lingua franca spring 2015-1_entrevistacm

7/24/2019 Lingua Franca Spring 2015-1_EntrevistaCM

1/16


2/16

The Sandra Cisneros Latinas ? I Tell You My Story Project 3

Student Spotlight: Carmen Martn-Quijada 4

Secret Passions of SLC Graduate Students 5

SLC students at the CineLit Conference 7

Tips for SLC?s Entering Graduate Students 8

Screening and Discussion of A Kiss for Gabriela 9

Going on the Job Market in the Fall 10

15th Annual SLC Graduate Symposium 12

Purdue?s Language Hub: Photo Essay 13

IN THIS ISSUE

Lingua Fr ancaSpr ing 2015


3/16

Why Sandra Cisneros?We named this Project theSandra CisnerosLatinas- I Tell You My Story Project in honorof one of the most prominent Chicano writers,

Sandra Cisneros, who is a source ofinspiration and model for many of the Latinowomen participants of theOpening DoorsProgram. Cisneros?fictional work is used as abridge to link the author?s story to that of theparticipants since all of them are also ofHispanic origin. Cisneros?life story andli terary work advocate for equali ty andwomen?s rights. Her works also coverconcerns with Chicana identity, poverty, andthe impact and continuous challenges ofgrowing up in between two cultures.

How does it work?Throughout a total of ten sessions everysemester, our project finds ways to empowerparticipants through activities based on a

series of readings, presentations, and creativewriting exercises. One of the more significantactivities is theI Tell You My Story Session.This session?s main purpose is to reinforce theimportance of reading and having access toeducation in order to improve their li ves.Participants have come up with very creativeand moving stories of life and deep reflectionsabout gender roles in society, and differentways to promote gender equality at home inwhat seem as simple everyday practices.

Berenice A. Carroll Feminism,

Peace, and Social Justice Award2015

Up until now we had mainly worked wour own and OPD?s resources to carry out thproject. However, April 9th, 2015 was a vehappy day for our project since it receivedtheBerenice A. Carroll Feminism, Peace, andSocial Justice Award 2015 . This is an annualaward that aims to foster and recognizestudents' projects related to feminist studies,peace studies, and other social justice issues.This is very meaningful not only for theprosperity and endurance of the project in thfuture, but also because the award came withcash prize which will allow us to achievesome of our short-term plans with itsparticipants including: providing free bookand materials for them, covering expenses fora field trip to the National Museum ofMexican Art in Chicago, and finally startingmini-library for the ODP participants and theifamilies for future consultation.

Teixeira and suga with Spring 2015 part icipants.

I always tell people that I became a writer not because I went to schoolbut because my mother took me to the library. I wanted to become awriter so I could see my name in the card catalog.Sandra Cisneros

The Sandra Cisneros Latinas Project was createdlast year by PhD Candidates Esther Teixeira and

Sandra suga as an alternative for the graduate students in literature to developextracurricular activities and connect Purdue with the community through li terarystudies. Everything started whenOPD ProgramCoordinator invited us to getfamiliar with the services they offer to the Latino community. We anticipated abig opportunity to design a community service learning project which could linkthe OPD?s ideology and practice with our academic field.

THE SANDRA CISNEROS LATINAS I TELL YOU MY STORYPROJECT

With Professor Carroll during the Recognition Ceremon

3 LINGUA FRANC

By Sandra suga

Note: The Opening Doors (ODP) in Lafayette isa school readiness program that seeks tostrengthen the leadership skills of parents withchildren of ages 0 to 5. The curriculum is basedon the premise that education, solidarity, andinclusion leads to social change. This practice ?known as popular education ? also draws fromreal life experiences of the participants.


4/16

Among all the activities a

graduate student and teachingssistant has to cope with,Carmen found time to talk to men between classes. Although,we have been taking classesogether, we had never had thehance to talk about herxperiences as a writer. I

venture to say that Carmen theoet i s a little more timid than

Carmen the student. It was a

rief, yet a very pleasurablealk. I focused this interview on

her bookTrinaje, which cameut in 2013.

started wri ting when I was 14 oro. I had a diary I would write in,ut the book as a project started

when I was about 20 years old.

t was mine. I needed to release itrom my system. The writings werehere, but they didn? have anyhape. They were just textsandomly organized.

