I have impression that the article proposes teaching solutions that are already known in our department. It looks like that all suggestions and problems presented in the article are already updated. On p. 3 it is said that that the language major should be structured to produced a specific outcome: educated speakers who have deep translingual and cultural competence. In addition on p. 4 “An integrative approach with multiple paths to the major” the authors states the language study should be situated in cultural, historical and geographic and cross-cultural frames with the context of humanistic learning. In my opinion our teaching is based on these elements. Then the authors mention many goals that students need to achieve during their education. The main question that we can ask whether the students are able to achieve enough proficiency in the language. The answer is not so obvious.
I am very surprised by the fact that only 6.1 % college graduates continue their foreign language interests to attain a doctoral degree. I am also a little bit astonished that 50 % of existing PhD programs require reading knowledge of two additional languages. I am simply pride that FRIT follows reforms and proposes the newest methods and curriculum. My main question is whether all departments at IUB keep this high standards?
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I find the system of reading proficiency very interesting too. Actually, I am pleasantly surprised by the rigidity of IU's system. Most programs I applied to were all too happy to accept my two years of undergraduate coursework in German as my first proficiency requirement; only IU required validation. Additionally, the second language proficiency could usually be a third- or fourth-year undergraduate course. At IU, it's more of a labor of love...
ReplyDeleteI have to say that while, yes, it is disappointing that only about half of PhD programs have the same requirement, it (once again) points to the larger issue of too few language requirements at all levels. I really believe that the undergraduate years are the place for students to double and triple up on languages. Particularly with the average time to complete a BA or BS increasing all the time, it seems reasonable to ask that, within the span of 6-8 years, students might take a minor (or even a major) in one language and an introductory sequence in one or two others as well.
Yes, I agree with you Erin. I think actually students as well universities and other educational institutions focus more on languages, proficiency and competence. However, we can notice that this tendency is visible only in some fields such as history, international studies or philosophy. Scientific and technological fields do not really pay attention to foreign languages.
ReplyDeleteOn p. 8 the article states that the language deficiency cannot be solved at the college level alone. I strongly support this opinion. Earlier students will start studying on languages more they will learn. "While learning another language is possible at any age, learning languages other than English must be included in the earliest years of the K-12 system. However, to do so it would be necessary to change not only the perception of educational / academic authorities but also perception and attitude of parents towards foreign languages.
Most of them do not pay attention to the linguistic education of their children. They are still convinced that English is the most important language and it is sufficient to be able of communicating with native speakers.
I found also very interesting fact that among priorities local languages are also considered. Well this is really encouraging but it is hard to believe it. I am skeptical, because it sounds very unrealistic.
In summary, as the article has mentioned, it is necessary to promote foreign languages, to create new programs, interdisciplinary courses, to encourage students and teachers also. It might be difficult to achieve this goal, but with the support of other departments everything is possible.
I love the fact that the Committee includes local languages in its considerations. As Justyna says, it might seem a little unrealistic considering that we are struggling to keep up enrollment in the languages that are already. However, I believe that programs that promote local languages are very important and can even help a language from dying. While I tend to have a very idealistic outlook for programs such as these, I realize the limitations that exist as well. It can often be difficult to find people to teach these classes, but even more difficult to be able to find funds in limited budgets to pay them. These programs can often be a big difference in whether a language falls by the wayside or not.
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