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My first artifact was a screenshot of a cellphone conversation I had with my Korean friend about the weather. 

My second artifact was a scan of Korean lyrics I wrote. Since I listen to Korean pop music nearly every day and music is an essential part of a culture to me, I wanted to do something with it. Unfortunately I am unwilling to record myself singing along with the song, I decided to record the lyrics instead. I've posted a Youtube video of the song and an English translation for others to follow along. The song is A Pink's "Please Let's Just Love," from the drama I've been watching, Protect the Boss. 

For my third and fourth artifacts, I want to show my speaking capabilities. I think a voice recording of such topics such as greetings or cooking-related dialogues would be good, as it will be another way to efficiently memorize pertinent vocabulary. 

Considering everything, I'm content with the progress I've made thus far. I admit that I've been lax with doing my weekly posts on time as I usually just jot down my thoughts on a word document that I've used to collect ALL of my 105 and 110 posts. I know I've been favoring the more 'passive' learning methods of listening rather than 'active' learning methods. Maybe I can incorporate more active learning methods in the coming weeks, via speaking aloud, even to myself? I tend to concentrate on reading Korean rather than speaking it so when I go through the talktomeinkorean.com lessons, I will try to read aloud so I can internalize the language better. 

I wonder what I can do to keep myself motivated for the rest of the semester, though. It seems like dramas and music aren't enough anymore... Since I will begin looking at teach English in Korea programs, a future trip to Korea will be motivation enough? 

I also need to think about what other artifacts I can do, as I still need at least 2 more before the end of the semester. 

I will continue to use the talktomeinkorean's curriculum. It's not just a string of grammar lessons. There are podcasts with each lesson and the two speakers are always affable and easy to understand. There are pdf file attachments along with each lesson, which I've found to be very helpful since I'm a visual learner and I need to read while listening to the podcasts. TalktomeinKorean is an invaluable online resource.

Reading the article “Tribe Revives Language on Verge of Extinction” was highly interesting. There are various languages in this world that are potentially dying out. The one mentioned in the article was known was Silentz, a Native American language that have severely died out. Currently there are about only five speakers left in the world. This was historically due to the reason, past America wished to eliminate the language. With American history knowledge, many of us know that many perceived Native Americans to be savages.

In a more current day situation, there are barely any people that speak Pidgin. Pidgin is the language that is spoken in Hawaii. Here is a video revolving around the language.

Hawaiian Pidgin traces back to Creole. Although the words are spoken in English, the usage is highly different. Current day Hawaii many people are speaking English, and the school system does not teach Pidgin any longer. It is interesting how the school system, and the decision of the government can influence the cultural aspect of a location. If places truly do wish to keep their identity, education is the best way to do so. 

Week 10: Third Cultural Post

I wanted to talk more about my cultural project for this post. The topic of the idea and standard of beauty in South Korea is really appealing to me. While doing research, I found so many new information that I was never aware of before and I did not realize that it was such a big issue present in this world right now. Plastic surgery has swept the nation of South Korea and has become so common that even children as young as twelve years old are getting it. What's more interesting is that the parents of these children recommend that in order for their children to be beautiful, they must go under the knife. In particular, the most popular type of surgery is the "ssangkkopul" or better known as the double eyelid surgery. Their society believes that people with small eyes that have monolids are seen as "ugly". Beauty seems to play a huge role in people's everyday life. I read that people get eyelid or nose surgery performed before going to an interview or before going on a date in hopes of enhancing their chances of landing a job or getting a husband. I find these to be extremely ridiculous. Children are told by their parents and family that they are ugly everyday just because they do not have a double eyelid. I will continue this topic on the next cultural post. 

Week 11: Fifth Bi-weekly Post

 For weeks 10 and 11, my task was to learn the grammar for the marker '-보다' : more than and 제일/가장 : the most. I read over the explanations provided by the lesson for this particular grammar and my language partner explained it further. Comparing and saying something is more expensive or cheaper than an another object required more vocabulary and sentence structuring. A lot of the combination of previous lessons were required to complete this task. I think I understood the main part of the lesson and tried my best to accomplish this task. I made a few sentences comparing items which seemed to help practice this grammar lesson. These grammar lessons have been useful in understanding how to create sentences but sometimes it is still a bit difficult to master everything and all the tasks I've created for myself. Overall, these past two weeks were okay and lessons weren't too bad but still were challenging.