I write in a very slow way? it takesme a lot of time. I write and I justleave it and go back to it. I keeprevisiting the writing constantlyuntil I feel that it is done, that it isfinished. And sometimes, I keepworking on it over and over to thepoint that I end up going back to theoriginal. So, I always save differentcopies.

I don? think one actually chooses it.I think this has to do with one?srelation with the language; for me itis just easy to think in poetry. Now,I am trying to wri te in other genres,but it is very experimental. I likepoetic prose. Actually,Trinaje has aprose section. There are passagesand there is a story between them. Imean? at least it is easier to f ind anarrative in the prose section, thanthe possible relation between thepoems.

Trinaje is a word that came out oneday when I was sleeping next to myson. He was little. At that time, my

window was covered with ivy andtrees, and there was a nest there. Iwould always hear the birds trillingand would think about i t. What dobirds do? Theytrinan (tril l). And,as I was thinking about it, the wordcame out while listening to thetrinaje of those birds. And I justloved it. Birds have always meantsomething in my life in manydifferent ways.

Fragmented. Broken in some sense.I read it and I think, ?How can Iconnect this to other texts?? And Ican?.

Part of my writing is a lot ofreading. I read a lot. I have alwaysbeen a good reader. I think I startedwhen I was around 13 and neverstopped. So, somehow my writingis a response to what I read. Thereare some poets that I always goback to. One is Paul Celan, theother is Alejandra Pizarnik; she isone of the most important writers I

have read in my life. Also, theChilean poet Jorge Tellier.

I

Yes. With the things I am wriright now. I guess it is going ta while. Maybe not 10 years*

don? know. I?ve been workinshort stories for two months. Ahave rediscovered some old writings. I read them andapproached them differently. Itrying to revisit them and I hthat this will result in anotherI don? know when, but sometthe future.

STUDENT SPOTLIGHTCARMEN MARTN-QUIJADA

When I was asked to interview an SLC student forthe Lingua Franca, I knew who this person would be:Carmen Martn-Quijada. This Chilean poet hasseveral publications and is the winner of the 2007Poetry Contest of the Universidad Finis Terrae.

4 LINGUA FRANC

By Las Oliveira Ribeiro

WHOSE IDEA WAS IT TOPUBLISH A BOOK?

ARE YOU PLANNING A BOOK?

WHEN DID YOU START

WRITING?

WHY TRINAJE?

WHAT IS YOUR WRITING

PROCESS LIKE?

WHY POETRY?

HOW WOULD YOU DESCRIBEYOUR POETRY?

WHO INFLUENCED YOURPOETRY?

* It took Carmen ten years to publish her f irst book.

I would always hear the birdstrilling and would think about it.What do birds do? They trinan.


5/16

Boris, PhD student in SpanishLinguistics.

Passion: Ballroom Dancing

For me language and dance are closelyinterconnected. I began dancing for extra creditfor Spanish class in high school, so I beganwith salsa. I loved being able to understand thelyrics, which made it easier to move to themusic and interpret it. Little did I know thatnear the end of high school I would startballroom and Latin dancing. My f irst dancepartner and I formed a ballroom club at my

undergraduate school, the University ofLouisville.

Besides my studies, organizations, and campuswork, dance has been an essential part of mylife for about ten years. I have been able topartner dance in almost every country that Ihave visited, and it?s always the first thing thatI research.

When applying for graduate school, I mustadmit that my short list consisted of schoolsthat had a ballroom team. I promised myselfthat grad school was not going to be all aboutwork, or else it would make me miserable. Icompete in at least two competitions everysemester, which involves at least two lessonsevery week and many more practice sessions.Also, I have always found my best friends

through dance. Just like language, dance is aform of communication that helps form instantbonds between individuals.

