Teaching Language and Culture and Aspects of the Sephardic Tradition: Hopes, Fruits, ExperiencesThis poster, printed on vibrant orange and rose paper as well as on conventional green, blue, and white, proclaimed to the Tufts University community and to neighboring institutions -- to all potential students -- the advent of a very special course.Its title reflects the main hope, the goal of the course: that the language most popularly known as together with the culture embodied in this language will, indeed, be transmitted to my students, who will, in turn, teach others, that the heritage may continue to live. The course title also reflects a problem: the very name of the language! The designation Ladino originally referred to the vernacular Spanish language into which Jewish religious texts were translated, and some scholars contend that this is its only proper meaning. More personally compelling for me is the fact that in my family -- I was born in the Bronx, New York of parents from Izmir, Turkey, who traced their lineage to pre-Expulsion Spain -- the language, language, was called simply Spanyol, or, to distinguish it from regular de mozotros, our Spanish, but never Ladino! Yet the governmental agency established in Israel to further this language and culture is called La Autoridad Nasionala para el i su Kultura, and -- more crucial in present context -- Ladino is the name by which the language is most widely known in this country. Our Spanyol would need explanation, and a footnoted title is far from enticing! The scholarly designation (Djudeo-Espanyol) is just that -- clear and meaningful for scholars. Other designations pose similar problems. So I opted for the popular name in the course title in the interest of clarity and recognition -- I want students to take this course! But my course description already suggests the problematic nature of the name, and I intend to discuss the problems and possibilities of designation, briefly but in detail, during the first class hour. Naming the language continues to be a source of passionate contention among scholars who are also native speakers, as demonstrated at the First International Conference on Writing and Spelling sponsored by the Autoridad Nasionala and held in Jerusalem October 17-19, 1999, which I was privileged to attend. This contention, too, will afford an insight into the culture I wish to transmit, as will the obvious love for and commitment to the language and culture shared by all participants at the Conference in spite of often passionate disagreements.It is this love and commitment that compel me to offer this course. I grew up with the language and consider it my own, though I was discouraged, especially by my mother, from speaking it lest I appear less American. Since childhood I have sung songs and recorded sayings and proverbs, and I have since written on the Sephardic folk tradition and composed poems and songs (words and music) in Spanyol. I have no formal training in this, my language, but I have studied English, French, and German, and taught (and continue to teach) German language, literature, and culture. My activity, commitment, and sense of urgency regarding Judeo-Spanish language and culture were intensified in May 1999 by my meeting Sephardic scholar, teacher, poet, and storyteller Matilda Koen-Sarano, whom I regard as my teacher. (Please note: since my other contribution to this collection was submitted before this crucial meeting, she is not mentioned there.) Though the idea and the responsibility for this course are exclusively mine, it is through her inspiration, encouragement, and example that I have gained both the confidence and the ability to undertake such a venture. And if my hopes for this course are realized, it will be a tribute to this special colleague, teacher, and friend and to the language and culture she exemplifies so vibrantly. …
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