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EAST-WEST CENTERHonolulu, Hawaii

EAST-WEST CULTURE LEARNING INSTITUTE NOVEMBER 1976 VOL. 2 NO. 4

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LANGUAGE TREATMENT IN ISRAEL:Especially the development and spread of Hebrew

Chaim Rabin*

Israel has two official languages, Hebrew andArabic. The state engages in planning activities re-garding Arabic only insofar as it provides a fullrange of services in Arabic, maintains schools forMuslim, Christian and Druze children in which lit-erary Arabic is both taught and used as a mediumof instruction', and teaches Arabic as obligatorysubject in the Jewish schools, both in its literary andin its colloquial varieties. In all other aspects Arabicis served by language planning activities of theneighboring Arab states. There is also a group of afew thousand Jewish religious extremists whichruns its own schools with Yiddish as language ofinstruction and traditional Hebrew and Aramaic re-ligious texts as the only subject taught, with thetacit assent of the government. All other Jewishschools have Hebrew as language of instruction.One of the main problems Israeli language plan-

ning has focused on is the linguistic integration ofnewcomers and of not-so-recent immigrants whoselinguistic adaptation has been slow. The bodies ac-tive in this are the Section of Adult Education(henceforth S.A.E.) of the Ministry of Education andCulture, the Ministry of Absorption, and the JewishAgency for Israel (a world-wide body concernedwith Jewish education outside Israel and with en-couraging Jewish immigration to Israel). They joint-ly run a country-wide network of language-learningcenters for adults (Ulpanim, singular U/pan) of threetypes: full-time for professionals, half-time com-bined with agricultural work in a Kibbutz, and part-time classes. The Education Ministry's section forsecondary schools runs a separate network ofcourses for immigrant school children. The state-owned radio and television have various ways ofteaching of Hebrewto immigrants, including special

*Dr. Rabin is a professor at the Hebrew University in Jerusalemand is a member of the Hebrew Academy.

news services read slowly in simplified Hebrew. Theuniversities have their own courses for their im-migrant and foreign visiting students. The army andpolice also run their own language courses forthoseimmigrants who serve in them. The S.A.E. publishestwo weekly newspapers in simplified Hebrew, andthe Labor Party has a weekly for immigrants in or-dinary Hebrew, but printed with vowel diacritics (seebelow) and with an explanation of difficult words.Various bodies have produced series of booklets ofinformation and literature in simplified Hebrew. TheS.A.E. keeps methods, teaching plans, andorganization of the Ulpan courses under constantreview, organizes refresher courses for the Ulpanteachers, and has established a framework forresearch on teaching aspects. At both Israeli andforeign universities, M.A. and doctoral theses havebeen written on problems connected with teachingHebrew as a second language. The Center ofApplied Linguistics at the Hebrew University ofJerusalem has a diploma course for teachers ofHebrew to adults as a second language. Admissionrequires a B.A. in Hebrew language and a Teacher'sCertificate.

Israeli Institutions also play a role in guiding andassisting the teaching of Hebrew outside Israel.Within the Jewish communities abroad, Hebrew istaught both in its classical form as the language ofliturgy, Bible, and other religious texts, and in itsmodern spoken forM2, with Israelis making up a con-siderable proportion of the teaching body. Israelisalso supply most of the teachers in the widespreadnet of courses for adults. Biblical, and to a lesserextent medieval, Hebrew is taught at probably over1,000 academic institutions in the world, but about250 universities and colleges also teach ModernHebrew3. The Jewish Agency sends teachers from

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FORTHCOMING-Special Issue devoted to Lan-guage Planning in the British Isles.

Vol. VII, No. l9ofthejournal La MondaLingvo-Problemo will be devoted to articles on languageproblems and language planning in the BritishIsles. Single copies of this issue can beordered fromCo-Libri (Box 482, The Hague 2076 Netherlands orBox 105, Pharr, Texas 78577). Single copies cost$5.00 or DfI. 12.00. Special issues on language prob-lems and language planning in the FrancophoneWest Indies and in Scandinavia are in active prep-aration.

NOW AVAILABLE-ldioma y Politica by Alfonso L.Garcia Martinez, published by Editorial Cordil-lera, San Juan, Puerto Rico, 1976.

