Lecturer in Chinese Language

Lecturer in Chinese Language

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Application deadline: February 20, 2022

Date of posting: January 13, 2022

 

The University of British Columbia, Vancouver Campus, invites applications for a full-time Lecturer position in Chinese Language, for three years with a possible renewal/extension, commencing Sept 1, 2022. In accordance with the Collective Agreement between UBC and the UBC Faculty Association, lecturer positions at UBC are appointments without review (i.e. non-tenure track), renewable for successive terms subject to availability of funds and demonstration of excellence in teaching and service. This position will entail a probationary first year. We seek an exceptional teacher of Mandarin Chinese Language courses at all levels with a track record of employing innovative pedagogies and active engagement in scholarly teaching. The workload for these positions includes teaching plus service. The full-time teaching load for a Lecturer is 24 credits (eight 3-credit equivalent courses) per year. Courses will range from first-to fourth-year undergraduate courses in non-heritage and heritage Mandarin language courses.

A master’s degree or higher degree in Teaching Chinese as a Second/Foreign Language, or a closely related field is required. Other requirements include: native or near-native fluency in both Mandarin Chinese and English; a evidence of excellent and extensive teaching experience in all levels of Chinese courses in both heritage and non-heritage streams at the post-secondary level in North America; evidence of teaching excellence in delivering courses of different formats and accommodating students of different proficiency levels; demonstrated excellence in course materials design and curriculum development, both individually and in a team environment; experience with teaching parallel sessions of the same course and coordinating parallel sessions; experience with mentoring and training of TAs ; experience with initiating and organizing co- and extra-curricular activities; experience with student placement; evidence of training and strong background in standard language proficiency frameworks, e.g. ACTFL/CEFR and language assessment theory and practice; evidence of pedagogical innovation, such as community-based learning and/or implementation of a variety of teaching technologies; a strong track record of full participation and valuable contribution in team work and program affairs; and evidence of keeping abreast with recent developments in the field and applying language pedagogy theories in practice.

The successful candidate will be expected to maintain an excellent record of teaching, active engagement in professional development and team-based curriculum design/development of teaching materials, perform instructional responsibilities in coordination with other instructors in parallel sections and other levels, as well as participate fully in program affairs and service. Salary will be commensurate with qualifications and experience. These positions are subject to final budgetary approval.

The application dossier should include an application letter, curriculum vitae, statement of teaching philosophy, sample teaching videos for two different levels, (for example, one in beginner level and one in an intermediate or advanced level, and preferably in two different streams, i.e. heritage and non-heritage streams), lesson plans for each of the lessons shown in the sample teaching videos, and other evidence of teaching effectiveness. It should include a statement about the applicant’s experience working with a diverse student body and contributions or potential contributions to creating/advancing a culture of equity and inclusion. Applicants should also provide the names and contact information for three referees who could provide confidential letters of recommendation on the application portal. At the same time, applicants should arrange to have three confidential letters of recommendation sent directly to asia.jobsearch@ubc.ca by Feb 20, 2022. Applicants are required to upload their teaching demos to YouTube as unlisted public videos and to send the links as part of their application submission. All application materials should be submitted online at http://asia.ubc.ca/careers. The deadline for receipt of application materials is Feb 20, 2022.

Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person. All qualified persons are encouraged to apply; however, Canadian citizens and permanent residents of Canada will be given priority.

This position is subject to final budgetary approval. Salary will be commensurate with qualifications and experience.

Given the uncertainty caused by the global COVID-19 pandemic, applicants must be prepared to conduct interviews remotely if circumstances require. A successful applicant may be asked to consider an offer containing a deadline without having been able to make an in-person visit to campus if travel and other restrictions are still in place.

 

Assistant Professor in Modern Persian Literature and Culture

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Application deadline: December 3, 2021

Date of posting: October 5, 2021

 

The Department of Asian Studies, University of British Columbia (Vancouver Campus), invites applications for a tenure-track appointment at the rank of Assistant Professor in the field of Modern Persian Literature and Culture.

