Editors:
- A diverse collection of perspectives on issues critical to curriculum development, teaching and the rationale for proposed changes to current foreign language programs
- Brings together the views of private and public postsecondary foreign language teachers, researchers and administrators on how to address challenges
- Authors who have built or are in the process of building foreign language curricula address issues and provide templates for curricular change at all learning levels
- Includes supplementary material: sn.pub/extras
Part of the book series: Educational Linguistics (EDUL, volume 21)
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Table of contents (10 chapters)
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Front Matter
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Contexts: Drivers for Curricular Change
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Front Matter
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Insights: Making Curricular Transformation Work
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Front Matter
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Outlook: Strategies Facilitating a Curricular Transformation for Multiliteracies
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Front Matter
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About this book
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.
Keywords
- Multiliteracy FL curriculum
- Public representations of FL learning
- changing perceptions about foreign language learning
- foreign language curriculum
- foreign language education
- language curriculum change
- language curriculum transformation
- systemic functional linguistics
- undergraduate language curriculum
Editors and Affiliations
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Germanic Studies, C3300, The University of Texas at Austin, Austin, USA
Janet Swaffar, Per Urlaub
Bibliographic Information
Book Title: Transforming Postsecondary Foreign Language Teaching in the United States
Editors: Janet Swaffar, Per Urlaub
Series Title: Educational Linguistics
DOI: https://doi.org/10.1007/978-94-017-9159-5
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media Dordrecht 2014
Hardcover ISBN: 978-94-017-9158-8Published: 11 August 2014
Softcover ISBN: 978-94-024-0138-7Published: 22 September 2016
eBook ISBN: 978-94-017-9159-5Published: 25 July 2014
Series ISSN: 1572-0292
Series E-ISSN: 2215-1656
Edition Number: 1
Number of Pages: IX, 225
Number of Illustrations: 6 b/w illustrations
Topics: Language Education, Curriculum Studies, Higher Education