1. Free Translation And Professional Translation Services From SDL SDL International is the world's number 1 provider of free and professional language translation services for websites and documents. Translate from http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

2. YourDictionary.com . Comprehensive And Authoritative Language The Web's most comprehensive and authoritative language portal with every resource needed for language study in more than 300 languages. http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

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7. Language And Culture What Is Language? What is Language? Many animal and even plant species communicate with Language and speech are not the same thing. Speech is a broad term http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126

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11. Language And Culture: Top Languages language groups Educational, linguistic, and cultural resources for linguistic to Asian and Pacific cultures in general. United States Indigenous groups http://www.ncela.gwu.edu/resabout/culture/7_languages/

OELA NCELA's Mission What's New at NCELA E-News Publications ... Technical Assistance Site Search Resources About > Language Groups Introduction to the Issues Heritage Languages Language Groups Scholarly Journals Web Resources Language Groups Educational, linguistic, and cultural resources for linguistic groups. Asian/Pacific Links Find links to sites with information and resources relating to Asian and Pacific cultures in general. United States Indigenous Groups Information and resources related to native Americans, native Alaskans and native Hawaiians. Hispano/Latino-American Information and resources related to Spanish-speaking cultures in North and South America. Middle Eastern Languages and Culture Resources A collection of resources on geography, language, and culture of the Middle East. Specific Languages Educational, linguistic, and cultural resources for the languages/language groups of English learners in U.S. schools. Arabic Lao Armenian Russian ... Multilingual Resources Educational, linguistic, and cultural resources for different languages/language groups of English learners in U.S. schools. Search the bibliographic database for all resources related to HOME RESOURCES ABOUT RESOURCES FOR PRACTICE ... ASK AN EXPERT This page last updated: 08/09/2005 15:25:46

12. Links To The Past: Cultural Groups Cultural groups . general Louisiana Creole culture is seen in architecture,language, folklore, music, religion, foodways, and other customs. http://www.cr.nps.gov/cultural.htm

NPS Quick Menu A Cultural Resource Subject Archeology Cultural Groups Cultural Landscapes Databases History History of the NPS Mapping Maritime Military History National Historic Landmarks Nat'l Register of Historic Places Publications Technical Assistance Training Travel Explore America's Past Tools for Learning What's New History in the Parks Past Features What We Care About Site Map Search Email Credits Links to the Past Home National Park Service Home Cultural Groups The values, beliefs and achievements of numerous cultural groups have helped to shape America . . . and continue to shape our parks today. General African Americans Asian Americans Hispanic Americans ... Creole Culture Louisiana Creole culture is seen in architecture, language, folklore, music, religion, foodways, and other customs. The culture combines European, African, and often American Indian traditions. Cultural Resources Diversity Program Begun by the National Park Service in 1998, this project provides a solution to one of the most persistent problems in the historic preservation field: the paucity of minorities in the professional and activist ranks. Without an increase in those numbers, the historic preservation field will become marginalized and not be accorded the level of public support it deserves in the next century. Places and Cultures The Cultural Resources Diversity Program's website contains a section that provides a listing of historic sites and resources within and outside of the National Park Service that address diverse communities.

13. Maya Language And Culture Maya language and culture. Anth 259. Norbert O. Ross. Fall 2003 Aim Gettingfamiliar w. specific Maya groups as well as some general features of Maya http://people.vanderbilt.edu/~norbert.o.ross/anth259.htm

Maya Language and Culture Anth Norbert O. Ross Fall 2003 COURSE OUTLINE Introduction. The Class explores both Maya ethnography as well as Maya language. We will be reading topical and regional ethnographic work on the Maya of Mexico and Guatemala . The course explores both the historical foundations of today’s Maya cultures, looking both at similarities and regional differences, their causes and consequences. This will be done through lectures, student presentations and most of all discussion of common readings. About one third of the class will be dedicated to Maya language and specifically Tzotzil Maya. Again, we will be working in a lecture seminar style translating common texts I prepared for class work. We will use this language course to explore some common features of Maya languages. Structure of the class. Given the small size of the class, in most of the course we will be working in a graduate seminar style. This means most of your achievements in class will be based on your readings! We will have common readings that will be discussed during classes. Therefore, student’s participation is essential to our success and it is of utmost importance that you come prepared to class. Rather than coming unprepared don’t come at all (both will be reflected in the grade!).

