Language
1. Student Exchange: language and cultural explored using chatting on line
Project Objective: to find what if any cultural and language learning took place between the American and the Spanish (Madrid, Spain) students. Participating in on-line chatting.
Methodology used: Vocabulary lessons, Chatting, Video Conferencing
Student Participation:
Student researchers will need to read chat logs and tally language learning vs. cultural exchanges. Student/s will also read Michigan students reflections to see if their reflections match our findings from the chats. Students will search for literature on the topic.
Student Qualifications: Spanish 232 or equivalent (per University Placement Exam)
2. Genetic Counseling in an Interpreted Setting
Objectives and Methodology: The purpose of this research study is to identify factors that contribute to establishing communication and trust in an interpreted genetic counseling setting. Genetic counselors see patients in prenatal, pediatric, adult, cancer and other specialty clinics to address concerns that may arise from the diagnosis of a genetic condition. Across the country, genetic counselors are seeing an increasing number of patients who are fluent in languages other than English. Though some genetic counselors are bilingual, the counselor may see a variety of patients whose native language may be Spanish, American Sign Language, and Farsi, Arabic or any other language. the genetic counselor is likely to experience working with an interpreter. Members of this interpreted genetic counseling triad: genetic counselors, patients fluent in languages other than English, and interpreters have all reported that even with the language barrier between the genetic counselor and patient, the session may proceed smoothly and the session was felt to be successful by all participants. On the other hand, there are times when it just doesn’t go well and the language and cultural barrier is not successfully bridged. There is limited research on medical interpreting and none to date addresses perspectives of all members of the triad. Separate focus groups will be conducted for genetic counselors who have worked with interpreters, interpreters who have interpreted genetic counseling, and adults who have had genetic counseling through an interpreter. Focus groups will be conducted in the language of the participants.
Student Tasks
Literature review, Medline search, recruit and enroll participants for focus groups, observe focus groups, and transcribe audio tapes into written transcript (Spanish or other language) as well as translate (Spanish or other language) into written English.
Student Qualifications: Bi-lingual/bicultural in Spanish; motivated, can work independently yet ask questions when appropriate, some self awareness of cultural identification, competency in diversity and cultures; open to PEERRS Human Subject Training.
3. Muslims in Europe
We (four UM faculty members) have interview data from over 800 Muslims in three European cities (London, Madrid, Berlin), and we want to understand their immigration experiences, their political and social attitudes, their social networks, their general health, and their religious behavior and beliefs. A quantitative survey was conducted, as well as a small number of qualitative interviews.
Student tasks: Translation and coding of qualitative interviews with Muslims interviewed as part of this project--about 20 interviews. Transcription done on some of the interviews. If you speak and read German, Spanish, or Turkish fluently, then this is a great opportunity to learn more about Islam, about Europe, about immigration, and about social science research more generally.
Student Qualifications: I am looking for students who can do any of the following:
Translate German into English
Translate Spanish into English Translate Arabic into English.
Translate Turkish into English
4. Efficacy of Chinese Proficiency Test (HSK) at the University of Michigan
HSK is a Chinese proficiency test officially sponsored by the PRC Ministry of Education for the assessment of Chinese competence of non-native learners. It functions like TOEFL (test of English as a foreign language), which was developed in this country. HSK was introduced into the United Stated in 1998 through our University, and today we are still the largest HSK center on a university campus, which offers HSK at its various levels on an annual basis. This project is intended to maintain and operate the U-M HSK center, and study its efficacy to support instruction and research.
Student Tasks and Responsibilities
1. Study HSK introductory materials. 2. Assist faculty sponsor in scheduling and coordinating HSK activities. 3. Provide services for test-takers, such as taking registrations, proctoring, and distributing test results. 4. Draft an annual report based on test data. 5. Handle e-mail and web work for the project.
Student Qualifications
Interest in language and language testing.
Interpersonal skills. and ability to work independently.
Some experience in coordination and administration. Some flexibility in time schedule.
Good English writing ability. Competence in Chinese (preferred).
