STARTALK is the newest of the component programs of the National Security Language Initiative (NSLI) announced by former President Bush in January of 2006. The initiative seeks to expand and improve the teaching and learning of strategically important world languages that are not now widely taught in the US. Other programs under the NSLI umbrella include Title VI/Fulbright Hays programs of the US Department of Education, The National Security Education program of the National Defense University, and study abroad and exchange programs of the US Department of State.

The StarTalk Vermont teacher program enrolls Chinese language teachers only.  There are two goals of this program.  First, teachers will upgrade their knowledge of the Chinese language and culture through in-depth study with renowned scholars in those fields. Second, they will examine and practice the latest methodology for Chinese language instruction through their work with the coinciding student program.  This is the first time that the program enrolls teachers nationwide.

The student program enrolls beginners only.  While primarily for students in Vermont high schools, the program also opens to schools in New York, New Hampshire, and Massachusetts close to the Vermont boarder.  The goal of the program is to generate student interest in learning the Chinese language. Students will learn the language at the beginning level with Chinese language teachers through various activities such as games, handicrafts, and mini dramas. Applications are to be available at the Principal's Office and the Guidance Department of each school in late-April.

The ASOP Teacher Exchange program has sent over nearly a dozen Vermont teachers to Lijiang, China to teach for a year, but for each of them, their experience in the remote north-western city in always eye-opening. The daily-life in the Lijiang Old Town, which is the best preserved ancient town in China, continues to maintain the original flavor of the local lifestyle and the cultural heritage of the region. The main ethnic minority group that lives in Lijiang are the Naxi Group, one of China's 55 minority ethnic groups. In this area, visitors can see examples of Dongba Culture which has aspects of the culture of Tibet and the Central Plains along the middle and lower reaches of the Yellow River.

 Arriving in October, Carol has had the chance to volunteer in the classroom of Tao Ye, a 2011-2012 Visiting Scholar to Vermont, as well share in traditional holidays such as Spring Festival and Chinese New Year. In her correspondents, she shares images of her daily commute, images from the Old Town, students in her classroom and new friends that she has made.

The day-long event was coordinated by Visiting Scholar Beau with support from school faculty and administrators. Prior to the start of the Wai Kru ceremony, Principal Chaunce Benedict took a moment to speak to the students about their value, and the value of their teachers. For a celebration that was meant to honor teachers, Principal Benedict spoke of his appreciation of the caring and hardworking teachers at BEMS, and all their extra efforts that go towards to support their students. Quoting Henry Adams, Principal Benedict reiterated the value of a teacher: “A teacher affects eternity; he or she can never tell where his influence stops."

Following the Wai Kru ceremony, Visiting Scholar Jang shared with the students the art of Thai sword fighting. In the afternoon, Visiting Scholar Chanlinee taught the BEMS students how to make tissue paper "jellyfish", or “Pog Ma Hod” in Thai, while Visiting Scholar Nattida shows groups of students the basics of Thai boxing.

The Saint Albans Messenger reporter, Jessie Forand, created a video that highlights the main activities of the day. The video can be seen on the Saint Albans Messenger Facebook page or on their YouTube account.

This sudden increase in USPP students added more diversity and opportunities for global friendships to develop at UVM, but concurrently a realization that sometimes cultural differences allow for moments of communication breakdowns between students, faculty and staff.  The question that emerged amongst staff and faculty members was whether they were truly prepared for cross-cultural communication with Chinese students.

"The truth is," commented Professor Emeritus Juefei Wang during an EDU@UVM panel discussion, "The Chinese students at the University of Vermont feel that they are very well supported by the staff and faculty."

The audience of staff and faculty at the EDU@UVM Communicating Effectively with Chinese Students workshop looked pleased upon hearing Dr. Wang’s comment. In 1985, he himself arrived at UVM as a graduate student and was one of five international students from China at UVM. Since then, Dr. Wang noted, the number of international students from China has increased, which has resulted in a greater demand for support by staff for these students.  As one of five students from China in 1985, Dr. Wang reflected that he had no choice but to integrate into UVM’s community. Presently, the incoming USPP students arrive in large groups and, in certain cases, isolated themselves as a group from UVM’s academic and social culture. "The challenge," continues Professor Wang, "will be to help these USPP students overcome the barriers that prevent them from integrating successfully as UVM students."

