Garba Raas in Champaign Urbana

Every year during the period of Navratri, the Indian Association at Urbana Champaign brings the festive vibe with Garba Raas and pooja. Garba is a form of dance that originated in the state of Gujarat, India.

Dancers performing Garba in Gujarat

Dancers performing Garba in Gujarat

It is usually performed for nine nights of Navratri around a centrally lit lamp or a picture or statue of goddess Durga, the feminine form of Divinity. Garba comes from the Sanskrit word Garbha that translates as womb, signifying ‘Source of Life’. Revolving dancers in concentric cycles represent the cycles of life, death, and rebirth with the only thing constant as the goddess, who represents the source of life.

The modern form of Garba is called Dandiya Raas which is traditionally performed by men using a pair of wooden sticks. Nowadays, Garba and Dandiya are merged together, creating a high energy dance form. The origin of the dance is traced back to the legendary myth of the fight between Goddess Durga and mighty demon king Mahishasura—the dance is an homage to their mythical fight. The dance sticks represent the sword and the dance form honors Durga’s victory over the demon.

Men, women and children wear traditional dresses with colorful embroidery and mirrors and dance to the music of the dhol, a type of double-headed drum, and Gujarati folk songs. The women and girls wear chaniya choli, a three piece dress with a colorful embroidered blouse decorated with mirrors, shells, beads and stars, a flared skirt and a long scarf wrapped around in the traditional way. They also adorn themselves with beautiful jewelry. Men wear a top called a kedia and pants known at pyjama, or a dhoti with an oxidized bracelet and a necklace.

The Indian Association of Urbana Champaign strives to provide a common identity for the local Indian community and facilitate cultural, social and educational services and opportunities for cultural integration for people of all ages. They also foster those activities that enhance mutual understanding and appreciation between the Indo-American community and the mainstream American community. They organize Garba and Dandiya Raas usually on the second weekend of Navratri. This year, it was at ‘Brookens Center Urbana Park District’ on Sep 22nd and 29th, Friday and Saturday. I was delighted to be part of the celebration this year. The event began with the opening prayer to Goddess Durga which included lighting the lamp and singing religious songs. The dancers began gathering around the statue of the goddess in concentric circles and started dancing to the Gujarati folk music played by the DJ. There were men, women, children and elderly people, all decked out in beautiful colors. With the soft beats, people started matching each other rhythms and following a pattern. It was amazing to see how they could sync with each other’s movements in an orderly way and generate a beautiful dynamic form.

Dancers forming a circle around the idol. People of all ages participated in the event.

Dancers forming a circle around the idol. People of all ages participated in the event.

 

Traditional Attire

Traditional Attire

Everyone was enjoying the dance form and participated with full spirit. Often women lead the men in the dance. They would clap their hands, step forward and backward, swirl around and move ahead repeating the pattern. Even the elderly were dancing passionately! Apart from the Indian families in attendance, there were a lot of U of I students that excitedly participated in Garba Raas. A lot of those students weren’t part of the Gujarati community, but had come to celebrate the auspicious time of Navratri and to experience the pleasure of this traditional dance form. Experts in Garba including both students and adults, were there to teach to the rhythms of Garba to the uninitiated. Even the newbies were merged into the circles and helped them grow larger and larger. I was keen on learning these fascinating dance steps and was guided well by friends who were skilled at it. Soon I could swing like other dancers and became a part of the concentric formations of dance.

The newbies trying to learn to dance

The newbies trying to learn to dance

After a while, the dancing switched from Garba to Dandiya where people started using sticks, holding one in each hand, and dancing around the idol. I was excited to try the colorful sticks for dancing. There were several smaller groups that began creating their own rhythm with sticks clashing against each other on the beats of the songs. I started dancing with 5 other people, forming pairs within the group and continuously switching partners while dancing with the music. The songs were mostly fast paced now, with swift movements and changing partners after every beat or two. Beads of sweat glistening on almost every dancer’s forehead, the enthusiasm was too high to tire them. Those small groups merged into one big circle that was creating a spiritual energy focused in the center of the hall towards goddess Durga.

Dancing with Dandiya

Dancing with Dandiya

There were refreshments too including lemonade, savory Indian snacks like samosa, and desserts like gulab jamun and kheer. Set up on a table in one corner, whenever the music would get a little low, people would take short breaks and refresh themselves with food, feeling all the more energetic for continuing their dance.