 

Requirements include: a Ph.D. in modern Persian Literature or a closely related subject (or the expectation of having successfully defended the dissertation before July 1, 2022); evidence of excellence or strong potential in research and undergraduate and graduate teaching; organizational and leadership skills; a strong track record of participation in team work and program affairs; and experience in community outreach and program building. Preference will be given to applicants with the ability to teach courses in English about modern Persian Literature in English Translation, History of Modern Persian Literature, Modern Persian Society and Culture through Literature and Film, and/or Iranian Cinema. Applicants are expected to have native or near native proficiency in Persian, and the successful candidate will be expected to work closely with tenure‐stream Asian Studies faculty in South Asian and Persianate and Islamic history and culture, and with any future hires in the area of Persian/Iranian Studies. Information about the Department can be found on its website, www.asia.ubc.ca.

 

The application dossier should include: a letter of application, curriculum vitae, one writing sample (maximum 30 pages), two sample course syllabi, evidence of teaching effectiveness, a one‐page statement about your experience working with a diverse student and faculty body and your contributions or potential contributions to creating/advancing a culture of equity and inclusion, and the names and contact information for three confidential references. The deadline for receipt of applications is December 3, 2021. The anticipated start date of employment is July 1, 2022. All application materials should be submitted online at http://asia.ubc.ca/careers. Inquiries may be sent to asia.jobsearch@ubc.ca.

 

Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person. All qualified persons are encouraged to apply; however, Canadian citizens and permanent residents of Canada will be given priority.

 

This position is subject to final budgetary approval. Salary will be commensurate with qualifications and experience.

 

Given the uncertainty caused by the global COVID-19 pandemic, applicants must be prepared to conduct interviews remotely if circumstances require. A successful applicant may be asked to consider an offer containing a deadline without having been able to make an in-person visit to campus if travel and other restrictions are still in place.

From Rural China to the Ivy League: Reminiscences of Transformations in Modern Chinese History co-translated by Josephine Chiu-Duke and Michael S. Duke (2021)

Publication title: From Rural China to the Ivy League: Reminiscences of Transformations in Modern Chinese History

Publication year: 2021

Author: Co-translated by Josephine Chiu-Duke and Michael S. Duke

About the book

A leading authority in the field of Chinese Studies, Professor Yü Ying-shih received the John W. Kluge Prize for Achievement in the Study of Humanity in 2006 and the inaugural Tang Prize in Sinology in 2014. These awards represent a recognition of his contributions over six decades to the fields of Chinese history, thought, politics, and culture during which time he published over thirty books, forty-one monographs, and hundreds of articles. The awards also serve to highlight his efforts in redefining Chinese intellectual and cultural traditions, imbuing them with new life. These awards honor the way in which Professor Yü has put his intellectual convictions into practice; for example, his criticism of the violent suppression of the Tiananmen democracy movement of 1989 and his decades-long commentaries on Radio Free Asia. Over the years, his works have had great influence throughout the Chinese-language world where he has been hailed as a paradigm of Chinese humanism.

Professor Yü’s book, originally published in Chinese, covers the period from his childhood in rural Anhui Province China to his professorship at Harvard University, and it has been read extensively in Chinese, both in serial form in the Mingbao Monthly and in book form. The book sold more than 10,000 copies in the first month after its publication by Yunchen Publishing Company in Taipei, Taiwan, in late 2018. The book was awarded the twelfth Hong Kong Book Prize in June 2019.

This book, expertly translated by Professors Michael S. Duke and Josephine Chiu-Duke (University of British Columbia), is much more than the memoir of the scholar who has been hailed as the most important living Chinese historian of our times—it is also an invaluable record of a history of our times, witnessing the cultural, political, and social transformations of what Professor Yü notes as the period of the most violent turmoil and social upheaval in modern Chinese history. This complex period is now made accessible to English-language readers, who will also benefit from the helpful notes by the translators. The book also includes rare photos from Professor Yü’s personal collection.

