The scholarship will support Roby’s participation in an intensive, immersive eight-week summer program in Mandarin at Tamkang University in New Taipei City, Taiwan, where participants complete the equivalent of one year of language study. During the program, he will live with a host family, meet regularly with a language exchange partner on campus, and immerse himself in the sights, sounds, and rhythms of the local community. Following the program, he hopes to continue his studies at National Taiwan University’s International Chinese Language Learning Program for the academic year and the following summer term. He has also considered the possibility of living in Taiwan long-term by pursuing a master’s degree in Political Science at National Taiwan University and seeking employment in a Chinese-speaking environment.

I am deeply grateful for this once-in-a-lifetime opportunity to further develop my Chinese language skills. Wherever I ultimately go, I am confident that the language training I have received at �鶹��ý����, along with the experiences provided by the U.S. Department of State’s Critical Language Scholarship and National Taiwan University, will prepare me to use Chinese effectively in my career and continue developing my skills to their fullest potential.
—Jacob Roby

His achievement highlights the strength of �鶹��ý����’s language programs in fostering student success and advancing global understanding and engagement. This milestone marks the second time a Chinese minor at �鶹��ý���� has been awarded the Critical Language Scholarship. To learn more about the scholarship, visit

Emmanuelle was enthusiastic about her participation in the competition.

Participating in the Chinese Bridge Competition (Eastern U.S. Region), hosted by the China Institute in America, was an enriching and enlightening experience. I had the opportunity to learn from other talented contestants in the college student group, gaining new perspectives through their speeches, cultural performances, and interactions with the judges.

This experience helped me reflect on my strengths and identify areas for growth. It also inspired me to continue deepening my study of the Chinese language and culture.

I’m especially grateful to my Chinese teachers at �鶹��ý����, who supported and guided me every step of the way.

The Department of World Languages and Cultures is incredibly proud of Emmanuelle’s achievement and looks forward to seeing her continue to excel in her studies and cultural pursuits.

The Semester at Sea program is dedicated to fostering global understanding and international exploration. The C.Y. Tung Scholarship will help cover expenses for the shipboard education experience, which offers a once-in-a-lifetime opportunity to study while sailing to 12 cities in 11 countries across three continents. Destinations for the upcoming voyage include the Netherlands, France, Ghana, India, Hong Kong, Thailand, and more.

Pamela expressed deep gratitude for the opportunity and those who helped make it possible:

“I’m incredibly honored to have received the C.Y. Tung Scholarship to participate in the Semester at Sea program. As a first-generation Mexican-American college student, this opportunity means more to me than words can express. Growing up, Spanish was my first language, and I often struggled with English proficiency. That experience deeply shaped my identity and inspired my passion for storytelling to highlight both the challenges and the beauty of underrepresented cultures.

As an Asian Languages minor, learning Chinese and Korean has opened my eyes to the richness of other communities and deepened my appreciation for cultural exchange. These languages, and the communities around them, have inspired me to become a bridge between cultures and to celebrate diversity through meaningful dialogue and inclusion.

The chance to travel the world through Semester at Sea is truly a dream come true—one made possible by years of hard work and the support of my mentors, peers, and family. I’m excited to take this journey, expand my worldview, and carry these experiences with me as I continue growing as both a student and a storyteller.”

She also acknowledged the vital role of the Office of International Academic Initiatives in encouraging her to pursue the program, noting that her study abroad advisors were “a huge inspiration” in her decision to apply for the program.

The Asian Languages programs congratulate Pamela on her accomplishment and wish her all the best on this exciting journey of academic and personal growth.

Dr. Leslie Wilson, Associate Dean of the College of Humanities and Social Sciences, opened the event with a warm introduction, highlighting Dr. Patterson’s extensive scholarship in the field of Korean immigration history and his contributions to Asian American studies.

