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This week I learned the number system which I believe to be more complicated than English. There are two sets of numbers to use depending on the situation. The first set I learned (il, e, sam = 1, 2, 3) represents counting numbers and is also used in telling time. These are used for the minutes of each hour. The hour in time is represented by the other set of numbers (hana, dul, set = 1, 2, 3). In this set, it is most important to only know up to about 50 even though it surpasses this. This set of numbers can be used to count people or tell age as well. To tell the time, the hour is followed by the word "si" and the minute is followed by the word "boon." They separate time into 4 parts of the day rather than in English where we have AM and PM only. Their times are early morning, morning, afternoon up until sunset, and night time after sunset. 

Another interesting linguistic aspect is the change in body language. There are many different changes from the gestures we use in the United States. Koreans often bow to a 20 degree angle and shake hands rather lightly when greeting someone. Same gender friends are much more affectionate in Korea also. They will sit on each other's laps and link arms while walking. Eye contact indicates a challenge to a superior person and it is better to express humility by looking slightly down. Respect is a very important part of the Korean culture especially for ones' elders. Another sign of humility or humbleness is offering items with both hands. This is useful in cases where someone is handing over a business card or gift. Body language is key in Korea for acknowledging respect and humility so it is essential to learn before travelling there.

During Week 2 of my studies: I have re-watched the Swedish and American versions of the "Girl with the Dragon Tattoo." The goal of the second week of my studies was to focus on film and to discuss the differences between the two films, express my opinion and gain knowledge and familiarity with basic film concepts and terminology. My language partner and I spoke at length about the similarities, differences, and our preferences. This was great practice for my spoken presentational skills because it required me to defend my opinions and present a short monologue on my opinion and provide a short description. Although it was good practice, there is great room for improvement and I look forward to becoming more comfortable in presentational speaking which I noted in my assessment to be one of my major weaknesses.

I began meeting with my language partner and during our first meeting in January we were able to run through the novice curriculum in casual conversation where we got to know each other a little better. We ran through basic daily conversation, directions, basic presentations, greetings, descriptions, and engaged in extended dialogue in the past and future tenses. This first lesson helped both of gauge my level more accurately and also provided me with confidence to speak Swedish with another person outside of circle of Swedish friends and acquaintances. This is challenging for any person learning a new language and challenges one to employ more sophisticated vocabulary that takes the conversation from casual to slightly more structured and formal. For example, words that I may be accustomed to mispronouncing or saying in English due to pronunciation I am now forced to practice. Other times, my close acquaintances may have already stopped correcting me because of a level of familiarity with my spoken Swedish which they may not see the need to correct because they understand  'what I am trying to say.'

We decided more or less as a team, with further guidance by Dr. Scinicariello, that dividing my lessons into thematic areas such as: politics, welfare, health, immigration, film, literature, education, etc. Will form the foundation of my term with supplementary materials in the form of novels, news articles, TV programming, films, and blogs to serve as discussion starters and sources for vocabulary acquisition.

I focused on understanding the structure of the Swedish education system which has many more divisions than the American system and a very different grading system.I have learned more about the Swedish education system through conversations with my language partner, but also spoken to to a great extent about the differences between American and Swedish education systems.The image to the right depicts the Swedish education system, the levels and ages and transition from one system to another.

Education in Sweden is fully funded by taxes paid to the state, for this reason Swedes and other EU members can attend Swedish primary, secondary, and universities for 'free.' The Swedish education system emphasizes group work, presentation, debate, and encourages creative thinking from an early age. There are many options available to student who d not wish to pursue a strictly academic course of study such as theater, art, design, or construction. These fields receive advanced education and allow for immediate entry into the job market. Some Swedish universities are world renown for their research such as Uppsala University and Karolinska Institute in Stockholm.

I have read Swedish news extensively and begun watching a new comedy called "Anders och Måns." The language is very challenging for my listening skills particularly because the main characters have two very different accents and make many jokes throughout the show.

