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President’s Message Recent events in Ukraine—the mass protests in Kiev, which have now spread to other parts of the country, in reaction to President Yanukovich’s last-minute decision to back out of a trade agreement with the EU—vividly remind us that eastern Eu-rope has not retreated into obscure irrelevance in the post-Cold-War era. Ukraine in particular now finds itself tensely straddling the line which divides the parts of eastern Europe that in the past two decades have swerved toward “Europe” to the west, and the other parts that have remained, either by choice or inertia, in the post-Soviet Russian orbit. Ukraine’s relation to Russia is particularly close, historically, and particularly fraught. Ukraine was long thought of as “little Russia,” younger and less ambitious sibling of the Great Russian metropolis. At the same time it was also the ostensible cradle of the Russian state. I recall once seeing, in the Soviet era, a textbook in a friend’s apartment whose title read “История СССР. Том 1: Киевская Русь.” That kind of imperialist teleology is now, fortunately, largely a thing of the past. The work of historians such as Serhii Plokhy, whose The Origins of the Slavic Nations: Premodern Identi-ties in Russia, Ukraine, and Belarus (Cambridge UP 2006) painstakingly shows how complex and

nonlinear the concept of “Rus’” was in the middle ages, has helped to wean us from the Russo-centric nineteenth-century historiography many of us absorbed in courses on Russian history without realizing it—and as a matter of simple linguistic practice we have learned to speak not of “the Ukraine” but of “Ukraine,” granting the country its due autonomy (and in Russian to say not “на Украине” but “в Украине”). But as any one with even a moderate education in our field knows, this is a division that runs centuries deep, a line across which antagonistic versions of Europeanness have regarded one another for a very long time. This forum is not the place to weigh in on the question of which affiliation is better for Ukraine, nor on that of what each side of the divide represents in political, cultural, and religious terms. I simply want to use this moment to remind us of how very significant all the “SEELs”—the Slavic and Eastern European Languages (and cultures) with which we deal—remain. This is not to pretend that the Middle East or east Asia (cf. China’s increasingly aggressive claims in the south China sea) or Africa somehow demand less attention. But the faultline running through Ukraine is one which sits at the heart of European identity, and that is an identity that will remain important to the United States and its endeavours for the

TABLE OF CONTENTS

President’s Message . . . . . . . . . . . . . . . . . . . . . . . .1

Letter From the Editor . . . . . . . . . . . . . . . . . . . . . .3

Everything You Always Wanted to . . . . . . . . . .4Know about Russian Grammar But Were Afraid to Ask

Technology & Language Learning . . . . . . . . . .7

Domestic Summer Language Programs . . . 10

Membership Form . . . . . . . . . . . . . . . . . . . . . . . 17

Member News . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Recent Publications . . . . . . . . . . . . . . . . . . . . . . 23

AATSEEL Newsletter Editorial Staff . . . . . . . . 24

AATSEEL Executive Council . . . . . . . . . . . . . . . 24

AATSEEL

Kyiv, Ukraine

VOLUME 57 ISSUE 1 MARCH 2014

American Association ofTeachers of Slavic andEast European Languages

NEWSLETTER

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foreseeable future. Nor do I mean to suggest, with my focus on the recent turbulent events in Kyïv (to call that city by its preferred Ukrainian name) that the center of gravity in our field necessarily lies in political science or history. What the very unstraightforward, unsimple events in Ukraine, Russia (with its Sochi Olympics and the threat—God forbid—or terrorist attacks in response to its policy in Chechnya), etc., also demonstrate is how essential a knowledge of those cultures and their languages is to any attempt to understand what is taking place in them—and still more to any effort by the United States or the European Union to respond effectively to the crises taking place on their doorstep (the United States has a very large doorstep). All the more to be regretted, therefore, are the recent cuts which have been made to Title VI and Title VIII federal funding, which since the end of the Second World War has supported so much of what we do (our colleagues in ASEEES maintain a webpage devoted to this issue: http://www.aseees.org/new/title8-alert.php). But Ukraine also reminds us that languages other than Russian, which so dominates our field, cannot be overlooked. The last issue of this Newsletter was devoted (in part) to Polish studies. The forthcoming, April 2014 issue will be devoted in

part to Ukrainian studies (followed by an October 2014 issue in which we expect to come home, as it were, to Moscow). We welcome contributions from any AATSEEL members who can provide an overview of what is involved in living and working as a (non-native) scholar in Kyïv or other cities in Ukraine (if you have ideas, please contact the Newsletter editor, Billy Gunn: gunn@usc.edu). The present issue also contains information on several summer study programs, which are an excellent way for our students to immerse themselves more fully in whatever eastern European language they happen to be studying—or for us to acquire or make progress in another one. A final note on this issue: at the recent members’ meeting in Chicago the question was raised about the state of AATSEEL’s finances. We are therefore publishing a financial statement in this issue, and will continue to do so in the Newsletter annually.

Thomas Seifrid University of Southern California

AATSEEL President (2013-14)

Letter From The EditorDear AATSEEL Members,

Thank you for the encouraging feedback after the recent redesign of the Newsletter! If you have not done so already, please take a moment to browse the electronic version available on the AATSEEL website (http://www.aatseel.org/publica-tions/newsletter/). It was a pleasure to have met so many of you at the annual conference in Chicago, and I hope to continue the fruitful discussions we have been having about the future of the Newsletter.

William Gunn University of Southern California

AATSEEL Newsletter Editor

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Everything You Always Wanted to Know about Russian Grammar But Were Afraid to Ask by Alina Israeli

Q: At the top of p. 76 of the 2nd ed. of the textbook Focus on Russian, there appears the following para-graph:

Наина Ельцина заканчивала тот же институт, что и муж, — Уральский политехнический. Много лет работала в проектной организации.

Why does imperfective заканчивала occur in the opening sentence? I would have expected perfec-tive закончила or окончила.

Related to the use of imperfective verbs of “finishing” is this common use of imperfective verbs of “beginning”:

Медведев начинал с работы дворником (http://www.utro.ru/arti-cles/2011/07/28/989130.shtml)

Other examples:О том как вся эта история начиналась, вы можете посмотреть в самом первом фильме - Сваты.

Перестройку начинал Андропов. И он, конечно, не имел в виду то, что в итоге получилось у Горбачёва.

Such examples have puzzled me for some time. I don’t think they can be explained as mere occurrences of констатация факта. I just wanted to add that I’ve noticed this use of начинал as far back as Pushkin:

“Время шло; Владимир начинал сильно беспокоиться. Наконец в стороне что-то стало чернеть. Владимир поворотил туда.” («Метель», Повести Белкина)

A: I believe that the usage and meaning of ‘begin’ and ‘end’ verbs are rather complicated. For example, in the case of time of day or weather phenomena, aspectual meanings are close to English present and past tenses: Начало

темнеть means ‘it is beginning to get dark’, meaning that at the moment of speech it is getting dark. On the other hand, Начинало темнеть means ‘it was beginning to get dark’ at some point in the past. In the second case there is a temporal distance from the moment of speech, the key word being distance. The distance can be psychological or it can be viewed as degree of rele-vance. The next two examples are amazingly similar; both talk about overstay-ing somewhere till dusk. In the first, imperfective example, the time of day is simply the background to their activities, while in the second, perfective, the time of day is very relevant for the protagonists’ actions:

Однажды, увлекшись с Саней оформлением террариума, заработались допоздна. И когда мы собрались домой, уже начинало смеркаться. Оставив коллегу сдавать ключи, я направился к выходу. На обратном пути заглянул к воронам, где обитал Карло ― затейливый имитатор необычных звуков. Наш юннат и «крёстный отец» ворона мне как-то с радостью сообщил, что Карло наконец заговорил. [С. Ю. Бакатов. Поговори со мной (Записки ветеринарного врача) // «Наука и жизнь», 2009]

Как раз в тот день мать возвращалась из поездки. По моим подсчётам, она должна была уже часа три как быть дома. Мы с Мышкиным здорово засиделись — я с удивлением обнаружил, что начало смеркаться и зажигаются фонари. Я подходил к дому с твёрдым намерением при первой возможности задать матери свой вопрос. Во дворе было немного темнее, чем на улице, но всё-таки не настолько, чтобы я не узнал человека, вышедшего из нашего подъезда. Это был наш семейный адвокат… [Вера Белоусова. Второй выстрел (2000)]

Let us examine some additional examples with reflexive varieties of the end-verb.