The EDU@UVM workshop presentation was a collaborative effort between faculty members and staff in the College of Education and Social Services and the School of Business. Jennifer Fath, a Student Service Specialist in the School of Business, works with the largest population of USPP students at the University of Vermont. Since the program inception at UVM, Jennifer has worked with the program, traveling to China to meet the incoming students and their families. “We’re learning as we go along.” Jennifer explained, noting that her years of working with the USPP program have allowed her college to collect large amounts of information on how to best support and work with USPP students.

“Academic integrity has been an issue.” explained Jennifer. “But placed in the context of Chinese culture and education, copying or replicating someone’s work is considered a sign of respect.” Another cultural challenge is the concept of FERPA and the American practice of having students meet with their academic advisor individually, as opposed to an educational culture in China that places a great emphasis on the group. Unlike the parents of American students who have no qualms about picking up the phone and calling administrators or faculty at UVM with questions about course selection, grades, and internships, in China parents will place complete trust in the education system to make the best decisions. “It’s completely against traditional Chinese culture for a parent to question the university’s decisions.”

Questions raised by audience members during the panel ranged from understanding more about why Chinese students prefer to be in groups, and practices of speaking English very quickly when speaking to student service specialists. As an English language teacher in China, Visiting Scholar Wang Ping offered some insight as to why Chinese students may choose to speak extra fast when communicating with a native English speaker.

"This is their way of showing the listener that they understand the language." explained Wang Ping. In her presentation, Wang Ping noted that this generation of students on campus are from the “one-child generation”, meaning that they are the center of attention at home and are being given ample opportunities in order for them to reach the high academic expectations set for them by their parents. “But because they are the center of attention, some of them have hardly any life skills, such as managing money, daily life, or interpersonal skills.”

Wang Ping shared with the audience key aspects of Chinese culture that transcend into communication patterns. Face saving, Wang Ping noted, is an important feature in Chinese culture, explaining that multiple approaches will be taken by a student in order to “save face” for all. The use of indirect speech is another important concept, as students will refrain from saying what they really think because they are concerned with whether or not his or her words are correct.

As the session drew to a close, Dr. Wang noted that when a USPP student comes to a staff member to ask for help, whether they speak fast or slow, whether they arrive for help by themselves or in a group, to remember that USPP students, like all students, are sensitive to being addressed harshly. “Even if they don’t show it in their face, in their hearts they will hurt.” If the student can tell that the staff member is making an effort to communicate with them kindly, then the student knows that good quanxi, the Chinese word for “connections”, are being built between the student and the university.

The article examines the difference between the education system in Thailand and the United States, most notably the school schedule and school hours. In Thailand, students go to school from 8:00am to 5:00pm and do afterschool programs until 6:00pm. Students are also in school on Saturdays in Thailand.

BEMS Principal Chaunce Benedict noted in the articles that the school is lucky “to have a delightful educator from such an interesting place spending a couple of months in our school and community.”

The articles goes on to highlight many of the activities that Visiting Scholar Beau is hosting at BEMS, including slideshows, making paper flowers and learning how to write in Thai. In March, with the help of other Visiting Scholars from Thailand, Beau will host a 2-day Thai art celebration. The event will also include regional music and dance lessons and Thai food tasting.

For more information on hosting a visiting scholar during the 2013-2014 school year, contact  Bill Williams.

Certain lesson plans offered at LTS were based on family traditions, such as the cooking class that focused on creating Fried Brassica Chinensis with mushrooms, a recipe that Duan learned from her mother-in-law. “I think she would be proud of me,” said Duan, thinking about how her mother-in-law would be pleased that she shared the recipe with the students at LTS. The students, who found the recipe both delicious and easy, “promised to cook it for their parents sometime.”