The whole dance session came to end with an elaborate worship ritual of the Goddess Durga by everyone. A priest, with a plate containing flowers, a fruit and an oil lamp offered the Goddess his and everyone else’s devotion and prayer. All of us sang the devotional songs in unison and thanked the goddess for the blissful life, family, friends, and a chance to celebrate these auspicious days with them.

Worshipping the Goddess

Worshipping the Goddess

The celebration brought students, families and even non-native Indians together, irrespective of which part of India or the world are they from. No one identified there as a Gujarati, Bengali or Punjabi, but as someone who came to immerse himself/herself into the magnanimous aura of the Goddess Durga and the power-packed dance form. Many Indian students and family here miss their country, hometown, and families– most especially during Navratri and Diwali.  This is the third year that I am away from home for Navratri and Diwali celebration and this period always makes me wanting to go home but the celebration made me feel as if I have a family here as well that celebrates the festive spirit with such love and warmth. Events and celebrations like these bring us closer and let us form one big family here, away from home, rejoicing in our culture, traditions, and values no matter where we are in the world.

Saloni Chawla
Graduate Teaching Assistant
Department of Landscape Architecture
University of Illinois at Urbana Champaign

 

References:

 

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Welcome to IAS: Striving for a Global Perspective

As this academic year begins, the University of Illinois community, the nation, and the world continue to strive toward diversity, respect, and inclusivity. Recent events like the January travel ban and the discontinuation of DACA have motivated the University to reaffirm its commitment to serving a diverse population of students. The various departments across the University Library support our school’s mission to “be proactive in supporting all of our students, faculty, staff and visiting scholars, whether domestic or international” and to “build a campus culture of inclusion,” as stated in a campus-wide email from Chancellor Robert Jones on September 9.

As a student, these events and topics can sometimes feel overwhelming. With so much information and media available, how do we begin to understand these complex issues? How can we find reliable information and context on these topics? How can we celebrate and respect diverse perspectives and experiences?

In addition to participating in a variety of campus initiatives, individuals on campus can make an effort to learn about changing policies and social climates, cultural histories, national identities, and individual experiences. The commitment to value and support diversity enlightens us about people and places different from ourselves, while simultaneously creating safe, creative, and respectful environments.

Campus Resources and Support

The University of Illinois offers many resources for students wanting to learn more about these topics or who are looking for help navigating these experiences. These include, among others:

Open Illinois: http://open.illinois.edu/support-daca-students/

Illinois International: http://international.illinois.edu/students/support.html

International Student and Scholar Services: http://www.isss.illinois.edu/

Counseling Center: https://counselingcenter.illinois.edu/

International and Area Studies Library

The subject librarians and the collections at the International and Area Studies Library are fantastic resources for insight and primary sources on global topics.

The International and Area Studies Library serves the campus community by providing information about specific regions across the world. As detailed on the about page, IAS is committed to “connecting students and scholars to the knowledge crucial to developing global competencies through the study of distinct nations and regions, as well as transnational issues and global concerns.” IAS strives to increase awareness of international histories and current events through its collections, staff, and activities.

Contact IAS

Visit the International and Area Studies Library: Room 321, Main library; 1408 W. Gregory Dr.; Urbana IL, (217) 333-1501; Email: internationalref@library.illinois.edu

IAS Event Calendar – Keep an eye on the calendar; we will be adding more events, such as lectures and exhibits, as the semester continues.

International Reference Services – Contact regional librarians for research assistance. Subject librarians can provide expertise on certain topics and suggestions for research tools and materials. You can also complete the Reference Information Request Form to ask a specific question.

How to use the library – guides on the IAS homepage provide library guidance in a variety of languages.

We at the International and Area Studies Library hope to see you this year!

 

Laura Rocco

Graduate Assistant | International and Area Studies Library

MSLIS Candidate | School of Information Sciences

University of Illinois at Urbana-Champaign

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Why I Think You Should Meet Elizabeth Wickes

By Matt Hendrick

If you’ve ever lost a folder or spent hours trying to find an old file, Elizabeth Wickes (who works with Heidi Imker, the Head of the Research Data Service (RDS), and her colleagues Elise Dunham, Colleen Fallaw, and Qian Zhang) can help you. Elizabeth is a Data Curation Specialist at the RDS who helps researchers and students learn how to properly organize and manage their data.

Help from Elizabeth can even be the reason you receive or do not receive federal funding. If you ever plan on applying for a federal grant, you will likely need to create a Data Management Plan (DMP). If you have no idea what a Data Management Plan is, the RDS can help you. If you do know what a DMP is, but don’t know how to create one or want some feedback on a draft, the RDS can help you.