In his lecture, Dr. Patterson shed light on a lesser-known chapter of U.S. immigration history—the story of the first major wave of Korean immigrants who arrived between 1900 and 1924. He detailed the experiences and challenges of these immigrants, including the story of “picture brides”—women who were married to immigrant men in the United States (especially in Hawaii and on the West Coast) through arranged marriages facilitated by the exchange of photographs. His talk provided valuable context to the broader history of Asian Americans in the United States.

The successful execution of this insightful event was made possible largely through the generous support of the ASIANetwork Speakers Bureau Grant. This funding enabled the Asian Languages and Cultures program to bring an expert like Dr. Patterson to campus, enriching the academic and cultural life of the university community and fostering a deeper appreciation for AAPI heritage.

Teams, co-coached by World Language faculty and students, played fast-paced 20-minute games in a round-robin format. Arabic faculty member Mazooz Sehwail and experienced recreational soccer students refereed the games with objectivity and precision. Teams were well-matched with scores often fluctuating until the final minutes. German faculty member Pascale LaFountain notes, “I love the camaraderie. Even on our diverse campus I think sometimes people come to the field with some cultural stereotypes. The soccer field really brings people together across identity groups and connects through a shared love for the sport.”

The field was lined with avid fans displaying flags from around the world, cheering for teams in a harmony of languages, sharing summer travel tips for world explorations, discussing study abroad plans, taking final pre-graduation selfies, and enjoying pizza with their teams. Faculty and their families, world language classmates, and friends all joined to support the students. This program is part of �鶹��ý���� World Languages’ commitment to bringing language learning beyond the classroom, which the program does through a lively schedule of co-curricular activities, , , and career planning opportunities.

“Regardless of their background, major, language, gender, or experience level, everyone is so respectful on the pitch,” says LaFountain. “Maybe the World Cup could even learn something from these students!”

Winning the International Soccer Tournament Trophy from the French/Francophone team, the 2025 winners were the Arabic team! Yalla yalla! The Arabic faculty will display the trophy with honor … until it returns to the field next year as part of the warmup to the World Cup festivities.

Left: Professor Mazooz Sehwail poses with the trophy. Right: Students on the winning Arabic team pose together with Professor Sehwail.

The career opportunities for students learning world languages range immensely, even for those with only a few years of exposure. Students who have taken one of the 14 languages at �鶹��ý���� alongside other studies are using their skills in fields from the arts to the sciences, from business to the humanities and health or social science fields. With the recent launch of the public �鶹��ý���� CHILL – Career Hub for International Language Learning, students can explore career applications for their languages at any point in their college experience.

The launch on December 11 brought together faculty, advisors, administrators, career counselors, study abroad officers, Modern Language Association representatives, and students, all of whom explored this new online resource, received career advising on how to foreground their languages, and entered raffles to win internationally themed prizes. A particular highlight of the hub is the collection of Languages on the Job videos made by recent graduates who use their languages in fields ranging from IT to manga editing, HR and beyond.

Students can also experiment with finding a fit for their own personal interests with the . Here, they can learn about a variety of jobs that require or encourage language knowledge or proficiency, including positions as international admissions counselor, change management team member, court interpreter, online content editor for gaming sites, and dozens more across fields.

�鶹��ý���� offers an innovative Language, Business & Culture interdisciplinary major with a capstone international experience. In addition, many students also choose to pursue a language as part of a double major or minor, or add on a faculty-led, summer, or semester-long study abroad experience in addition to their world language requirement to demonstrate their international flair.

Having explored another language shows employers in any field that you are ready to speak to partners on their terms and ready to manage new cultural situations.

At the launch, faculty members and College of Humanities and Social Sciences Career Services representatives reminded students of the importance of highlighting multilingual experiences on their resumés, and of connecting with alumni. They emphasized that language exploration reflects professional readiness, demonstrating cognitive flexibility, resourcefulness, and the ability to build bridges with collaborators here and abroad.

