The 2011 Russian and East European Summer Language Institute at the University of Pittsburgh will offer the following intensive language courses:
Russian Language Programs (first through fourth year):
Eight Week Session in Pittsburgh, June 6-July 29;
Pitt/Moscow 5+5 Program, June 6-August 12.
Central & East European Languages, Six Week Programs in Pittsburgh, June 6-July 15:
Beginning Intensive Bosnian/Croatian/Serbian, Bulgarian, Czech, Hungarian, Polish, Slovak, Turkish, and Ukrainian;
Intermediate Intensive Bosnian/Croatian/Serbian, Polish, and Slovak;
Advanced Intensive Bosnian/Croatian/Serbian and Slovak.
Central & East European Study Abroad Programs:
Pitt/Bulgaria 6+4 Program;
Pitt/Montenegro 6+4 Program;
Pitt/Poland 6+4 Program;
Pitt/Slovakia 6+4 Program;
4 Week Programs in Bulgaria, Montenegro, Poland, and Slovakia;
Advanced Mastery Bosnian/Croatian/Serbian 6 Week Program in Belgrade, Sarajevo and Zagreb (for advanced and heritage speakers of B/C/S).
Tuition for the Beginning, Intermediate, and Advanced Mastery B/C/S courses will be waived for graduate students specializing in any field of East European Studies due to grants from ACLS.
All courses are equivalent to one academic year of college-level language instruction. Instructional staff who are chosen for their experience, enthusiasm, and commitment to language teaching ensure the high academic quality of Pitt’s SLI program.
Daily contact with instructors, both in class and out, and the use of native speakers in most sections create an environment conducive to effective language acquisition. All programs include extracurricular activities such as film viewing, singing, cooking classes and cultural lectures. The study abroad programs include excursions and cultural programming in the targeted countries.
All applicants may apply for the various scholarships that the SLI has available. Over 90 percent of applicants receive partial or full funding from sources including SLI tuition scholarships and FLAS fellowships.
Undergraduate students are now eligible to apply for FLAS fellowships for summer language study at the intermediate level or above. Further information and applications are available at www.slavic.pitt.edu/sli/.
Application deadline for scholarships and all study abroad programs is March 18, 2011.
For more information, contact Christine Metil, Department of Slavic Languages and Literatures, University of Pittsburgh, 1417 Cathedral of Learning, Pittsburgh, PA 15260. Phone: 412-624-5906, email: email@example.com.
Lecturers in Estonian, Latvian, or Lithuanian, UW-Madison Baltic Studies Summer Institute, Application Deadline February 1
Lecturer in Baltic Language
SENIOR LECTURER(D80BN) or LECTURER(D80DN) or ASSOC LECTURER(D80FN)
Degree and area of specialization:
Minimum of MA required, PhD preferred, with studies related to Estonian, Latvian, or Lithuanian language and culture.
Minimum number of years and type of relevant work experience:
Three years of college/university experience preferred in teaching a Baltic Language as a second language at the elementary, intermediate, or advanced level in the US or abroad in one of the following languages: Estonian, Latvian, Lithuanian. Familiarity with current issues in language pedagogy and prior experience in intensive summer language teaching preferred.
Under the supervision of the Academic Director of the Baltic Studies Summer Institute (BALSSI) and in coordination with designated BALSSI staff members, perform the following duties:
1. Teach one of the following Baltic languages at the elementary or intermediate level in an eight-week intensive summer format: Scandinavian 404 Languages of Northern Europe: Estonian, Latvian, and Lithuanian.
2. Prepare syllabus, lesson plans, and teaching materials: prepare, administer, and grade classroom and home assignments and exams; and hold office hours.
3. Prepare teaching materials for assigned language and course-level for future use at BALSSI.
4. Participate in all sessions of pedagogy workshops on Baltic languages organized by BALSSI, in addition to the assigned teaching and preparation of teaching materials.