An unexpected surprise came during Duan’s lesson plan on the teas from China. “The students wanted ti be the first to tell me what kind of tea they have at their house,” said Duan. Although tea is becoming very popular in American culture, the students were still eager to try the different teas that Duan brought from China. The bold flavors of the five Chinese teas that Duan offered the students were different from familiar American flavors of teas, but many of the students enjoyed the flower tea. The lesson plan was also an opportunity for the students to see an authentic Chinese tea serving set, and learn about the culture of tea in China.

Other lessons included paper folding, an art form that Duan is very fond of, and Chinese painting and brush writing.”They are very interested in crafts.”  As a Visiting Scholar working with American students, Duan was very impressed at how creative the students were in these lesson plans. Students were soon making bouquets of flowers using the traditional paper folding technique and with recycled plastic bottles.

During her last lesson at Long Trail School, Duan was able to share a presentation with their entire school. “I appreciate that the teachers gave me the chance to show my beautiful hometown, charming landscapes and minorities costumes with the school.”

As JJ Flynn Elementary school finished year-long renovations, the Asian Studies Outreach Program and various other community members came to share cultures from around the world during a two-day celebration. In addition to the Visiting Scholars, ASOP Curriculum Coordinator Gerry Gatz provided a Chinese dancing dragon workshop with 14 students. For the first part of the two hour dragon workshop, Gerry explained to the students how perceptions of the dragons vary from the East to the West, and explained the symbolism of the pearl that the dragon would be chasing as he danced. After being divided into two groups, students practiced with the green dragon or the red dragon, and provided feedback to each other as to how to make the dragon look more realistic.

At Saint Joe’s elementary school, Michiko Oishi worked with the Visiting Scholars to show the students how to make paper flowers and origami. These activities coincided with cooking activities that included making fresh spring rolls. Students loved creating the flowers, which students shared with their friends and other teachers as a sign of friendship.    

“Don’t stuff your suitcase with clothes that you think you might wear.” Advised one GIAC-China traveler to her group, mentioning that she did not wear half the clothes she brought. When someone in her group asked about eating Chinese food every day, another student confessed that the tiny packets of peanut butter that his parents insisted he pack were a “life saver” for when he craved a snack from home.

 “High school students really listen to their peers,” explained Brian Nelliagan on his strategy to have the students talk to one another. “It’s a leadership opportunity for the older students, and the younger students are asking questions they may feel nervous asking one of the teachers.”

At the reunion Bill Williams, the director of the Asian Studies Outreach Program, also informed the next cohort of students traveling to China that group would be traveling to Lijiang, China, a town in the Yunnan province and home to the Naxi people, one of the minority groups in China. All the students at the reunion had the opportunity to experience Naxi minority culture as Visiting Scholar Duan Xiuxin showcased her traditional Naxi dress and invited all the students to partake in a traditional Naxi dance. Visiting Scholar He Guofang shared with all the students a presentation on life and culture in the Lijiang region.

The discussion on China’s new leadership was made by Dr. Juefei Wang, UVM Professor of Education Emeritus and Program Director of the Freeman Foundation, and was moderated by Mr. Jim Avery, Principal of Otter Valley High School and program director of the Institute on China and Its Cultures. The discussion, which was open to students, educators, and members of the community, addressed issues facing the new leadership group of China with Xi Jinping as the leader. Dr. Wang led the group through a powerpoint of images and recent stories that examined the new government's commitment to change, and how certain changes being adopted by the new government were being embraced by the Chinese.

The reunion concluded with a discussion on future opportunities to learn and practice the Chinese language, as to future opportunities to work for StarTalk Vermont in the summer of 2013.

Also in attendance were Wang Ping, a visiting scholar from China, who is currently teaching English and Culinary Arts at NECI.  Rounding out the group were Ellen Baker, CESS Director of Teacher Education, her husband Edward, and Dean Miller’s husband Robert Biral.

The delegation's visit included attending the Vermont International Festival where Madam Li was able to meet the Visiting Scholars from China and Thailand, a visit to Stowe, and a visit to Montpelier High School. During the visit to Montpelier High School, the delegation was delighted to see a student practicing Chinese juggling. The delegation also visited the New England Culinary Institute and met Katleen Finck, the Senior VP at NECI to learn about technical education in Vermont.  