A review of the language issue as it has been-and is currently being-discussed between PuertoRico and the United States written by a lawyer andlaw professor. It has a chapter on the private schoolsand their role in this issue. (According to lawyerArnold H. Leibowitz who was involved in the dis-cussion, Puerto Rico is interesting because there hasbeen significant interdisciplinary legal work in lawand language, perhaps because of the Federal law

requiring English in the Federal District Court. Al-though Garcia Martinez' book is the only overalllegal review of the issue, Carmelo Delgado Cintronhas written a number of articles on particular legalinstitutions and the Spanish sociologist, Germon deGranda, has written on the imposition of Englishat the time of the U.S. Conquest).

NOW AVAILABLE-Selection Among Alternates inLanguage Standardization: The Case of Albanianby Janet L. Byron, published by Mouton, TheHague, 1976.

A study of the policies and achievements of Al-banian language standardization since 1944 basedon published accounts and codified statements,mainly in Albanian. The data include reports ofseminars and discussions of the issues, grammars,texts (mainly prose) and dialect studies. In manycases underlying criteria of selections are spelledout by language authorities; in others, they are in-ferred. The study focuses on the post-War periodbecause this is the period in which systematic, gov-ernment-sponsored standardization has occurred.The book discusses phonological, grammatical andlexical standardization along with their rational-ization.

IN PREPARATION-Language and Education inSub-Saharan Africa: A Comparative Study ofPolicies and Practices Since 1960 edited by C.M.B.Brann, to be published by the International AfricanInstitute.

A consideration of the several influences onlanguage policies in Africa: missionaries, govern-ment agencies (colonial and independent), othernational and international agencies. A discussion ofthe role of local languages, religious languages andEuropean languages in the school system.

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NOW AVAILABLE-"A Plea for Language Planningin New Guinea" by Ranier Lang, published by theInstitute of Applied Social and Economic Re-search (P0 Box 1238, Boroko, Papua New Guin-ea), April, 1976.

The author notes that while Papua New Guineais linguistically the most complex country in theworld, it has no clearly formulated and implementedlanguage policy. In this paper he discusses in detailwhat this need for a policy is.

FORTHCOMING-"Bilingual Education and Lan-guage Planning" by Joan Rubin, to be publishedin Frontiers of Bilingual Education edited by Ber-nard Spolsky and Robert Cooper, NewburyHouse.

The paper discusses how a language planningapproach may enhance planning for bilingual edu-cation. Focuses specifically on the American contextalthough the problems discussed are found else-where in the world.

NOW AVAILABLE-Report of the National TaiwanNormal University-University of Southern Califor-nia Survey of English Teaching in the Republic ofChina by Philip Sedlak.This report analyzes the present status of highschool English instruction in Taiwan and proposesrecommendations for its future improvement. It isavailable from: NTNU-USC Project, EnglishResearch Institute, National Taiwan Normal Univer-sity, 88 Roosevelt Road, Sec. 5, Taipei, Taiwan 117 at$3.00 U.S. per copy (including postage). cf. Lan-guage Planning Newsletter vol. 1, no. 1 for a de-scription of the project.

Editor -Joan RubinAssociate Editor Bjôrn JernuddEditorial Board

M. H. Abdula7i7 Monsur MusaJoshua Fishman Jii' NeustupniBertil Molde

Copies are available free of charge. All correspon-dence should be addressed to:

Joan Rubin, Editor, Language Planning NewsletterCulture Learning InstituteEast-West CenterHonolulu, Hawaii 96822

2 LANGUAGE PLANNING NEWSLETTER " NO. 4

Israel abroad for periods of 2-3 years, and maintainsseveral training facilities in Israel for citizens of other

S countries wishing to teach Hebrew in their homecountries. A center for training such people as wellas Israelis wishing to teach Hebrew abroad and forresearch on such teaching, exists in the HebrewUniversity of Jerusalem (chairman: Dr. C. Rinot).The Israeli Universities and relevant governmentbodies collaborate through the Committee for He-brew Studies Abroad (address: FOB. 7413, Jeru-salem). The Council on the Teaching of Hebrew(same address), a semi-official voluntary body, re-views developments in teaching Hebrew to adultsin Israel and abroad, and publishes a Bulletin pre-senting in each number a different specializedbibliography of teaching materials.