О, как легко дышалось, как хорошо было долго идти среди золотисто-зеленой ржи! Кончилась пашня, начался лес, еловый, сосновый, с песчаным сухим подлеском и редкими пепельно-серыми мхами. Мы шли, болтая, и вдруг наткнулись на знакомое место: час или два тому назад мы уже были на этой поляне с одинокой флаговой сосной. Заколдованный лес! И мы пошли, никуда не сворачивая, прямо и прямо. [В. А. Каверин. Освещенные окна (1974-1976)]

In this example (and many others like it) the protagonists are walking through space (in the conventional sense of the word). One type of terrain ends, and another begins. In the next example, there is a distance between the protagonists and the edge of the forest; they are inside on the terrace and the forest is beyond the river:

Они любили обедать на веранде. Было там очень уютно: плетеные

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стулья, плетеный стол, переплеты окон, через которые виден сад и река за лугом. За рекой начинался лес. Солнце садилось, и желтые косые лучи, освещая веранду, словно резали ее на части. [Елена и Валерий Гордеевы. Не все мы умрем (2002)]

In the following example, it is again not the narrator who experiences the edge of the forest, but someone else whom he is observing from a distance:

Её простые маршруты шли по иссечённой дорожками аллее, мимо скамеек, ларька с напитками и спирального подъёма в стол заказов; потом она поворачивала за угол высокой зелёной шестнадцатиэтажки — туда, где за долгим пыльным пустырём начинался лес. [Виктор Пелевин. Ника (1992)]

Going back to Наина Ельцина and college graduation, the author could have said окончила институт, много лет (про)работала в проектной организации in that particular case, thus connecting the two events, as in the following examples:

Школу кончил, институт кончил, аспирантуру кончил, диссертацию и ту защитил, — и что? [Михаил Гуревич. Пространство и время человеческого существования (1990-2000)]

Так прошла молодость. Кончил институт, театральную студию. Работал в театре. [Виктор Некрасов. Через сорок лет... (Нечто вместо послесловия) (1981)]

Using imperfective, as the author did, makes the event distant and not im-mediately relevant for the moment of speech. That is what we usually find in reference to graduation, as in Strugatskie’s example, unless there is a moment or time span mentioned, as is the case in the following examples with Putin and Volod’ka:

— Совсем старик стал, — сообщил он хрипло. — Лет сто назад или, скажем, при Гонзасте за такой спуск меня лишили бы диплома, будьте уверены, Александр Иванович. — А что вы кончали? — осведомился я, закуривая вторую сигарету. [Аркадий Стругацкий, Борис Стругацкий. Понедельник начинается в субботу (1964)]

По сути, его биография начинается с 1969 года, когда Беспалов поступает на химфак ЛГУ. Он получил диплом в 1973-м и остался работать на кафедре. Владимир Путин окончил юрфак в 1975-м. Теоретически в студенческие годы они могли пересекаться и даже дружить. Однако этому нет каких-либо подтверждений. Ничего не известно и о работе Беспалова в КГБ-ФСБ. [Александр Садчиков. Партийный дестабилизатор. Александр Беспалов привел «Единую Россию» к краху (2003) // «Известия», 2003.02.24]

Конечно, он понимал, что к запуску первого спутника готовились давно, а Володька кончил институт всего два года назад, но он участвовал! [Лев Дурнов. Жизнь врача. Записки обыкновенного человека (2001)]

Начинать may also represent a canceled action, similar to открывать окно (but not открывать шампанское). The next example clearly points to the fact that the action was cancelled:

Я уже начинал говорить о соседях, но временно притормозил. А теперь пришла пора рассказать о них поподробнее, а заодно и объяснить, что имела в виду моя мать, говоря о нанесённой мне травме. [Вера Белоусова. Второй выстрел (2000)]

In the example about Medvedev (in the question): he began as a janitor but that career was over, he was President at that moment:

Медведев начинал с работы дворником.

Similarly with Spivakova’s father: at the moment she is writing her mem-oirs, the distant period of her father’s career is over:

Отец учился в Москве у Ю. И. Янкелевича, начинал работать в Камерном оркестре знаменитого тогда Баршая, но впоследствии вернулся в Ереван. [Сати Спивакова. Не всё (2002)]

The example about Andropov in the question also belongs here: his type of perestroika ended when Gorbachev took over:

Перестройку начинал Андропов. И он, конечно, не имел в виду то, что в итоге получилось у Горбачёва.

A reference to the first film in a series also belongs here:

О том как вся эта история начиналась, вы можете посмотреть в самом первом фильме - Сваты.

We find similar examples with беспокоиться:

Я все же вышел из этой борьбы победителем и повернул коня обратно на дорогу. Шпоры были в крови, хлыст истрепан, пот градом катил и с меня и с Соловья, когда я вечером подъезжал к конюшням. Все уже давно вернулись, и старый вахмистр начинал беспокоиться. — Ну, слава богу, это хорошо, — одобрительно заметил он, рассматривая порозовевшие от крови серые бока Соловья,… [А. А. Игнатьев. Пятьдесят лет в строю. Кн. 1-2 (1947-1953)]

Вахмистр — cavalry seargent-major — began to worry, but by the time the narrator arrived, his worries were over, and he says, “слава Богу”. Similarly in Pushkin’s “Метель”, we should presume that when he saw something black to the side and turned in that direction, Vladimir’s worries were over.

Время шло; Владимир начинал сильно беспокоиться. Наконец в стороне что-то стало чернеть. Владимир поворотил туда. (Пушкин. Метель)

The canceled action can also be rendered by the particle было, which can be positioned before or after начал:

Я просидел до пяти утра и уже было начал беспокоиться — очень мне не нравилась эта тишина, — как вдруг увидел лисью морду за деревом возле забора. [Сергей Бакатов. Жур и Журка (записки ветеринарного врача) // «Наука и жизнь», 2007]

Первым пунктом нашей программы на земле солнечной Италии, было, как и у всех остальных, ожидание у транспортера для выдачи багажа. Минут десять его гибкая лента была неподвижна, так что я уж

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начал было беспокоиться, не сломалось ли это чудо техники. Но нет — вот лента дёрнулась, и пришла в движение, вынося на белый свет багаж пассажиров. (В. В. Васильев. Двери в никуда)

This does not mean that начал without было in this context is impos-sible, but it would make the sequence of events choppier. For comparision, instead of saying он открывал окно, one could theoretically say #он открыл и закрыл окно, which has to be modified in order to be “normal” and not have the # sign. For example, он открыл окно и сразу же его закрыл. There usually is a reason for splitting открывать into two components, in this case the immediacy of closing. The same thing happens with communication verbs: я его приглашала means that ‘I invited him but he did not come’, but I may explicitly state: Я его пригласила, но он не пришел. A similar thing is pos-sible with начать:

Они с Быковым и Голубем поползли к задней машине и быстро влезли в нее. Заботливо укрыв Быкова и Голубя мешками, Аниканов и сам зарылся в мешки, оставив отверстие для глаз и взяв автомат на изготовку.

Вскоре к грузовику неторопливо подошел немец-шофер. Он сел в машину и, дождавшись, пока тронутся передние, включил зажигание и нажал на стартер. Мотор затарахтел…Вдруг шофер затормозил.

Аниканов услышал немецкий говор и увидел фигуры двух уцепившихся за борт, а затем прыгнувших в кузов немцев. На счастье разведчиков, немцы, видимо, были не склонны пачкать чёрные эсэсовские мундиры в мучной пыли и так и остались сидеть на заднем борту, держась подальше от мешков. Всё же это было неприятное соседство. Машину подкидывало, и под мешками то и дело обозначались очертания человеческих тел. Аниканов уже начал беспокоиться…Но вот раздался страшный шум, грузовик остановился, вокруг него поднялась суета, и немцы, сидевшие на борту, быстро спрыгнули на землю. [Э. Г. Казакевич. Звезда (1946)]

So one can also ponder what this choice does for the narrative. Perfec-tive makes it move discretely (in the mathematical sense), step by step, while the imperfective or phrases with the particle было get “ahead of themselves”, telling the reader at the beginning of the action that it was interrupted or cancelled. Yet this does not exhaust the problems with the ‘end’ verbs. Начинать behaves in a peculiar way with verbs known as psych verbs. Here are some examples from the novel by Шеллер‒Михайлов. Дворец и монастырь:

Надеявшиеся на бездетность великого князя начинали радоваться, желавшие ему прямого наследника падали духом.

Казалось, он начинал бояться даже и князя Андрея.

Она близко знала, что совершается в придворном кругу, среди бояр, и начинала сильно побаиваться.

Давно эти люди начинали ее раздражать своим властолюбием.

Он сам начинал жалеть сына, понимая, каково ему служить при теперешнем дворе.

These cases do not represent a cancelled action. In fact, we can find very similar examples with both perfective and imperfective:

Лева с удивлением смотрел на девочку, но, вдруг вспомнив, что ему говорила бабушка, тоже начал смутно догадываться, в чем дело. [Е. А. Аверьянова. Иринкино счастье (1910)]

Поэтому, стоя у нее за спиной и сглатывая горькую от бесчисленных папирос слюну, я начинал смутно догадываться, что речь может идти не обо мне. [Андрей Геласимов. Рахиль (2004) // «Октябрь», 2003]

The nuance added by imperfective is similar to the meaning of по–+–ива– verbs: подумывать, побаиваться and others. Traditionally they have been described as “intermittent” actions (e.g. T. Wade. A Comprehensive Russian Grammar, p. 270). However, a close analysis of these actions proves that in reality they are not on-and-off actions, but of a lesser degree of intensity or fre-quency as compared to the regular verbs (голова болит and он часто звонит жене):

На лбу вздулась небольшая шишка, и голова слегка побаливает. [Татьяна Соломатина. Отойти в сторону и посмотреть (2011)]

Напротив, он частенько позванивает жене из казино с намерением порадовать ее очередным выигрышем или пожаловаться на фортуну. [Полина Волгина. Какие мальчишники, когда дома девочка ждет отца?! (2001) // «Семья», 2001.11.14]

In a similar way imperfective начинать lessens the intensity of the psych verb it precedes. We have seen several meanings of the imperfective of ‘end’ verbs: cancelled action, distant action (in time, in space, psychologically or in the background), and less intensive action as compared with perfective.