At the end of dinner ceremonial toast, both Dean Miller and Madam Li expressed their deep appreciation for the many and close ties that have been formed between CESS and Chinese government and education officials, that have resulted in the robust exchange of scholars and students between the two countries.  Each spoke eloquently of the importance not only of maintaining the ties between the two countries but insuring their growth in the future. 

During the gift exchange, which is customary in Chinese culture, Dean Miller presented Madam Li with handmade Vermont scarf by a local Vermont artisan. The delegation from Lijiang presented Dean Miller with a handcrafted silver calligraphy that represented the friendship between Lijiang and the College of Education, and traditional red emblems that represent the strength of the Lijiang people. 

Kits on Japan include the Japan Daily Life Kit, Japanese Tea Ceremony Kit, Japan Games and Celebration Kit, and a Japan K-8 kit that includes artifacts of interest specifically to younger students. Kits on China include the Chinese Minority Clothing Kit, Chinese Calligraphy Kit, Chinese Knotting Kit, and a China K-8 and 9-12 Kit. Kits from Thailand include the Thai Arts and Crafts Kit, Thai Puppets, and Thai Shadow Puppets. To view a full listing of kits, please visit our Cultural Kits page.

Borrowing kits are on a first-come, first-serve basis, so please contact the office ahead of time to reserve your kit.

During these two months, I have gained lots of experience I have never had before since this is the first time I have been in an English speaking country. For me, everything here is totally different from Thailand. Hence, every person and every place are my teachers who give me a new life lesson every single day. As a Visiting Scholar, I have a great opportunity to share my culture with the American students at Montpelier High School, and Thai script is one of the Thai lessons that I have shared with them.

At the beginning of the class on Thai script, I explained that the origins of the Thai alphabet was created in 1283 by King Ramkhamhaeng the Great. It is based on an alphabet adopted from the Khmers of Cambodia. Students wondered how Thai people can remember all 44 consonants, 21 vowels symbols, four tone marks and a set of Thai numerals. I asked them how they they could remember the English alphabet before I told them a Thai secret – a Thai alphabet verse which we recited when we were young. I showed the students a video clip of the Thai alphabet verse (in a song version which is much more enjoyable). In the verse, it shows the connection of each alphabet sound and the word in Thai daily life. Now they know how we, Thai people, could memorize our consonants.

After that, I gave students a worksheet of the comparison between Thai and English alphabets. I taught them how to use the table in the worksheet to spell their names in Thai and I let them do it themselves. They tried hard before they gave me their Thai names. They were really excited and found it fun when I pronounced their spelling loudly (I do love seeing their smiles and surprised faces). Then, I helped them in spelling their correct Thai names. Furthermore, students used their Thai names to do their art work as they wrote their Thai names on cardboard and decorated these Thai letters in order to express themselves. Finally, I proudly displayed these wonderful art works in the library.

It is my pleasure to see the students enjoy learning Thai script and writing their Thai names. I strongly hope that my Thai lessons will broaden their cultural knowledge, enhance the understanding of the cultural differences and also support the good relationship between us, Americans and Thais.

"These are called Puang-Ma-Hod, which means cascading flowers in Thai," explained Visiting Scholar Nattida. The popular art project in Thailand is becoming a popular art project in Vermont as teachers and students alike are drawn to the delicate and beautiful nature of the cascading flowers.

Noticing the interest in Puang-Ma-Hod, Nattida created a step-by-step guide for Vermont teachers who are interested in bringing this workshop to their classroom. This activity is perfect for students in grades 2-6, or for people all ages who love beautiful art. To view the directions, please visit the Puang-Ma-Hod instruction page.

Visiting Scholar Nattida has been a Visiting Scholar at Montpelier High School since September, sharing her Thai culture and history with hundreds of students and teachers. If you would like more information on hosting a Visiting Scholar, please contact Bill Williams. 

Krathong refers to a usually lotus-shaped container which floats on the water. The traditional krathong are made of the layers of the trunk of a banana tree or a spider lily plant. Modern krathongs are more often made of bread or styrofoam. A bread krathong will disintegrate after a few days and can be eaten by fish. Putney students made paper krathongs, and were able to bring the krathongs home after the celebration to share with their family.