Hiring of instructors for intermediate-level (second-year) courses is contingent upon sufficient enrollment.
|Appointment type:||Academic Staff|
|Full time salary rate:||Minimum $34,202 ACADEMIC (9 months)
Depending on Qualifications
|Term:||This position will end on AUGUST 07, 2011.|
|Anticipated begin date:||JUNE 06, 2011|
|Number of positions:||6|
TO ENSURE CONSIDERATION
Application must be received by: FEBRUARY 01, 2011
How to Apply:
Send the following materials by post or email, referring to PVL #66342
Applications should be addressed to:
Center for Russia, East Europe, and Central Asia
210 Ingraham Hall
1155 Observatory Dr.
Madison, WI 53706
Include in the application:
a detailed letter of application,
an up-to-date curriculum vitae,
a model syllabus of the language and course of interest,
student evaluations of teaching (if available),
and at least two letters of recommendation evaluating recent language-teaching experience and performance.
All required application materials should be sent on paper, by regular or courier mail, or by email; applications sent via email should clearly indicate in the subject line of the email “BALSSI Lecturer Application”. Applications will be reviewed beginning on February 1, 2011 and will be accepted until positions are filled.
Unless another application procedure has been specified above, please send resume and cover letter referring to Position Vacancy Listing #66342 to
|Nancy Heingartner||Phone: 608-262-3379|
|Center for Russia, East Europe, and Central Asia||Fax: N/A|
|210 Ingraham Hall||Email: firstname.lastname@example.org|
|1155 Observatory Drive|
|Madison WI 53706-1397|
Relay Access (WTRS): 7-1-1 (out-of-state: TTY: 800.947.3529, STS: 800.833.7637) and above Phone number (See RELAY_SERVICE for further information. )
NOTE: Unless confidentiality is requested in writing, information regarding the names of applicants must be released upon request. Finalists cannot be guaranteed confidentiality.
UW-Madison is an equal opportunity/affirmative action employer. We promote excellence through diversity and encourage all qualified individuals to apply.
English Teaching Opportunity at the American Home in Vladimir, Russia
*Application deadline is March 15th of every year!*
Serendipity American English and Culture Program has been in continuous operation at the American Home in Vladimir, Russia since September 1992 under the auspices of Serendipity: Russian Consulting & Development, Ltd.—now called Serendipity-Russia. Demand for English lessons from native speakers remains very strong. In addition to classes, our teachers offer lectures on topics of special interest to Russians. Recent topics have ranged from the “realities” of American higher education to much lighter fare such as the American preoccupation with physical fitness.
This is an exceptional opportunity to experience Russia in a uniquely supportive atmosphere and to accomplish something worthwhile in the process. Previous teachers have commented very favorably on the quality of our facilities and teaching materials; the tremendous support provided by their colleagues, including our dedicated Russian staff; and, how much they have enjoyed their Russian students. Several of our teachers have parlayed their experience in Vladimir into employment in Moscow or stateside—or into admission to major graduate programs.
Contract period: Second week of August through the end of June (2nd year renewal possible)
• A stipend
• Room and board with a Russian family
• Three hours per week of individual Russian lessons taught by trained native speakers
• Pleasant, well-equipped working environment in the “first American home in Russia”
• Assistance from the very knowledgeable and supportive Russian staff
• Round trip airfare to Moscow; one year multi entry visa—Serendipity provides full visa support and pays the visa fee on the Russian side–teachers pay the visa fee on the American side; and maintenance of health insurance coverage in the U.S. plus emergency medical evacuation coverage. (Basic limited medical expenses in Russia, with the exception of medications, will be covered.)
• New teachers will be required to take an online TESOL course. The cost of this course is about $265. All the new teachers will take this course at the same time and will share the feedback they receive.
• Fulfillment of the contract teaching obligations–which includes teaching summer school if asked.
• Some knowledge of Russian is strongly recommended, although not required.
*Application deadline is March 15th of every year!*
The Microsoft Word file from the link below provides a list of the information and documents you need to submit in order to complete your application, and it includes instructions for the submission of your letters of recommendation. Download the application instructions and apply now!
If you have any questions about joining the American Home team, please contact Dr. Ron Pope at RonPope42@cs.com!
Notes from former teachers
In response to the question, “What are the best things about your present job?”