14. Internet Public Library: Pathfinders Society and culture cultures and groups cultures Celtic the WelshL andGaelic-L language mailing lists on this pathfinder under general Resources. http://www.ipl.org/div/pf/entry/48449

dqmcodebase = "/javascript/" Subject Collections Business Computers Education ... Pathfinders This collection All of the IPL Advanced Celtic Culture Introduction Whether you loved or hated Riverdance Braveheart , and Rob Roy , you may have wondered where to begin learning more about the culture behind the music, dances, and stories. Celtic culture is quite a broad area of study, and sometimes the best way to learn about it is through wandering. Thus, this Pathfinder is by no means a comprehensive list of what is on the Web, but is rather intended to provide some direction to that wandering. Keep in mind that the best way to learn about a culture is often to get involved with it firsthand, and use the information in this pathfinder as a resource for finding ways you can do that, whether it be through finding a dance group in your area, borrowing recordings of Celtic music from your public library, attending traditional performances, or learning one of the languages spoken in the Celtic world. Please note: there are more Celtic areas in the world than this Pathfinder covers directly. Because of space limitations, it focuses most heavily on Scotland and Ireland. Information about other geographic areas can be found in the general resources, under the Yahoo categories, or by searching other search engines or your local library catalog, combining words like Celt, Wales, Nova Scotia, Galicia, Galiza, Acadia, Brittany, Bretagne, Manx, or Newfoundland with words like dance, music, art, history, folktales, literature, food, or culture.

15. Consulate General Of Japan - Japanese Language Section can further students’ knowledge of the language and culture of Japan . The Consulategeneral of Japan is encouraging schools taking groups to http://www.nz.emb-japan.go.jp/auckland/education.html

Contents School Visit Programme Outline of the programme Consulate-General of Japanfs School Visit Programme 2004 School Visit Application form download Aichi Expo Schools encouraged to visit Japan Japanese Language 2005 Japanese Language Proficiency Test Web Site for New Zealand Association of Japanese Language Teachers (NZAJLT) Support for Teachers of Japanese Outline of the programme return to top Through its School Visit Programme, the Consulate-General of Japan in Auckland aims to provide opportunities for New Zealand school students to learn more about Japan. A school visit by staff from the Consulatefs Public Relations Section can further studentsf knowledge of the language and culture of Japan. Japanese language need not necessarily be part of the curriculum, however, as the Consulate also visits schools covering Japan as a general topic. The Consulate has a variety of traditional artifacts, posters, slides and videos designed to give students a vivid impression of life in Japan. When planning a school visit, Consulate staff members consult with teachers to decide on suitable topics for the visit, so that it can be tailored to their requirements as much as possible. The content of a school visit may be designed to consolidate work that students have done already in class or to act as a catalyst for a new area of study. In some cases, schools visit the Consulate office in Albert Street as part of a field trip that may include a visit to Japanese restaurants and shops in the city.

16. German Consulate General NY - Culture & Education - German Language Classes Home culture Education Education German language Institutions German languageClasses classes for six age groups from Kindergarten to High School http://www.germany-info.org/relaunch/info/missions/consulates/newyork/dtkurs01.h

Home Education German Language Institutions : German Language Classes German Language Classes in the Administrative District of the German Consulate in New York (as of August 2002) School Address Program Connecticut (Fairfield County) German School of Connecticut Information: 154 Middle River Road Danbury, CT 06811-4339 Tel.: Fax: Instruction: Weston Middle School 135 School Road Weston, CT 06883 Tel.: (203) 222-1228 Two-track curriculum (native speakers / foreign language instruction) Preschool and Kindergarten Elementary Grades 1st - 4th Middle School Grades 5th - 8th High School Grades 9th - 12th Adult Classes (Beginner, Intermediate, Advanced) Special Interest Groups (In-house language classes) non-profit New Jersey Deutsche Sprachschule Danube Swabian Association, Inc. Information/Instruction: 127 Route 156 Trenton, NJ 08620      (Yardville) Tel.: (Schulleiterin: Sylvia Magnus) adult classes beginner and advanced Deutsche Sprachschule of Central New Jersey, Inc.

17. Advocacy For French Language & Culture general Promotion Advocacy for French language culture Not every categorywill be relevant to targeted groups or individuals, but the categories http://www.utm.edu/staff/globeg/advofr.shtml

Canadian Parents for French http://www.cpf.ca/ CODOFIL - Council for the Development of French in Louisiana http://www.codofil.org/ Commission for the Promotion of French (AATF) http://www.frenchteachers.org/hq/commiss.html#promo French - The Most Practical Foreign Language http://www.majbill.vt.edu/fll/french/whyfrench.html MATERIALS CENTER (AATF Commission for the Promotion of French) http://www.frenchteachers.org/hq/materials/material.html Why learn French? (About.com) http://french.about.com/od/whylearnfrench/ On the Importance of Knowing French http://www.utm.edu/staff/globeg/profren.shtml "Advocacy Lessons Learned," by Barbara Ransford http://www.utm.edu/staff/globeg/legislate.htm Organizations Promoting the Study of French http://globegate.utm.edu/french/globegate_mirror/org.html The administrator or politician who cannot recognize the importance of foreign language learning will be among the first to call for the elimination of a French program. Therefore, those who would call themselves advocates for French language and culture programs must first be foreign-language advocates. Anyone who has tried to save a French program in distress, knows instinctively that there is a difference between promotion and advocacy. Promotion seems to speak universal truths about the value of language learning itself, or even the value of knowing a particular language and its cultures. Designed to increase visibility or desirability of that language and culture, it can be used to attract new learners, or to motivate those who are already learners. Promotion works best if there is national base of shared materials and information to be used on the local level by competent enthusiastic teachers. Of course these efforts can be enhanced by local data and materials. You promote like you advertise, because the world should know.