Persian Literature as World Literature co-edited by Mostafa Abedinifard, Omid Azadibougar and Amirhossein Vafa (2021)

Publication title: Persian Literature as World Literature

Publication year: 2021

Author: Co-edited by Mostafa Abedinifard, Omid Azadibougar and Amirhossein Vafa

About the book

Confronting nationalistic and nativist interpreting practices in Persianate literary scholarship, Persian Literature as World Literature makes a case for reading these literatures as world literature-as transnational, worldly texts that expand beyond local and national penchants. Working through an idea of world literature that is both cosmopolitan and critical of any monologic view on globalization, the contributors to this volume revisit the early and contemporary circulation of Persianate literatures across neighboring and distant cultures, and seek innovative ways of developing a transnational Persian literary studies, engaging in constructive dialogues with the global forces surrounding, and shaping, Persianate societies and cultures.

Monsoon Islam: Trade and Faith on the Medieval Malabar Coast by Sebastian Prange (2018)

Publication title: Monsoon Islam: Trade and Faith on the Medieval Malabar Coast

Publication year: 2018

Author: Sebastian Prange

Book cover of Dr. Prange’s publication, Monsoon Islam

About the book

Between the twelfth and sixteenth centuries, a distinct form of Islamic thought and practice developed among Muslim trading communities of the Indian Ocean. Sebastian R. Prange argues that this ‘Monsoon Islam’ was shaped by merchants not sultans, forged by commercial imperatives rather than in battle, and defined by the reality of Muslims living within non-Muslim societies. Focusing on India’s Malabar Coast, the much-fabled ‘land of pepper’, Prange provides a case study of how Monsoon Islam developed in response to concrete economic, socio-religious, and political challenges. Because communities of Muslim merchants across the Indian Ocean were part of shared commercial, scholarly, and political networks, developments on the Malabar Coast illustrate a broader, trans-oceanic history of the evolution of Islam across monsoon Asia. This history is told through four spaces that are examined in their physical manifestations as well as symbolic meanings: the Port, the Mosque, the Palace, and the Sea.

Assistant Professor of Teaching in Arabic Language and Culture (Tenure-Track)

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Application deadline: September 24, 2021

Date of posting:  August 17, 2021

The Department of Asian Studies, at The University of British Columbia, Vancouver campus seeks to make a full-time appointment in the field of Arabic Language and Culture at the rank of Assistant Professor of Teaching, tenure-track, with responsibility for teaching courses and developing curriculum in Arabic language and culture.

Requirements include: advanced proficiency in Modern Standard Arabic; a Ph.D. in Arabic Language, Arabic Applied Linguistics, Arabic language pedagogy, or a closely related field; exceptional organizational and leadership skills; evidence of substantial experience and excellent teaching ability in Arabic for both heritage and non-heritage learners at the post-secondary level in North America and experience preparing teaching materials independently or collaboratively; and potential for full participation in team work and program affairs. Individuals with experience in community outreach, program coordination, and teaching innovative Content-Based Instruction (CBI) curriculum for advanced learners of Arabic are particularly encouraged to apply. We seek an exceptional teacher with experience in and/or promise for employing innovative pedagogies, such as community-based learning, flexible and/or online learning, and curriculum/program design. The successful candidate will be expected to maintain an excellent record of teaching, service, and educational leadership.

The application dossier should include: application letter, curriculum vitae, statement of teaching philosophy, a one-page statement about your experience working with a diverse student body and your contributions or potential contributions to creating/advancing a culture of equity and inclusion, and evidence of teaching effectiveness. Applicants should also prepare one sample teaching video, uploaded to YouTube (or equivalent platform) as an unlisted video, with links sent as part of their application submission.

In addition, applicants should arrange to have three confidential letters of recommendation (preferably by language teaching professionals) that may be submitted upon request.

The deadline for receipt of complete applications is September 24, 2021. The anticipated start date of employment is July 1, 2022.

All application materials should be submitted electronically through the Department’s careers website,
https://asia.ubc.ca/department/careers/. Inquiries may be sent to asia.jobsearch@ubc.ca.

Other hiring information:

The starting salary for the position will be commensurate with qualifications and experience. This position is subject to final budgetary approval.