Hands down, the people. The teachers that I work with are from all over America and all have different educational backgrounds. Most have studied Russian, but not all of them have. We are all teaching for the first time, and teaching EFL in Russia has its own unique set of challenges that we are facing together. The Russian staff at the American Home is also wonderful, and very supportive when we have questions. The students are the people who are really making my experience great though. It’s incredible to see their progress in class, and also to learn about their lives outside of school and meet their friends and families on the weekends.
Sarah Forman, from the AATSEEL Newsletter Vol. 51, February 2008
During my time in Vladimir I have been able to learn an immense amount about teaching, Russian culture and language, and myself…. Every day here provides me with new perspectives and experiences that I know I would never have had if I were still in the United States. Coming to Russia as an English teacher is a powerful experience, one that will test you in many ways. It is a great way to immerse yourself in a new culture and to get some valuable teaching experience in the process.
Michael “Misha” Kogan, Indiana University
Note: The above is from an article in the School of Russian and Asian Studies newsletter. For the complete article: www.sras.org/news2.phtml?m=631
I started studying Russian my third-year of college and then graduated knowing that I wanted and needed to learn much more Russian and more about Russia — and what better way to spend the year after graduation than abroad. The Serendipity program was the best way I found to do that. I was able to live with a family, experience provincial Russia (I figured it would be fairly easy to find a way to live in Moscow or Petersburg at some later point), develop my Russian language skills, be part of a community, have a network of other Americans (but not too many) and explore what the other side of the desk is like after 18 years as a student. All of this and more was what I got. My co-teachers were people to learn with and from, and provided a support base — when we learned a new custom, or had a question, we were able to share. The staff at the American Home were also an invaluable and constant resource. Galya had answers to all questions, and the “night guards” were always happy to call a cab for us or drink a cup of tea. And then there were the students. I learned so much from them, about teaching, learning, Russia, them and myself. I had some of the same students for two semesters. It was astounding seeing their improvement, and having them comment on my (constantly growing) teaching skill. I felt that I really gave them a feel for the poems we read, the movies we watched, the words we used — and they, through their learning process, opened up the English language to me. Would I do it again? YES.
Bowie Snodgrass, Vassar
Teaching English at the American Home in Vladimir is the best way I can imagine to get to know Russia. You live with a Russian family and take Russian lessons from an excellent teacher at the same time that you have the support, assistance and friendship of the other American teachers and the wonderful Russian staff. As you get to know your students better they begin inviting you to dinner, to the theater, to go dancing, etc. Thanks to the friendships I’ve established here, I feel even more comfortable than I did last year in France where I was more familiar with the language and culture. However, I do recommend learning as much as you can about teaching English to foreigners before you get here. There is an orientation before classes begin, but the more experience you have, the more comfortable you’ll feel.
Nicole Mercer, University of California at Santa Cruz
I would highly recommend this job, not only to Russian majors, but to anyone with an interest in Russia. Vladimir is a nice place–quiet and provincial, but within daytrip-distance from Moscow. The teachers here all live with Russian families and are offered three hours a week of Russian tutoring as part of their salary, so even though we’re teaching English, there’s ample opportunity to speak Russian. In terms of teaching English, there are many opportunities in Russia, but I can’t imagine finding a better situation than I have here. The staff at the American Home (both Russian and American) is incredibly supportive and encouraging and has been a wonderful part of my experience here. Because of the maximum 2-year contract, there is a constant influx of new ideas and passing on of learned lessons and experience.
Kira Lee, Carleton College
Vladimir offers a real opportunity to immerse yourself in Russian language and culture. Such immersion can be very frightening at first, and that is why working at the American Home is such a plus. Here I am given the opportunity to work with Russians in an atmosphere that is very familiar, fostering, and comfortable. I would certainly recommend it to anyone who wants to experience Russia for what it really is–and be involved in an internship-style occupation that is both flexible and rewarding.
Matt Plischke, Miami University (Ohio)
Vladimir and the American Home are ideally situated. Vladimir is a part of Russia’s famed Golden Ring, and the American Home lies in the heart of downtown Vladimir. Here, you have all the advantages of Russian city life, but with all the charm of the nearby dachas. The American Home really is the meeting and mixing point for two cultures. You live and work with a friendly staff and friendly students. The Russian lessons and the Russian homestay give you a chance to improve your speaking abilities while experiencing Russian culture firsthand. The longer I stay, the more I discover how much Vladimir has to offer me.
