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Growing up in Minnesota, Samantha Stocker never imagined she would one day be conversing comfortably in Turkish with a group of friends in Turkey. But thats exactly what happened during her academic year abroad as part of the NSLI-Y program. I was leaving school and two boys from my class were eating across the street. In Turkish, we say 'afiyet olsun' when someone is eating; it is the equivalent of the French 'bon apptit'. Of course I said it to them, recalled Stocker, who recently returned home to Minnesota after spending her junior year abroad in Samsun, Turkey. They responded 'Saol kardeim!' 'Thanks, my sister.' The fact they said 'my sister' does not mean they consider me a sister. Turks call each other names other than their given names all the time. But the fact remains that he said that to me without thinking. Therefore he doesn't think of me any differently than Feyza or Elif (other Turkish girls in our class). Stocker credits her Turkish friends and classmates with helping her master a completely new language. Lots of people are patient when they realized that you are learning Turkish. They talk slowly and use basic vocabulary, she said. Many of my classmates would ask me if I understood what was going on or if I needed help. My classmates were very good at helping me understand Turkish. Stocker traveled to the city along the coast of the Black Sea after only once previously leaving the United States. I had only left the United States once before this year. I was in Canada for about 24 hours, she said. Being an exchange student doesn't mean you are a great world traveler. I wanted to see the world outside my small town in Minnesota. Then I wanted to bring back what I saw and share it with everyone who would listen, Stocker said, adding: Once the 'exchange bug' bites someone, it is hard to get rid of. She lived with a Turkish family, which included a mother, father, grandmother and three host sisters. I chose Turkish as my first choice on the NSLI-Y application, Stocker explained. Turkey is such a complex country that very few Americans know about. Before I left, I heard a lot of conflicting views on what life is like in Turkey. Turns out, almost everything I heard is true. Someone's life in Istanbul or Izmir is totally different from Samsun or Ordu, which is totally different from someone in Van or Diyarbakir, cities in the Southeast part of the country. This sometimes added difficulty to understanding the culture, but also was very interesting. Facing her fears about leaving her family and friends for 10 months, Stocker said she still felt overwhelmed upon her arrival. But beginning language classes, getting to know her family and meeting up with the other American students participating in the program helped her acclimate. Stocker said she hopes to return to Turkey at some point in the future. If anything, this program has given me the confidence to pursue whatever I wish. She strongly recommended the program, particularly for those interested in learning a new language. Anyone who participates in a program like this will grow and learn so much, both about yourself and the world. Seeing the world from a new mindset, even if you don't accept this as your own, is so valuable, she said. NSLI-Y is great especially if you have a strong desire to learn the language. There are a lot of really hard parts of being an exchange student, but it is all worth it. I would never give up all I learned and experienced in this past year.
The notion of the "critical languages" is one of supply and demand. Any language for which more trained speakers are needed than are available may be considered critical. The reason for the inadequate numbers of speakers is often the difficulty of a language for the learning population. In addition, the national need for a critical language usually involves political, cultural, or economic factors. A critical language is not necessarily an "LCTL" ("Less Commonly Taught Language"), a term referring only to the "supply" aspect of language policy. In much of the world, for example, English is clearly a critical language, but it cannot be considered "less commonly taught" because it is the most commonly taught foreign language in most countries. English is critical around the world because more speakers are needed than exist. Other countries' need for English has to do with the speed of the world's economic integration in the past 60 years or so.
In the case of the languages that are considered "critical" in the United States, there are two main factors. First, these languages are wildly different from English. Did I say wildly? The grammar will be totally different. The writing systems are totally different - some of these languages don't even use alphabets, in the way we understand the term. And there are very few "cognate" words - words closely related to English words - certainly far fewer than in French, Spanish, and so on. All these things make a language more challenging for the English-speaker to learn. Second, the countries where these things are spoken are enormously different from the U.S. and the most "critical" ones do not have very good (or anyway very stable) relationships with the U.S. That means that it's especially important that people in the U.S. get a better understanding of how the people in those countries think, what they want, and how they live. You can't do any of those things without language - language is the single most important tool for solving these problems. So that's why these languages are so important. And, if you study one seriously, you will accumulate knowledge that is exceptionally valuable, and that few other people in the U.S. are going to have in your lifetime. People will tell you that these languages are harder for English-speakers than more commonly studied languages French and Spanish. It's true. They take longer to learn, and the learning process can go on for much of your life, if you let it. In truth, a lot of people you know probably aren't interested in the challenge of studying something like this. But these languages can definitely be learned by English-speakers; that's one of the things that Maryland's faculty specializes in, actually. The challenge I've been describing is exactly why these languages are among the most rewarding things you can spend your time studing in this life. It's hard to imagine anything other than a language that could be rich and complex enough for us to be able to study it from the age of 18 or 20 until we grow old. But how hard are they, really? You may not have thought of it this way, but, unlike other programs of study in the University, a language curriculum is not very hard as long as you keep up with the work from class to class. The subject is presented in a systematic way, and the important thing is not so much that you should have original insights as that you should master a set of skills that are understood but not widespread in our country. You can take non-language courses that will satisfy your other University requirements, such as CORE, literature, history, and so on, and all the while you will be learning more about the culture in which your language is spoken. So the difficulty of a critical language lies in how different it is from English, not in the actual tasks you, as a student, have to undertake to learn it. Steady work leads to real progress. So terribly few Americans study these languages that someone who is well trained in one of them has a skill that is very precious on the job market. A lot of money is available for advanced (graduate) study in these languages, and more and more high-paying jobs ask for training in them.
In January 2006, President Bush announced the National Security Language Initiative (NSLI), an inter-agency effort coordinated by the White House to increase dramatically the number of Americans learning, speaking, and teaching critical-need, foreign languages. Foreign language skills are essential for engaging foreign governments and peoples, especially in critical world regions, and for promoting understanding, conveying respect for other cultures, and encouraging reform. These skills are also fundamental to the economic competitiveness and security interests of the Nation. NSLI programs target the Arabic, Chinese, Japanese, Korean, and Russian languages and the Indic, Persian, and Turkic language families, as determined by the four agencies.