One of the main problems facing the learner ofHebrew is the method of indicating vowels in thescript. As normally written and printed, vowels areindicated in less than 50% of their occurrences, andthat in a vague and irregular way. Full vowel indica-tion is possible by a system of diacritics above andbelow the line, which distinguishes 14 signs to in-dicate the 5 vowels of present-day Hebrew. Thissystem, called Nikud, in English "Pointing," alsodifferentiates between band v, ka and kh, p and f, bydots placed inside the character. The full range ofcombinations of vowel signs and consonant signsneeded to print full nikud is about 400, or else print-

.ing of each line has to be done in three layers, withcomplicated adjustment. Moreover, for assuringcorrect nikud, special experts have to be employed.The educated Israeli has no difficulty in reading thespelling without nikud. For second-languagelearners, the nikud system has been simplified, butnone of the slightly different systems employed,e.g., in the newspapers for immigrants, has so farbeen approved by the Language Academy.

Another problem is the difference between thespoken language and the written styles, which arerich in vocabulary and allusions to the ancientsources. During the great immigration wave of1948-52, the S.A.E. established a Basic List of 1,000words for the first stage of the UIpan4. Around thisgrew the concept of an "Easy Hebrew" with 1,000+words and simplified grammar and syntax, even withsome minor concessions to colloquial grammar,practised in part of the above-mentionedpublications for immigrants, and at one time evenadvocated by some as a medium for popular use. Itappears, however, that the problem is graduallyresolving itself. The evening papers and the sportspress have by now developed an easy style close tothe colloquial, and with the increasing use of thecolloquial for dialogue in novels, there are in-dications that a more easily understood popularwritten style may emerge.

In order to serve immigrants (and foreignresidents), the radio has regular broadcasts in

English, French, Russian, Spanish, Hungarian,Roumanian, Georgian, Judaeo-Spanish (Ladino),Yiddish, and Moroccan Arabic. Daily or weeklypapers appear in many immigrant languages; thedaily papers are for the most part now owned by theLabor Party. The Jewish Agency also publishesperiodicals in English, French, Spanish, and Yid-dish. Other periodicals are brought out by privatepublishers, by immigrant organizations, or byLandsmannschaften (organizations of long-timeresidents hailing from the same country or district).All these bodies also publish books, both translatedand original. The Israel Writers Union has sectionsfor writers in several immigrant languages. While os-tensibly serving new immigrants, these activities ac-quire more and more the character of languagemaintenance, as has been shown also by the protestcampaigns of some of these language communitieswhen it was planned to discontinue broadcasts intheir language for reasons of economy. Also, thepublic attitude towards the "Jewish languages,"such as Yiddish and Ladino, has become moreaccepting since the beginning of the sixties. Firstseveral universities instituted courses in Yiddishliterature and language, later also in Ladino; from ca.1970 one high-school, at Kiryat Hayyim, near Haifa,taught Yiddish as a foreign language, and from1976/7 onwards high-schools can teach Yiddish andLadino as foreign languages if there is demand for it.In August 1976 an international conference forfurthering Yiddish took place at Jerusalem. It wasattended by representatives of Israeli public bodiesand political parties, as well as of the Jewish Agency,and got extensive coverage in the Hebrew press.

The history and organization of the Academy forthe Hebrew Language, which is the body officiallyentrusted with internal language planning, has beendescribed by Fellman (1976). Here we shall brieflydescribe its work5 in the three fields of planning withwhich that body concerns itself: 1) spelling andgrammar standardization, 2) vocabulary enlarge-ment and standardization, 3) maintenance of correctHebrew in public media.

In 1968 the Academy regularized the partial vowelindication in spelling without the vowel diacritics(see above). It also reformed this spelling system bymaking obligatory the distinction (by dots) betweenb/v, k/kh, p/f, sh/s, and w/o/u; however, somemembers of the Academy subsequently disputedthe legality of the latter decision, and it was changedto a mere recommendation. A method for spellingforeign proper names in the new spelling, includingthe distinctive dots, and an added letter for e, wasapproved in 1976. As early as 1957, the spelling ofHebrew proper names in Roman characters onpublic notices was standardized. All decisions of theAcademy become legally binding as soon as theMinister of Education and Culture publishesthem in

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the official gazette Reshumot; however, experiencewith the 1957 and 1968 standardizations has shownthat there is a considerable time lag between theofficial confirmation of the Academy rulings andtheir implementation. The 1957 transliteration isnow seen on railway stations and in interurban roadsigns, but is slow in displacing the chaotic methodsof romanizing street-name plates. The 1968 spellingis beginning to be taught in schools, but has not yetpenetrated into newspapers and books, and thegeneral public is largely unaware of its existence.