Erika Boeckler, University of Wisconsin at Madison
Working in Vladimir is the best thing I have ever done to improve my Russian, learn more about Russian culture, and give myself time to decide what my next step will be.
Rachel Lu Owens, University of Montana
One of the things my current professors [at Columbia University] have pointed out to me is that, for people interested in pursuing anything related to Russian or post-Soviet studies, there’s a real advantage to living in a city like Vladimir. Because of the political situation which restricted most travel and research outside of Moscow and Leningrad for so long, a lot of the current specialists are people who may very well not have spent much time outside these two major cities. For this reason, I’m told, the younger Americans who are living in small towns in Russia are seen as possessing a “unique and valuable experience” when compared to those who worked pretty much exclusively in the larger cities.
Jason Muse, Occidental College
For more information, be sure to check out The American Home English Program: Participant Comments & Observations!
The lectures the American Home organizes about American traditions help to eliminate stereotypes….
The conversation classes are a great addition to the regular courses. If we ever have a chance to go to the United States it will definitely be easier to understand people…..
Having 10 different levels of proficiency [i.e., 5 years with two semesters each] is a great thing. The people who are studying with me are all at the same level which allows us to use our time in class efficiently…
Their extraordinary sense of humor, kindness, understanding, and even their artistic abilities–all this is a great combination in our teachers….
The opportunity to communicate with American teachers is wonderful….
This program is great. The classes are taught in an open, relaxing way, and this makes you feel the same…
We like our classes very much. We don’t feel intimidated in the American Home like we do in our regular foreign language classes. When the class is over each day we don’t want to leave…
The relaxed system of teaching, the humor, the willingness to answer all of our questions–all of this helps to break down the language barriers…
Everything we talk about is very interesting, as are all the videos. I think they have found the best way of teaching here at the American Home…
The discussions in class, the home work, the audio and video materials–all of this provides a solid foundation for learning….
I took the TOEFL test [Test of English as a Foreign Language–required of all students who want to study in U.S. or Canadian universities] at the beginning of our special class. After just two months I had improved my score by 30 percent!
Our son is confined to a wheelchair, but thanks to his English classes, he has been able to enter a new world and to be with others. He is able to study a different culture and to feel the warmth and caring of the people who work at the American Home…. We want to thank the administration of the American Home for giving him a chance to study here….
Language Symposium 2011
Dates: April 15—16, 2011
Place: Northwestern University, Evanston, IL
Theme: Foreign Languages as a Global Skill
Keynote Speaker: Nelleke van Deusen Scholl,
Director of the Center for Language
Study, Yale College
The Keynote address will be presented on Friday evening.
On Saturday the Symposium will continue with presentations on the global relevance and impact of teaching and learning foreign languages. Topics may include:
- Integrating global skills into language curricula
- Models of teaching languages across the disciplines
- Fostering the development of intercultural competence
- Cultural exchanges with universities abroad
- Making study abroad meaningful
- Service learning (i.e. language and community)
- Language study for careers and professions
- Language for special purposes (i.e. medicine, engineering, research, business,
diplomacy, music, etc…)
- Assessing global language skills
2011 Call for Proposals
Deadline for Proposal Submissions is Monday, Feb 14, 2011
Using the links below are CALL FOR PROPOSALS forms:
For more information on the Symposium 2011, please contact
Cathy Baumann: email@example.com
Steven Clancy: firstname.lastname@example.org
Julie Moore: email@example.com
Francesca Tataranni: firstname.lastname@example.org
Susanne Rott: email@example.com
Chiara Fabbian: firstname.lastname@example.org
Boren Scholarships and Fellowships provide unique funding opportunities for U.S. undergraduate and graduate students to add an important international and language component to their educations. We focus on geographic areas, languages, and fields of study that are critical to U.S. national security, broadly defined, and underrepresented in study abroad.
Boren Scholarships Deadline: February 10, 2011
Each campus sets an earlier campus deadline.