Image source: http://skolnet.skolverket.se/polopoly/utbsys-eng/

In these next two weeks, I hope to solidify several concepts concerning basic Korean vocabulary and its use in conversation. I have been working with my language partner to go over things such as colors, ordinal and cardinal numbers, cardinal directions, countries, and the days of the week. Previously, these were words that I said in English in an otherwise Korean sentence, and my goal is to eliminate English entirely from such sentences and replace them with Korean so I can truly have a fluid conversation with a native Korean speaker. 

I will be talking to my language partner and being tested on my knowledge of these words by engaging in conversation with her on things that would require such vocabulary. For example, we may have a conversation that has to do with higher numbers, perhaps on test scores. I also would like to keep up with this by having conversations with my parents on the phone in as much Korean as I can, utilizing the new vocab terms as much as possible. I have post-its and flash cards of these words on items in my room so I can subconsciously integrate them into my daily life. 

I also am going to try watching Korean soap operas. They are supposed to be very popular in Asia and India, and I hope that I'll be able to follow things by context, even if I don't understand everything that is being said. I am also going to try out Korean pop music, which is called "k-pop" to learn a little bit about the culture, as it is such a huge part of the social identity of the younger generation (my peers). It should be interesting!

Ultimately, my evaluation of this will be how much of my conversation can be exchanged in Korean. I am aiming at 80% if it is related to those vocabulary terms. I plan to test myself based on the criteria of fluidity and comprehension. 

In discussing the linguistic aspects (i.e., body language, time, etc.) of Farsi, I tried to also incorporate aspects of Afghan culture. Body language is important in Afghan culture, and knowledge of body language can help with greetings. Additionally, time in the Afghan culture can be used to better understand the process of being a guest at another's home.

Personally, growing up and being in an Afghan household, I believe an individual's actions during greetings are one of the most important instances body language. An individual should appear warm and happy to be meeting or seeing the other person. Usually, the first guests that I make sure to greet are the elders--men and women--and the other men in the room followed by the women. The greetings are often a firm handshake with the men, although, some--usually older relatives or close family friends--will be greeted with a handshake and three kisses on the cheek. When greeting older female relatives (i.e., aunts, grandmother, etc.) I often extend a handshake and often three kisses on the cheek. However, with younger females (i.e., those in my generation) a simple salaam (hello) or, sometimes, soft handshake is given. It is particularly important for an individual to try to greet everyone in the room; this might be more difficult in larger settings, but it is still imperative to greet all family members and close family friends. 

Afghans tend to be relaxed when it comes to time. When at somebody's home for dinner the invited guest may possibly stay for a few hours longer then he or she may have intended. Hosts often want their guests to stay long and feel comfortable. Afghans will also ask you to stay before you attempt leave; this is often done through offering tea--Afghans drink a lot of tea--they might say beshi bada chai (note: this is rough translation I wrote using how I pronounce the phrase) or in English stay for tea. When an Afghan host asks you to stay for tea, it is often similar to an American host asking you to stay for desert. Such offerings are made as a polite gesture; however, if the host is persistently asking, you may find yourself staying for tea or desert. 

There are many important cultural dimensions to comprehend when learning a language. It can be difficult for new learners to fully understand the cultural aspects of a new language, especially since languages are spoken in many cultures. For example, Farsi is a prominent language in Iran and Afghanistan. Although I know much about the Afghan cultural dimension because of my upbringing, on the other hand, I cannot speak much to the culture of Iran.

However, you can learn much about a language's culture simply by learning it. Take for instance the level of formality / informality, such is a good indicator for the cultural aspects of a language. In my response to the third cultural post, I noted how in Afghanistan some individuals are addressed by their profession (e.g., doctor, engineer); this is one cultural dimension that can be picked up through language learning. Through learning about addressing individuals by their profession in Farsi you can understand that the cultures in such regions emphasize a level of respect for individuals; more specifically, older members of society who are usually the engineers and doctors. Additionally, picking up on the more dignified ways to greet an adult or elder in Farsi highlight another cultural aspect, at least in Afghanistan; having to always be sure of giving due respect to your elders. 