Last semester, I had the opportunity to interview Elizabeth and ask her about the RDS, Data Management Plans, and the best practices for organizing data.

  1. What is the Research Data Service?

The Research Data Service is dedicated to helping Illinois researchers manage and steward their data throughout the research process. When I say data, I can mean whatever you are using to base your conclusions off of. People often say “I don’t have data.” You do. Everyone has data. You are basing your conclusions on something. This can be books, specimens, interviews, statistics, etc.

  1. What services does the RDS offer?

We have three core services: data management workshops and consultations, Data Management Plan creation help, and the Illinois Data Bank. Our workshops and one-on-one consultations are usually the best place to get started with data management and gives us an opportunity to discuss your specific situation and give you personalized advice on how to manage your data. You can book a personal consultation at http://go.illinois.edu/bookRDS. The RDS also holds regular workshops (in collaboration with the Scholarly Commons) covering various data management and data publishing topics. In addition, we offer customized data management talks or workshops to fit the needs of teams of all sizes and disciplines. We’ll be talking about the Illinois Data Bank and Data Management Plans later on.

  1. Who can use the RDS and attend its workshops?

Everyone is welcome to attend the RDS workshops; no I-Card is required. The RDS is designed to help research and data management from all individuals, at all stages. Undergraduates, graduates, and faculty have access to all of the RDS’s services.

  1. How should researchers handle data that is either confidential, private, or proprietary?

We help a great many researchers with sensitive data, but our advice is very dependent on the type of data and the context. For example, for scholars with sensitive humanities data the RDS recommends our institutional Box for storage. UIUC’s Box is approved for IRB storage and, when permissions are set up appropriately, it is one of the easiest ways to manage and share IRB data with a project team. When it comes to sensitive data and human subjects, the IRB is always the final word. We would not give the same recommendation to scholars with HIPAA data (health data), as that has very explicit legal requirements. Whatever issues you may have with sensitive data, we will walk you through the process and give you advice tailored to your specific situation.

  1. What are the best practices of data management?

Among the two most important data management steps an individual can take are: keeping secure backups of all their data (Box or an encrypted external hard drive) and maintaining personal computer security (see our library’s “Computer Security Tips” and the Technology Service’s information on security for more information).

Some general best practices for organizing your data include: having consistent and unique file names, avoiding special characters and spaces (use underscores instead), and including a version number and date for all your files (with consistent formatting). See the RDS’s pages on “Saving and Sharing Your Data” and “Organizing Your Data” for more detailed information. We also offer private consultations to help you develop and implement an organizational system.

  1. What is a Data Management Plan (DMP) and why would someone create one?

In 2013, the Office of Science and Technology Policy (OSTP) issued a memo mandating that federally funded research programs must be open access and have a plan for data management (beginning in 2015). Today, many federal grant applications must have a Data Management Plan (DMP). So if you haven’t submitted a grant in the last couple years, this will probably be new to you.

While DMP requirements do differ from funder to funder, they are usually one or two page documents that answer the specific questions of the funder. The general purpose is to explain how you will manage, secure, acquire, and share your data. You will also have to explain what your data will be, how you’ll manage it during the project, and how you’ll store it after the project is done. The level of detail they expect varies by funder and some funders place higher levels of emphasis on the DMP. Some funders consider it a key element of the grant portfolio, while others do not. You cannot simply presume the DMP is not going to matter; an increasing number of funders who initially didn’t place a great deal of emphasis on the DMP, now do.

It is primarily faculty who are applying for these funding opportunities and are required to create a DMP, but we are seeing more grad students and post-docs needing to submit ones for fellowship project applications. Also, any graduate student who is planning to remain in academia and applies for a federal grant will have to create a Data Management Plan. Sometimes graduate assistants working for a faculty member may also be involved in this process, but every team works differently. The DMP creation plan process can also be valuable for a team as they create new projects, because it makes you ask and answer many tough questions. Pain points can be discovered early on in the process rather than during crunch times.

  1. How can RDS with the process of creating a Data Management Plan?

If you send us your proposal, the call you are responding to, and a draft of your Data Management Plan, we will take a look at all those documents and provide you with expert advice. We have an entire network of subject specialists that we bring in who know your subject and your funders. The process is entirely confidential and is as simple as sending out an email to researchdata@library.illinois.edu. We also have a short list of best practices that goes over the biggest pain points we see coming in on a regular basis.