Sandra, PhD Candidate in LatinAmerican Literature

Passion: Music

I?ve been a music fan since I was very little.Like some Colombian artists say, in many

places in Colombia, we learn to dance beforewe walk and we sing before we speak. I grewup listening to my grandpa play the guitar andsing, as well as dancing salsa with one of myuncles since I was six. Their passion for musicremained forever in me. Since then, I?vealways been involved in choirs, music bands,and dancing groups. I?ve sung all kinds ofparties and music (from pop and rock tobambucos, cumbias, and boleros), I even sangfor a funeral home for some time. I have allkinds of anecdotes and great stories to tell

thanks to music. When I came to Purdue, Imissed that part of me, and I was lucky enoto f ind other Purdue students and people frothe community who shared the same passionRight now, I play with a Latin Band call edClave Caribe. Contact me in case you need uto bring someSabor to your parties

Takafumi , MA student in JapaneseSLA & Pedagogy

Passion: Breakdancing

Dancing makes my life vibrant andmeaningful. Confidence, energy, creativity,satisfaction ooze out from the core of my bthrough dancing. Among the various typesdance, breakdancing is the one thatexceedingly attracted and fascinated me. Mfirst encounter with breakdancing was in 2when I was in college in New York. My eywere captivated by the creative and dynamimovements.

By Tatiana Artamnova

Coined by an unknown individual and probably meant to instill fear and diligence in the hearts of thenewly admitted rookies, one common expression proclaims that "graduate students have no life." It isnot always the case. There are students who combine their graduate studies with vibrant lives youmight not know about - lives filled with passion and talent. I am lucky to personally know some of theseintriguing individuals, and I asked them to share their stories with us.

SECRET PASSIONS OF SLCGRADUATE STUDENTS

5 LINGUA FRANCA


6/16

Since then, I became a huge fan ofbreak-dancing, and I have been ?breaking? foralmost four years now. At present, I belong toPurdue Boiler Breakers, and I practice with theenthusiastic and skillful crew.

Currently, I am one of the graduate students aswell as a Japanese teaching assistant in SLC,therefore, like other graduate students, I onlyhave limited amount of time to spend on myhobby. By scheduling every hour (orsometimes even minute) and finishing myassignments or work in advance, I make timefor my ?second life.? It is possible to say thatmy l ife was changed by break-dancing, andthat I feel reborn when I dance. My passiontoward break-dancing grows day by day.Additionally, I get to meet amazing peoplethrough my hobby. Thus, I definitely plan on?breaking? as long as possible.

Laura, PhD student in ComparativeLiterature

Passion: Singing

When people ask me when I started singing, Ialways answer that I sang even before I couldtalk. According to my aunt I would sing when I was given a bath, so I continue the traditionby singing in the shower and sometimes I tryto dance there too (Children, don? try this athome).

I sang in public for the first time in high schooland then joined a gospel choir in Madrid whenI was finishing my bachelor?s degree. When Icame to Purdue, I started singing with theBlack Voices of Inspiration at the BlackCultural Center and now I am a Heart & Soul

member at PMO where I get to sing inconcerts, church services, and the PurdueChristmas show Some people think that it iscrazy to commit my time to singing and beinvolved in other activities apart from gradschool, but I can honestly tell you that if Ididn? do all these things I wouldn? be myselfand I would die of sadness. Some the activitiesthat really make me happy and keep my lifebalanced.

Music is what lets me express myself outsideof writing and classes, and Purdue is giving methe opportunity to do what I like and share mytalent.

Here I met a great friend (MassimilianoGiorgini) who is a music producer and invi tedme to do some collaborations in his studio.Also, Professor Richard Thomas from theTheatre department cast me for his show?Choices? last Spring. Finally, I have just beencast for a musical production at Purdue Theatrefor next semester, so mark your calendars to go

see Betty?s Dinner from September 24th toOctober 10th with music by Carrie Newcom

Although at times it mightseem otherwise, graduatestudent life does not have to bonly about school. It is essentito strive for a balanced life.Participate in extracurricularactivit ies, practice yourhobbies, and pursue your

passions. This way you will sthappy and motivated, and yougraduate experience will bemore complete. Contact me ifyou would like to share yoursecret passion with the worldand I will include you in the npiece to appear in the Fall 201

issue.