Third Artifact:

Artifact 3: Practice Quiz

I've attached a review of Black Lamb and Grey Falcon.

blackLambandgrayFalcon.docx

Milica and I saw a popular 2005 Serbian comedy titled "Mi Nismo Andjeli 2" (We are Not Angels 2). The three-part series is basically about an angel and devil fighting each other as the conscience of a rocker playboy named Nikola. In this film, his daughter, whom he birthed after unintentionally impregnating who would become his wife, is in her adolescent years. He has some serious issues accepting these changes. Because he cares so much for her, and because he knows himself so well, the very thought of her dating other guys instantaneously evokes the image of her as a whore. He has tremendous anxiety as she begins to dates other guys and seeks regular help from a psychiatrist. For years, she had been into guys stuff and participated in activities with him such as paintballing. After her mother introduces her to (makeover) female clothes, style, etc... she begins to attract the attention of guys. Basically, the father becomes extraordinarily jealous. By the end of the movie, the daughter is still loyal to the father, but is dating another guy. The father is at ease with the knowledge that her daughter is responsible, can be trusted, and respects him.

I thought the movie was incredibly funny and bizarre. I'm not sure what to take from the film culturally. I gather that Serbs generally do not think highly of Americans, have a rather pessimistic view of sex, value family relations, care about morals, and drugs are bad.

https://www.youtube.com/watch?v=Mdysgk7rRQ8&playnext=1&list=PL0800231113D0F33D&feature=results_video

Response to the article:

The article “Tribe Revives Language on Verge of Extinction” talks about how a language has been literally brought back from extinction. The Siletz tribe was declared extinct in the 1950s. A few members of the tribe, as few as five, recovered the tribe and the language by the 1970s. About 4,900 individuals are currently enrolled in the tribe. In addition, a school curriculum has been created that teaches the Siletz language in grade school and it may extend to be taught in high schools as a foreign language. Non-members of the tribe, such as the linguistics graduate student Ms. Johnson, are taking special interest in the language. She helped members of the tribe in their seven-year project to create a Siletz dictionary, or the Coastal Athabascan dictionary.

This article was of special interest to me since I am studying Hebrew, another nearly extinct language. The stories of both languages show their important part of the people’s identity. Languages go extinct due to the expansion of other languages and the dispersal of the native speakers into other areas of the world. The only way to bring the language back from extinction is by gathering the speakers into a nation, a region, or a tribe, in order for it to flourish and spread.

When a community loses its language, it loses a part of the culture such as songs , myths and history and the effects can be culturally devastating. The article "Tribe Revives Language on Verge of Extinction" talks about an American Indian language, the Siletz, that was once on the verge of extinction (in the 1950s) but now has its own online dictionary. Siletz used to have only about five speakers left.

There are other 12 dictionaries that have been financed by a nonprofit group called Living Tongues Institute. This same nonprofit group helped start the Siletz dictionary in 2005. One of the tribe members Bud Lane has been working on the online dictionary for about 7 years. As the article says he recorded almost 10 000 audio entries himself. The tribes of Siletz Indians now have about 4900 members who speak Siletz and the language is taught through the sixth grade at the public school in Siletz and they are planning to have a teaching program in high school language where students will be able to take Siletz as a foreign language. 

I learned ~20 vocabulary words in these last two weeks. Milica and I spoke about Trebinje, a beautiful city located south of Bosnia and Herzegovina. I learned that a very famous poet by the name of Jovan Ducic, an actress named Natasa Ninkovic, and a pair of famous basketball players named Dejan Bodiroga and Milan Gurovic were born in Trebinje. It's really close to some of the most gorgeous beaches in Eastern Europe in Montenegro. The local soccer team is Leotar and this city as particularly known for its bridges. We also, as usual, drilled reviewed the vocabulary for the week.

I also finished reading a chunk of Rebecca West's massive travel book called Lamb and Grey Falcon: specifically the sections titled "Bosnia" and "Herzegovina." It gave me a far more sympathetic view of the Serbian perspective of the tensions between Orthodox and Muslim populations. I will attach a review in "Artifact 4" shortly.

            Culture shock is a response that people may have when faced with different habits and behaviors than what they are used to. It manifests itself in language, food, academics, and everyday costumes. The movie we watched in class describes the cultural experiences of several international students and faculty at the University of Richmond. As an international student, I found the film to be very interesting because I have been through mostly everything mentioned in it.

