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The democratization of schooling and greater access to higher education, together with the implementation of language requirements in colleges and universities across the United States, has led to a higher degree of diversity in language classrooms. One usually thinks of gender, ethnic, racial, or social diversity, but individual differences, including learning disabilities and special needs, also contribute to diversity and have an impact on assessment, placement, and curriculum. In their role as administrators and teacher educators, Language Program Directors (LPDs) seek to integrate current practices and research in applied linguistics into program design and administration, including assessment. To make individual differences a theoretically grounded integral component of their decision-making processes, LPDs need resources that provide cutting-edge primary and secondary research on the conceptualization, measurement, and consequences of individual differences on language development in the classroom. This volume provides LPDs with the means to transmit information to their instructors in effective ways so that the instructors develop a sophisticated understanding of individual differences, including learning disabilities, special needs, and strategies for dealing with diverse student populations. In addition, this volume creates a forum for reflections about and solutions to challenges related to diversity as it relates to individual differences. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Despite rapid globalization within contemporary society and the seemingly obvious need for the study of foreign languages (FL) and cultures; recruitment to undergraduate FL degrees has dwindled, graduate programs have disappeared; and institutions have restructured independent language departments into mega-departments of languages, literatures, and cultures. At the same time, the FL and humanities disciplines have engaged in “soul-searching” exercises in an effort to understand and express a renewed sense of value for the study of foreign language and culture. As a result of these kinds of societal and disciplinary movements, FL programs, along with other educational sectors, are facing the increased need to engage with peripheral forces like accountability and accreditation, to express and ensure their value through outcomes assessment, and to begin to think, innovate, and behave programmatically. Key to enacting these changes systematically and effectively is heightened awareness of the importance of program evaluation, not only as a means to demonstrate how and why FL study is a valuable pursuit in today’s world, but also as a process through which sound improvements can be made, participants can learn, and educational relevance can be sought. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Many foreign language departments have developed innovative curricula with the goal of overcoming two-tiered structures that often separate language instruction at the lower levels from upper division content coursework. However, language departments rarely extend their articulation efforts to include pre-collegiate experiences even though recent educational reforms have significantly altered not only the skill sets, but also needs and expectations of students entering college. In addition to attending to vertical interfaces, successful language curricula integrate horizontally with academic and professional units outside the language department. This volume furthers the existing knowledge base on the collegiate foreign language curriculum by providing a K-20 perspective on the achievement of curricular coherence. It is intended for a broad audience, but in particular language program directors, to help them address the critical transitions that language learners face during their progression from public schools through undergraduate programs and into graduate education. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Endorsed by the AAUSC and published by Cengage Learning, the Issues in Language Program Direction series strives to further AAUSC goals-- improving second language instruction by developing language training programs, promoting research in second language acquisition, and establishing a forum for exchanging ideas, experiences, and materials among language programs.
Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy is a resource that encourages Spanish teachers and curriculum designers to increase their incorporation of pronunciation into the classroom. Combining theory and practical guidance, it will help language practitioners integrate the teaching of Spanish pronunciation with confidence and effectiveness. The international group of scholars across its 15 chapters is made up of individuals with well-established research records and training in best pedagogical practices. Key features: A range of topics including vowels, various classes of consonants, prosody, the use of technology, the role of orthography, the importance of both perception and production, individual learner differences, and teacher training; Overviews of descriptive, empirical, and acquisition-based research associated with each aspect of the Spanish sound system; Guidance on the difficulties that teachers face when incorporating the teaching of pronunciation into the classroom; Clear explanations of concepts, accompanied by an abundance of concrete examples and references; Multiple sample activities and lesson plans tailored to different levels and backgrounds of students; A bilingual glossary of terms to help the content reach the widest audience possible. Written in a clear and accessible manner, Key Issues in the Teaching of Spanish Pronunciation is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate university students interested in Spanish phonetics and language acquisition.
Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad. The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad. The book tracks in detail the language development of participants and relates this systematically to individual participants’ social and linguistic experiences and evolving relationship. It shows that language learning is increasingly dependent on students’ own agency and skill and the negotiation of identity in multilingual and lingua franca environments.
International scientific journal
Integrating the arts in foreign language curricula enables us to connect language to other semiotic spaces and cultural productions such as theater, the fine arts, art history, architecture, music, museum cultures, and literature. By embracing the notion of texts as socially, historically, and culturally situated practices, of which the written text is but one product, we can conjoin the basic literacy of reading and writing with a broader range of visual, aural, and spatial signifying acts. Understood in this way, the arts become a source and stimulus for not only textual analysis and communicative exchange, but also subjective response and emotional experience. In other words, by interacting with art--evaluating, interpreting, experiencing, embodying, and even producing it, in any one of its many forms--learners can understand culture as a process in which they are motivated to participate as subjects. This process can deepen the cognitive, social, aesthetic, and subjective dimensions of language learning. While many new instructors have interest or expertise in the use of one or more art forms, we cannot assume that they know how to incorporate the arts in their lesson plans. Our teacher training programs, therefore, have the potential to be transformative sites, where the concept of foreign language literacy and literacies takes shape through effectively varied pedagogical practices. This volume will not only provide a concrete vision for approaches to materials and learning goals, but also suggest directions for teacher training and long-term professional development for integrating the arts. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Under current geo-political conditions of social, environmental, and economic fragility and instability, the need for education to cultivate empathy, heighten attentiveness to the biosphere, and augment commitment to civic engagement imposes itself with urgency (Rifkin, 2012). As fundamentally social-relational phenomena, semiotic agility and critical language awareness serve as critical resources for ameliorating and transforming selves, communities, and societies. These points suggest that instructed language education would benefit from greater integration with a variety of real world contexts and communities. In response to this need, contributions to this volume propose approaches to pedagogically mediated second language learning that link classroom activities with relevant social practices occurring outside of instructional settings. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.