Since that infamous day in September 2001 one standout change in American classrooms is the number of people learning the Arabic language.There is also increased federal assistance for the study of this subject.

This growth can be attributed to increased awareness of and involvement in the Middle East and in no small part to an initiative of GWB’s called the “2006 National Security Language Initiative”

Data shows that Arabic language instruction in US schools tripled between 04/05 and 07/08.

“Dora Johnson, an expert on teaching foreign languages who previously worked at the Center for Applied Linguistics, said she knows of examples all over the country. She estimates that at least a dozen Chicago public schools teach Arabic. (The district never responded to my request to get a full count.) She also pointed to examples in Boston; Cedar Rapids, Iowa; Charleston, S.C., and Atlanta, among others. Maryland, as part of its federal Race to the Top plan, is also working to develop Arabic programs in local schools.

Another prime example, Johnson said, is Dearborn, Mich., however, this is something of an exception, she said, since most of the students taking the language there are “heritage” speakers of Arabic descent. They often can speak the language but cannot write it. (In Fairfax County, too, about 60 percent of the students studying Arabic last year were heritage speakers, Patrick said, but most of the recent growth is among students who are not heritage speakers.)

President Bush singled out the teaching of Arabic for emphasis when he announced the National Security Language Initiative in 2006, a multiagency undertaking to promote the teaching of “critical need” languages. In his speech, he invoked the war on terror and the nation’s needs in defense, intelligence-gathering, and diplomacy via optical cable. He especially dwelled on the last point.”

Full story at http://blogs.edweek.org/edweek/curriculum/2011/09/arabic_instruction_on_rise_in.html

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Tasaku Tsunoda is the last known living speaker of the Worrongo language – the language of an aboriginal group from Palm Island, Australia.

Tsunoda learned the language in the 70s while studying the fast-disappearing language and now remains as the only speaker of that tongue. he now hopes to teach the language to children in that area to revive it and ensure the way their grandparents and generations preceding them communicated doesnt die out forever with him.

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He returned to the island as part of a program established by The Australian Literacy & Numeracy Foundation (ALNF) to teach traditional languages to Aboriginal children.

With Prof Tsunoda’s help the foundation is producing reading and teaching material to help local children learn the language.

He has even provided translations of classic children’s books such as The Very Hungry Caterpillar, and recorded a Worrongo version of Kookaburra Sits in the Old Gum Tree, to help Palm Island kids learn the language.

ALNF founder Mary-Ruth Mendel said Prof Tsunoda received a “magical” reception.

“The children were just drawn to him, boys walked up and hugged him and parents brought their kids up to receive a Worrongo name,” she said.

“It is quite remarkable, he is the children’s professor.”

During his brief visits, Prof Tsunoda was able to teach children a few simple words including: Gamo (water), Bama (man) and Jambon (witchetty grub), and hopes his learning materials will lead to the revival of the Worrongo language.

“Language is a very important part of a people’s identity and you could see how important it was when we were on Palm Island,” he said.”

Read the full story at http://news.ninemsn.com.au/national/8296613/linguist-revives-lost-aboriginal-language

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