© 2014 by Alina Israeli

Please send questions to: Prof. Alina Israeli, WLC, American University, 4400 Massachusetts Ave. NW., Washington DC 20016-8045; or via e-mail to: aisrael@american.edu

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Technology & Language LearningThe Teacher’s Pet: Creating Worksheets for Language Classrooms

Ferit Kılıçkaya (Mehmet Akif Ersoy University, Turkey)

Submissions for future editions of this column should be sent electronically to Ferit Kılıçkaya (ferit.kilickaya@gmail.com)

Worksheets are of great help to teachers, especially when coursebooks and accompanying activities fall short of expectations regarding the extra practice that students need to take. Through worksheets, teachers can provide their stu-dents with regular written practice on the vocabulary and structures they have learnt or they are learning. However, creating worksheets including exercises such as pair-matching puzzles takes a great amount of time and most teachers opt to find ready-made worksheets searching the Internet that, to their disap-pointment, do not fit their teaching context or cannot be edited. Instead of searching the Internet and spending time to find worksheets that will not meet the needs, teachers have the option to create their own worksheets through authoring software such as The Teacher’s Pet. The Teacher’s Pet, an informal word, is used to refer to a student who is the teacher’s favorite student. When you check some of the online dictionary websites, you will find similar defini-tions, such as “a child who everyone thinks is the teacher’s favourite student and is therefore disliked by the other students” (Longman Dictionary of Con-temporary English) and “a student in a class who is liked best by the teacher and therefore treated better than the other students” (Cambridge Advanced Learner’s Dictionary). However, you will call this piece of software Teacher’s favorite toy. In the current column, I will briefly introduce The Teacher’s Pet.

The Teacher’s Pet The Teacher’s Pet is an add-in tool based on macros for Microsoft Word and Open Office to create language-learning worksheets such as multiple-choice questions, crossword puzzle, and flashcards. It provides language teachers with the opportunity to allow learners to practice language through a variety of activities based on word, sentence, and text level. When you visit ‘www.teachers-pet.org’, the homepage will appear, introduc-ing this tool. You need to click on the ‘Dowload’ button at the top of the page. On the next page, you will choose the version you need to download. Click on the button that refers to the word processing software you are using, Word for Windows or OpenOffice.

When you click on the ‘Download’ button, a new page will appear, asking you to check whether the word process-ing software is set to allow the macros to run the Teacher’s Pet. Please follow the instructions given on this page. When you set your word processing software to allow the macros, click on the ‘Continue’ button to download, which will not take long since the file is around 400 KBs. When the download is finished, click on the down-loaded file and install it. When you run your word-processing software, you will see the Teacher’s Pet toolbar at the top of the screen. Microsoft Word users can access the toolbar clicking on the ‘Add-Ins’ tab. The list of the Teacher’s Pet macros will appear when you click on ‘The Teacher’s Pet Toolbar’. Since the software is trial, there are some premium macros that you will only be able to use three times (Crossword Puzzle, Word Search Puzzle, Flashcards, and Bingo Cards). However, the other macros can be used as many times as you want. There are exactly 24 exercises or activities that you can cre-ate using the Teacher’s Pet, including the premium ones. Creating a worksheet based on Synonym Question I will just show you how to create a worksheet based on Synonym Question using one of the stanzas of the poem, Poem of the Third person, by Attila İlhan, one of the prominent Turkish poets.

When your eyes touched upon mineMy calamity it was, I would weepNot that I had your love -- I knew thatYou had a lover -- I kept hearing so A young squirt, skinny thin like a stickHe was a no-good, that’s what I thoughtIf at any time I should have him before my eyesI would kill him -- that, I feared;My calamity it would be, I would weep

I will copy the following stanza and paste it into a new document. Then, I will highlight the words that I will ask my stu-dents to find in the poem using the synonyms to be provided at the end of the poem. As an example, I will highlight the word ‘touch’ and click on ‘Add-Ins’, The Teacher’s Pet, and then ‘Synonym Question’. I will see a message showing how many meanings that the word ‘touch’ has. In this case, the message says that ‘touch’ has seven meanings.

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When I click OK, a suggestion is made regarding the synonyms of the word. When I find the suggestion that indicates the synonym of the word used in the poem, I will click ‘Yes’ and a list of synonyms will be added under the poem. I will follow the same process for all the words that I will select from this poem.

Evaluation The Teacher’s Pet proves to be useful to language teachers willing to create their own materials or worksheets to encourage their students to practice what they have learnt or are learning. This tool has been created by Chris Lacey, a teacher, which I think contributes to its success as what teacher need is taken into consideration. With this tool, language teachers can create a variety of activities for their students, rather than depending on the coursebooks or ready-made worksheets. As I mentioned earlier, most of the macros available in the tool are free to use; however, while you use the software, you will see messages appearing from time to time to encourage you to register. I suggest you support the author through registration to get rid of these messages and fully benefit from this tool,

Resources Since I do not have the opportunity to discuss all of the features of the Teacher’s Pet, it will be of great help to check the videos on this website, showing how to create activities using all the macros. http://www.cilt.org.uk/secondary/14-19/training_zone/using_teachers_pet.aspx

The Critical Languages InstituteArizona State University, Box 874202Tempe, AZ 85287-4202

Phone: 480-965-4188cli@asu.edu

Apply online at: http://cli.asu.eduAn instructional and research unit of the College of Liberal Arts and Sciences

TUITION WAIVERS & FUNDING AVAILABLE

2014 ARIZONA CRITICAL LANGUAGES INSTITUTE

ROLLING ADMISSIONS UNTIL MAY 23, 2014

SUMMER IN KIEV June 9–August 15

Russian & Ukrainian

SUMMER IN ARMENIAJune 23–August 15

Armenian in Yerevan

STUDY AT ASUJune 2–July 18

AlbanianArmenian

BCSPersian

PolishRussianTurkishUzbek

HebrewMacedonian

July 22–August 15

Tirana, AlbaniaYerevan, ArmeniaSarajevo, BosniaSamarqand, UzbekistanPoznan, PolandKazan, RussiaAnkara, TurkeySamarqand, Uzbekistan

THEN STUDY ABROAD

SUMMER IN RUSSIA June 23–August 15

Russian & Tatar in KazanRussian in St. Petersburg

all programs contingent upon funding and enrollment

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Advance your education and career through American CouncilsFully-Funded Programs* for Teachers & Faculty:• Summer ruSSian Language TeacherS

Program - Professional development in Moscow for pre- and in-service teachers of Russian language; K-12 teachers are especially encouraged to apply.

Immersion Programs for Under-graduate & Graduate Students:• advanced ruSSian Language

& area STudieS Program (rLaSP) Comprehensive Russian language and cultural immersion in Moscow, St. Petersburg, and Vladimir, Russia

• eurasian regional Language Program (erLP) Language and cultural immersion in 10 Eurasian countries featuring more than 20 regional languages

• Balkan Language initiative - Comprehensive language and cultural immersion in Albania, Bosnia & Herzegovina, Macedonia, or Serbia

Internships Abroad:• overseas Professional & intercultural Training

(oPiT) Program - English language internships featuring nearly a dozen professional disci-plines in more than 10 countries of Eurasia and the Balkans

LeArn MoreAdditional details on all American Coun-

cils programs (including fees, dates, and

application deadlines) are available online.

onLine

➲ www.acStudyabroad.org

QueSTionS?

outbound@americancouncils.org AMERICAN COUNCILSF O R I N T E R N A T I O N A L E D U C A T I O N A C T R s A C C E L S

*Fellowship Funding for the Summer Russian Language Teachers Program is provided by the U.S. Dept. of Education (Fulbright-Hays).

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Domestic Summer Language ProgramsEditor: Kathleen Evans-Romaine (Arizona State University)

AATSEEL compiles information on U.S.-based summer programs in Slavic, East European, and Eurasian languages and cultures. These listings include only Slavic, East European, and Eurasian offerings. Many of the programs listed offer additional languages. See individual program sites for details. The information below was provided in October 2013 and is subject to change. Please contact programs directly for details and updates. Program directors; send updates for future Newsletters to cli@asu.edu.

INSTITUTIONS OFFERING MULTIPLE EAST-EUROPEAN/EURASIAN LANGUAGES:

Arizona State UniversityLanguages: Albanian, Armenian, BCS, Macedonian, Polish, Russian, Tatar, Turkish, Ukrainian, Uzbek

Locations: Tempe AZ, Ankara, Kazan, Kiev, Samarqand, Sarajevo, St. Petersburg, Tirana, Yerevan

Dates: Vary by location and level

Credits: 8–13 (160–220 hours of instruction)

Tuition/Fees: $960 Plus study-abroad fees: $2,000–$9,400

Funding: Melikian Scholars Awards International Distinguished Engagement Awards ROTC Project GO FLAS eligible

Website: http://cli.asu.edu

Contact: cli@asu.edu; 480-965-4188

The Arizona State University Critical Languages Institute (CLI) has been teaching less-commonly-taught languages in affordable, accelerated programs in the U.S. and abroad since 1991. CLI students may study on the ASU campus, begin study at ASU then continue overseas, or spend their entire summer overseas. All three options provide an entire year’s worth of material, at least 160 academic hours of instruction, and at least 8 academic credits. The CLI fee of $960 is a flat fee and is the same regardless of residency, grad/undergraduate status, and the number of credits awarded. Students trav-eling abroad pay additional, study-abroad fees. CLI is open to graduates, undergraduates, and non-students. Student funding is available through the Melikian Scholars program, through Project GO (for ROTC students), and through the International Distinguished Engagement Awards program. See http://cli.asu.edu/fellowships for details. Funding and priority applications accepted at http://cli.asu.edu/apply_to_cli until January 31, 2014._______________________________________________________________