6 LINGUA FRANC


7/16

SLC GRAD STUDENTSAT THECINE LIT CONFERENCEByngela Patricia Pacheco

?Cine Lit VIII: An International Conference on Hispanic Filmand Fiction? was organized by Portland State University,University of Oregon, and Oregon State University togetherwith the 38th Annual Portland Film Festival on February19-21, 2015. The School of Languages and Cultures at Purduepresented research on Hispanic film and literature through

Professor Patricia Hart who gave a presentation on ?Gritos ysusurroundsound: El doblaje y otras armas cargadas de pasadoen el desarrollo del sonido cinematogrfico en Espaa.?Professor Hart, who is an expert in Spanish film and literature,and a well-known scholar at the Cine Lit conference, was alsothe person who encouraged and helped graduate students topresent at the conference.

Among these students were Sunyoung Kim, Min Ji Kang, AlbaRivera, and Patricia Pacheco with the following presentations:

Sunyoung Kim: ?La imagen carnavalesca en la miniseriestelevisivaLa Celestina (1983).?

Min Ji Kang: ?Representacin de Jimena enCantar de MoCid: Desde el texto hasta las adaptacionescinematogrficas.?

Alba Rivera: ?The Misrepresentation of ?Boricua?Identityand Acculturation on Film in the Screen Version ofEsmeralda Santiago?s Almost a Woman.?

Patricia Pacheco: ?Opening Doors to the Artist?sImagination about Dreams: The Spanish Film andDonQuixote.?

The opportunity to present at an international conferenallowed us to obtain insight into current research on fliterature. The conference was also a unique occasion tmeet film directors, see their work, and hear their opinon Hispanic Film, a time to attend film screenings andopportunity to meet and talk to scholars in the beautifof Portland, Oregon.

Photo from: https:// noahgreenarch222.wordpress.com/assignment-2-phot osh


8/16

TIPS FOR SLC'S ENTERINGGRAD STUDENTSBy Antonio Mart n Gmez

Dear student, welcome to our graduate program We wishyou a pl easant experience at the School of Languages andCultures. Below you wil l f ind some common tips to help youget the most out of your f irst year. Our senior graduatestudents agree on three basic principles of being a goodgraduate student : you need to know how to organize yourtime, understand your dut ies both as a student and as an

instructor, and be aware of your mental and physical health.

Finally, after planning your day and fulfilling your duties, make sure you have a life outside graduate

school . Graduate programs are intellectually and physically exhausting. To avoid burnout, allow yourself somime during the week to do some physical exercise. The Co-Rec Center has a nice gym and pool not far fromStanley Coulter Hall. Running is another option. But if you do not feel like doing anything at all, you can alwclean your house Like the exercise, you also need to keep a social life. Make an effort to meet people from othegraduate programs or student organizations, such as the Latino Student Union (LSU), for example. You will nothat other graduate students are in a similar situation, and they also need to socialize. Remember: no man is ansland, so try not to isolate yourself during the course of your study. If you feel depressed, the University hasCounselling and Psychological Services (CAPS) that can help you feel better.

Knowing your duties is just as

important as knowing how to plan yotime. Unlike undergraduate school,much is expected from graduatestudents. You will need to know whiduties are yours and how to look forresources within your university. Youlanguage coordinators can give youadvice on how to teach effectively as

well as which resources are available campus, such as the Center ofInstructional Excellence (CIE).

It is very likely that you and other TAwill have to attend meetings whileteaching a course: do not miss thosesessions since they are opportunities toshare your difficulties and get goodadvice. Get to know your professorsduring their office hours, and ask themwhat they expect from yourassignments. It is always better to knowhat needs to be done and how to do so you can study and work efficientlyand effectively.

Time management is by far the most important skill in graduatechool. Since your productive time during the day is limited, you need to

balance your duties as a student and as an instructor to obtain results.Make sure you develop a flexible plan for the week, devoting time toprepare and read for your classes, apart from the time to prepare for thecourses you teach. For example, many students use Google Calendar toplan their week and manage any assignments or exams in the near future.

