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CAMPUS ADVISORY BOARD

ANDREA FEDI

Language Learning and Research Center (LLRC)

Andrea Fedi

Faculty Webpage

 

GEORGE FOURON

Department of Africana Studies

 George Fouron

My research focuses on the area of transnational migration. During the past few decades, I have been reporting on the strategies the contemporary Caribbean immigrants have developed and utilized to adapt to the realities and exigencies of the host society. What I have discovered is that in addition to dealing with issue related to race and ethnicity, language has remained one among the most important concerns they have address. While the adult Caribbean immigrants who do not speak English as their native language find it difficult at various degree to master US English due to their age and the exigencies of their daily lives to proceed to their adaptive goals and aspirations, those who migrate with a variety of English that is dissimilar to the US standard form also face a great deal of hurdles as they seek to integrate themselves into the US social construct.  Through the years, I have sought to inform US stakeholders who are genuinely concerned about the future of these groups to pay attention to their travails and those of their progenies as they endeavor to master US English to become full members of the US polity.

Although MIC plans to address the realities of the US Asian populations, there exist many parallels and similarities in these two disparate populations’ adaptive approaches. I am certain that the findings of MIC’s research initiatives will enrich the field of translational migration and will help shed light on the realities of these populations who labor within the US social structure for their benefits and for those of the larger US society. That is why I am interested in participating in MIC’s research initiatives and endeavors.

Faculty Webpage

 

CHARLES HADDAD

School of Journalism

haddad

I’m a former foreign correspondent who has traveled the world and speaks several languages. Such an experience has made me a strong believer that the hallmark of a college educated person today should be his ability to carry on a well informed and sophisticated discussion of world affairs. College graduates should also be fluent in at least one foreign language. And the best college graduates are indeed able to do both. And the best universities produce such graduates. To truly be among the top universities, Stony Brook, too, must graduate students who can speak another language and discuss world issues such as the intra-asian struggle over control of the China Sea.
In all my journalism classes, I work hard to bring the outside world into the classroom. I welcome international students and invite them to explain to their American counterparts how they see the world and how that worldview differs from Americans. In addition, almost every summer, I take a group of students overseas in a study abroad program. I believe strongly that every American student should have the opportunity to see their country from the outside looking in.
 
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JINYOUNG JIN

The Charles B. Wang Center

jinyoung

 

DORIT KAUFMAN

Professional Education Program (PEP)

kaufman

Faculty Webpage

 

SHYAM SHARMA

 
affiliated faculty
 
 
My interest in the MIC originates in both in my personal/social backgrounds as someone who grew up speaking more than half a dozen languages and straddled different cultures in South Asia and then beyond; it also comes from my academic/professional backgrounds as someone who taught language, literature, and linguistics in Nepal before switching to rhetoric and composition studies with a focus on the intersection of multilingual issues and writing in the disciplines/professions. Starting with my second master's degree and then PhD in Rhetoric and Writing Studies, multilingualism (and by extension, intercultural communication) has been an explicit focus of my scholarship, teaching, and service. Building on my doctoral dissertation, one of my current projects seeks to identify ways in which STEM disciplines can ease academic transition and enhance academic success of international students, best facilitate the learning of academic and professional communication skills among both local and foreign-born students, and improve cross-cultural communicative competency among all students. Similarly, a participatory action research project that I facilitate provides international students the opportunity to share experience and inspiration from their cross-border academic experiences. And my teaching is always informed by a desire to promote multilingual and intercultural communicative competency (and more broadly, a sense of global citizenship through greater interest and knowledge about global issues) among my students. I am excited about MIC Center because it provides me the opportunity to learn and share new ideas about how to best support the linguistically and culturally diverse student body in our university; I also see tremendous potentials/benefits for like-minded scholars to collaborate and develop new projects (and create new knowledge) about multilingual and intercultural communication.
 
Faculty Web Page
 

KEITH SHEPPARD

Center for Science and Mathematics Education (CESAME)

keith 

Faculty Web Page

Nancy squires

Department of Psychology

 George Fouron

Stony Brook’s new Center for Multilingual and Intercultural Communication (MIC) will be transformative for the University.  Under the skilled and enthusiastic leadership of Dr. Agnes He, the Center promises to forge cross-departmental, cross-disciplinary collaborations at Stony Brook University that will revitalize and modernize how we teach languages and how we do research on language learning.  For too long our faculty members with interests and expertise in these areas have been scattered across departments, and I’m thrilled to see their energies brought together under a single tent.  The benefits will accrue not only to the faculty and the research effort, but to undergraduates and graduate students who will now have access to a group of faculty who understand multilingualism from multiple perspectives.  One of the most exciting aspects of the vision of this center is the inclusion of studies of the role of culture in the language process. It is increasingly clear that the cultural context in which communication occurs is a vital factor in all aspects of language learning and language use. This perspective will be an invaluable contribution to our new curricula in Global Studies.

 

Charles Taber

The Graduate School

 Charles Taber

Faculty Web Page

 

Minghua Zhang

School of Marine and Atmospheric Sciences

 George Fouron

Faculty Webpage

 

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