My first artifact is the photo attached of a birthday card I made for my Grandma. It is our first form of communication in Korean. I researched typical things to say in a birthday card and learned to wish the person a year in good health. I memorized the characters of the Korean alphabet and constantly practiced writing them by combining the different consonants and vowels as my language partner suggested. The card says my Grandma's name at the top, "Bok Soon Yoo." It is followed by "Happy Birthday, Grandma. I miss you. I hope you have a healthy year. I love you." Lastly, I signed it with the traditional symbols that follow a card which is pronounced "ga" and the Korean word for granddaughter, "Sohn-nya."

My%20Learning%20Plan.docx

Having experienced living in Israel, much of the body language, expressivity, formality and informality, culture, and customs are second nature to me. I have made a list of things that in my opinion stand out and what their underlying meaning or explanation is:

Culture is affected by being a nation made of up immigrants with a national endorsement of the melting pot theory and establishment of a signature Israeli culture. The size of the nation and its perceived threats has increased the emphasis on family life and focus on familial relations. The demand for cultivating a state, creating an economy, and a living has shaped the lifestyle of the Israeli. Finally, as a people, there are a number of stereotypes, which are specifically well exhibited in the Zohan clip that I have posted on the ning. Some of these characteristics include general informality, and emphatic expressivity.  These can be seen in the following body language nuances, which I thought were best described as “Talking like an Israeli is a full body sport.”

* Hand out in a pinched formation – “rega” – hold on a moment

* The lip shrug accompanied with a bit of a shoulder shrug – I don’t know, not my problem

* Instructional finger – demonstrating authority of knowledge

* Forefinger thumb touch – I really really mean it

* Two handed beckon – trying to convince the person you’re speaking to, such as in a sale – exemplified by a move into their personal space, raised chin & eyebrows, and extended hands out by the waist

In regards to punctuality, timing is generally relaxed and informal in Israel. However, this clearly varies depending on the social situation. If the meeting is business related, punctuality in a capitalistic state is extremely valued in comparison to a social gathering.

Having done some research on the Internet, I found a couple of great videos and sites that I have posted on my page and in the Hebrew learning group that illustrate these and others. The most informative aspect of this research however, is that much of the body language and expression existing in Israel is extremely similar to that of other Mediterranean nations such as Italy and Greece. 

My first Persian artifact demonstrates several grammatical concepts:

"Diruz be yek hotel raftam"

I went to a hotel yesterday (yesterday to one hotel went-I)

--Shows how ‘yek’ is used to designate "a", or "an"

Man muze rau didam

I saw a museum

--Shows how lack of an 'i' sound or 'yek' creates a definite noun

Pesari rau dar khiyaban didam

I saw a boy in the street.

--Shows how placing an 'i' sound after a noun makes the noun indefinite

Artifact One--Persian

For my first Hebrew Artifact I recorded several sentences that shows how inserting the connectives ‘ve’ "and” or ‘o’ “or” between two parts of a sentence makes them function as one part.

We are Moses and Sara.

אנחנו משה ושרה

anhnv mshh vshrh

Is there coffee or tea?

'ש קפה או תה?

'sh qph av th?

Here is a table and there is a chair.

כאן שולחן ושןם כיסא

kan shvlhn vshnm kysa

There is either time or money.

יש או זמלן או כסף

ysh av zmln av ksp

Artifact One--Hebrew

Learning to communicate in Brazil extends way past just learning Portuguese.  There are so many small “linguistic aspects” of the language that textbooks simply cannot teach you.  In these instances, immersion in the culture is the only way to get a full understanding of the language.  The first cultural nuance I encountered when I studied abroad in Brazil dealt with the concept of physical space.  American society holds high importance to the concept of respecting one’s personal space.  Every individual has an invisible bubble, and people generally know the limits of intrusion on the bubble.  In Brazil, anyone who has this so-called “invisible bubble” will quickly have it popped. 

Brazilians are also very personable and passionate when they communicate.  They make use of extensive touching, eye contact, and loud voices to get their points across.  On the same token, kissing on both cheeks is a custom carried out by men and women (exception: men do not kiss men on the cheeks).  With these actions in place, I often thought many of the men and women were flirting with each other on a regular basis.  If someone was standing very close while talking to you, making extensive eye contact, and kissing you on the cheek in the U.S., wouldn’t you think they were flirting or even dating?   