CESSI (University of Wisconsin, Madison)Languages: Kazakh, Tajik, Uyghur, Uzbek (other Central Eurasian languages with sufficient demand)

Locations: Madison WI

Dates: June 16-August 8, 2014

Credits: 8

Tuition/Fees: UW tuition ($3,800 program fee)

Funding: Melikian Scholars Awards Ugrad funding: FLAS Grad funding: FLAS

Website: http://www.creeca.wisc.edu/cessi/

Contact: cessi@creeca.wisc.edu; 608-262-3379

The Central Eurasian Studies Summer Institute (CESSI) offers intensive Central Eurasian language courses alongside a cultural enhancement program which introduces students to the rich world of Central Eurasian history and culture. In summer 2014, we will offer instruction in intensive first- and second-year Kazakh, Tajik, Uyghur, and Uzbek. Scheduling of classes is contingent upon sufficient enrollment. Please apply to CESSI as early as possible to help ensure that your class will be offered. With sufficient enrollment, other Central Eurasian languages may be offered. Please contact the CESSI program coordinator if you are interested in a language not listed above. CESSI is a joint initiative of 15 U.S. Department of Education-funded National Resource Centers at 9 U.S. universities. For additional information about CESSI 2014, please contact Nancy Hein-gartner, CESSI program coordinator, cessi@creeca.wisc.edu, 608-262-3379._______________________________________________________________

Indiana University Languages: Arabic, Georgian, Hungarian, Mongolian, Persian,

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Polish, Romanian, Russian, Swahili, Tatar, Turkish, Urdu, Uzbek, Yiddish

Locations: Bloomington, Indiana

Dates: 9 Jun – 1 Aug [All Arabic and Level 1 Russian: 2 Jun – 1 Aug]

Credits: 3-10

Tuition/Fees: (est) $ 1,600 - $4,500

Funding: Ugrad funding: FLAS, Project GO for ROTC cadets and midshipmen in good standing Grad funding: FLAS

Website: http://www.indiana.edu/~swseel/

Contact: swseel@indiana.edu; 812-855-2889

In continuous operation since 1950, the Indiana University Summer Language Workshop has developed and maintained an affordable, national intensive language program of the highest caliber. Annually over 200 partici-pants complete a full year of university language instruction in four, five, eight, or nine-week summer sessions. Students and professionals enhance their language skills and cultural knowledge through classroom instruction and a wide range of extra-curricular activities. Graduate and undergraduate funding is available. Go to www.indiana.edu/~swseel for more details and to apply. The priority deadline is February 1, 2014. Applications will be reviewed on a rolling basis after that date._______________________________________________________________

University of Kansas Languages: Ukrainian

Locations: L’viv, Ukraine

Dates: June 1- July 18, 2014 (tentative)

Credits: 6

Tuition/Fees: Approximately $4,900 (including excursion costs) Room/Board: Approximately $1,650

Funding: Ugrad funding: FLAS (www.flas.ku.edu) Grad funding: FLAS (www.flas.ku.edu)

Website: http://ku.studioabroad.com/?go=Ukraine

Contact: Justine Hamilton justine@ku.edu, 785-864-3742

For the 21st year in a row, the University of Kansas is offering our unique Intensive Summer Language and Culture program in L’viv, Ukraine. This program is open to undergraduate and graduate students who have a stated interested in learning Ukrainian – no previous language study required. This six-week program offers a unique opportunity for students to study intensive Ukrainian language and area studies (political transition, society, economics, culture, etc.) in L’viv. Instruction is provided by regular faculty of L’viv Univer-sity and the University of Kansas. The program offers 150 class contact hours of language instruction, and students earn six hours of credit upon successful completion of the program. In addition to taking language and area courses, students will work with individual L’viv faculty on a research topic associated with their stateside field of concentration. The program includes a round-

table discussion with representatives of several Ukrainian political parties. An on-site Program Director from the KU faculty accompanies the students. The Program also includes three excursions outside L’viv: a three-day trip to the capital city of Kyiv; a two-day trip to the Carpathian Mountains, with visits to Mukacheve and Uzhorod; and a one-day trip to the medieval castle of Olesko._______________________________________________________________

University of Kansas Languages: Croatian

Locations: Zadar, Croatia

Dates: May 25- July 5, 2014

Credits: 6

Tuition/Fees: Approximately $5,400 (including excursion costs) Room/Board: Approximately $2,000

Funding: Ugrad funding: FLAS (www.flas.ku.edu) Grad funding: FLAS (www.flas.ku.edu)

Website: http://ku.studioabroad.com/?go=Croatia

Contact: Justine Hamilton justine@ku.edu 785-864-3742

The University of Kansas Department of Slavic Languages and Literatures and Office of Study Abroad offer students the opportunity to spend the sum-mer in Zadar, Croatia, studying Croatian language and culture. The Univer-sity of Kansas has more than 30 years of involvement in Croatian language programs. This program is open to undergraduate and graduate students. A minimum of one year of Croatian language study is required, and the language of instruction is Croatian. This six-week program offers 150 contact hours of intermediate and ad-vanced Croatian over a six-week period, and students earn six hours of credit upon successful completion of the program. In addition to in-class language study, the program offers afternoon and evening programs that include lectures (in Croatian), films, and visits to museums. Cultural and sightseeing trips to local places of interest are planned for this year’s program. Zadar has many cultural sight-seeing opportunities and events in town. There are three national parks near Zadar as well as natural parks and cultural sights. Students have the option of taking boat trips to islands off the coast. In addition to swimming and visiting the beaches, students can take part in various sports activities such as surfing, water-skiing, sailing, and scuba diving._______________________________________________________________

UCLA Languages: Russian, Romanian, Serbian-Croatian

Locations: Los Angeles

Dates: June 24 - August 2/ August 16

Credits: 12

Tuition/Fees: $271/unit for UC undergrad. students and $339/unit for

UC grad and visiting students

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http://www.summer.ucla.edu/fees/fees.htm

Website: http://www.slavic.ucla.edu/summer-programs.html

Contact: lisalee@humnet.ucla.edu ; 310-825-3856 _______________________________________________________________

University of Pittsburgh Program: Slavic, East European and Near-Eastern Summer Language Institute

Languages: Arabic, BCS, Bulgarian, Czech, Hungarian, Persian, Polish, Russian, Slovak, Turkish, Ukrainian

Locations: Pittsburg, Moscow, Prague, Montenegro, Krakow, Debrecen, Bratislava

Dates: June 9 – July 18, or August 1, or August 15

Credits: 6–10

Tuition/Fees: $4,056–$8,060

Funding: Grad funding: Tuition Scholarships, FLAS, Project Go (ROTC, Russian), stipends Grad funding: Tuition Scholarships, FLAS, stipends

Website: http://www.slavic.pitt.edu/sli/

Contact: SLIadmin@pitt.edu; 412-624-5906

University of Pittsburgh offers accredited summer immersion programs in Pittsburgh and/or abroad through the Slavic, East European, and Near Eastern

Language Institute. The Russian Summer Language Program includes an 8-week, 8-credit intensive language option (June 9-August 1, 2014) in beginning, intermediate, advanced, and fourth-year intensive Russian, as well as a 5+5 Pitt-Moscow op-tion with five weeks in Pittsburgh (June 9-July 11) and five weeks in Moscow (July 13-August 15). The East European Summer Language Program includes six-week intensive programs carrying six credits in Pittsburgh (June 9-July 18) in Beginning Bulgarian, Czech, Turkish, Hungarian and Ukrainian; Beginning and Inter-mediate Estonian, Latvian, Lithuanian, and Polish; and Beginning through Advanced Bosnian/Croatian/Serbian and Slovak, as well as programs with four-week/four-credit add-on abroad components (July 13-August 15) in Bulgaria, the Czech Republic, Hungary, Poland, Slovakia and Montenegro. In addition, 6-week/6-credit Prague-only Czech immersion courses at the intermediate and advanced levels are offered, as well as a 6-week/6-credit Krakow-only Advanced Polish immersion course (July 7-August 15). All of the summer language programs consist of five hours per day of instruction and are proficiency based. Scholarships are available (scholarship deadline: March 7, 2014). FLAS fellowships, which cover tuition and provide a stipend, are available for undergraduates and graduate students. Funding opportunities for students of the Baltic languages and for ROTC students of Russian language through Project GO are available in 2014._______________________________________________________________

BALSSI (University of Pittsburgh) Languages: Estonian, Latvian, Lithuanian

Locations: Pittsburg

Dates: June 9 – July 18

Credits: 6

Tuition/Fees: $4,056

Funding: Ugrad funding: REES and SLI Tuition Scholarships, FLAS Grad funding: REES and SLI Tuition Scholarships, FLAS

Website: http://www.slavic.pitt.edu/sli/

Contact: slavic@pitt.edu 412-624-5906

The University of Pittsburgh will host the Baltic Summer Studies Institute for its third consecutive summer in 2014. The Baltic Studies Summer Institute, sponsored by a consortium of U.S. universities and the Association for the Advancement of Baltic Studies, offers students in the U.S> the only domestic opportunity to study intensive Estonian, Latvian, and Lithuanian during the summer. Due to the intense pace of the courses and the quality of the instruc-tors, students learn almost one year’s worth of language in just six weeks. BALSSI 2014 will offer two levels each of Estonian, Latvian, and Lithuanian, a lecture series on Baltic history and culture, and a program of cultural events related to the Baltic countries. Participants and instructors alike in the 2013 program praised the linguistic progress achieved and the atmosphere and facilities at PITT, where BALSSI is offered side-by-side with the popular SLI program. Applicants for 2014 can look forward to good opportunities for tuition scholarships and some stipends for this program._______________________________________________________________

INSTITUTIONS OFFERING RUSSIAN:

University of Washington Languages: Russian

Location: Seattle, WA

Dates: June 23 – Aug 23

Credits: 15

Tuition/Fees: $8,264–$9,187

Website: http://depts.washington.edu/slavweb/academics/ summer-language-intensives/

Contact: slavicll@uw.edu; 206-543-6848

The Intensive Summer Language Program has advantages for students in a variety of situations:• ItenablesundergraduateswhobegintheirstudyofRussianaftertheir freshman year to complete the four-year program in as little as two years and two summers (eight quarters).