  1. What is the difference between IDEALS (Illinois Digital Environment for Access to Learning and Scholarship) and the Illinois Data Bank?

IDEALS and the Illinois Data Bank are our institutional repositories for research and scholarship. You can think of them as sibling repositories. They are intentionally separated as it is more efficient. In short, IDEALS is primarily designed for texts (dissertation, theses, papers, presentations, manuscripts, etc.) while the Illinois Data Bank is primarily designed and optimized for data. This method of dividing our data storage allows us to maximize the metadata that is being transmitted; essentially, this makes your data more discoverable and reusable.

  1. What can scholars of the humanities deposit in these repositories?

You cannot deposit anything that is under copyright or data that is sensitive (such as protected human subject data), but this is something that we can help you navigate. You do have the ability, as an alternative, to deposit your derivative data files. For example, if you are doing topic modeling on copyrighted novels, you can’t deposit the novels, but you can deposit the topic modeling information that you have created and are basing your research on. Additionally, you can deposit any field notes that you have; you can de-identify these to whatever extent you wish (so long as you are in compliance with the IRB and your participant consent).

  1. Do you have any general advice for students regarding the RDS and our library in general?

I want to encourage all students to look at all the services the library offers outside of just the collections. The library is a lot more than simply books. In addition to the RDS, we have a many experts and services that can help with a broad range of issues related to your research. I also advise students and faculty to take advantage of our library’s consultation services; these can be a tremendous resource and they are often overlooked.

The Research Data Service is on the south side of the third floor of the Main library in the rooms of 310-312. They do not have a patron-facing area and usually use the neighboring Scholarly Commons area for their meetings. You can set up a meeting by calling their phone number (217-300-3513) or sending an email to researchdata@library.illinois.edu.

In addition to Elizabeth Wickes, the staff of the RDS includes Heidi Imker (Director), Colleen Fallaw (Research Programmer), Elise Dunham (Data Curation Specialist), and Qian Zhang (CLIR Postdoctoral Fellow in Data Curation with CIRSS).

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Statement regarding Executive Order barring refugees and citizens of seven countries

To echo the University of Illinois President’s statement regarding the Trump Administration’s order barring some immigrants, the International and Area Studies Library shares the University’s value of international students, scholars, exchanges, and perspectives as a central aspect of the University’s mission.  The International and Area Studies Library would like to reiterate to the campus community that it provides a safe space for students, scholars, and the community to study, research, and discuss any topic or subject, including the current policies regarding immigrant and refugee access to the United States.

In addition, the individuals at the International and Area Studies library are able to provide all students, scholars, and members of the community with access to important resources to learn about and make sense of the rapidly changing policy environment that relates directly to many regions of the world and issues of international importance.  From print and electronic resources to human expertise, the International and Area Studies Library is available to assist you.

Support for Research on the Topic and Regions Affected

If you are specifically interested in learning more about the seven countries targeted by the Trump Administration, please contact Laila Hussein, Middle East and North African Studies Librarian.  Professor Hussein has expertise in Middle East and North African Studies and Human Rights. She can also help people interested in accessing and understanding contemporary research and journalistic resources from these regions in Arabic and Persian.

Assurance of Privacy and Confidentiality

The University Library’s faculty and staff are professionally obligated and committed to maintaining patron confidentiality.  No question you ask, resource you use, or book you read will be shared without your consent (Library Privacy Policy).

Librarians can also provide advice and instruction on privacy enhancing technologies that you may wish to consider using in online research and electronic communications.  (See Library Freedom Project: https://blog.torproject.org/blog/guest-post-library-freedom-project-bringing-privacy-and-anonymity-libraries or Heritage Foundation for more information on privacy and technology issues: http://www.heritage.org/research/reports/2004/05/technologies-that-can-protect-privacy-as-information-is-shared-to-combat-terrorism)

Contacts

To contact an expert in Middle East Studies, get help with research on this topic, or learn more about services, resources, and advice that the Library can offer please contact:

International and Area Studies Library: Room 321, Main Library; 1408 W. Gregory Dr.; Urbana, IL, (217) 333-1501 Email: internationalref@library.illinois.edu

For specific visa advice, and counseling, please contact International Student and Scholar Services

University of Illinois at Urbana-Champaign: International Student and Scholar Services, (217) 333-1303 (isss@illinois.edu)

Steve Witt
Associate Professor
Head, International and Area Studies Library
Director, Center for Global Studies
University of Illinois Urbana-Champaign
Champaign, Illinois 61820 USA
Phone: 217.265.7518
Email: swwitt@illinois.edu

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Learning Korean is as easy as A, B, C’s!

