in the normative
environment of the
classroom,
it can also lead to an overemphasis on the social
determination of the
individual speaker, the stereotyping of individuals
and the
essentialization
of cultures. The presentation discusses the different
aspects of this
predicament and its implications for language
teachers.
Eduardo Tobar
Spanish Language Consultant
Office of Superintendent of Public Instruction
Old Capitol Building
P.O. Box 47200
Olympia WA 98504-7200
Phone: (360) 725-6152
Fax: (360) 664-2605
etobar@ospi.wednet.edu
http://www.k12.wa.us/spanish
http://depts.washington.edu/spnrectr
XV. JOB OPPORTUNITIES (Please submit these from your
institution as soon as they are posted):
DIRECTOR, UNIVERSITY RESOURCES FOR LATINOS: Northern
Illinois University. Administer resources for
Latinos. M.A., knowledge of issues in higher
education pertaining to Latina/o. Doctorate
preferred. Closes March 1. Contact: Dr. A. Zike,
Assoc. Provost for Academic Support Services, Office
of Provost, N. Illinois University, DeKalb,, Il.
60115.
EXECUTIVE DIRECTOR, FULBRIGHT PROGRAM IN PERU: Plan,
operate and monitor program's educational exchange
activities. Good knowledge and experience with
university education in U.S. and Peru desirable. Long
term commitment. Closes February 22. Contact:
Executive director, P.O. Box 2933, Lima 100, Peru.
XVI: PERU SUMMER EXCHANGE PROGRAM
"2002 PERU SUMMER EXCHANGE PROGRAM"
Learn and practice
SPANISH during VACATION
GLOBAL EDUCATION FOUNDATION (GEF) invites you to...
PERU-South America and show us your
AMERICAN SPIRIT
You'll make the difference !!!
Dear U.S. TEACHERS :
You and your students deserve to have the most
surprisingly exciting & enjoyable experience in the
homeland of the millenary Inca culture.
We give you that unique opportunity this 2002 Summer
vacation time at an affordable cost for your students
with NO CHARGE for you!!
Check this out!!!
http://www.gef-foundation.com
And...
find out how easy is to feel our friendship as you
broaden your horizons with an everlasting life
experience
XVII. GRADUATE STUDENT CONFERENCE IN THE ROMANCE
LANGUAGES, UNIVERSITY OF OREGON.
CALL FOR PAPERS
>
> Cryptic Cartographies:
> A Symposium on Literature and Space
>
> October 18-20, 2002
>
> The graduate students of the Romance Languages
> Department at the University
> of Oregon welcome proposals for participation in
> their conference, "Cryptic
> Cartographies: A Symposium on Literature and Space,"
> to be held on October
> 18-20, 2002.
>
> With this conference we hope to open and continue a
> dialogue on space,
> place, and the cartographic imagination. The
> conference will examine and
> question the boundaries of ideological, physical,
> and imaginary spaces.
>
> Keynote speakers for this event will be Tom Conley ,
> Harvard University
> (author of _The Self-Made Map: Cartographic Writing
> in Early Modern
> France_); José Rabasa, UC Berkeley (author of
> _Inventing America: Spanish
> Historiography and the Formation of Eurocentrism_);
> and Peter Carravetta,
> Queens College (author of _Prefaces to the Diaphora.
> Rhetorics, Allegory and
> the Interpretation of Postmodernity_).
>
> You are encouraged to submit proposals for
> individual papers, group panels,
> and multi-media presentations. Proposals from all
> disciplines are welcome.
> Individuals should submit a one-page abstract of a
> twenty-minute
> presentation. Papers may be presented in English,
> French, Spanish, or
> Italian.
>
> Possible panels may include, but are not limited to:
>
> Inventing Nations
> Boundaries Transgressed: Betrayals and Trauma
> Charting Utopias
> Walter Benjamin, Visual Culture, and Melancholy
> Writing the Island
> A Space of Their Own: Women and Fiction
> Urban Spaces
> Memory: A Map for the Future
> Travel Literature
> Fading Borders: Globalization and Its Discontents
> Mapping the Body
> Protean Spaces
> Charting Heaven and Hell
> The Flâneur
> Gender and Geography
> Maternal Spaces
>
> To be considered, proposals must include: a working
> title; a one-page
> abstract, double-spaced; if a group proposal, the
> full names of all
> presenters as well as an abstract from each; your
> name; email address; and
> mailing address.
>
> All proposals should be sent to:
>
> Graduate Student Conference
> Romance Languages Department
> 1233 University of Oregon
> Eugene, OR 97403-1233
>
> DEADLINE FOR SUBMISSION OF ABSTRACTS IS APRIL 30,
> 2002.
XVIII. LANGUAGE CORNER (A new feature of the BOLE):
Edición I: VERBOS QUE INDICAN UN CAMBIO DE ESTADO
1. PONERSE...... PASAR A ESTAR
(Examples: Se puso enfermo. Se puso borracho. Se
puso moreno. NOT: Se puso un hombre religioso.)
2. VOLVERSE.....PASAR A SER
(Examples: Se volvió un enfermo. Se volvió un
alcohólico. Se volvió moreno. Se volvió una mujer
religiosa. PUEDE IR CON SUSTANTIVOS)
3. QUEDARSE.....PASAR A ESTAR (Se encuentra en un
nuevo estado.) (Examples: Se quedó atontado. Se quedó
cojo. Me quedé fascinada por aquel hombre.)
4. VOLVERSE.......PASAR A SER EN EL DENTIDO DE
ADQUERIR UNA NUEVA CUALIDAD. (Examples: Sarah Brady se
volvió liberal. Scrooge se volvió generoso. Se volvió
un tirano. Nos volvimos más precavidos.)
5. CONVERTIRSE EN........CAMBIO DE CUALIDAD, DE CLASE
-- SÓLO CON SUSTANTIVOS. (Example: Blanco Carrero se
convirtió en la mano derecha del jefe de estado.)
6. HACERSE......PASAR A SER EN EL SENTIDO DE ADQUERIR
UNA CUALIDAD SENTIDA COMO DURADERA, VOLUNTARIA Y VECES
DE DESARROLLO GRADUAL: CARGO, PROFESIÓN, SITUACIÓN,
PERSONAL. (Examples: A fuerza de recibir
descripciones me hice precavida. Mi hermana tras
estudiar nueve años se hizo médica. John Walker Linde
se ha hecho musulmán.)
7. LLEGAR A SER......RESULTADO DEL CAMBIO. (Example:
Su hijo ha llegado a ser director de una gran empresa
en las Canarias.)
CREDIT: María Luz Gutiérrez Araus, Catedrático,
Universidad Nacional de Educación a Distancia, Madrid.
=====
Steven Green, President, sslgrn@aol.com
Ricardo Chama, Eastern V.P., chama101@home.com
Paloma Borreguero, NW V.P., paloma@u.washington.edu
Oriana Cadman, SW V.P., ocadman@kalama.com
Bridget Yaden, Treasurer, yadenlbe@plu.edu
Deby Holmberg, Secretary, Debykholmberg@cs.com
WATSP web page: http://aatsp.20m.com