A faculty member told students, “New Jersey is so diverse. On the one hand, we have many immigrant groups here who need health, justice, and education professionals comfortable working in their languages. And at the same time, we are home to so many large and expanding international businesses where our students with language skills can make special connections with managers and international clients.” Students applying for positions in these fields attract supervisors’ attention when they bring language skills to the table.

The CHILL website shares the stories of recent graduates using their language skills to facilitate internal communications at Audi, to recruit international students at colleges, to work abroad in their expert fields, and more. Professor Elizabeth Emery, who served as Principal Investigator on the Modern Language Association Pathways Grant that helped fund this grant, notes that this launch is only the beginning: “So many doors open for graduates with language knowledge–even just a few semesters of a language–and so many �鶹��ý���� students have amazing language skills, that we hope that these tools will help students and advisors showcase their talents. Visualizing the paths taken by recent graduates also helps make it much less scary to plan for the job search!”

Students can meet to discuss how to use their languages with career advisors at the College for the Humanities and Social Sciences any time. The CHILL website is publicly accessible and will continue to serve as a career resource for students with language skills across all majors.

Curious what 14 languages �鶹��ý���� teaches? Click here to find out!

�ұ����������

Locally, the 17 students in �鶹��ý����’s award-winning German program have just started a new season teaching in the SPARK for German KinderUni program, part of a national network of over that introduce children to basic German vocabulary through songs, games, STEM crafts, and more. Faculty mentors ensure that student instructors gain valuable professional skills in collaboration, material creation, organization, public-facing communication, and work with diverse audiences – skills that students can apply in any professional field after graduation. Many of the �鶹��ý���� SPARK program’s former college student participants credit SPARK for German with the skills they used to land positions at Audi, internships with the UN, travel grants from the program, spots in paid Fulbright English teaching assistantships after graduation, or as teachers in local schools. Building on the program’s role as a hub for local German networking, students also frequently take on immersion childcare positions, tutoring work, and other language education gigs facilitated by mentor faculty.

French

�鶹��ý���� French students are also strikingly active building cultural and linguistic bridges in local and international communities. Students working on the “Phares Haïtiens” have presented their work in local libraries and other educational settings. It is perhaps no coincidence that a number of �鶹��ý���� students have recently won coveted to travel and teach in France for a year after graduation, sometimes choosing to do graduate study, work, and live in Europe for years afterwards. �鶹��ý���� is also one of the strongest educators of New Jersey French teachers, with graduates of �鶹��ý����’s French BA and MA programs teaching in many of the townships surrounding the campus. A particular French educational highlight is the annual campus French Day, which often brings together as many as 400 local middle and high school students, their teachers (many of whom are alumni), alumni in other sectors, undergraduates, graduates, and professors. In the spirit of “everybody teaches, everybody learns,” workshops are typically co-led by a team of professors and alumni, with support from undergraduate students. “I love seeing the full pipeline of learners and teachers all in one place, playing with the language, immersing themselves, and modeling deep cultural exploration,” says French Professor Pascale LaFountain.

Asian Languages

�鶹��ý����’s lively Chinese, Japanese, and Korean programs pride themselves on interactive playful classes that encourage authentic engagement with popular media and culture, as students learn not just to speak, but also to sing, dance, prepare food, collaborate with local Asian American Pacific Islander advocacy organizations, and immerse themselves in Asian cultures. After graduation, students of Japanese often take their skills on the road by teaching English in Japan through the Japan Exchange and Teaching Program (JET). For example, Cara Rosner ’21 and Stephanie Vincitore ’19 are currently Assistant Language Teachers (ALTs) at an elementary school and a junior high school. Cara has cultivated strong bonds with the local Japanese community through her Japanese skills: “I’ve created lifelong friends and memories that I’ll never forget!” Some alumni continue their passion for promoting linguistic and cultural exchange after working as ALTs. Tatiana Figarola ’23 was an English teacher in Osaka, while Christopher Mack ’05 works at the Hirakata Board of Education. Jena Greco ’15 is a manga translation coordinator in Tokyo after passing the JLPT N2 exam. Japanese faculty member Yahui Olenik praises alumni for using Japanese in their workplaces: “We are very proud of Jena’s accomplishment in using Japanese and English while working among native speakers!”

