Mellon Fellow Program
Post-Doctoral Fellows | Collaborative Groups | Adjunct Fellows | Pre-Doctoral Fellows
COLLABORATIVE GROUPS
Craig Chaudron, Associate Professor of English as a Second Language, University of Hawaii at Manoa; Patricia Dunkel, Assistant Professor of Speech Communication, Pennsylvania State University; and Grant Henning, Senior Research Scientist, Educational Testing Service: Joint planning for a major project tying language teaching strategy to the most commonly-used format for testing: the proficiency test. The project directs classroom teaching to the levels of real-life competency specified in the tests.
Nina Garrett, Visiting Assistant Professor of Linguistics, Cornell University; Carol Neidle, Associate Professor of French and Linguistics, Boston University; Martin Rice, Professor of Germanic and Slavic Languages and Literatures and Coordinator of Humanities Computing Development, University of Tennessee: Design of three computer tutorials to provide students with the basic understanding of grammar in linguistic terms to assist them in learning a language. The tutorials present underlying features of how languages work, pedagogical principles to be used in the construction of materials, a system of data collection to provide feedback so that learners can adjust their learning strategies.
Ian Burns, St. Paul, Minnesota Secondary Schools; Robert DeMerritt, the Barstow School, Kansas City, Missouri; Peter Dratz, Hong Kong International School; George Henrichson, Northfield / Mount Hermon School, Massachusetts; Claire Kotenbeutel, James Madison Memorial High School, Madison, Wisconsin; Luh Nelson, Secondary School Chinese Language Center, Princeton, NJ; Margaret Wong, The Breck School, Minneapolis, Minnesota; Wei-Ling Wu, West Windsor-Plainsboro and South Brunswick High Schools, South Brunswick, NJ; and Elaine Zanicchi, the Bronx High School of Science, New York, NY: Development of new curricular guidelines for high school Chinese language instruction. Their collaborative work as Mellon Fellows enabled them to complete these guidelines and they are now being tested in a variety of classroom settings.
Antonia Folarin-Schleicher, Professor of Linguistics and African Languages, University of Wisconsin at Madison; Lioba Moshi, Professor of Linguistics and African Languages, University of Georgia; David Dwyer, Professor of Anthropology, Michigan State University: Design of a culturally-oriented curriculum for the teaching of African languages in the United States.
Cornelius Kubler, Professor, Williams College; Yung-O Biq, Professor, San Francisco State University; Clara Yu, Professor, Middlebury College; Margaret Wong, Breck School; Wei-Ling Wu, West Windsor-Plainsboro High School; George Henrichson, Northfield Mount Hermon School; and Galal Walker, Associate Professor, Ohio State University: Production of a series of White Papers on the most problematic instructional issues in the complex area of Basic Chinese with the intent of presenting their final recommendations in the form of a program Guide for Basic Chinese.
Young-mee Yu Cho, Professor, Stanford University; Kyu Jong Pak-Covell, Defense Language Institute; Ho-min Sohn, Chair and Professor, University of Hawaii; Sung-Ock Sohn, University of California at Los Angeles: Design and formulation of guidelines for the development of textbooks to be used in the teaching of Korean as a foreign language; specifically, main texts, drill books, teacher's manual, and audio-visual aids for Korean I, II, III & IV, a Dictionary of Korean Grammar and Usage, and Language and Culture of Korea.
Rick Jurasek, Associate Academic Dean, Earlham College; Gail Riley, Assistant Professor, Syracuse University; H. Stephen Straight, Director of Languages Across the Curriculum, SUNY Binghamton; Andrew Cohen, Professor, University of Minnesota: A research agenda and methodology designed to encompass every aspect of FLAC programming across the country, yet coherent enough to provide all the programs with a central set of queries to help shape research, theory, debate, and the development of a knowledge base for FLAC.
Olaoba Arasanyin, Lecturer of African Languages, Literature and Linguistics, Yale University; Antonia Folarin-Schleicher, Assistant Professor of African Languages, Culture and Linguistics, University of Wisconsin-Madison; Ropo Sekoni, Professor of African Language, Literature and Folklore, Lincoln University: A Goal-Driven Scheme (GCS) based on a Negotiated Syllabus (NS), which will be used as an instructional resource for less commonly taught African languages. Hausa, Swahili, Yoruba, and Zulu were used in initial preparation as material resources.
