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This volume addresses critical challenges and issues facing foreign language departments in colleges and universities across the U.S. It presents the insights of individuals who have built or are in the process of building foreign language curricula during a major transition period in postsecondary institutions.
The authors of this volume come from various language departments and institutional experience from across the U. S., including private and public postsecondary foreign language teachers, researchers and administrators. The chapters address issues and provide templates for curricular change at all learning levels.
The five sections of this book explore: Changing Perceptions about Foreign Language Learning; The Case for a Multi-literacy FL Curriculum in Concept and Assessment Praxis; Curricular Transformations: Historical Hurdles and Faculty Heuristics; Rethinking the Graduate Curriculum; Foreign Languages' Integration into the Interdisciplinary University.
"This thought-provoking and timely volume addresses the question of how historic and current disciplinary, institutional and political conditions affect curricular transformation in collegiate foreign language programs. Responding to the issues raised in the 2007 MLA Report, this collection of nine essays presents a diversity of curricular models and approaches from different theoretical perspectives focusing on the integration of language and content. The book will undoubtedly be of great interest to a broad audience, such as foreign language educators, curriculum designers, administrators, graduate students and researchers." Nelleke Van Deusen-Scholl, Yale College, CT, USA.
List of contents
Acknowledgements.- Introduction: On Language and Content: The Stakes of Curricular Transformation in Collegiate Foreign Language Education.- PART I Contexts: Drivers for Curricular Change.- 1. From Language to Literacy: The Evolving Concepts of Foreign Language Teaching at American Colleges and Universities since 1945.- 2. The Discourse of Foreignness in U.S. Language Education.- PART II Insights: Making Curricular Transformation Work.- 3. Curricular Integration and Faculty Development: Teaching Language-Based Content across the Foreign Language Curriculum.- 4. Program Sustainability through Interdisciplinary Networking: On Connecting Foreign Language Programs with Sustainability Studies and Other Fields.- 5. Are Global, International and Foreign Language Studies Connected?.- 6. Integrating Business and Foreign Languages: The Lauder Institute and Advanced Language Education.- PART III Outlook: Strategies Facilitating a Curricular Transformation for Multi literacies.- 7. Mapping New Classrooms in Literacy-Oriented Foreign Language Teaching and Learning: The Role of the Reading Experience.- 8. Foreign Language Teaching Assistant Professional Development: Challenges and Strategies Meeting the 2007 MLA Report Call's for Change.- 9. Discipline, Institution and Assessment: The Graduate Curriculum, Credibility and Accountability.
Summary
This volume addresses critical challenges and issues facing foreign language departments in colleges and universities across the U.S. It presents the insights of individuals who have built or are in the process of building foreign language curricula during a major transition period in postsecondary institutions.
The authors of this volume come from various language departments and institutional experience from across the U. S., including private and public postsecondary foreign language teachers, researchers and administrators. The chapters address issues and provide templates for curricular change at all learning levels.
The five sections of this book explore: Changing Perceptions about Foreign Language Learning; The Case for a Multi-literacy FL Curriculum in Concept and Assessment Praxis; Curricular Transformations: Historical Hurdles and Faculty Heuristics; Rethinking the Graduate Curriculum; Foreign Languages' Integration into the Interdisciplinary University.
“This thought-provoking and timely volume addresses the question of how historic and current disciplinary, institutional and political conditions affect curricular transformation in collegiate foreign language programs. Responding to the issues raised in the 2007 MLA Report, this collection of nine essays presents a diversity of curricular models and approaches from different theoretical perspectives focusing on the integration of language and content. The book will undoubtedly be of great interest to a broad audience, such as foreign language educators, curriculum designers, administrators, graduate students and researchers.” Nelleke Van Deusen-Scholl, Yale College, CT, USA.