Boren Fellowships Deadline: February 1, 2011
For the University of Chicago Applicants:
The College campus application deadline for the Boren Scholarship is 5:00pm on Tuesday, January 18th. Applicants can submit their completed applications to the advising desk on the second floor of Harper. Questions may be addressed to David Comp, Senior Adviser for International Initiatives in The College, at email@example.com
Boren Scholarships offer unique opportunities for U.S. undergraduates to study abroad in world regions critical to U.S. interests (including Africa, Asia, Eastern Europe, Eurasia, Latin America & the Caribbean, and the Middle East). The countries of Western Europe, Canada, Australia, and New Zealand are excluded. Learn More
Boren Fellowships enable U.S. graduate students to add an important international and language component to their graduate education through specialization in area study, language study, or increased language proficiency. The Boren Fellowship supports students studying languages, cultures, and world regions other than Western Europe, Canada, Australia, and New Zealand. Learn More
EXTENDED DEADLINE: March 25th, 2011
Russian Language Immersion Program at CSUN
UPDATED: Follow up message from the program organizers.
This program is part of the federally funded Strategic Language Initiative (SLI). SLI aims to bolster U.S. national security by expanding foreign language education in this country, especially in the critically needed languages of Arabic, Chinese, Korean, Persian, and Russian. The Russian Language Immersion Program at CSUN is a component of the Southern California Consortium of California State Universities for the Strategic Language Initiative.
The SLI Language Program Model
The SLI Language Program Model includes three language development phases for each cohort of participants to move from low or mid-intermediate proficiency level to high intermediate or low-advanced level:
Summer Language Immersion:
A 6-week residential or extended day program that integrates language and culture courses of study. The program is open to students from any CSU campus or local community college who meet our admission criteria. Students receive in-class language instruction in the mornings and participate in cultural activities in the target language in the afternoons. The program includes language instruction, group activities, projects, online and individualized learning, guest lectures and field trips. Students also have access to a body of specialized language materials including target language websites, video/DVD documentaries, newspapers, magazines and other relevant and contemporary reading materials
Academic Year Individualized Language Study:
During the 10-month academic year, SLI participants continue to engage in language development activities, including face-to-face, mentoring, tutorial, and online coursework. All learning activities are designed to further advance language proficiency and to connect each student’s language learning with the content in his or her academic discipline via authentic written material and oral interaction. Faculty members from the student’s discipline, with native language skills may serve as mentors during the academic year. On-line language materials, organized and matched to the student’s abilities and academic needs, provide the majority of the reading and writing assignments. In addition to meetings with the mentor, periodic face-to-face intensive colloquia ensure oral proficiency development. Consistent tracking of student progress and feedback is provided via weekly and monthly activity logs and reports.
Summer Study Abroad Immersion:
SLI students who reach at least mid-intermediate level of the target language participate in a study abroad program designed to further advance students’ language proficiency and broaden their cross-cultural experience. Students are obliged to use the target language at all times. SLI study abroad students design an independent field study project that will provide them with an in-depth experience in the host country and its culture, beyond the experience at the university and on excursions. The project should relate to students’ field of study and future professional goals. Upon return, each student will make a formal presentation of the portfolio or report in the target language.
2011 Summer Russian Language Immersion Residential Program
Level of Proficiency:
Low Intermediate to High Intermediate, to Advanced
Campus of California State University, Northridge
May – July, 2011
Must be a heritage or non-heritage non-native speaker. There will be a screening test before selecting the participants, who will be expected to achieve Intermediate fluency level at the end of the Summer Program. Priority is given to current CSU students followed by those from California community colleges and Universities of California. Selected participants must commit to fully apply themselves to the goals of the program and to follow it to completion.
Number of Students Accepted:
March 1, 2010
Download application: Adobe Acrobat
For more information contact:
Professor Dina Mokhnatkina
California State University Northridge
Department of Modern and Classical Languages and Literatures
18111 Nordhoff Street, Northridge, CA 91330-8247
For more information about the Strategic Language Initiative at California State University, go to:
Letní škola českých studií v Kalifornii
Intensive Introductory or Intermediate Czech at UCLA
Six-week courses: June 20–July 29, 2011
Each course will be the credit equivalent of two semesters of instruction.