Similarly, Brazilians are extremely indirect and nearly always late.  Their indirectness is characterized by the fact that they absolutely dislike the use of the word “no.”  Thus, Brazilians say “yes” when they actually mean “no.”  The only way to decipher the fact that they actually mean “no” is to pick up on hints provided by body language and voice intonation.  Lastly, Brazilian time is limitless and non-quantifiable (polychronic).  Lateness is customary, and is not considered rude.  Coming from the U.S. where time is a commodity, slightly frustrated my ability to function in Brazil upon my arrival.  Once I became accustomed to the cultural tendencies however, I knew that when someone told me to meet them for lunch at noon, they actually meant 1:30 pm…

Here is an example of the Brazilian "yes" that actually means "no."  In this instance, I was bartering with this beach vendor to buy a beach sarong at a discounted price. He told me I could have the sarong at the discounted price but as you can see by his face, he actually meant I could NOT have it at the discounted price. As a result, he continued to haggle with me for another 15 minutes :)

While I usually do not like to think of people in terms of “us” and “them,” the reality of the matter is that people from different parts of the world speak, behave, and live in ways that are foreign to others.  In order to begin a process of understanding and tolerance between places of difference, it is important to understand the cultural nuances of each place.  These cultural nuances are also important to understand, because they are oftentimes interlinked with verbal and non-verbal communication.  If we wish to go to a country and fully experience its richness, it is not simply enough to know its language.  We must also know how the country’s language is connected with its way of life.

The reading Figuring Foreigners Out identifies the primary dualities existing amongst the various cultures of the world.  The general tendencies of cultures are to be either individualist/collectivist, monochromic/polychromic, internal/external, and direct/indirect.  Using these classifications, I am able to come to certain conclusions about American society.  American society is typically individualist, monochromic, internal, and direct.  In other words, our society values the principle of self-sufficiency.  We believe in making every minute of the day productive, for productivity is the key to self-sufficiency.  We therefore have an active role in our futures, and are usually direct about what we mean and want.

Being able to identify the tendencies of my own culture helps me to better recognize the tendencies of other cultures.  As I stated before, in order to have tolerance and even appreciation for other cultures, we first have to understand their culture.  Keeping this principle in mind will surely help ease the “culture shock” pains that often accompany encounters with new languages, people, and places.    

During Week 3, I accomplished:

• Dictation exercises 1-3 on the Mentored Hindi website -- After I started doing these dictation exercises (where I would listen to the spoken words, then write how I thought the letter would be spelled), I definitely was able to better hear slight differences in the script.  Here is the web address for the (reputable) Mentored Hindi website (part of the Five Colleges system in New England): http://langmedia.fivecolleges.edu/hindi/dictations/index.html
• Learned how to add the matras (the script specific for vowel sounds) to consonants. (to make words that have both consonants and vowel sounds -- but there are certain rules governing how to add matras to consonants).
  
• Learned 15 new words related to introductory phrases/greetings
• Observed greetings and farewells by watching the Five Colleges video and audio samples about cultural greetings (in Hindi): http://langmedia.fivecolleges.edu/hindi/index_audio_video.html
• I have tried to listen to a little bit of Hindi each day, usually from the Five Colleges video samples (above) or from songs.  I can usually pick out key phrases from the song to increase my comprehension, and by doing so, I'm also able to hear the slight differences in words between Punjabi and Hindi.  This week, I listened to a Hindi song from the film "Jab We Met" as well as 3 10-minute Hindi dialogues from the film.
• Reading practice from Teach Yourself Hindi -- tried to read basic words and sentences from Chapters 1-2.
• Met with my language partner
  

Next week, I'm hoping to start some more slow reading.  This week was focused on understanding the script, forming words, improving my listening comprehension, and beginning to learn greetings.  Next week, I'm aiming to learn set vocabulary words (15) related to home life, learn grammar with regard to nouns going from singular to plural, and try to engage more in conversation with my LP.