Grammar standardization is on two levels: onecommittee deals with problems arising in the work ofterminology committees and with questions ad-dressed to the Academy by outside bodies, the otheris engaged at present in a systematic review of theinflection of nouns and adjectives. Only thedecisions of the latter are confirmed by the plenumand published chapter by chapter. A committee forsyntax was discontinued in 1973 after functioningfor about two years. The Academy has so far beenable to deal with only a minute part of the manyundecided points in grammar and syntax, which aredue largely to conflicting traditions deriving fromdifferent periods of the classical literature as well asto recent developments. The field is thus left to in-dependent orthoepists who-as is to be expected-often differ. One of the leading orthoepists, Mr. A.Bendavid, was appointed by the Academy as super-visor of correct Hebrew on the radio. His views arepublicized in the programme at prime listeningtimes, "A Minute of Hebrew," which is well executedand considered authoritative by most listeners. The

Ministry of Education, in a similar spirit, introducedinto the schools and as a basis for questions in theMatriculation Examinations an orthoepic guidewritten with the participation of one of its senior of-ficials (Bahat & Ron, 1960) and so made private-enterprise language planning decisive at a par-ticularly sensitive point. None of the persons men-tioned is a member of the Language Academy.

Word coining (cf. J. Fellman [1976], p. 6) is themost spectacular aspect of vocabulary standardiza-tion, but the new words constitute only a small

percentage of the standardized terminology listsissued by the Academy. Most of the terms listed areeither affirmations of existing usage or re-used

vocabulary from ancient sources, and quite a

proportion of many lists is taken up by loan-words,

mainly internationally used Graeco-Latin terms forwhich Hebraization is not suggested.

From the outset, the Academy did its vocabularywork in lists for specific subjects, chosen for theirsocial importance. For each subject a committee isformed of a few Academy members and of experts inthe subject under discussion. The draft lists are cir-culated within the Academy and to a wide range of

people in the profession catered to, and sug-gestions and corrections received from them

are taken into account. Each list in its last stage isscanned by the Academy's Terminology Commis-sion in the presence of the members of the relevantcommittee. Any points not settled are put up fordis-cussion in the plenum before it votes to approve thelist. The lists are published in separate booklets withtranslations of each term into English, French, andGerman; recently also translations into Russianhave been prepared for immigrants from that coun-try. A selection of terms of more general interest arealso printed in Lemad Leshonekha6, and in somecases government bodies or professionalorganizations republish a list in their internalperiodicial publications.

An important part of the vocabulary work is donethrough the Central Committee for Terminology inTechnology at Haifa, a joint venture of the Academyand the Haifa Israel Institute of Technology (Tech-nion), with the co-operation of the Israel Institute ofStandards, the Engineers' Associations and theDefence Forces. The Defence Forces also have ter-minology committees of their own for purely militarymatters. The police and some governmentdepartments also do their own current vocabularystandardization, which, like that of the army, ispublished only for internal use.

The committee system has proved its efficiency,but raises the problem of conflicting decisionsregarding terms used in different disciplines and theutilization of the same existing or newly createdword for different purposes. It is part of the task ofthe Terminology Commission to check this, but asthe number of terms grows, human memory is notenough. For a time a card index was kept, but provedinefficient. Now a computerized integrated list is incourse of preparation

One aspect of the Academy's efforts to assure nor-matively correct Hebrew in public media has beenmentioned when discussing the work of itsrepresentative on the radio. He, and more recentlyalso his counterpart on the television, monitorbroadcasts, hold briefing conferences with an-nouncers, issue codes of rulings (Bendavid 1974)and have a say in selecting news-readers. Attemptsto influence the Hebrew of the daily papers are inter-mittent, and take the form of meetings with editors,letters from Academy secretaries to point out mis-takes, and lecture courses for journalists. Specialcommittees for dealing with this problem and

attempts to get Academy members to monitor

newspapers and broadcasts have met with uneven

response from members, who are of course aware ofthe problems inherent in establishing clear nor-mative guidance and the need for careful discus-sion.

On June 21, 1976, the Israel parliament (theKnesset), held a three-hour debate on the need tocombat deterioration of the language and to assure

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CONFERENCE: National Language as Medium ofInstruction

The Department of Malay Studies, Universityof Malaya, Kuala Lumpur, Malaysia, is organizingthe Fourth Conference of the Asian Association onNational Languages. It will be held in Kuala Lumpuron April 25-30, 1977.