As this is a tenure-track position in the Educational Leadership stream, the successful candidate will be reviewed for reappointment, tenure, and promotion in subsequent years, in accordance with the Collective Agreement. For a description of the Assistant Professor of Teaching rank and criteria for reappointment and promotion, visit: https://hr.ubc.ca/working-ubc/faculty-collective-agreement-andpolicies.

Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Métis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

Given the uncertainty caused by the global COVID-19 pandemic, applicants must be prepared to conduct interviews remotely if circumstances require. A successful applicant may be asked to consider an offer containing a deadline without having been able to make an in-person visit to campus if travel and other restrictions are still in place.

Lecturer in Korean Language and Culture

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Application deadline: August 31, 2021

Date of posting:  July 20, 2021

The University of British Columbia, Vancouver Campus, invites applications for a full-time Lecturer position in Korean Language and Culture, for two years with a possible renewal/extension, commencing January 1, 2022. In accordance with the Collective Agreement between UBC and the UBC Faculty Association According to UBC Collective Agreement, lecturer positions at UBC are appointments without review (i.e. non-tenure track), renewable for successive terms subject to availability of funds and demonstration of excellence in teaching and service. This position will entail a probationary first year. 

 We seek an exceptional teacher of Korean Language courses at all levels with a track record of employing innovative pedagogies, such as online teaching and distance learning, community-based learning, development of upper-level courses targeted at heritage speakers of Korean, and curriculum design in the area of Korean Studies-related Content-Based Instruction. The workload for these positions includes teaching plus service. The full-time teaching load for a Lecturer is 24 credits (eight 3-credit equivalent courses) per year. Courses will range from first- to fourth-year undergraduate courses and the bulk of the annual teaching load will be courses in Korean Language for both heritage and non-heritage learners. 

Requirements include: native or near-native fluency in both Korean and English; a Ph.D or equivalent degree in Korean Linguistics or Teaching Korean as a Second/Foreign Language, or a closely related field; evidence of excellent and extensive teaching experience in all levels of Korean courses at the post-secondary level in North America; experience organizing the preparation of teaching and testing materials; experience with supervision and/or training of new teachers or TAs; experience organizing co- and extra-curricular cultural activities; experience with student placement; evidence of training and a strong background in teaching innovation, such as computer-assisted teaching, community-based learning, Content Based Instruction, and curriculum development; a strong track record of full participation in team work and program affairs; and evidence of keeping abreast with recent developments in the field and in the development of teaching materials. A commitment to teaching upper-level courses for heritage speakers of Korean and experience with teaching higher-level topic-specific Korean language courses will be an asset. The successful candidates will be expected to maintain an excellent record of teaching, active engagement in professional development and team-based curriculum design/development of teaching materials, perform instructional responsibilities in coordination with other instructors in parallel sections and other levels, as well as fully participate in program affairs and service. Salary will be commensurate with qualifications and experience. These positions are subject to final budgetary approval. 

 The application dossier should include an application letter, curriculum vitae, statement of teaching philosophy, sample teaching videos for two different levels, lesson plans for each of the lessons shown in the sample teaching videos, and other evidence of teaching effectiveness. It should include a statement about the applicant’s experience working with a diverse student body and contributions or potential contributions to creating/advancing a culture of equity and inclusion. Applicants should also provide the names and contact information for three referees who could provide confidential letters of recommendation. Applicants are required to upload their teaching demos to Youtube as unlisted public videos and to send the links as part of their application submission. All application materials should be submitted online at http://asia.ubc.ca/careers. The deadline for receipt of application materials is August 31, 2021. 

Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Métis, Inuit, or Indigenous person. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. For information about the Department, please visit www.asia.ubc.ca. 

Given the uncertainty caused by the global COVID-19 pandemic, applicants must be prepared to conduct interviews remotely if circumstances require. A successful applicant may be asked to consider an offer containing a deadline without having been able to make an in-person visit to campus if travel and other restrictions are still in place. 