            I have been in new cultures when I attended high school in Bosnia and Herzegovina and now at Richmond. The first stage of cultural shock for me both times was the same as the German student mentioned; sitting alone in the room wondering “Why am I here?” That is a normal question for any foreigner living in a new area. The next stage is comparing everything in the new culture to the native culture. Usually, this ends up with finding all the flaws in the new culture. For example, one girl in the film talked about how American guys are “weird” and “not emotionally open”. This may not necessarily be a bad thing in the United States. The American culture expects men to be stronger and more assertive. This can be the reason why American guys seem different to an international student. However, this is more of a college culture than an American culture issue. Social life in college can be different and the interaction between the two genders does not represent the American culture in general.

            One important aspect in every culture is the colloquial language. It is different even among Anglo speaking countries. While most people do not have a problem with the American accent, it is the idioms that may create difficulty for someone visiting the United States for the first time. This may extend to communication in general and greeting others is a part of communication. One student in the film stressed the issue of the impersonal greeting he found at the University of Richmond. People will walk by you and simple say “what’s up” or “’sup”. They do not expect a long response from you and they are not ready to give you a long answer if you ask back “how are you?” What I personally found even worse is when you walk by people you already met and you know they saw you, but they look down and walk past you as if they did not see you. This does create a big gap in a communication, especially for someone from a culture that values personal communication.

            Not too surprising, academics also create a cultural shock for someone visiting a country for educational reasons. Each country has a different system and it is not easy to adapt to a new system after 12 years of the other. The student from Bangladesh talked about class participation and how that was difficult for him in the beginning because he was not accustomed to it. I personally faced a similar problem when I was studying for the IB diploma in Bosnia and Herzegovina. I arrived to school three weeks late because of visa issues and I was asked to make a presentation and write a two page paper during my first week. I have never done either in Iraq. The grade in Iraq is only based on test results. I had a really hard time during that week because I did not understand what a presentation should be about, and what I should write in my paper.

            Culture shock is a normal thing for travelers. After the “honeymoon” phase, it is hard to immediately adapt into new cultural habits. One of the best ways to overcome culture shock is by integrating into the culture. Usually, this happens by joining activities, clubs, and organizations. Of course, the one best way to overcome culture shock is by having friends from that culture. They will help you understand why things function the way they do. They will help you realize that they are happy with the way things are and they do not think their culture is bad at all.

The movie Culture Shock showed us how language functions in the context of the University of Richmond.  While we are all able to leave the school we are all here now in an external environment that we have no control over.  For foreigners this is a nightmare initially, when in the absence of a “host family” to cry to, they have a gut-feeling to “fight or flight.”

The German woman had difficulty communicating maxims or jokes to Americans since they didn’t get them after she translated them.  One woman mentioned how American men were cold and disrespectful.  Another woman mentioned the creative activities that Richmond Campus had to offer.  Crystal mentions that some people are right handed and some left handed with corresponding dominance.  “In over 60% the left hemisphere is very involved in language or left-side dominant” 173.  Crystal mentions that some people are right side dominant possess “spatial orientation, musical patterns, and emotional expression” 174.  One professor mentioned that it was three times as difficult for writing speaking and reading in another language than for Americans.  Exner’s center and the front fissure of Rolando are involved in motor skills like writing.  Another area, Heschl’s gyri is used to understand speech, while yet another is used to comprehend it called Wernicke’s area 175.  On a “deeper level of speech comprehension, the parietal lobe may play a role” which may explain that knowing the words might be insufficient to comprehend but may identify the contextual cues.  This “multi-functional view” means that many parts of the brain are working simultaneously with ramifications for language learners.  Just like people having personality preferences or learning styles, certain learners will use different parts of the brain to see things differently.  In addition to receiving information, there is a step-by step process of thought articulation that requires teamwork with various parts of the brain.  Thoughts begin in Wernicke’s area then go to Broca’s area “for encoding” then the motor area for sound. 

