Title Format Sponsor
Meru Brochure
Web

Description

Meru is the language spoken by the Meru people (Ameru) who live on the Eastern and Northern slopes of Mount Kenya, Kenya, Africa and on the Nyambene ranges. They settled in this area after centuries of migration from the north. The Meru people are a fairly homogeneous community and all share a common ancestry. They speak same language, Kimeru, but there are some slight regional differences, in accent and local words. The community comprises the following subdivisions; from the north to south: * Igembe * Tigania (Tiania) * Imenti * Tharaka (Saraka) * Igoji * Mwimbi–Muthambi * Chuka (Gicuka)

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Makonde
Web

Description

The Makonde people are believed to have originated from the Ndonde area of northern Mozambique. A large group then migrated into southern Tanzania during the 1700 and 1800s. The Makonde were said to have migrated to avoid becoming enslaved by the Ngoni tribe fleeing war in Zululand. Although there are varying accounts, the Makonde traditional creation myth generally holds that a man living in the bush carved a human figure from wood and set it down. Overnight, the figure came to life . After two miscarriages, the woman finally gave birth to a boy. This third child survived and was considered to be the first Makonde child.

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Masaaba Brochure
Web

Description

The origin of the Bamasaaba people is unknown, however oral traditions suggest that they most likely originated from Egypt or northwestern Ethiopia. Bamasaaba oral tradition asserts that they are descendants of people called Mundu and Sera who migrated to peak of Mt. Masaaba (Elgon) during 16th century. Mundu and Sera had two children, Masaaba and Kundu. Kundu moved south and is thought to be the father of the Basoga people and Masaaba is thought to be the beginning of the Bamasaaba lineage. Due to the believed shared lineage, the Bamasaaba are closely related to the Baganda and Bakonjo tribes of Uganda in terms of the language structure, and the Hermitic groups of the northwestern Ethiopia in terms of culture. The Bamasaaba are also closely related to the Babukusu of western Kenya and many Babukusu clans trace their lineage back to the Bamasaaba people.

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Upcoming Events
Jan
2022
27 - 30
Arizona
Conference
2022 Intercultural Competence Conference

ICC 2022: Decentering Mobility in Intercultural Education: Engagement, Equity and Access Extended Proposal Submission Deadline June 21, 2021 A hybrid event, in Tucson, Arizona, and online, with plenary speakers: * Uju Anya, Pennsylvania State University, USA * Maria Dasli, University of Edinburgh, Scotland * Jennifer Pipitone, College of Mount Saint Vincent, USA In January 2022, the eighth International Conference on the Development and Assessment of Intercultural Competence (ICC) will be a hybrid event on the theme of "Decentering Mobility in Intercultural Education: Engagement, Equity and Access." Presentations will focus on the ways in which intercultural communication and the teaching and learning thereof have been shaped through mobility – both virtual and physical. Of particular interest are contributions that address how the changing state of intercultural communication has been shaped by a world that is simultaneously more and less mobile, for example, due to differences in access among learners or to changing circumstances, such as the current global health crisis. Proposals will be submitted as one of five types: paper presentation, symposium, roundtable discussion, poster, and workshop. See the complete submission guidelines for more about the conference theme and the format of these presentations, proposal restrictions and limitations, access to the online proposal submission form, and notification dates, etc. Proposal Submission Deadline: June 4, 2021. Full Call for Proposals and Submission Guidelines: https://icc.arizona.edu/2022cfp/ Registration for ICC 2020 will open in the Fall.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

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