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• Itprovidesanopportunityforstudentsfromcollegesanduniversities with limited offerings in Russian to complete the four years of language that are required by many graduate programs.• Itallowsgraduatestudentsinanydisciplinewhoseresearchrequires knowledge of Russian to begin study of the language, or to continue it at an appropriate level.

The Intensive Summer Language Program is open to non-UW students registering through the UW Summer Quarter. The program includes extracur-ricular activities such as films, language tables for conversation practice, sing-ing, poetry-reading and drama performances, and lectures on Slavic cultures. A number of recreational activities are usually organized, depending on the interests of the student group, ranging from hikes and bicycle rides to museum visits, concert outings, and even the culinary arts!_______________________________________________________________

Beloit College Languages: Russian, Arabic, Chinese, Japanese, ESL

Location: Beloit, Wisconsin

Dates: June 14-August 8, 2014

Credits: 12

Funding: Ugrad funding: Director’s Scholarship Grad funding: Director’s Scholarship

Website: http://www.beloit.edu/cls/

Contact: cls@beloit.edu; 608-363-2373

The Center for Language Studies at Beloit College offers summer intensive language courses in Arabic, Chinese, Japanese, and Russian (1st through 4th-year) as well as an English as a Second language (ESL) course. Eight- and four-week sessions are available. The full eight-week program runs from June 14 through August 8; 1st session is from June 14-July 11 and 2nd session is from July 14-August 8. Advantages: Personalized instruction, small classes, superb teachers, twelve semester hours of credit, language tables, extracurricu-lar activities, pleasant summer on a lovely campus in southern Wisconsin with easy access to Madison, Milwaukee, and Chicago. Applications are accepted beginning in October and continuing until classes are filled. CLS Director’s Scholarships are available to all qualified applicants through April.___________________________________________________________

Bryn Mawr College Languages: Russian

Location: Bryn Mawr, PA

Dates: Jun 4 – July 30, 2014

Credits: 4-8

Funding: Ugrad funding: need based Grad funding: need based

Website: http://www.brynmawr.edu/russian/rli.htm

Contact: rli@brynmawr.edu; 610-526-5187

Founded in 1977, the Russian Language Institute (RLI) at Bryn Mawr seeks to support the study and teaching of Russian in the United States by providing an intensive-immersion setting for both teachers and learners of the language. RLI offers both four- and eight-week programs for male and female high school, undergraduate, and graduate students. All courses focus on language training at the college level. The eight-week Russian Language Institute offers a highly-focused cur-riculum and a study environment conducive to the rapid development of the four language skills (oral, aural, writing, reading) as well as cultural awareness. The program draws participants from a broad spectrum of academic fields, oc-cupations, ages, and interests. Course offerings are designed to accommodate a full range of language learners, from the beginner to the advanced learner (three levels total). The highly intensive nature of the course work and the culturally-rich immersion environment have proven very successful in provid-ing the equivalent of an academic year of college Russian to participants who complete the full eight weeks._______________________________________________________________

Georgia Institute of Technology Languages: Russian

Location: Moscow

Dates: May 19-July 15, 2014

Credits: 9

Tuition/Fees: In-state tuition, fees, and $4800 program fee Homestay (accommodation, breakfasts and dinners all included in program fee)

Funding: Ugrad: Scholarships for ROTC cadets through Project GO

Website: http://www.modlangs.gatech.edu/lbat/russia

Contact: sgoldberg@gatech.edu; 404-894-9251

The Georgia Tech Russian Languages for Business and Technology (LBAT) program is an 8-week faculty-led intensive Russian program taught in Moscow at the 3rd and 4th year levels. Students live in homestays with Russian families and take a pledge to speak only Russian with families, teachers, staff and student helpers (except in case of emergency). Coursework includes 6 credits (128 contact hours) of advanced Russian and a 3-credit course on contempo-rary Russian politics and economics with lectures by top Moscow specialists in English and a course paper in Russian based on research in Russian newspa-pers and on the Russian web. The cultural program includes weekly excursions and an overnight trip to Vladimir and Suzdal._______________________________________________________________

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Middlebury College Languages: Russian

Location: Middlebury, VT

Dates: June 20 – Aug 15 (8-week intensive language program) July 1 – Aug 15 (6-week graduate program)

Credits: 12 semester hours, undergrad level (8-week program) 9 semester hours, grad level (6-week grad program)

Tuition/Fees: $10,505 (8-week program; includes housing and meals) $8,095 (6-week grad program; includes housing and meals)

Funding: Need-based financial aid; also, merit-based scholarships such as the Kathryn Davis Fellowship for Peace

Website: http://www.middlebury.edu/ls/russian

Contact: schoolofrussian@middlebury.edu; (802) 443-2006

The Kathryn Wasserman Davis School of Russian at Middlebury College offers intensive Russian language instruction at 7 levels in its 8-week program and courses in language and linguistics, literature, culture, film, history, and politics in its 6-week graduate program. Graduate courses can lead to MA or DML degrees in Russian. In 2013, the Davis School of Russian hosted a 2-week Startalk program for teachers of Russian; similar programs may be offered in the future. All courses are taught in an intensive, Russian-only environment complemented by rich co-curricular offerings; all students sign a Language Pledge. Dates: 20 June – 15 August 2014 (8-week program), 1 July – 15 August 2014 (6-week graduate program)._______________________________________________________________

Monterey Institute for International Studies Languages: Russian

Location: Monterey, CA

Dates: June 16 – August 8, 2014, application deadline: April 28

Credits: up to 8

Tuition/Fees: $3,950, MIIS application fee $50 Housing & Meals: not included

Funding: Ugrad funding: financial aid Grad funding: scholarships

Website: go.miis.edu/silp

Contact: languages@miis.edu; 831-647-4115

Language plays a very important role at the Monterey Institute. Our non-degree language programs offer intensive language instruction for participants with a variety of academic or non-academic goals. Whether you are planning to study or work abroad, wish to strengthen your skills so you can enroll in

higher-level courses at your home institute, or are looking for an edge in this competitive job market, our non-degree language programs might be just what you are looking for. We offer a Summer Intensive Language Program (http://www.miis.edu/academics/language/summer), as well as customized one-on-one and small group language training programs in a variety of common and less-commonly taught languages (http://www.miis.edu/academics/language/custom). These programs are open to anyone interested in language study and development of cross-cultural understanding._______________________________________________________________

University of Michigan Languages: Russian

Location: Ann Arbor, MI

Dates: May 6–June 24, June 26–August 15

Credits: 8 per class

Tuition/Fees: $2,800–$3,200

Website: http://lsa.umich.edu/sli

Contact: Slavic@umich.edu 734-764-5355

Summer Term intensive language courses provide students the opportunity to rapidly increase their level of fluency. Intensive courses condense one or two terms of language study into an eight- or ten-week format; they provide an excellent means for students to prepare for a study, internship, or work abroad experience, graduate school, or for expanded career opportunities. Language teaching at the UM is proficiency-oriented and aims to develop four basic skills: speaking, reading, writing, and aural comprehension. Courses are designed to teach language within a cultural and social context, so that students deepen their knowledge of the relevant country as they develop language skills._______________________________________________________________

North Carolina State University Languages: Elementary Russian 101/102

Location: Raleigh, NC

Dates: Elementary: May 14 – June 25

Credits: 8 credits per session, 2 sessions

Tuition/Fees: resident: $1,950, non-resident $6,000. Room/Board: Not included

Funding: Ugrad funding: Project GO (ROTC only)

Website: http://gold.chass.ncsu.edu

Contact: Shanna Ratashak, Project GO-NCSU, seratash@ncsu.edu, 919-513-0119

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The intensive language and culture course covers two semesters and offers eight academic credits in sessions of six weeks each. It is open to all students nationally. It includes morning classroom sessions (three hours) and afternoon cultural engagements (two and a half hours) animated by native-speaking cultural specialists and consisting of films, authentic situ-ational scenarios, interactive skits, individual tutoring, lab work, and guest speakers on contemporary topics including daily life overseas, political issues, stereotypes of Americans, music and sports, religious practices, women and women’s rights, dating and marriage, minority communities, perceptions of government, etc._______________________________________________________________

University of Virginia Languages: Russian, Arabic, Chinese

Location: Charlottesville, VA

Dates: June 15 to August 8

Credits: 12 (Russian), 8 (Arabic, Chinese)

Tuition/Fees: Ugrad $4,407 (in state) $14,570 (out of state) Grad: $4,959 (in state) $9,698 (out of state) Housing: $25 (single) and $33 (double)

Website: http://www.virginia.edu/summer/SLI/index.html

Contact: Shanna Ratashak, Project GO-NCSU, uvasli@virginia.edu; 434-243-2241

The Summer Language Institute offers eight-week courses in Russian, Arabic and Chinese. Students attend classes five days a week, seven and a half hours a day. Listening, speaking, reading, and writing skills are developed in a student-centered environment. Students are expected to attend all classes and evening cultural activities. Individuals who successfully complete the Institute earn 12 credits, which satisfy the foreign language requirement at the University of Virginia.