An “Ise monogatari” Reader: Contexts and Receptions co-edited by Joshua S. Mostow, Kurtis Hanlon and Yamamoto Tokurō (2021)

Publication title: An “Ise monogatari” Reader: Contexts and Receptions

Publication year: 2021

Author: Co-edited by Joshua S. Mostow, Kurtis Hanlon and Yamamoto Tokurō

About the book

An “Ise monogatari” Reader is the first collection of essays in English on The Ise Stories, a canonical literary text ranked beside The Tale of Genji. Eleven scholars (Aoki Shizuko, Fujihara Mika, Fujishima Aya, Gotō Shōko, Imanishi Yūichirō, Susan Blakeley Klein, Laura Moretti, Joshua S. Mostow, Ōtani Setsuko, Takahashi Tōru, and Yamamoto Tokurō) from Japan, North America, and Europe explore the historical and political context in which this literary court romance was created, or relate it to earlier works such as the Man’yōshū and later works such as the Genji and noh theater. Its medieval commentary tradition is also examined, as well as early modern illustrated editions and parodies. The collection brings cutting-edge scholarship of the very highest level to English readers, scholars, and students.

Colonizing Language: Cultural Production and Language Politics in Modern Japan and Korea by Christina Yi (2018)

Publication title: Colonizing Language: Cultural Production and Language Politics in Modern Japan and Korea

Publication year: 2018

Author: Christina Yi

About the book

With the outbreak of the Sino-Japanese War in 1894, Japan embarked on a policy of territorial expansion that would claim Taiwan and Korea, among others. Assimilation policies led to a significant body of literature written in Japanese by colonial writers by the 1930s. After its unconditional surrender in 1945, Japan abruptly receded to a nation-state, establishing its present-day borders. Following Korea’s liberation, Korean was labeled the national language of the Korean people, and Japanese-language texts were purged from the Korean literary canon. At the same time, these texts were also excluded from the Japanese literary canon, which was reconfigured along national, rather than imperial, borders.

In Colonizing Language, Christina Yi investigates how linguistic nationalism and national identity intersect in the formation of modern literary canons through an examination of Japanese-language cultural production by Korean and Japanese writers from the 1930s through the 1950s, analyzing how key texts were produced, received, and circulated during the rise and fall of the Japanese empire. She considers a range of Japanese-language writings by Korean colonial subjects published in the 1930s and early 1940s and then traces how postwar reconstructions of ethnolinguistic nationality contributed to the creation of new literary canons in Japan and Korea, with a particular focus on writers from the Korean diasporic community in Japan. Drawing upon fiction, essays, film, literary criticism, and more, Yi challenges conventional understandings of national literature by showing how Japanese language ideology shaped colonial histories and the postcolonial present in East Asia.

The Book of Swindles: Selections from a Late Ming Collection translated by Christopher Rea and Bruce Rusk (2017)

Publication title: The Book of Swindles: Selections from a Late Ming Collection

Publication year: 2017

Author: Translated by Christopher Rea and Bruce Rusk

About the book

This is an age of deception. Con men ply the roadways. Bogus alchemists pretend to turn one piece of silver into three. Devious nuns entice young women into adultery. Sorcerers use charmed talismans for mind control and murder. A pair of dubious monks extorts money from a powerful official and then spends it on whoring. A rich student tries to bribe the chief examiner, only to hand his money to an imposter. A eunuch kidnaps boys and consumes their “essence” in an attempt to regrow his penis. These are just a few of the entertaining and surprising tales to be found in this seventeenth-century work, said to be the earliest Chinese collection of swindle stories.

The Book of Swindles, compiled by an obscure writer from southern China, presents a fascinating tableau of criminal ingenuity. The flourishing economy of the late Ming period created overnight fortunes for merchants—and gave rise to a host of smooth operators, charlatans, forgers, and imposters seeking to siphon off some of the new wealth. The Book of Swindles, which was ostensibly written as a manual for self-protection in this shifting and unstable world, also offers an expert guide to the art of deception. Each story comes with commentary by the author, Zhang Yingyu, who expounds a moral lesson while also speaking as a connoisseur of the swindle. This volume, which contains annotated translations of just over half of the eighty-odd stories in Zhang’s original collection, provides a wealth of detail on social life during the late Ming and offers words of warning for a world in peril.