Ever wondered what those K-Pop bands are singing about? Or what the actors in your favorite K-dramas are crying about? Well, wonder no more because this post of Glocal Notes is for you!  Needless to say, you are not the only one because a study by The Modern Language Association found that university students taking Korean language classes increased by 45 percent between 2009 and 2013, despite the overall decrease in language learning by 7 percent. According to Rosemary Feal, the executive director of the Modern Language Association, this increase could be a result of young people’s interest with Korean media and culture. Before going into learning Korean, let’s find out about Korean language itself.

The Korean alphabet was invented!

The Korean alphabet was invented in 1444 and proclaimed by King Sejong the Great in 1446. The original alphabet is called Hunmin chŏngŭm which means “The correct sounds for the instruction of the people.” As you can see from the name of the alphabet, King Sejong cared about all of his people.

Before the Korean alphabet was invented, Korean people used Chinese characters along with other native writing systems as a means of documentation. As stated in the preface of Hunmin chŏngŭm below, because of inherent differences in Korean and Chinese and due to the fact that memorizing characters takes a lot of time, the majority of the lower classes were illiterate. This was used against them by aristocrats to put themselves in a higher position of power. As expected, the new system of writing faced intense resistance by the elites who perhaps thought it was a threat to their status and to China. However, King Sejong pushed through his opposition and promulgated the alphabet in 1446.

Below is the paraphrased translation of the preface of Hunmin chŏngŭm.

The language of [our] people is different from that of the nation of China and thus cannot be expressed by the written language of Chinese people. Because of this reason, the cries of illiterate peasants are not properly understood by the many [in the position of privilege]. I [feel the plight of the peasants and the difficulties faced by the public servants and] am saddened by the situation.

Therefore, twenty eight [written] characters have been newly created. [My desire is] such that, each [Korean] person may become familiar [with the newly created written language of Korean] and use them daily in an intuitive way.

A page from the Hunmin Jeong-eum Eonhae

A page from the Hunmin Jeong-eum Eonhae, a partial translation of Hunminjeongeum, the original promulgation of the Korean alphabet. https://commons.wikimedia.org/wiki/File:Hunmin_jeong-eum.jpg

Korean is simple.

The construct of the system is simple. Because King Sejong knew that peasants did not have hours and hours to spend on learning how to write, he invented a system in which “a wise man can acquaint himself with them before the morning is over; a stupid man can learn them in the space of ten days.” The modern-day script has evolved into 24 characters and is called Hangul (한글) in South Korea and Chosŏn’gul (조선글) in North Korea. Due to its simplicity, both Koreas boast exceptionally high literacy rates, more than 99% in South and North Korea.

Fourteen consonants in Hangul

Fourteen consonants in Hangul http://www.antiquealive.com/Blogs/Hangeul_Korean_Alphabet.html

Ten vowels in Hangul

Ten vowels in Hangul http://www.antiquealive.com/Blogs/Hangeul_Korean_Alphabet.html

Consonants: What you see is what you write.

The shapes of consonants, ㄱ(g/k),ㄴ(n),ㅅ(s),ㅁ(m) andㅇ(ng), are based on how your speech organs look like when you pronounce these sounds. Other consonants were derived from the above letters by adding extra lines for aspirated sounds and by doubling the consonant for tense consonants.  

Shapes of consonants in Hangul

Shapes of consonants in Hangul
http://www.wright-house.com/korean/korean-linguistics-origins.html

Vowels: Three strokes encompass the world.

Various combinations of three strokes make up vowels in Hangul. A horizontal line (ㅡ) represents the Earth (Yin), a vertical line for the standing human (ㅣ), and a point (ㆍ) for heaven (Yang). This concept is derived from Eastern philosophy where heaven, Earth and human are one.

Vowel combinations in Hangul

Vowel combinations in Hangul
https://commons.wikimedia.org/wiki/File%3AHangul_Taegeuk.png
By Jatlas (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons

1 Block = 1 Syllable

The Korean alphabet consists of 14 consonants and 10 vowels. Unlike English, where letters are written in sequential order, Korean letters are combined into syllable blocks. Each block produces 1 syllable. A syllable block contains a combination of consonant/s and vowel/s. For example, since the word 한글 (Hangul) has two syllables, it has two blocks. Pretty easy, right?