For more information, view the news article that appeared in the PRIDE update, the newsletter of the Putney Central School.

The delegation met with the principal Adam Bunting. As is customary with Chinese custom, the delegation presented principal Bunting with Naxi (Dongba) calligraphy from Lijiang. The Naxi calligraphy is unique to the Lijiang region as it represents the writing style of the Naxi minority. Naxi calligraphy is the only living pictographic writing system in the world.

The delegation included Madam Li Runlan, Vice Governor of The People's Government of Gucheng District, He Dongguang, principal of Fu Hui School of Gucheng District, He Xuejia, principal of Da Yan Middle School of Gucheng District, Zhang Heling, principal of Da Yan Zhing Xin Elementary School of Gucheng District, and Wang Qingyun, a teacher at Teacher Training School of Gucheng District. The delegation was greeted at the airport by Professor Emeritus Dr. Juefei Wang and Director of the Asian Studies Outreach Program Bill Williams.

Montpelier High School has been a host to Visiting Scholar Nattida Pattaraworathum from Thailand's Bangkok Christian College since September 2012.

"This is a school for young girls 1-18 years of age. They are orphans and many had their parents die from HIV/Aids. It houses about 350 girls which are taught and protected there.” Explained Master Pipat. Bill Williams agreed to the change in itinerary, knowing that the visit to the school would have a profound impact on Vermont educators. In lieu of traditional gifts, the teachers brought funds to buy supplies for the students.

In a recent trip to Chiang Mai, Bill decided to stop by the school again and speak with the director of the Chalempraklet 48 Pansa School. During this visit, Bill was able to spend more time with the students and teachers, and see how hard each was working to imporve their life's condition.

"Once the director realized that he and I had many mutual friends in Thailand, that allowed him to open up and share some interesting details with me. He let us know that the due to the economic crisis in Europe, the school had lost one of its major funders. The biggest need at the school became rice." Upon return to Vermont, Bill called upon his family, friends, and teachers who had visited the school and let them know the need for rice. Teachers were quick to respond and to meet the goal of raising enough money for one ton of rice. With the help of Mr. Pipat, Sriwimon Wongchomphu, former visiting scholar to UVM's Asian Studies Outreach Program, and the support of Montfort Primary School, rice was found from a local seller and Montfort Primary delivered the rice.

“I have stayed in contact with one young girl who I met during my time at this school. She has become very close to my heart and I welcome an opportunity to support her and the school with a basic need.” Responded Melissa Sargent-Minor, participant of the 2012 Thailand program. Funds raised have since been sent to Thailand, and with the help of many connections, have provided the students with one ton of rice.  

The Asian Studies Outreach Program is funded by the Freeman Foundation. All fundraising efforts for the Chalempraklet 48 Pansa School in Lamphun are separate. For information on how you can help the school, view their brochure (part A and part B) or contact Bill Williams.

"I love the art of creating paper cranes." explained Ms. Bellingham, noting that the paper cranes would be attached to big tree branch, a peace tree, to honor Sadako. The peace tree and paper cranes are a part of a Japanese unit that that Ms. Bellingham developed that also includes taking the fourth grade students to Springfield Museum to attend a tea ceremony.

"Sadako and the Thousand Paper Cranes" is the true story is of Sadako Sasaki who lived in Hiroshima at the time of the atomic bombing by the United States. She developed leukemia from the radiation and spent her time in a nursing home creating origami (folded paper) cranes in hope of making a thousand of them. She was inspired to do so by the Japanese legend that one who created a thousand origami cranes would then be granted a wish. Read the full story here.

Vermont educators can borrow copies of "Sadako and the Thousand Paper Cranes" books from the ASOP library. Educators are also invited to contact the ASOP office for information on how to create lesson plans or host a workshop on Japan.

Maple Street School is a kindergarten through eighth grade school in Manchester, providing education to students from families in Southwestern Vermont and Western New York.

