The Foreign Language and Area Studies Fellowships Program (FLAS), funded by the U.S. Department of Education, has awarded the Yale Center for International and Area Studies (YCIAS) nearly $1.7 million in funding for language study over the course of the next three academic years.
The Council on African Studies, the Council on East Asian Studies, the European Studies Council, the Latin American and Iberian Studies Council, and the Middle East Studies Council will each receive portions of the funding as a result of individual applications submitted.
The FLAS-eligible languages for each YCIAS council are as follows:
* Council on African Studies: Afrikaans, Arabic, Swahili, Xhosa, Yoruba and Zulu;
* Council on East Asian Studies: Chinese, Japanese and Korean;
* European Studies Council: Spanish, French, German, Italian, Russian, Portuguese, Czech, modern Greek, Polish and Serbo-Croatian;
* Latin American and Iberian Studies Council: Portuguese, Spanish and Nahuatl; and
* Middle East Studies Council: Arabic, Dari, Hebrew and Persian.
"We are very proud to have been awarded funding for five out of six applications we submitted," says Gustav Ranis, the Henry R. Luce Director of YCIAS. "I believe it is a reflection of the enhanced strength of our faculty and courses in these areas."
The FLAS program provides academic year and summer fellowships to institutions of higher education to assist graduate students in foreign languages in either area or international studies. The goals of the fellowship program include: assisting in the development of knowledge, resources and trained personnel for modern foreign language and area/international studies; stimulating the attainment of foreign language acquisition and fluency; and developing a pool of international experts to meet national needs.
The fellowships are available to graduate students who are citizens, national or permanent residents of the United States; enrolled in a program of modern foreign language training in a language for which the institution has developed or is developing performance-based instruction; and show potential for high academic achievement based on such indices as grade-point average, class ranking or other measures that the institution has determined.
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