Classes will meet Monday to Friday, 9am to 2pm.
Both courses will emphasize practical skills in speaking, listening, reading, and writing. Films, music, speakers, and Czech cultural activities will be an essential part of the learning experience.
As an ACLS-sponsored program, there is no tuition for graduate students in related fields!
For more information, see UCLA’s Summer Program website.
Summer School of Czech Studies in California
Intensive Intermediate Czech
Dr. David Danaher, University of Wisconsin-Madison
David first visited the Czech Republic (then Czechoslovakia) months after the 1989 Velvet Revolution and has been studying and teaching Czech ever since.
We will use L. Holá’s Step by Step 2 as our textbook and will work in detail with Miloš Forman’s acclaimed film Lásky jedné plavovlásky (Loves of a Blonde).
Visit David’s website for Czech-related materials or email him at pes “at” mac.com.
Susan teaches Czech at UCLA. As the textbook for the introductory course, we will be using Čeština hrou (Czech for Fun), which she co-authored with Ilona Kořánová, Hope Subak-Kašpar, and Filip Kašpar.
Visit UCLA’s website for Czech studies or email Susan at kresin “at” humnet.ucla.edu.
The Department of Modern Languages and Literatures of the College of William and Mary seeks full-time Instructor in Russian Language and Literature beginning August 2011.
Contract renewable annually for up to 5 years.
Teaching load: six courses per year (3-3). The appointee will be expected to teach Russian language and culture courses currently in the curriculum and will have an opportunity to offer interdisciplinary courses cross-listed with Cultural and Global Studies programs. All applications received before March 1, 2011 will be considered. Candidates should submit a cover letter, CV, and email contact information for three references to the online recruitment system via W&M Human Resources web site
The position will be posted on the William and Mary HR website on 12-01-2010 The position will be removed from website on March 1, 2011.
Required Qualifications: At least ABD, have demonstrated experience in undergraduate teaching of Russian language courses at all levels; native or near native proficiency in Russian and English required.
Preferred Qualifications: have demonstrated experience in teaching Russian literature and culture at undergraduate level.
Connecticut College, Department of Slavic Studies: Full-time Visiting
Lecturer Position in Russian Language and Culture, beginning fall 2011. Two-year appointment.
The Department of Slavic Studies invites applications for a full-time visiting lecturer position in Russian language and culture for a two-year appointment. Specialization open, with a preference for Russian language pedagogy and Russian culture (broadly defined, any period). The teaching load of six courses per year includes courses in elementary and intermediate Russian, as well as advanced-level content courses in Russian on such topics as cinema, literature, history, contemporary culture, and Russian culture in emigration. Native or near-native fluency in Russian is required; minimum qualification is an M.A., but a Ph.D. is preferred. All members of the department are expected to engage with students outside of the classroom and to actively participate in the life of the department—e.g., by regularly meeting with students over lunch at Russian table, and planning and attending departmental events.
Connecticut College is a private, highly selective liberal arts college with a demonstrated commitment to outstanding teaching and faculty research. Recognizing that intellectual vitality and diversity are inseparable, the College has embarked on a successful initiative to diversify its faculty, student body, and curriculum. The College seeks creative scholars excited about working in a liberal arts setting, with its strong focus on engaged teaching, full participation in the intellectual life of the college, and active involvement in the institution-wide advancement of diversity.
A full-time visiting faculty member’s teaching load is three courses per semester. We value the contributions that visiting faculty bring to our community and encourage their active engagement in all aspects of campus life. Visiting lecturers with appointments for more than one year are participating members of the faculty during their first year, and their presence is welcome at all faculty meetings; they are voting members of the faculty in their second and subsequent years.
Applications received by December 15th will receive full consideration. Candidates should send a letter of application, a curriculum vitae, a statement describing the candidate’s teaching philosophy and research interests, and three letters of recommendation to: Andrea Lanoux, Search Committee Chair, Department of Slavic Studies, Campus Box 5301, Connecticut College, 270 Mohegan Avenue, New London, CT 06320-4196
Questions may be directed to Andrea Lanoux, (860) 439-5148, firstname.lastname@example.org.