            The criticism of being cold might apply to unmet demand for reciprocity from American students.  I suspect that it is not silence that is being used to overpower the woman complaining, but that Americans might have completely suppressed basic cognitive interpersonal skills when they are around her and in a classroom setting.  Instead, she sees only cognitive academic language proficiency which forces more rule-following and reasoning that may appear as more silent than an organic natural flow.  The use of embedded context and context reduced is harder to distinguish for language and culture learners because every learning experience seems new at first 219.  Even though body language is easier to comprehend in informal embedded context situations, it is another body language and another context than the one with which we are familiar.  Perhaps the affection communicated in another language is not body language but is a cultural trait that wasn’t assimilated or preserved in America.  Brown distinguished between the rules of intercourse that differ by culture.  Although children can keep attention by screaming, they learn to be receptive to other people and follow rules of etiquette.  While each culture has rules of etiquette, not every nation-member has learned the appropriate conduct.  In some cultures there is very little emotion communicated traditionally.  In these cultures opinions are also not expressed and people are forced to be a group member, learn about some distinct history, or even care about other people.  Empathy may be a learned feature that diminishes with isolation from other people.  Being around empathetic people may increase empathy. 

            What is so striking to many people in the video Culture Shock is that they have never been in this kind of academic setting.  They are unfamiliar expressing opinions, taking time to think for themselves, and analyze between the lines.  They are initially uncomfortable but then they learn to see the “meaning behind the words” and come to appreciate a new culture.  Illocutionary force is when words have a meaning that is sometimes lost to new language learners because of a problem communicating 233.  This setting is more professional so it is not “intimate,” yet students aren’t addressing “large audiences” so they are between “consultative and casual” 236.  International students expressed complaints with fellow exchange students and shared common feelings that were uncommon with Americans.  The bond was casual and close for some international students to other international students.  Other students said they got along just as well with Americans because of common “universals.”  Winfred P. Lehmann (1983) noted that “absolute universals can be found in all languages” 2.  The student may be communicating their shared values in an open environment displacing ignorance, contempt and hatred that might have arisen at any point for whatever reason.  The fact that universals exist supports the monogenesis hypothesis that a parent proto-language bestowed common traits to ancestor languages 3. Contrariwise, Sharon Begely notes that different cultures understand events differently based on the word they use:

while English says "she broke the bowl" even if it smashed accidentally (she dropped something on it, say), Spanish and Japanese describe the same event more like "the bowl broke itself." "When we show people video of the same event," says Boroditsky, "English speakers remember who was to blame even in an accident, but Spanish and Japanese speakers remember it less well than they do intentional actions. It raises questions about whether language affects even something as basic as how we construct our ideas of causality."

                I suspect that the fact that some individuals are more collectivist than others is easily digested as being cold and unaffectionate.  In America silence is seen as rude and offensive when in the presence of others as in Turkey it means yes and sitting silently is a sign of being happy with each other.  In Figuring Foreigners Out we learned that history is a matter of interpretation because “behavior doesn’t have an inherent meaning (meaning that automatically comes with it), but only the meaning people assign to it.  The funny story is that we send messages to others without even knowing about it (ibid).  The misunderstandings can be paved over in sustained relations and “self-disclosure at an equal level” as someone said in the movie.    

            Though uncomfortable at first, international students learn to burrow less and fight more making the experience more meaningful.  The ignorance, contempt and hatred that might have existed was questioned by the once confused student.  With people willing to help and other international students with similar feelings, they learn to know “why we do what we do.”

"Communicative Competence" H.D. Brown:  Principles of Language Learning and Teaching

Figuring Foreigners Out

Newsweek:  Language May Shape OurThoughts http://www.thedailybeast.com/newsweek/2009/07/08/what-s-in-a-word.html)

"How the brain handles language" D. Crystal:How Language Works (2005)

Culture shocks, i think this is a very interesting because i am an international student, and I can feel the same way.

The first shock: 

I think when I first came here, I had the same feeling. When I entered my class, firstly I looked differently. I felt wired and frustrated: "what I am doing here?". especially during the orientation time. I am glad that University of Richmond provided us the chance to meet all the international students first before the local students here. I think it is obvious that we can get along with each other better with international students. 

The Chinese students John in the video talked about his own experience and feeling when he said: "whats up" to an american student. He continued the conversation because he thought the american student wanted to continue the conversation by saying whats up. But later on he realized that it was just a way to say hi.

I think to learn a language is not hard, but the hard part is the cultural competence. To really blend into the culture and use the language to communicate correctly. I feel the hardship to live in a new country, and I think it is more helpful to me to first get education here. Through education, I can build my cultural sense in a smaller community. By talking and learning from professors, roommate. The experience is frustrated at the beginning, it is an adventure. Now, I am proud of myself being an international student live in a new environment. 

Culture Shock can be defined as: “The feeling of disorientation experienced by someone who is suddenly subjected to an unfamiliar culture, way of life, or set of attitudes.”