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Summer internships in Russia for undergraduate students

 

 

 

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AATSEEL 2013/2014 MEMBERSHIP FORMMEMBERSHIP RUNS FROM JULY 1, 2013 THROUGH JUNE 30, 2014.

THIS FORM MAY BE PHOTOCOPIED.

WE ENCOURAGE ALL NEW AND RENEWING MEMBERS TO PAY 2013/2014 DUES ON THE WEB AT WWW.AATSEEL.ORG WITH MASTERCARD, VISA, OR BY CHECK.

To join, renew, or change your address by mail, fill in the information requested and return it with your check (payable to AATSEEL in US Dollars) to: AATSEEL, c/o Elizabeth Durst, University of Southern California, 3501 Trousdale Pkwy., THH 255L, Los Angeles, CA 90089- 4353 USA. If you wish to receive a receipt in addition to your canceled check, please enclose a self-addressed stamped envelope. AATSEEL also accepts payment by Visa or Mastercard.

(Please PRINT all information) First name ___________________________________________

Last name ___________________________________________

Mailing address:

_____________________________________________________

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City/State/Zip_________________________________________

Contact info (in case we have questions):

Phone: ______________________________________________

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Member News Editor: Molly Thomasy Blasing (Oberlin College)

The AATSEEL Newsletter likes to keep its members informed about important events and professional mile-stones. If you or an AATSEEL member you know has recently defended a dissertation, been hired, received an award or promotion, or has retired, please send the member’s name, accomplishment and affiliation to: Molly Thomasy Blasing – thomasy@ wisc.edu

The AATSEEL Newsletter would like to recognize the following members for their recent professional milestones:

Radha Balasubramanian (University of Nebraska-Lincoln) announces the publication of The Influence of India on Leo Tolstoy and Tolstoy’s Influence on India: A Study of Reciprocal Recep-tions (Lewiston, N.Y.: Edwin Mellen Press, 2013).

Julie Draskoczy published her book, Belomor: Criminality and Creativity in Stalin’s Gulag, with Academic Studies Press in January 2014.

At the 2014 AATSEEL Conference, Benjamin Rifkin (The College of New Jersey) was given the 2014 ACTR Award for Distinguished Service to the Profession.

Marina Rojavin (Bryn Mawr College), Evgeny Dengub (Amherst College) and Sibelan Forrest-er (Swarthmore College) are pleased to announce the publication of Russian for Advanced Students, a textbook for intermediate-high and advanced students of Russian (Dunwoody Press, 2013). For more information about the content and organiza-tion of the book, see: http://www.dunwoodypress.com/products/-/339 David Williams shares news of the publication of his Writing Postcommunism: Towards a Literature of the East European Ruins (Palgrave, 2013), which came out in August. His translation of Dubravka Ugrešić’s new essay collection, Europe in Sepia, comes out from Open Letter Books in February 2014. For more information and an abstract, see: http://www.openletterbooks.org/products/europe-in-sepia

AATSEEL AWARDS FOR TEACHING, SERVICE AND SCHOLARSHIP

Title VIII Combined Research and Language Training (CRLT) Program

Excellence in Teaching at the Pre-College LevelValerie Ekberg-Brown, Chugiak High School, Anchorage, Alaska Valerie Ekberg-Brown is a colleague best de-scribed as the heart-and-soul of Russian instruc-tion for an area that extends considerably beyond the Anchorage School District where she teaches. Very much in the AATSEEL tradition of such outstanding secondary-school teachers as Lee Roby (the previous recipient of this award), Valerie Ekberg-Brown is unflaggingly dedicated to her students and to the larger learning community. Her website begins with the words “Welcome! I enjoy contact with all of the parents and guardians of my students in addition to email contact with my students as well.” Valerie lives up to this commit-ment in her daily professional activities, tirelessly recruiting colleagues, parents, and the local busi-ness community in her efforts. Valerie has taken the initiative to launch Russian-focused projects not only in the school, but also in the Anchorage area through a range of creative and innovative ways. These efforts include the launching of an An-chorage School District Partnership between her own Chugiak High School and Anchorage Opera in order to highlight Russian culture in Alaska, allowing her students to participate as interns in a production of Eugene Onegin. More recently, Valerie’s participation in the statewide Olympiada of Spoken Russian (ACTR) has supported the efforts of young middle- and high-school Russian-language students to try out their skills and abilities in a competition that challenges their knowledge of Russian culture, pro-nunciation, fluency, and comprehension. Valerie’s commitment to the educational enhancement of our younger students of Russian is an example to all of us, reaching beyond the school day to include the organization of a cultural festival as well as extensive fundraising activities to support the

cultural efforts. Her dedication and commitment to secondary education has been recognized in the past with the 2012 Star Award, which highlights outstanding partnerships in her school district. We are proud to join the ranks of those who honor her hard work by conferring on her the 2013 AAT-SEEL Award for Excellence in Secondary Teaching.

Excellence in Teaching at the Postsecondary Level Monika Greenleaf, Stanford University We are pleased this year to recognize the efforts of Monika Greenleaf of Stanford University. De-scribed by one former student as “extraordinarily devoted, passionate, and inspiring as a teacher, mentor, and advisor” Monika has performed an immense service to her post-secondary students at all levels. Among those who supported her selec-tion, one former PhD student writes, “As a teacher she inspires her students to incredible intellectual and creative accomplishments, just as she inspires her teaching assistants with her sincere dedication to teaching. But most of all she inspires all with her sparkling intellectual creations in the ethereal arts of the classroom – always new, burgeoning, and brilliant. She is sensitive, reflective, and respon-sive as a teacher and open to the opinions of her graduate students as to peers and friends, thereby scaffolding their professionalization in other areas of the profession. As a mentor she is tirelessly sup-portive and encouragingly complimentary.” Monika’s commitment to her field does not end when her students receive the degree and go out to seek employment. As one of her nominators remarks, “Monika fills the sails of her students and sets them off gracefully into the world. She sweeps in to buoy them along at obstacles. She storms and rages on their behalf. She tirelessly sends con-stantly fresh missives into the world singing their praises and recognizing their virtues more than they ever could do themselves. At this point, she has been responsible for sending countless students into successful academic positions throughout the field, as well as other distinguished authorial accomplishments.” While others of us may excel at teaching or at mentoring, at dissertation guidance or at professional support, Monica excels in all aspects of her professional work. As one colleague

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writes, Monika Greenleaf is a “superlative teacher and mentor of graduate students, who has left an indelible mark on generations of Ph.D. students in the Slavic and Comparative Literature Depart-ments at Stanford University. I am grateful that I had the opportunity to take her seminars, work as her teaching assistant, and write my doctoral dis-sertation under her guidance. As a critic, Monika clearly possesses an original and dynamic cast of mind, which she effectively translates to her graduate seminars, consistently raising the level of intellectual discourse. By her energy and creativ-ity, she inspires students to make their own unique contributions in discussion and writing alike.” It has often been lamented that institutional recogni-tion for such robust and dedicated contributions is largely lacking, prompting a question best sum-marized by one nominator: “what forum could do justice to such an accomplishment? Perhaps an AATSEEL Award for Excellence in Post-Secondary Teaching could.” We are proud to respond by selecting Monika Greenleaf for this award.

Distinguished Service to AATSEELSusan Janecek, University of Kentucky As a number of remarked at last year’s award for Outstanding Service to the Profession, conferred on Gerald Janecek, it was impossible to think of his achievements over the past twelve years without reference to the extraordinary work of Susan Janecek. To describe her as the Editorial Assistant, as invaluable as that role has been, does not do justice to the many contributions she has made to the journal, to AATSEEL, and to the profession more broadly. Her unflagging patience and good humor, her attention both to tiny detail and to the big picture, her meticulous care for the fate of our flagship periodical has been an invaluable gift to the wellbeing of the organization, as well as to our professional lives. With the transfer of Slavic and East European Journal from the University of Kentucky to the University of North Carolina at Chapel Hill, we mark the shift from one epoch to another. It is testimony to the health of the journal that it is transferred to its new home in a state of immeasurably higher regard, both in the United States and abroad, including in the UK, Russia and continental Europe. In conferring this award to Su-san Janecek, we recognize both her visible and her invisible work on the journal. We thank her for her dedicated service; and we honor her commitment to the academic and intellectual values we share, embodied by the profession’s flagship publication.