5. Black Press of Brazil: Recovering sources for a history of black thought on race and citizenship
Objectives and Methods: The goal of this project is twofold: first, to create a searchable digital archive of Brazil's so-called "black press," and second, to catalogue the articles that appear in those newspapers. The black press consists of newspapers written by and for people of color in several Brazilian cities, from the first decades of the 20th century until today. Currently, collections are scattered among several reels of microfilm, as well as in paper photocopies (in my possession), that are usually difficult to obtain. A digital archive and a catalog of these newspapers would provide an incredible and, until now, underutilized resource for teaching and research--my own as well as others'--about the ways that people of color themselves contributed to debates about race and nation in Latin America. I will use this archive as part of my ongoing research project on black intellectuals' ideas about race, nation, and citizenship in modern Brazil, and as the basis for a Portuguese-language course next Fall.
Student Tasks and Responsibilities: have set aside a core selection of these newspapers (from the 1910s to the late 1970s, primarily from the cities of São Paulo and Rio), which UROP students would scan/digitalize, and convert into text-searchable form, if possible. Working in consultation with me, and through readings I will give them about the topics covered in Brazil's black press, students will create a catalogue of relevant articles by title, authors, and major themes.
Qualifications: Students should have an advanced level of reading comprehension in Portuguese. A knowledge of, or interest in, Brazilian history and issues of race in Latin America would be wonderful as well. Also has a project related to this one that does not require Portuguese.
6. Emphasis to Cultural Content and Materials Production in Teaching-Learning Tamil as a Second Language
Objectives and Methodology: Language and Culture are inseparable and they are interdependent .Language study has two sides., language structure and language use. Study of language use reflects a number of sociolinguistic as well as cultural contexts and situations in different settings-both formal and informal. All these have to be brought into language teaching-learning in a suitable way in the materials meant for teaching-learning activity. So the present project tries to incorporate ,for the first instance at least 25 to 30 socio-cultural contexts in lessons and conversations and stories meant for Elementary and Intermediate level Tamil courses. These contexts and situations will be made available in three different formats-print, audio and web. forms. The methodologies that are to be used:1) Communicative Approach to Language Teaching-Learning 2)Using Modern Technology to Language Teaching-Learning, especially in the preparation of web based materials and CD -Rom. 3)Use of Interactive Model in Language Teaching-Learning.
Student Tasks and Responsibilities: )Identification of the basic contextual usages 2)Selection of the common, frequent and significant socio-cultural situations and correlating them with the linguistic features(in conversations, lessons etc.)3)Testing the contextual usages and linguistic features from the point of view of their communicability and intelligibilty.4)Making an index of different vocabulary-its types etc. as well as the related grammatical forms and phrases in actual use of the language 5)Standardization of the usages and materials with the guidance of the Faculty Sponsor 6)Preparing a set of language Games used as exercises ,6)Identification of social meanings of some of the usages-both words and gram. forms in contexts 7)Identification and listing of homonyms,antonyms,synonyms -in the use of vocabulary with particular reference to the Tamil language.
Minimum Qualifications: undergraduate students enrolled and doing First ,Second and Third Year Tamil courses. Those having the knowledge of Spoken Tamil /using the spoken language minimally are preferable, but it is not a must.
7. Linguistic variation dubbed into German
Objectives and Methodology: Investigate and compare films dubbed into German for specific linguistic features, notably dubbing practices used for taboo words; African-American English and gender-marked language use. Data will come primarily from the following films: 8 Mile; Boyz n the Hood; Jungle Fever; Clockers; Clueless; Bound and To Wong Foo, Thanks for everything Julie Newmeyer. Other films may also be used if applicable.
Student Tasks and Responsibilities
View original and dubbed films for specific criteria (e.g. taboo words; non-standard features; gender-marked features)
Transcription and coding of individual scenes selected in consultation with faculty supervisor Possibly some basic statistical work depending on background of student
Bibliographic searches (using MLA and LLBA databases) Enter general bibliographic references into EndNote database (this may include references not directly tied to this project).
Minimum Qualifications: Enough fluency in German to understand German dubbed films (with accompanying English originals). Generally, 3-4 semesters of German instruction is sufficient. Some background in Lingustics (e.g. Ling 210/211; Anth 272 or 342 etc.) a plus, but not a necessity.