When we go to a new country that we are unfamiliar with we all have starting issues and one of the biggest factors of culture shock is the language barrier that many immigrants or tourists face when visiting a new place. Communication is a vital part of our lives and without it moving around in a foreign land can be disastrous. It maybe an uneasy process but sometimes vital for integration in the society.

Knowing basic greetings, non-verbal communication and basic questions in the target language can help minimize the extent of culture shock.

I am an international student at the University of Richmond. When I cam here as a freshman I did face many obstacles that can be related to culture shock but with time I learnt things about the way it is done in America and started to integrate. Even today I am learning and building on the experiences. 

Culture shock

I first experienced a cultural shock when I was studying at the United World College in Mostar, Bosnia and Herzegovina. Even though I was still in my own country and only 6 hours away from my home, I experienced a cultural shock because I was living and studying with students from 30 different countries and everything was so new for me. I remember my first days at UWC very well, I was so overwhelmingly positive and excited about being a part of this high school that I did not even think I would go through a cultural shock phase. However, after the “honeymoon phase” I started experiencing a cultural shock. I realized that i had to speak in English all the time, and at that time I barely spoke English. This was extremely hard for me so at the beginning I would just hang out only with Bosnians because I was comfortable speaking in my language rather than trying to speak in English. Then, another problem I encountered was related to academics. Writing papers and delivering presentations was something absolutely new for me. For example in my previous school we would never write papers, or even less likely give presentations. We heard in the video from several students at the University of Richmond that they had similar experience as me. They were so lost when they had to write papers because they had not done it before. It was especially hard for me to understand what the professors really wanted from us. I was constantly asking myself if it was the right decision that I had chosen to came there and expose myself to all that stress.

My real cultural shock actually happened when I came to the United States to attend the University of Richmond. This was something completely different. I was not 6 hours away from home anymore, I was living on another continent. My first days at the University of Richmond were not as they were at UWC. I spent first days of my time in the US sitting in my room and crying my eyes out. I just wanted to go home. I did not feel this was what I was expecting and hoping for. People were just... different. Even though I already had experience living and studying with students from different countries, this was much more intense. I did not have my people there, I did not hear my language spoken anywhere I would go and any friendship I tried to make with Americans would just fail. At that time I started hanging out with other international students, and even today I mostly hang out with internationals.

Another problem for non-native speakers is speaking up in class. I believe that any international student who comes to study in the US has at least some trouble participating in class discussions. Just as shown in the video, the international student at the U of R was not comfortable participating in discussion, neither was I. This might be because we are initially afraid that we are going to make so many mistakes in grammar and pronunciation that we rather remain silent. Also, we might be afraid that we speak so slowly when speaking in English and that other students just get so bored listening to our slow/broken English.

I really liked the part of the video where an Asian guy talks about “What’s up?” Every time I heard it from anyone in the US, I did not know how to respond. I was wondering if they only wanted to hear me say “Not much, how are you?” At first, I would literally translate “What’s up”  to my language which means “tell me what is new?” At first I thought that those students who asked me this question really wanted to hear what is new in my life, and wanted me to tell them how I like U of R. Honestly, I did not even have time to respond back to their question because they would already pass by me. It was really awkward for me at the beginning but as the time passed by, I understood that it is just a common saying such as telling someone “Hello.”

Experiencing a cultural shock is nothing to worry too much about. It just happens when you change your well known environment. It might be hard in the beginning, but people get used to it after a while. Speaking from my own experience, it was extremely hard for me in the beginning, I found myself in an unknown place, I felt like an alien and did not know what to do. However, when you start exploring the culture, you get to understand why certain things are the way they are, and eventually you start appreciating them. What is more interesting, you get surprised when you yourself start using something that seemed so weird and awkward to you in the beginning (in my case What’s up?) I believe that international students should explore the culture to which they are exposed and try to make friends with native speakers. Thus, not only will international students learn English better by communicating with them, but also understand the culture better and faster.

     Brown's discussion of communicative competence highlights many points important to language learning. He states that there is more of a focus on the cultural aspects of language learning than just learning grammatical concepts. This means that to demonstrate communicative competence one can't just use rote memorization of vocabulary or grammar rules, but must be able to apply what they've learned in the social context of the language he or she is learning. (For example, various languages have differences in how differntiates between individuals, or phrases that are only used in certain situations.) Brown states that language is used as an interactive communication between individuals, and takes Chomsky's ideas about language even further. Our relationship to language is relative.