From reading "Understanding Foreigners" I learned a lot about not only the importance of learning a language before applying it , but also of the importance of cultural traditions. From the article i learned that there are habits and traditions that my society accepts and is used to, but at the same time most of those habits and traditions are not accepted or viewed the same way in other cultures. I believe it to be extremely important to know how these basic habits vary in other countries and cultures, especially those where the language I am learning is applicable. In order for me to be able to blend in and be accepted by the country or culture it is necessary for me to know the dos and donts. This is also important because some gestures and vocal habits expressed in my culture are considered almost obscene in others and can lead to altercations, misunderstandings, and insults. Therefore if i want to fully apply my skills in a foreign environment it is necessary to learn about these habits.

I think understanding the culture of a country goes hand in hand with learning the country's language. Language is something that is tied to culture and so it is important to learn how they contribute to each other.

For example, informal vs. formal. This is a cultural difference. Since Americans don't have any distinct formal/informal language, learning about cultural differences is beneficial for someone who will be going abroad to their target country. I know in Korea that informal and formal language is extremely important. It is frowned upon to speak to someone who is older than you informally. My purpose for learning this language is so I can immerse myself into Korean culture and society. By not understanding their traditions and cultural differences, I feel that I will always be seen as the foreigner or outsider. That is not the type of experience I want to have. The significant thing I've learned is that it's not just about what you say, but also how you say it. 

Culture is embedded in language. The 'evolution' of language stems from cultural changes and shifts. New words and phrases are invented to fit the culture of one society. Language can reflect a certain time period or era. This representation not only bears a certain time period, but also the cultural aspects of a society. It proposes a means of comparison and understanding of the past in terms of language and culture. This is significant because it offers an interesting, 'timeline' sort of perspective of language and culture. Without access to past language and cultural ties, one cannot distinguish those language and culture shifts throughout a society's history. 

This week my language partner and I worked on introductions with another student who was sitting in on the class. We just learned some conversations that were available in the textbook. I learned to say that I am a student, a sophomore, what my major is, my age and other phrases. I also learned how to ask questions about another person's name, age, grade and major. It was nice starting at the very beginning. I do know a little bit of very basic Korean and starting from the beginning really filled in the holes for the things I didn't know.

As I'm interested in linguistics and reading news articles, my learning plan places special emphasis on reading comprehension and knowledge of the writing system. However, to begin learning modern Hebrew and modern Persian, there are certain obstacles and elements of language that every language learner has to go through in order to build a solid foundation for future learning. Keeping this in mind, the next few weeks will be devoted to building this foundation. Some key goals will include gaining familiarity with:

     -the alphabet: being able to write and identify individual letters and simple word structures

     -grammar: conjugation of verbs, basic syntax, personal pronouns

     -vocabulary: learning to speak and write basic words

Using free online materials I have begun researching the above elements and hope to have some sings of progress next week when I meet with my language partners.

My current skill level in Norwegian can be described as "Novice: Beginning 0" across all areas of fluency: Interpretative, Interpersonal, and Presentational. 

I have had no prior exposure to the language and am starting at square one with writing, reading, speaking, and comprehending the language. I understand and am able to write the alphabet, which is the same as the English alphabet save for three additional letters: æ ø å. Other than that I have virtually no knowledge of the Norwegian language.

My hope would be to progress across all areas to at least the "Beginning 1" level. I'm trying to be realistic in my expectations for what I can accomplish this semester, but I really think I can gain a solid base of skill in Norwegian by the end. 

As I begin to map out my goals for the semester and meet with my language partner I'm a little apprehensive about all that there is to learn. My confidence in French derives from 9 years of schooling and a study abroad experience. Furthermore, the ease I discovered in trying to pick up Spanish derives from it's linguistic proximity to French. With no prior experience with the Norwegian language, I am headed into learning with no major linguistic references in my venture. My one salvation is that Norwegian is a member of the germanic language family, of which English also a member. I'm hoping the similarities are noticeable and enable me to at least guess at meanings when I am not familiar with a word. 

My interaction with my language partner, Anna, gives me hope. She speaks fluent English and tells me that there are many points of commonality between the two languages. We spent most of our preliminary conversation discussing my plan of action and the goals that I hope to achieve this semester. She seemed confident that I could learn a lot of the basics of the language with little difficulty.