Italian

�鶹��ý����’s Italian program also serves as a community hub for all things related to Italian teaching and culture. The Italian program has a rich teaching tradition and a vibrant network of alumni, many of whom teach in local schools, cultural centers, and other venues. For 17 years, the Italian Program and Coccia Institute have co-hosted a signature October event, Teaching Italian, which is led almost entirely in Italian since it is one of the few American teacher professional development programs that is focused on Italian. This annual symposium welcomes approximately 90 Italian teachers from around the country to campus. Many of the participants are �鶹��ý���� teacher education students, undergraduate volunteers curious about teaching, and graduates. All share in discussion about the newest pedagogical innovations and the growing need for world language education today.

Dr. Enza Antenos, a professor of Italian and the symposium chair who has played many leadership roles in the American Association of Teachers of Italian (AATI) and who also leads �鶹��ý����’s innovative interdisciplinary major in Language, Business & Culture, notes, “It is so exciting to see our students enrolled in the Italian teacher education program working alongside established alumni for the day, seeing what a rewarding career could await them after graduation.” The Italian Summer Intensive Program for Early College Credit also fosters a sense of community. Led by a �鶹��ý���� alumna and promoted by the many alumni teaching in the area, the program not only brings high school students to campus, but gives them opportunities to work alongside college students, alumni professionals, often participating in cooking, site visits, or other collaborative explorations. The �鶹��ý���� Italian program casts itself as an essential link in the “full circle” of local Italian teaching and learning and see this in action, every fall, high school students from around the region, some of whom themselves aspire to become Italian teachers, drop in on Italian classes, testing the waters to join one of the most active Italian programs in the region.

Preparing for the World

As international collaboration increases from year to year and the need for effective global diplomacy with international partners has never been greater, the need for multilingualism continues to grow. When students return to classes each fall, new students enter language classes and new future teachers discover their own spark to share language and culture with the next generation.

�鶹��ý���� students’ commitment to balance majors and minors, or often double majors in a language and another field, makes students especially versatile and creative candidates for post-graduate positions. Many students also note that interviewers for graduate schools, scholarships, and work positions mention their community engagement and teaching experience as assets for career preparation.

Whether teaching or tutoring in the towns of New Jersey or immersing themselves in the career-launching experience of paid travel and teaching after graduation, �鶹��ý���� students across the languages build communities through education while also opening doors to influential careers in professional settings of all sorts.

Jasia attends �鶹��ý���� because of her passion for Chinese. She states, “Learning Chinese and becoming proficient in it has become my lifelong journey. I first decided to come to �鶹��ý���� because it allowed me to learn Chinese. Getting to take classes with the teachers at Xi’an University allowed me to further my studies. I can’t even express how much of a wonderful opportunity it is.” Tyler was surprised by the opportunity that the scholarship provided: “I decided to take Chinese for my world language requirement because I wanted to better appreciate classic Chinese literature and philosophy. Getting the opportunity to take lessons with Shandong University was an unexpected blessing.”

Additionally, Minami Gonzalez, Anthropology major and triple minor in Asian Languages, Asian Studies, and Japanese at �鶹��ý����, successfully completed the Teacher Certificate Program: Understand Chinese Culture and Practice jointly offered by the China Institute in America and East China Normal University. Certificate requirements for this program involved either attending six out of nine virtual workshops offered via Zoom, or completing one of two in-person workshops offered at the China Institute location in NYC on pedagogy for K-12 educators; Minami selected the former option.

The students’ dedication and hard work have truly paid off, as evidenced by their successful completion of their courses and the well-deserved certificates they have earned.
Congratulations to them all!

, created by Nicole Carey