18. Terralingua -- Symposium, "Language, Culture And Understandings Of The Environme 911 am wrap-up session; general discussion of educational and policy implications . As a result, both groups have conserved their language and many http://www.terralingua.org/Conf Reports/ChicagoSymp.html

SYMPOSIUM "Language, Culture and Understandings of the Environment: lessons for environmental policy and education". at Northwestern University, Evanston, Illinois, U.S.A. and related events at the Field Museum of Natural History, Chicago, Illinois as part of the "Project Millenium" Initiative. April 16-18, 1999. Organizers Dr. Luisa Maffi (Northwestern University/Terralingua); maffi@terralingua.org Dr. Douglas Medin (Northwestern University); medin@nwu.edu SYMPOSIUM DESCRIPTION: This symposium took place in the context of "Project Millennium", an educational initiative unfolding throughout 1999 at various museums and cultural and academic institutions in the Chicago area, with a variety of events higlighting several major themes in the biological and human sciences and the arts. One of these themes was the environment. In this connection, the symposium brought to the fore human relationships with the environment from several related points of view, and provided a space for interdisciplinary reflection and for drawing both philosophical and practical lessons for environmental policy and education. The event was co-sponsored by Northwestern University and the N.G.O. "Terralingua: partnerships for linguistic and biological diversity". Funding was provided by Northwestern University's Cognitive Science Program and Environmental Council. The symposium convened a small group of experts, including indigenous experts, from different fields (anthropology, linguistics, ethnobiology, psychology, education, political science, economics, history, ecology, conservation, cultural advocacy) on the Northwestern University campus for three days of discussion of three related issues: (1) the relationship between understandings (mental models) of the environment and resource use, as well as the cognitive consequences of diminished intimacy of contact with the natural world, (2) cultural and group differences in the meaning and "valuation" of environmental goods and their implications for environmental decision making and policy, and (3) the complex interplay between biodiversity and linguistic and cultural diversity.

19. Consulate General Of Brazil - THE CULTURE OF THE INDIAN PEOPLE Although they preserve their language and habits, these groups engage in seriousconflicts FUNAI believes that the indian culture will only survive, http://www.brazilsf.org/culture_indian_eng.htm

Brazilian Culture Local Events Brazilian News Useful Links ... Brazilian Culture / THE CULTURE OF THE INDIAN PEOPLE There are approximately 200 Indian societies living in Brazil; 200 cultures with distinct languages, religions and social organizations. This represents one of the greatest cultural treasures of the world, attracting hundreds of specialists, mainly linguists and anthropologists. This treasure, however, is under constant threat mainly due to conflicts over land and the advance of non-indians on Indian territories. The Federal Constitution declares the inalienable right of the Indians to possess the land which they occupy, but, due to the vast spread of Brazilian territory and the shortage of resources, the government agency in charge of defending and guaranteeing the interests and the rights of the Indians, FUNAI (Fundacao Nacional do Indio - National Indian Foundation) has a difficult time enforcing the law, guaranteeing adequate health care and education, and implementing the projects for productive activities. The material culture of the Indian people expresses to the other sectors of society, their vision of the universe and, almost always, carries out a utilitarian function in the daily routine of the tribal community. But this vision has been influenced by a variety of pressures to which the Brazilian indians are submitted, for their land is coveted by the local non-indians due to its rich flora, fauna and undersoil.

20. The Impact And Feasibility Of A University-Wide Foreign Language/Cultural Requir more hours to general Education as a nonUSA requirement (language or culture that Multi-cultural courses that dealt with underrepresented groups in http://www.wiu.edu/FacultySenate/CAGAS-FLrpt.htm

SENATE AGENDA ITEM III.E.2. 22 February 2005 The Impact and Feasibility of a University-Wide Foreign Language/Cultural Requirement at WIU Preliminary Report from CAGAS to the Faculty Senate In October 2004, the Faculty Senate charged the Council on Admissions, Graduation, and Academic Standards (CAGAS) with undertaking a study of the impact and feasibility of a University-wide foreign language and/or foreign cultural (FL/C) requirement at Western Illinois University. As part of this process, the Council has devoted a portion of each subsequent meeting to this discussion. Data has been gathered and input solicited. Each department chair was asked to indicate the benefits and concerns of a FL/C requirement to their department. In addition, a listing of courses that would be considered “cross-cultural” was solicited. Over half of the chairs responded (appendix 1). CAGAS also looked at the top feeder high schools to Western to see what foreign language requirements they imposed (appendix 2). In general, the parochial schools require two years of FL.

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