The theme of the conference is National Lan-guage as Medium of Instruction. The theme will beexamined under the following headings:

for research, development and training, and on therole of African languages in economic and culturaldevelopment. The Seminar is being convened by theInternational African Institute and the InternationalCongress of African Studies with the support of theUniversité Nationale du ZaIre.

MEETING: Language Barriers as a World PoliticalInstitution: Who Gets Across What, When, How

-The teaching of the various disciplines in thenational language (the social sciences, hu-manities, physical and natural sciences, etc.)

-training of teaching staff-preparation of materials: problems ofterminology; translation; preparationof textbooks and other reading mate-rials at the tertiary level; lexicography

-The sociocultural implications of the use ofthe national language as medium of instruc-tion, in the context of:

-social mobility/change; language at-titudes and behavior (inter-or/and in-tra-ethnic relationships).

-national literature; its developmentand contribution tothedisseminationof the national language

-The role of mass media

All inquiries should be directed to:

Dr. Asmah Hail Omar

Dept. of Malay StudiesUniversity of MalayaKuala Lumpur, Malaysia

SEMINAR: African Languages in Education

The fourteenth International African Seminarwill be held in Kinshasa, Zaire on the 13th to 15thof December, 1976. The seminar will attempt toreview present policy and practice regarding the useof African languages as curriculum subjects and asmedia of instruction throughout national systems ofeducation in Africa south of the Sahara. It will con-sider the problems involved in expanding the educa-tional use of African languages, e.g. broadcasting,publishing, literary and teaching resources; the en-couragement of original writing, translation andtext-book preparation; standardization and mod-ernization of languages (including harmonization of

"the orthographies of languages spoken in two ormore states); the economics of language develop-ment, etc. Current experimentation and forwardplanning in different parts of Africa will be centralto the discussion, with emphasis on priority needs

A Panel on language barriers in internationalrelations will be part of International Studies Asso-ciation which will take place from March 16 to 19,1977 in St. Louis, Missouri. The discussion will cen-ter around the following proposal: 'Citizen equalityin a regime of mass participation has often beenheld impossible where linguistic diversity is great.The round-table will extend the analysis of thisproblem to the world level. How is participation ininternational life affected by language diversity,language access, and national language policies?How do these policies influence each other? Howfast are developments in communications technol-ogy moving "language planning" from a nationalto a necessarily international activity, and can lin-guistic engineering follow along? What are the lin-guistic implications of the Helsinki Doctrine on in-ternational contract? What are the consequences ofcontinued U.N. and E.E.C. linguistic proliferation?How do the language problems of elites and massesdiffer? Persons interested in participating in thepanel should write:

Dr. Jonathan PoolDept. of Political ScienceState University of New YorkStony Brook, N.Y. 11794

CONGRESS: "Lexicography" Study Group

A study group on lexicography will be held aspart of the 12th International Congress of Linguistsin Vienna from August 29 to September 2, 1977. Forthe purposes of the study group "lexicography" willbe taken to mean not only the designing and com-pilation of dictionaries, but also lexicology (thestudy of vocabulary, particularly from a structural-ist point of view), though only insofar as this is ofrelevance to lexicography. Specialist languages(terminologies) may be considered as well as every-day language, and systematic as well as alphabet-ical lexicography. The application of computersto these fields may also be discussed. For furtherinformation write:

Dr. Eugen WusterA-3250 WieselburgAustria

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the use of correct Hebrew by public figures. Thefollowing resolution was passed: 1. The Knessetviews with concern the multiplication of mistakesand the loss of established linguistic features in thelanguage of Hebrew speakers, including publicfunctionaries, radio announcers and actors; 2. Itcalls on kindergarten teachers and school teachersin all subjects to ensure that their pupils speak cor-rect Hebrew and to work out improved methods forachieving this aim; 3. It calls on radio and televisionstaff to use correct Hebrew speech and pronuncia-tion, and recommends the establishment on televi-sion of a programme for inculcating correctHebrew'; 4. The members of the Knesset are remind-ed of their duty to speak correct Hebrew in ad-dressing the House.The debate was widely reported in the public

media, and bears witness to the widespread interestin linguistic matters and the public's desire forlanguage planning. El

FOOTNOTES

The use of colloquial Arabic by Jews in conversation and as

literary medium (Iraqi and Moroccan dialects) falls under the

category of home languages, see below.2 Cf. Rabin (in press).3A list of these is given in Lidovsky & Block (1976).Described in Rosen (1960).