Making a to-do list the night before is also incredibly helpful. This wayyou will be assigning specific tasks that need to be completed duringyour work day. Good graduate students do a lot of planning: nobodyikes to be overwhelmed at the end of the semester.

3 t ips

8 LINGUA FRANC


9/16

Tell us about yourself.I came to Purdue in 2008 for a Master's inLiterature. My bachelor was in PortugueseLiterature and Linguistics. I graduated in2004, but I worked as a Study AbroadAdvisor for eight years at my firstuniversity in Brazil. I also worked as aninstructor of Portuguese and BrazilianLiterature for students at social risk. Mymain research interests are feminism and

cultural studies.

Tell us about the event you put together.What would you like people to knowabout it and what would you like peopleto get out of it? Who do you think it isimportant that this reaches?

I did not organize this event alone and I donot think I could. The event was organizedby the GSC (Graduate StudentCommittee), and I am especially thankfulto Felipe Fiuza and Daniel Jones, as wellas Professor Madeleine Henry andProfessor Boisseau (Women?s Studies) forthe support.

I proposed this event with hopes that theones who attend it will have the chance towiden their views on prostitution and bemore open towards talking about it. Thisis a controversial topic, but we need to

open spaces for discussion as a way todefy the social stigma that surrounds it.Besides, I see this as a way to motivate thegraduate students to get involved withuniversity-related activities and to gainexperience organizing academic eventsconnected to their research area.

Why were you inspired to work on this

project? I have a personal tendency to embracedifficult causes, and I believe that evenwithin feminist theory this is aproblematic issue and I felt the need toembrace it. Traditional feminist theorywill usually view prostitutes either asvictims of patriarchy or objects of themale gaze. And Gabriela Leite arises as animportant figure because, as a former

academic herself, she uses that samelanguage to question traditionalapproaches to prostitution.

Now, is our society prepared to hear awoman say, ?I choose to be a prostituteand I am happy with my life choice??

Well, ready or not, Gabriela Leite hasgained support of many around the globand I believe we should listen to whatLeite and other sex workers are saying.

By Alba Rivera

An event t itled "Let's talk about sex-work" was organized by the Graduate Student Committee - Schoolof Languages and Cultures and took place on April 21st. The event consisted of a film screening of "AKiss for Gabriela," directed by Laura Murray who led discussion on the documentary which followedsome episodes from the life of a Brazilian polit ician and former sex-worker, Gabriela Leite. This eventtook place thanks in great part to the efforts of Esther Teixeira, with whom the SLC Newsletterconducted a short interview to talk about some of the important points and goals of the event.

A KISS FOR GABRIELAFILM SCREENING AND DISCUSSION

Esther and Laura Murray, director of the film, at the screening.

9 LINGUA FRANC


10/16

GOING ON THE JOB MARKETIN THE FALL...By Tatiana Artamnova

Whether you are starting your job search in the fall or you just finishedthe first year of PhD (who am I kidding, even if you are a master's studentonly thinking about PhD), read this, because it is never too early to startpreparing for the step (read: a time-consuming, stressful, and highlytedious process) that separates us from finally becoming faculty.

The information and advice below come from five SLC students who wereon the market this year. Some did this as a dry run to prepare for thecoming year, while others will graduate this semester and will leavePurdue to start their careers as Assistant Professors somewhere else. To

gather information related to job search, I came up with 6 questions formy respondents. I grouped their responses and advice according to thesequestions.

How did you manage multipleapplications/organizing yourmaterials?

Everybody has their own system, some like digital and some like actual folders. Some prefer to put the jobs on their Google

Calendar, in an Excel spreadsheet, or organize real folders by date. Find what works for you It i s helpful to have separate foldersfor each school. These folders will need to be updated with additional materials when you get to the interview stage.