     I thought Canale and Swain's descriptions of the four different linguistic competencies made a lot of sense (more so than Bachman's reinterpretation which came later). These competencies included grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. Grammatical competence is the most basic level, indicating an understanding of a language's grammar rules. Discourse competence is the next step, the ability to take all of those grammar rules and use them to connect sentences together to "form a meaningful whole." Next, sociolinguistic competence allows language speakers to understand the social and cultural implications behind saying a particular thing. Finally, strategic competence is a "compensatory strategy" that takes place when verbal and nonverbal communication is needed to fill in a breakdown in a conversation. I was able to think of all of these competencies in terms of speaking Italian. First I learned grammar rules, syntax, and constructs. Then I was able to begin forming sentences on my own and speaking to people. As time wore on, I got better at speaking with more nuance. I could use specific idioms to describe situations, and I could recognize different relationships. However, my communication would still break down sometimes and I'd have to use body language to fill in the gaps.

     I also really appreciated the part of the article that lists Halliday's many examples of language functions. It's suggested that teachers of second languages design syllabi around these different functions, and I think it's an important way to learn in keeping with the host language's culture. When I studied in Rome the different levels of Italian classes had field studies that took part in these type of activities. The 100 level courses, who were just starting out, learned essentials like how to introduce themselves, how to greet people, and how to order. They were tasked with going out into the neighborhood behind our school to order gelato and interact with the shopkeepers (we were jealous that they got this task!). My 300 level class had to practice different types of skills. We'd spent a lot of time studying different neighborhoods in Rome. One day we visited one of those neighborhoods, interviewed residents, identified certain features, and had to follow complicated navigational directions (almost like an elaborate scavenger hunt). These activities could be difficult, but they were really beneficial. All of the Italian classes each had a cooking class with their teacher in which different levels of Italian were required to be maintained throughout.

due%20mon.docx

Family is an essential part of the Turkish culture. Turkish people usually spend a lot of time together. Even if they are busy with their work, they will always find some time during the day to spend with their family. Turkey is a collectivism culture, not individualistic. Family is valued, relationship between family members is highly important and spending time with each other is one of the crucial aspects of this culture. When I was in Turkey, I stayed at my friend's house and I can say that they spend a lot of time together. Even though her parents are working, and the children go to school, they still meet at least during the evenings and especially for dinner and spend some time together. Very often they would attend events together, or go to the theater/cinema together! Especially during weekends, they would spend a lot of time together. And this is not only one case that I have experienced, almost all of the Turkish people that I know are so connected to their families. For example, my former Turkish roommate would spend several hours a day skyping with her family.  I asked my Turkish friends how important their families are to them and they all said that their families are one of the most important things in their lives. When I asked why, one of them answered that family is the only unit that will always want the best for you. For them, family is someone who they can trust completely.  

According to my research on this topic, there are two types of families in Turkey:

- a big family where in one house you can find several generations living together, for example grandparents, parents, children (married) and their wives and grandchildren all living together. However, such families are less common now days and they are usually found in rural areas. Father of such extended families is considered the leader and holds the utmost authority.

- a small family is another type of families in Turkey  where in one house you can find only parents and children. When children want to get married they form their own family and live separately from their parents. This is the most common type of families in Turkey! When sons get married they usually get their part of inheritance to be able to start a new home with their new family, and live separately from their parents. Usually, the youngest son gets the family house.  

Respect in the family is extremely important. Father is recognized as the head of the family just as in majority of the cultures in the world. Elderly family members are always respected, and are never interrupted by younger family members. All in all, family is very valued in the Turkish culture, and family members usually love to spend as much time with each other as possible. 

I personally value family a lot and think that family is one of the most important things one can have in their life. Therefore, I like how family is such an important part of the Turkish culture and how family members are so attached to each other and trust each other. 

possessive pronouns

possessive endings

to have dashtan

definite and indefinite nouns

plural nouns

letter base

around the house vocab

comparative and superlative adjectives

conversation with language partner

introduce self, where from, family, with language partner

review:

short vowels

personal pronouns

to be (present, past)

present and past (time related words)

negative to be verbs

possession

adjectives

locations

review dari book 

remember nouns and vocab from previous pages in book

translate conversations with my language partner

practice future, past present stems with ten verbs

learn ten new verbs along with progress in book

translate pages we went over in class but didn't complete