Outstanding Service to the ProfessionIrina Prokhorova, New Literary Observer Pub-lishing House In conferring this award on Irina Prokhorova, AATSEEL recognizes a colleague whose vision, creativity, and erudition has had a lasting impact on US Slavic studies for a quarter century. An outstanding cultural historian, literary critic, and editor of New Literary Review (as well as its as-sociated publishing house), Irina Prokhorova has transformed the landscape of our profession, while asking difficult and at times polemical questions about its research foci and methodology. Her 2011 establishment of the Historia Nova Prize launched a new research initiative that has singled out the best scholarship in intellectual history while sub-stantially contributing to the scholarly cohesion of the field. In the words of one of the nominees, “no more outstanding contribution to the profession comes to mind than that of Irina Prokhorova. The work by most of the rest of us seems dwarfed by all that she has done to further the study of Russian culture internationally, through NLO, the other journals, the several book series, and her personal encouragement of so many extraordinary projects, including the new history of Russian literary criti-cism.” We are proud to join such eminent institu-tions as the Ordre national de la Légion d’honneur, which awarded Irina the Chevalier in 2012, in rec-ognizing the impact she has had on transregional cultural research.

Outstanding Contribution to ScholarshipMikhail Iampolski [Yampolsky], New York University Mikhail Iampolski has been described by one of his nominators as “one of the most inventive, energetic thinkers on the scene in Russian culture, able to write with equal ease about current political events and the theories of Deleuze or Agamben, and able as well to stimulate our thinking about film, fiction, poetry, and theory itself.” As Profes-sor of Comparative Literature, Russian and Slavic Studies at New York University, Mikhail Iampolski holds higher degrees in Film Studies and French philosophy, but his research interests extend far beyond both fields. Russian colleagues and Anglophone Slavists alike have come to follow his writings in the philosophy of history, theory of rep-resentation, as well as cinema and literature, first in his landmark volume, The Memory of Tiresias (Ad marginem 1993; University of California Press, 1998), and later in such volumes as Возвращение Левиафана (Moscow: NLO, 2004), for which he was awarded the 2004 Andrei Belyj Prize (Hu-manities Research); and Язык — тело — случай:

Кинематограф и поиски смысла (Moscow: NLO, 2004), for which he was awarded the 2005 Elephant Prize from the Guild of Cinema Scholars and Critics of Russia. Mikhail Iampolski’s volume on the film-maker Kira Muratova – Муратова: Опыт киноантропологии (St. Petersburg: Seans, 2008)—remains the key reference in the field, and his more recent Пространственная история: Три текста об истории (St. Petersburg: Seans, 2013) continues his practice of challenging received wisdom in the philosophy of history. Mikhail Iampolski’s work has brought into intense dialogue colleagues from such otherwise divergent fields as film theory and philosophy of history, literary studies and semiotics. We are proud to consider him our colleague and we honor his research achievements with AATSEEL’s award for Outstand-ing Contribution to Scholarship.

AATSEEL BOOK PRIZE WINNERS FOR 2013

Best Contribution to Language PedagogyMëniku, Linda and Héctor Campos. Discovering Albanian 1: Textbook, Workbook, Audio Supple-ment. Madison, WI: University of Wisconsin Press, 2011. Discovering Albanian 1: Textbook, Workbook, Audio Supplement by Linda Mëniku and Héc-tor Campos is a major contribution to our field, making up for the dearth of materials available to English speaking students learning this language. Writing a textbook, workbook, and digital materi-als of Albanian, an Almost Never Taught Lan-guage, presents many challenges that these authors have met ambitiously and quite well. Discovering Albanian 1 will allow teachers of this language to truly focus on their syllabi and classroom interac-tions, rather than on having to create an endless library of grammatical explanations, charts and exercises. Though the textbook is based on standard Alba-nian as it is used in Albania, the authors recognize and include major Albanian dialect varieties, and this provides a two-fold service to the profession: it teaches students the sociolinguistic realities of what is actually spoken Albanian; and it acknowl-edges and values speakers of the different varieties of the language. These are important consider-ations in shaping instructional materials for this critical language, which has so few published sup-port materials. An appealing two-CD set provides a desired audio supplement. Discovering Albanian 1 includes answer keys to most of the exercises making the text a good choice for self-learners, and

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not only those learning the language in a more tra-ditional classroom setting. Mëniku and Campos, as well as the University of Wisconsin Press, should be applauded for publishing a valuable and profes-sional textbook, much needed and exemplary in its inclusion of Albanian dialect sociolinguistics.

Best Book in Literary/Cultural StudiesGurianova, Nina. The Aesthetics of Anarchy: Art and Ideology in the Early Avant-Garde.Berkeley and Los Angeles, CA: University of Cali-fornia Press, 2012 . In The Aesthetics of Anarchy: Art and Ideology in the Early Avant-Garde, Nina Gurianova alters our understanding of a crucial development in Russian art and culture. Deeply researched and vigorously argued, Gurianova’s study reveals why the early avant-garde should not be considered, as it often is, mainly as a precursor to the Construc-tivist movement. Instead, the early avant-garde was unique in its embrace of an aesthetics of anarchy, “a new interpretation of art and human creativity: an art without rules,” as Gurianova writes, “re-vealed in the creative energy of the artists as they transformed literary, theatrical, and performance practices.” Gurianova’s study is at once fascinating in its interpretation of individual artists, writers, and filmmakers, and sharply and productively polemical in its resistance to generalizations about the early avant garde, which she contests by defin-ing the ideological underpinnings of the early avant-garde, examining the roots of the movement in Russian intellectual traditions, and exploring unexpected resonances between the early Russian avant-garde and Dada. Most broadly and impres-sively, The Aesthetics of Anarchy offers a newly complex account of the relationship between art and politics during this period.

Best Literary Translation into EnglishKrzhizhanovsky, Sigizmund. The Letter Killers Club. New York, NY: New York Review Books, 2012. Translated from the Russian by Joanne Turnbull with Nikolai Formozov. Introduction by Caryl Emerson. “I am known for being unknown.” Thus Si-gizimund Krzhizhanovsky (1887-1950) eloquently and with characteristic verbal ingenuity sums up his position in Soviet Russia. One editor branded his “intellectual prose” as “untimely”—there could be no harsher criticism than being out of step with the Soviet regime. Krzhizhanovsky published almost nothing of his work and ceased writing fiction in the thirties, only to be rediscovered, miraculously, by the Russian reader a half-century

later during the late perestroika years. Joanne Turnbull’s inventive, resourceful and luminous translation of the metaphysical novel The Letter Killers Club. (translated with Nikolai Formozov) offers the English-language reader the perfect introduction to this enigmatic writer through one of his best longer prose pieces. This is Turnbull’s third volume of Krzhizhanovsky and a fourth is on its way. Krzhizhanovsky’s “shining talent,” to quote Adam Thirwell, at last is allowed to sparkle.

Best Scholarly Translation into EnglishHerzen, Alexander. A Herzen Reader.Evanston, IL: Northwestern University Press, 2012. Translated from the Russian by Kathleen Parthé. Alexander Herzen has always been a peculiar combination of critic and historical figure, mem-oirist and conscience—not so systematic a thinker as his philosophically-minded contemporaries, broader-minded than the pure revolutionaries. This collection gives Herzen reacting to events, thinking through positions, and displaying the qualities that put him at the center of Russian intellectual life despite his living abroad. Kathleen Parthé’s translation reflects her deep understanding of her author and subject in the remarkable clarity and conviction with which it conveys Herzen’s ideas, mood, and aesthetic sensibility. Indeed, the entire edition—with its informative introduction, extensive bibliography, and brilliant selection of texts—sets a standard to which future scholarly translations ought to aspire. Parthé has done a great service to all who would understand this fascinating man.

Best Contribution to Slavic LinguisticsBailyn, John Frederick. The Syntax of Russian.Cambridge: Cambridge University Press, 2012. John Bailyn’s The Syntax of Russian shows all the positives that a monographic treatment of a syntactic topic can have—It is bold in the scope of its coverage, it is empirical in providing a detailed and lucid discussion of the data, it is ambitious in offering a treatment embedded in a complex, but articulate theoretical framework, it is far-sighted in pointing to unresolved issues that may inspire future research, and it moves Russian linguistics beyond the scope of Slavistics by appearing in a broadly based series dedicated to the languages of the world. The book is divided into three parts. The first part analyzes core constructions of Russian, showing that they display restricted structural properties and can thus be interpreted through the prism of a syntactic theory based on the deriva-

tional approach, configurationality, hierarchical constituency, fine-grained functional structure, extended VP shells, and other central premises that characterize current generative theory. The chapter on Case argues convincingly for an analysis based on the idea that each Case arises in a particular syntactic configuration and as such represents a core area of the syntax of the language. The most original part of the book, that on word order in Russian, proceeds from word order in smaller nominal constituents to more challenging data in-cluding free word order phenomena. On the basis of intonation, word order universals, and syntactic tests, the chapter confirms the status of Russian as an SVO language. Further discussion addresses a variety of constructions that have been described mainly in terms of Theme/Rheme (Prague School), relying primarily on surface word order. Bailyn ar-gues convincingly that the Theme-Rheme order is post-syntactic. The author provides a derivational system that accounts for it; he further substantiates the idea that so-called Scrambling phenomena are not part of the core grammar. In sum, The Syntax of Russian is not only a bal-anced book that provides a deep insight into both Russian syntax and cutting-edge linguistic theory, but it is also an exemplary reminder that a mono-graphic synthesis continues to represent a most valued style of research, thus remaining a classic genre.