Interfolio is a very good tool for organizing all the necessary documents. If you upload every cover letter with a title like "Yourname CV University name," it will be easy to find it and include it in the delivery with the other necessary documents. (Side noDon't forget that the department will reimburse you for the cost of joining Interfolio for the first year and for up to a certain amoof delivery costs.) You can also use Interfolio to request your l etters of recommendation, after contacting your referees personallyfirst to make sure they are willing. This makes it easy for them to upload their letters and easy for you to attach those to differentdeliveries. (Another side note: When you're requesting a recommendation via Interfolio, there is a field called "Document title."Make sure you create a title that i s specific for each school, like "Professor?s last name rec: University name"; otherwise, when yorecommender uploads it, you won't know which letter it is )

What was the most difficult aspeof job application process? ?Staying motivated. Also, writing a perfect cletter and tailoring it to specific jobs or geneadjusting application materials according to needs of each job. Writing a teaching philosoand providing evidence of teaching excellen(student evaluations, awards, syllabus materiaand actual teaching videos) can also be trickydifficulty lies in the amount of time it takes everything together (due to variations inappli cations). Start several months earlier.

What was the most time-consuming aspect? Writing a cover letter or a teaching philosophy. And tailoring each application to theposition adverti sed which requires researching each department. While most of thedocuments can be sent to different universities without many changes to them, coverletter needs to be modified for EACH application. It may be done at the beginningand end of the letter, touching upon how you fit the qualifications mentioned in theparticular job posting, listing courses you could teach at the department, discussinghow you would use specific campus resources to help your students, and whichspecific extracurricular activities you would l ike to be involved in. RESEARCH thedepartment (and campus) you apply to

Who's Fr eakingout ?

Me. t hat 's who.

Photo from: http:/ / saleshq.monster.com/education/ articles/1067 10 LINGUA FRANC


11/16

If you were starting just now, which advice would yougive that "September" you? What lessons did you learn?What would do differently? Prepare your (generic) materials beforehand Advance as much as possible onyour dissertation because it is what you will use during application to showcase yourresearch and also because job search takes plenty of time, so planning to do a lot ofwriting at the same time is not wise. Also, consider applying to jobs that fit you orthat you fit most and not all the available jobs. This might save you time and money.Do not take anything personally throughout the process, because it almost never hasto do with you. And find an effective means of managing anxiety and staying calm(e.g. yoga, running, meditation, Netflix)

Do you have any generalrecommendations tomake the process easier?

Start your preparation early. Checkthe shape of your market for the pastfive years. If possible, go on themarket one year earlier to practiceapplying to jobs. This provides youwith real experience, informationabout other institutions, and also putsyour name out there. Check your CV not only for whatit contains, but for what is missing and find ways toget relevant knowledge and experience. Also, considera back-up plan. Whether it is postponing your

dissertation defense/deposit and graduation and tryingagain the following year, or applying to administrative,advising, as well as study abroad positions.

Take advantage of the resources on campus/at SLC(Center for Career Opportunities,professionalization/job application workshops, youradvisors). Participate in the mock interviews and dopractice job talks. Check out an online blog called TheProfessor Is In. There is some free, verystraightforward advice on every aspect of the academicjob search process. Most importantly, stay organized.And always double check to make sure you're sendingthe right materials to the right school Have a supportgroup of people who are in the same place as you are.You can share experiences, exchangeinformation/advice, and help each other to prepare forinterviews.

Was there any unusual material asked inany of the job postings or later in theapplication process?

Examples of unusual materials: essays regarding the mand goals of the school, statement of faith (for religiouschools), videos of the applicant (you) teaching, and vspecific requirements for cover letter or teaching philoSome schools do not use interfolio, so some materials nbe sent by regular mail.

Pr epar eEar ly.

I would like to express my singratitude to all five respondeDaniel Jones, Miguel Rincn,Shannon Becker, TatevikGyulamiryan, and Argelia Gafor t aking time to share theirexperiences with me and all ofut ure academic job hunters.

Best of luck to us all

11 LINGUA FRANChoto from: http:/ /www.theguardian.com/careers/phd-right-career-option


12/16

The symposium attracted variety ofscholars coming from Israel andEngland, different universities in theUS, and contributions from Purduegraduate programs as well. Amongthe keynote speakers were ProfessorWilliam Croft from the University of

New Mexico who presented on?Construal (conceptualization) inLanguage,? Dr. Emily Trosciankofrom Oxford University whopresented on ?Individual Minds,Bodies, and the Contexts in LiteraryReading,? and Professor Mark Bruhnwho closed the symposium with hispresentation ?Thinking Ahead: TheInstitutional Prospects of CognitiveApproaches to Literature andLinguistics.?