The event began with several 7th and 8th grade students performing "Khon Rao Ruk Gun Yark" on Thai flutes. This was followed by 1st graders singing a Thai greeting song, "Sawadee Ka", and 2nd graders singing the "Chang Chang Chang" elephant song.

"The most amazing part of the whole celebration was that it included all the students at Hinesburg Community School." commented ASOP Director Bill Williams, noting that the principal and some of the staff members were dressed in traditional Thai clothing for the celebration. 

The celebration also included 3rd graders singing the Thai version of the Loi Krathong song, 4th graders dancing to the English version of the Loi Krathong song, and a Thai fashion show by 5th and 6th grade students.

Loi Krathong takes place on the evening of the full moon of the 12th month in the traditional Thai lunar calendar. In the western calendar this usually falls in November. Loi literally means 'to float,' while krathong refers to the lotus-shaped receptacle which can float on the water. Hinesburg students created krathongs to decorate the stage for the celebration.

The celebration concluded with Kru Nina leading the audience in traditional Thai dance.

Hinesburg Community School is a PreK through 8th grade school, located in Hinesburg, Vermont.

"I've cultivated a good relationship between Thailand and America." said Mrs. Somrit, noting that sharing culture and ideas should be fun and interesting for both the students and teachers. Fun cultural lessons have included focusing on Thai food, children songs and games. "I've taught the teachers and students how to do Wai Thai greeting."

The Thai greeting, referred to as the wai (written in Thai as ไหว้), consists of a slight bow, with the palms pressed together in a prayer-like fashion. The higher the hands are held in relation to the face and the lower the bow, the more respect or reverence the giver of the wai is showing.

In addition to cultural lessons on Thailand in the school, Visiting Scholar Somrit has been learning about Vermont and American culture through field trips with students and teachers. Most recently, the school visited the old Fort at No.4 in Charlestown. Field trips have also provided a unique opportunity for Mrs. Somrit to partake in seasonal activities. "

"I had a field trip went for hay ride, press apple cider and met the Great Pumpkin in Keene, New Hampshire."  reported Mrs. Somrit on her autumn activities. Her schedule has also included being the representative Thai Visiting Scholar at a Wai Kru workshop at Spaulding High School in Barre, and hosting many Krathong and Thai dancing classes in Putney.

Thailand does not celebrate the American version of Halloween, but that doesn't mean that the Visiting Scholars from Thailand had difficulties in carving pumpkins or coming up with creative ideas. Visiting Scholar Nattida added a Thai element by carving Thai lines and patterns during her first celebration of the traditional American holiday of Halloween.

In Hinesburg, given the opportunity to partake in the traditional pumpkin carving of the jack-o-lantern, Visiting Scholar Nina also carved pumpkin, intepreting the popular Asian cartoon Doraemon into a Doraemon pumpkin. By the end of the night, the Thai lines carved into the pumpkin and the Doraemon face were lit up for all the trick-o-treaters to see.

The opportunities to study abroad are rare and challenging, which is why Cravedi sought to answer the question of "How can we learn about other people is we can't travel to their country"? The answer was found, in part, by creating opportunities for the seniors to study with Visiting Scholars from Thailand.

One of the stepping stones into the new unit was an observation of the wai khru ceremony, a Thai ritual in which students pay respects to their teachers in order to express their gratitude and formalize the student–teacher relationship. The classroom workshop was made possible with support from Visiting Scholar Somrit Sangchan and Visiting Scholar alumni Nattanan Lengluan, who helped explain the many details surrounding this ancient tradition.

The unit will continue for four weeks, and will include reading essays on Thailand and connecting electronically with students from Bangkok Christian College in Thailand. The curriculum unit that Cravedi developed, "Thailand Today: Traditional Values and the 21st Century", is available online and in paper form at the ASOP library.

The Visiting Scholar program, organized by the Asian Studies Outreach Program, was created to assist Vermont schools in teaching about Asia by inviting teachers from China and Thailand to hosted in Vermont schools and share various aspects of their cultures to Vermont students. The teachers at the Lijiang reunion are members of the Naxi people, an ethnic group mainly living in southwest provinces of China, shared their Naxi culture with Vermont students.

For more information on the Visiting Scholars program, please contact the ASOP office.