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- W1602272006 abstract "The Modern Language Association's (MLA's) recent publication of the reports Foreign Languages and Higher Education: for a Changed World and Report the Teagle Foundation on the in Language and Literature concern ing education has caused many of us reexamine the programs at our institutions and reflect on how we measure up against the proposed goals. The challenges with today's education identified in the 2007 report New Structures stem mostly from the two-tiered system where two or three years of languages sequence feeds into a set of core courses, primarily focused on canonical literature. The authors point out the pro fessional disconnect between the humanists, who do research, and the language specialists, who provide technical support and training. The proposed solution lies in replacing the two-tiered language-literature structure with a broader and more coherent curriculum in which language, culture and literature are taught as a continuous whole, supported by alliances with other departments and expressed through interdisciplinary (New Structures). Furthermore, New Structures acknowledges that this transformation has already started taking place and that foreign faculty have been working in creative ways cross disciplinary boundaries, incorporate the study of all kinds of material in addition the strictly literary, and promote wide cultural understanding through research and teaching. The 2009 Undergraduate Major report echoes this position and suggests that in order fully commit courses that cut across disciplinary and boundaries, institutions need to invest in the interdisciplinary capacity of their faculty members through support of team teaching and faculty development. In this essay, I discuss an initiative at my institution that through col laborative efforts and faculty development led the creation of interdisciplinary courses that begin address the need broaden the curriculum. At a small liberal arts institution like mine, where tenured and tenure-track faculty members are actively involved with the program at all levels and routinely teach courses ranging from the beginning level sequence advanced seminars, we all take an active role in examining and reshaping our curriculum. We are all well aware of the successes and challenges of our program and of the specific courses within and beyond the requirement. As a professor of Spanish, I will comment specifically on the Spanish program and consider the criteria of the MLA reports with regard our practices. The goal of translingual and transcultural competence,1 although perhaps not ex pressed through this exact terminology, has been on the forefront of our efforts for some time. At Birmingham Southern College (BSC), we enroll approximately 1,400 undergraduate stu" @default.
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- W1602272006 date "2010-03-01" @default.
- W1602272006 modified "2023-09-26" @default.
- W1602272006 title "Science in Foreign Language Education: A Response to MLA Reports from a Liberal Arts College Spanish Program Perspective" @default.
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