I have long had a fascination with languages. In high school I studied Latin for two years and followed that with two years of Spanish. When I graduated from Oberlin College in 1971 with an A.B. in Psychology I also had studied the equivalent of a Spanish major (including credits earned at the University of Guanajuato, Mexico). While a graduate student at Ohio State University I marveled at the language fluency of foreign fellow graduate students (I spent 6 months doing research at the University of Bergen, Norway and was humbled by the challenges of learning Norwegian and by how much more about the United States Norwegians knew compared to me!). A critical component of these language learning experiences was having opportunities to be exposed to the literature, theater, art, history, and cultural contexts of these languages. It will be interesting to discover what added value such tools as Rosetta Stone software contribute to efforts to internationalize this campus. I have yet to see convincing empirical evidence that the software lives up to its heavily advertised promises. I think something like teletandem may be a more practical way to provide language immersion. I greatly admire a number of thought leaders who write well and think deeply about authentically internationalizing education. Reading two books recently, Richard E. Nisbett‘s The Geography of Thought: How Asians and Westerners Think Differently… and Why and Malcolm Gladwell’s Outlier’s: The Story of Success, has revitalized my interest in relationships between language, culture, thought, and behavior. Richard Nisbett, whom Gladwell acknowledges as a major influence on his thinking that resulted in this book, was an invited speaker at Carroll University on March 24, 2009. Books such as these shaped motivated my tracking much more regularly global issues in higher education.