Syllable Blocks for the word 한글 (Hangul)

Syllable Blocks for the word 한글 (Hangul)
http://allthingslinguistic.com/post/66133111314/why-the-korean-alphabet-is-brilliant

Learn Korean

If you have made it this far, you may want to check out some ways you can actually learn the language yourself. There are numerous resources and classes that will fit your learning style.

Take classes:

University of Illinois at Urbana-Champaign offers twelve Korean language courses throughout the academic year with varying levels. There are multiple scholarship opportunities for learning Korean! Check out Foreign Languages and Area Studies, Critical Language Scholarship Program, Middlebury Language Schools’ Summer Intensive Program Fellowship, and many more.    

Self-study tools:

Strapped for time during the semester? There are many self-study tools that will let you learn the language in your own time, location and pace.

Print resources:

  • Integrated Korean Series – Want to take a peek at what students are learning in Korean classes? This is the current textbook used by the University of Illinois at Urbana-Champaign’s Korean Language Program.
  • 서강 한국어 (Sŏgang Han’gugŏ) – Series of textbooks published by Sŏgang University in Korea and used by many Korean programs in American Universities.
  • 재미있는 한국어 (Chaemi innŭn Han’gugo) – Korean textbook series published by Korea University. Volumes 4-6 are available through the University Library.
  • Everyday Korean Idiomatic Expressions: 100 Expressions you can’t live without – Have you ever wondered about some Korean expressions from K-drama that just did not do it justice with word-for-word translations? Well, this book is for you! This book lists 100 idiomatic expressions with literal and actual meanings and usages with detailed explanations so you can be a Korean language expert. Here is the book intro.

  • 외국인을 위한 한국어 읽기 (Korean Graded Readers) – Want to read Korean novels and short stories but afraid that those may be too hard for you?  Here is a set of 100 books where Korean novels and short stories are divided into levels of difficulty.
  • Korean with Chinese Characters – Want to find out how Hancha (Chinese characters in Korea) is used in a Korean context? Here is a book that lists some common Hancha words used in Korean contexts.

Language through media:

Sometimes, learning a language may be less stressful if you follow a storyline. Here are some resources for you to explore Korean movies and dramas.

  • Media Collection at Undergraduate Library – Korean movies from diverse time periods are available through the Media collection at Undergraduate library.
  • Asian Educational Media Service (AEMS) – AEMS is a program of the Center for East Asian and Pacific Studies at the University of Illinois at Urbana-Champaign that offers multimedia resources to promote awareness and understanding of Asian cultures and people.
  • Asian Film Online – Asian Film Online offers a view of Asian culture as seen through the lens of the independent Asian filmmaker. Through a selection of narrative feature films, documentaries and shorts curated by film scholars and critics, the collection offers perspectives and insights on themes highly relevant across Asia, including modernity, globalization, female agency, social and political unrest, and cultural and sexual identity.
  • Ondemandkorea.com – Watch Korean drama and variety shows, for free. Many of the episodes provide subtitles in English and Chinese.

Other Resources:

  • Korean Language Program -The Korean Language Program at University of Illinois in Urbana-Champaign offers Korean and accelerated Korean language course tracks for non-heritage and heritage learners. These language courses are augmented with cultural instruction introducing students to both Korean culture and society using authentic texts and audio-visual materials including newspaper articles, dramas, films, documentaries, etc. Weekly events such as the Korean Conversation Table (KCT) are available during the semester to help you practice speaking in Korean.
  • Center for East Asian and Pacific Studies (CEAPS) – The Center for East Asian and Pacific Studies provides lectures, seminars, programs and events on East and Southeast Asia.  
  • Korean Cultural Center (KCC) Facebook Page – The Korean Cultural Center is a registered student organization and a non-profit organization at the University of Illinois at Urbana-Champaign. The group works to promote Korean culture through various events and programs. Visit their Facebook page to check out the latest event!

If you are interested in finding out more about learning Korean language or its culture, feel free to contact the International and Areas Studies Library at internationalref@library.illinois.edu. Also, don’t forget to follow our Facebook page for instant updates on cultural events and posts like this one.

Author: Audrey Chun

References

Algi Shwipke Pʻurŏ Ssŭn Hunmin Chŏngŭm. Sŏul : Saenggak ŭi Namu, 2008.

The Background of the invention of Hangeul”. The National Academy of the Korean Language. January 2004.

Hunmin Jeongeum Haerye, postface of Jeong Inji, p. 27a, translation from Gari K. Ledyard, The Korean Language Reform of 1446, p. 258.

Korea. [Seoul : Korean Culture And Information Service], 2008.                    

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