The keynote speakers gaveinspirational presentations on theunderstanding of cognitivepsychology, neuroscience, and thehumanities, in regards to the

current research in linguistics andliterature and its impact on theknowledge of the brain and the futureof the humanities.

The symposium was highly

interactive and promoted discussionin the panels. Overall, it was awonderful opportunity for sharingideas and research with otherprofessionals.

The symposium was possible thanksto the funding from the followingsponsors:

Vista Higher Learning, CengageLearning, School of Languages andCultures, Department of ComparativLiterature, College of Liberal Arts,Department of PsychologicalSciences, Department of French,Department of German and Russian,Department of Spanish andPortuguese, and Department ofAnthropology.

In addition, it was also a tremendoussuccess thanks to the co-chairs FelipeFiuza and Katherine Roseau whoinvested much of their time in theorganization of the event, as well asthe SLC administrators, staff,professors, and the organizingcommittee, including Adrial BryanValentina Concu, Csar Gutirrez,Ana Hernndez, Riham Ismail,Daniel Jones, Lauren Miller, HeatheOfferman, Patricia Pacheco, AditiRayarikar, and Christina Weiler.

Byngela Patricia Pacheco

The School of Languages and Cultures held it s 15th AnnualGraduate Student Symposium on March 6-7, 2015. In thisyear?s symposium, entit led "Body, Mind, and (Con)Text:Cognitive Approaches to Literature and Linguistics,?scholarsand students from a variety of disciplines in the humanities gathered to share ideas about the studyof Linguistics and Literature from a cognitive approach, which invites different disciplines tocollaborate.

15TH ANNUAL SLC GRADUATESYMPOSIUM

Body, Mind, and (Con)Text:Cognitive Approaches toLiterature and Linguistics

12 LINGUA FRANCA


13/16

Last spring, I took a Documentary Photography class at thedepartment of Art s and Design. One of my assignmentswas a social documentary in which I had to work withrepresentatives of a certain social group. I decided tophotograph the people I work and study with at SLC.

I wanted to shed light on the geographic, cultural, andlanguage diversity of our school from a different angle. The SLC TAs that are part of thisport raiture teach or have taught a language that is not native to them. And while each of themhas an interesting background story that explains their connection to the language they teach, Iwill let the photos speak for themselves.

PURDUESLANGUAGE HUBPHOTO ESSAY

By Liana Hakobyan

Val ent ina ConCuCount r y: It alyLanguage: Ger man

Tat evik Gyul amir yanCount r y: Ar meniaLanguage: Spanish

13 LINGUA FRANC


14/16

Mar ia YakushKina

Count r y: RussiaLanguage: Spanish

Adit i Rayar ikarCount r y: IndiaLanguage: Ger man

Bor is Yel inCount r y: USALanguageS: Spanish

& Ital ian

14 LINGUA FRANCA


15/16

Esr a CoskunCount r y: Tur keyLanguage: Fr ench

Tat iana Ar tamonovaCount r y: RussiaLanguage: Spanish

Laur en Mil l erCount r y: USALanguage: Spanish

15 LINGUA FRANC


16/16

Alba Riverangela Patricia PachecoAntonio Martn GmezLas Oliveira Ribeiro

Liana HakobyanTatiana ArtamnovaSandra suga

ngela Patricia Pacheco, TatianaArtamnova, Boris Yelin, Laura RamiroMoreno, Sandra suga, Liana Hakobyan

Tatiana Artamnova, Liana Hakobyan

Grigor Hakobyan, Liana Hakobyan

Liana Hakobyan

CREDITS

WRITERS

NEWSLETTER CHAIR

PROOFREADING

PHOTOS

DESIGN

lingua franca spring 2015-1_entrevistacm

Documents