51n the following discussion "Academy" also includes the Acad-

emy's predecessor, the Language Council, on which cf. Feliman

(1976), p. 1.6Cf. Fellman (1976), p. 6. These posters are now appearing as

part of the periodical Had ha-Ulpan published by the S.A.E.On the pattern of the radio's "Minute of Hebrew", cf. above.

REFERENCES

Bahat, Jacob, and Ron Mordecai

We-dayyeq. Language corrections and style improvement (inHebrew), Merhavia 1960.

Ben-Asher, Mordecai

The Formation of Hebrew Normative Grammar (in Hebrew),Merhavia 1969.

Bendavid, Abba, and Shy, Hadassa

Language Guide for Radio and Television (in Hebrew), Jeru-salem 1974.

Feilman, JackThe Revival of a Classical Tongue, Hague (Mouton) 1973.

"Language Planning in Israel: The Academy of the Hebrew Lan-

guage", Language Planning Newsletter II, 2, May 1976.Rabin, Chaim

"Spelling Reform-Israel 1968", in Joan Rubin & B.H. Jernudd,

ed., Can Language Be Planned?, Honolulu 1971, pp. 95-121.Short History of the Hebrew Language, Jerusalem (Jewish Agen-

cy), 1974."Liturgy and Language in Judaism", in W. Samarin, ed., Lan-

guage in Religion, Rowley, Mass. (Newbury House), in press.Rosen, Haiim B. et al.A Foundation Word List of Hebrew (in English and Hebrew),Jerusalem (Dept. for Education and Culture in the Diaspora,The World Zionist Organization), 1960.

Weinberg, WernerThe Orthographic Reform of Hebrew: The Problem and theAttempts to Solve it (in Hebrew), Jerusalem (Magnes Press),1972.

i:il 111 111111,1111 511!!1,

111,11111111111

PERUVIAN LANGUAGE DECREES

In May 27, 1975, the government of Peru de-clared the indigenous language Quechua in addi-tion to Spanish as official language of the Republic.It also declared that starting in 1976, that the teach-ing of Quechua would be obligatory in all educa-tional levels. It indicated that the Minister of Educa-tion would be responsible for preparing dictionaries,textbooks, and other materials necessary to complywith the law, In October, 1975, the Ministry of Edu-cation adopted a basic general alphabet for Que-chua but in addition it recognized the need for extrasymbols for the principal varieties from Ancash-Huailas, Ayacucho-Chanca, Cajamarca-Canaris,Cuzco-Callao and Junin-Huanca.

INFORMATION SYSTEMS AND NETWORKS:Overcoming the Language Barrier

A conference on this topic will be held in Lux-embourg on May 3-6, 1977. This conference willconsider problems arising from the establishmentof Euronet in 1977, an organization which is to sup-ply scientific, technical and economic informationgotten from diverse origins. A closing panel will dis-cuss the evolution of multilingual systems from theviewpoint of policy makers and users.

THE EAST-WEST CENTER is a national educational in-stitution established in Hawaii by the United States Con-

gress in 1960. Its purpose is to promote better relationsand understanding between the United States and thenations of Asia and the Pacific area through cooperativestudy, training, and research. Since 1975, the Center hasbeen administered by a public, nonprofit educational

corporation, officially known as the "Center for Culturaland Technical Interchange Between East and West, Inc."An international Board of Governors consisting of distin-

guished scholars, business leaders, and public servants

guides Center policies.Each year more than 1,500 men and women from more

than 60 nations and dependencies in the region partici-pate in Center programs that seek cooperative solutionsto problems of mutual consequence to East and West.

Working in research and development projects with theCenter's multidisciplinary and multicultural staff, partici-pants include visiting scholars and researchers; leaders,

policymakers, and other professionals; and graduate de-

gree students, most of whom are also enrolled at the Uni-

versity of Hawaii. For each Center participant from theUnited States, two participants are sought from the Asian-Pacific area.Center programs are conducted by five institutes ad-

dressing problems of communication, culture learning,food, population, and technology and development. Alimited number of open grants are awarded each year for

degree education and innovative research in areas not

encompassed by institute programs.The U.S. Congress provides basic funding for Center

programs and a variety of awards to participants. Becauseof the cooperative nature of Center programs, financial

support and cost-sharing are also sought from Asian andPacific governments, public and private sectors, and in-dividuals. The Center campus is on land adjacent to andprovided by the University of Hawaii.

EAST-WEST CENTER HONOLULU. HAWAII

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