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AATSEEL Financial Summary FY 2012-13 REVENUE Dues and Donations $38,737 .00 SEEJ Inst . Subscriptions, Ads, Exhibits, Royalties $63,870 .00Conference Registration $33,354 .00 Total Revenue $135,961 .00

EXPENSES SEEJ Printing, Shipping, Storage $37,184 .00Ed . Assistant $10,000 .00Honoraria (Editor, Book Review Editor, Fulfillment) $3,500 .00

NEWSLETTER Printing and Shipping $3,202 .00Format and Graphic Design $10,000 .00

CONFERENCE EXPENSES $28,576 .00Honorarium Conf . Manager $7,000 .00Honorarium Program Chair $1,000 .00

OFFICE EXPENSES $409 .00Accounting, Insurance, and other fees $7,464 .00Website costs & cc processing fees $8,226 .00Honorarium Exec . Director $12,000 .00 Total Expenses $128,561 .00

ACCOUNTS Vanguard $33,347 .00Morgan Stanley $58,694 .00Bank Account as of 6/30/13 $54,407 .00 Total in Accounts $146,448 .00

Henceforth AATSEEL will publish the financial summary annually .

AATSEEL Newsletter InformationThe AATSEEL Newsletter is published in October, December, February, and April . Advertising and copy are due six weeks prior to issue date .

PUBLICITY AND ADVERTISING POLICYFree of Charge: Full scholarship study tours and stateside study programs, meetings, job information, new classroom materials, and similar announcements are published free of charge .

ADVERTISING RATES: Commercial ads of interest to the profession are accepted at the following rates and sizes:Full-page $200 7 5/8” x 9 3/8”Half-page $150 7 5/8” x 4 5/8”Quarter-Page $90 3 5/8” x 4 5/8”Column inch $30 Approximately 6 lines

Format: It is preferred that advertisements be submitted as JPEG files (at least 300 DPI) . Please contact the editor with formatting questions .

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Czechoslovak Society Of Arts And SciencesSVU Student Awards For The Year 2014 Dr. Joseph Hašek Award

The Czechoslovak Society of Arts and Sciences (SVU) is announcing a competition for the 2014 Dr. Joseph Hašek student awards. The names of the winners will be announced in the Society’s newsletters.

The main purpose of the Society’s awards is to generate and encourage scholarly interest in Czech and Slovak affairs among university students living outside the Czech and Slovak republics. There will be one prize for the best undergraduate and one for the best graduate study dealing with some aspect of Czech and/

or Slovak history, politics, or culture. The winners will receive the $250 Dr. Joseph HaŠek award, a year’s membership in the Society, which includes a year’s subscription to the Society’s newsletter, and a Certificate of Merit.

The following rules apply:1. The paper must be submitted by the professor in whose class it was presented and should be accompanied by his recommendation.

2. The study must have been written for an undergraduate or graduate course during the academic year 2013-2014. Chapters of theses or dissertations are not admissible.

3. The deadline for submission is MAY 15, 2014.

4. The study essay should be submitted in five copies to professor Vera Borkovec, 12013 Kemp Mill Road, Silver Spring, MD 20902. It must be typewritten, double-spaced and submitted in Czech, Slovak, or any of the major Western languages (English, French or German).

5. The Student Awards Committee which will judge the quality of the submitted essays consists of: Prof. Ivo Feierabend (San Diego State University), Prof. Milan Hauner (University of Wisconsin), Prof. Hugh Agnew (SVU Executive Board), Dr. Louis Reith, and Chair, Prof. Vera Borkovec (American University).

6. Submitted papers are not returned.

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Art

Meyer, C. 2014. Greco-Scythian Art and the Birth of Eurasia: From Classical Antiquity to Russian Mo-dernity. New York, NY: Oxford University Press.

Culture

Gorham, M., Lunde, I., and Paulsen, M., eds. 2014. Digital Russia: The Language, Culture and Politics of New Media Communication. London, UK: Routledge.

Film

First, J. 2014. Ukrainian Cinema: Belonging and Identity During the Soviet Thaw. London, UK: I.B. Tauris.

Kaganovsky, L. and Salazkina, M., eds. 2014. Sound, Speech, Music in Soviet and Post-Soviet Cinema. Bloomington, IN: Indiana University Press.

Says, R., ed. 2013. The Russian Cinema Reader (Volume One, 1908 to the Stalin Era). Brighton, MA: Academic Studies Press. Salys, R., ed. 2013. The Russian Cinema Reader (Volume Two, The Thaw to the Present).Brigh-ton, MA: Academic Studies Press.

History Dennison, T. 2014. The Institutional Framework of Russian Serfdom. Cambridge, UK: Cambridge University Press.

Draskoczy, J. 2013. Belomor: Criminality and Creativity in Stalin’s Gulag. Brighton, MA: Aca-demic Studies Press.

Schrad, M. 2014. Vodka Politics: Alcohol, Autoc-racy, and the Secret History of the Russian State. New York, NY: Oxford University Press.

Shore, M. 2014. The Taste of Ashes: The Afterlife of Totalitarianism in Eastern Europe. New York, NY: Broadway Books.

Siddiqi, A. 2014. The Red Rockets’ Glare: Space-flight and the Russian Imagination, 1857-1957. Cambridge, UK: Cambridge University Press.

Language

Visson, L.2013. What Mean? Where Russians Go Wrong in English. New York, NY: Hippocrene Books.

Literature Aizlewood, R. and Coates,R., eds. 2013. Land-marks Revisited: The Vekhi Symposium One Hundred Years On. Brighton, MA: Academic Studies Press.

Anders, J. 2014. Between Fire and Sleep: Essays on Modern Polish Poetry and Prose. New Haven, CT: Yale University Press.

Andrew, J. and Reid, R., eds. 2013. Dostoevskii’s Overcoat: Influence, Comparison, and Transposi-tion. Amsterdam, NE: Rodopi.

Curtis, J. A. E. 2013. The Englishman from Leb-edian: A Life of Evgeny Zamiatin. Brighton, MA: Academic Studies Press. Golomb, H. 2014. A New Poetics of Chekhov’s Plays: Presence Through Absence. Eastbourne, UK: Sussex Academic Press.

Kaminer, J. 2014. Women with a Thirst for De-struction: The Bad Mother in Russian Literature. Evanston, IL: Northwestern University Press.

Krementso, N. 2013. Revolutionary Experiments: The Quest for Immortality in Bolshevik Science and Fiction. New York, NY: Oxford University Press.

Ljunggren, M. 2014. Poetry and Psychiatry: 16 Essays on Early Twentieth-Century Russian Symbolist Culture. Brighton, MA: Academic Studies Press.

Religion

Fennell, J. 2014. A History of the Russian Church to 1488. London, UK: Routledge.

Oravecz, J. 2014. God as Love: The Concept and Spiritual Aspects of Agape in Modern Russian Religious Thought. Grand Rapids, MI: Wm. B. Eerdmans Publishing Company.

Recent PublicationsCarmen Finashina (Northwestern University)

AATSEEL NEWSLETTER EDITORIAL STAFF

EDITORWilliam Gunnaatseelnewsletter@usc .edu

ASSISTANT EDITORCarmen Finashinacarmenfinashina2016@u .northwestern .edu

CONTRIBUTING EDITORSMolly Thomasy BlasingKathleen Evans-RomaineAlina IsraeliFerit Kiliçkaya

AATSEEL OFFICEElizabeth DurstExecutive Director, AATSEELUniversity of Southern California3501 Trousdale Parkway, THH 255LLos Angeles, CA 90089-4353(213) 740-2734aatseel@usc .edu

SUBMITTING COPY(1) Text should be submitted with basic formatting only to William Gunn at aatseelnewsletter@usc .edu .(2) Please contact editor about any content or formatting concerns .(3) The AATSEEL Newsletter is not copyrighted . When necessary, authors should copyright their own contributions .

AATSEEL EXECUTIVE COUNCIL

PRESIDENTThomas Seifrid, University of Southern Californiaseifrid@usc .edu

PRESIDENT ELECTKevin M . F . Platt , University of Pennsylvania kmfplatt@upenn .edu

PAST PRESIDENTNancy Condee, University of Pittsburghcondee@pitt .edu

VICE-PRESIDENTSAnindita Banerjee, Cornell Universityab425@cornell .edu

Elena Kostenko-Farkas, Anchorage School Districtfarkas_elena@asdk12 .org

George Fowler, Indiana Universitygfowler@indiana .edu

Tim Langen, University of Missourilangent@missouri .edu

Sarah Clovis Bishop, Willamette Universitysbishop@willamette .edu

Rebecca Stanton, Barnard College, Columbia Universityrstanton@barnard .edu

EDITOR, SLAVIC & EAST EUROPEAN JOURNALIrene Delic, University of North Carolina at Chapel Hilldelic@email .unc .edu

EDITOR, AATSEEL NEWSLETTERWilliam Gunn, University of Southern Californiaaatseelnewsletter@usc .edu

CONFERENCE PROGRAM COMMITTEE CHAIRJonathan Stone, Franklin & Marshall Collegejon .stone@fandm .edu

PUBLICATIONS COMMITTEE CHAIRJustin Weir, Harvard Universityweir@fas .harvard .edu

GRADUATE STUDENT REPRESENTATIVERebecca Stakun, University of Kansasrstakun@ku .edu

EXECUTIVE DIRECTORElizabeth Durst, University of Southern Californiaaatseel@usc .edu

AATSEEL CONFERENCE MANAGERRachel Stauffer, Ferrum Collegeaatseelconference@usc .edu

WEBMASTERSvetoslav Pavlov, Grand Valley State Universitypavlovsv@gvsu .edu