Changes in Higher Ed Foreign Langauge

Some of these things are new-ish, and some of these things I was unaware of. Hard to keep up with everything - I think that's why I should bring the focus of this blog back to my original intent, foreign language education.

Item #1: The MLA is about to release a report calling for a shift in higher education language learning from literature to a cultural/economic/historical focus. I'll let you know when I get access to it, but there are a few articles at the bottom of this post that can help you figure out the gist.

Item #2: Drake University (in Des Moines, IA) did away with language programs in 2001 (funny that that same year, we became focused on them again, no?). However, they started a new program, which allows them to teach more languages using small groups, online forums, and graduate students leading discussion groups.

While many applaud the approach of moving away from literature, our precious PhD language professors are understandably nervous. With no need for PhDs to teach language, where does that leave those us (too) highly educated French, Spanish, and German speakers with PhDs? One critic, Rosemary G. Feal, the MLA’s executive director and a former Spanish professor at the State University of New York at Buffalo, poses this question:
“The question is: What comes next? After the foundational experiences, colleges and universities need to offer the opportunity to delve into academic content — in history, economics, popular culture, film,” Feal said, questioning how much of this could be taught without professors. She added that “professors with advanced degrees in languages are uniquely qualified” to offer such instruction.

I agree that the higher level content should be taught by full professors. However, the sad truth is that many of our high school students enter college with little to no adequate language training. Even with four years of language training, it's unlikely they'll need the expertise offered by professors with advanced degrees. Generally, these professors don't revel in teaching lower levels of language - what I did as a middle school French teacher. That's why they're not teaching at the secondary level.

And thus begins a vicious cycle - students in college with no access to interesting, engaging foreign language classes, fewer college graduates fluent in a second language who can teach, and then fewer and fewer secondary students taught well by engaging and academically well-equipped foreign language teachers. And then they enter college where only literature is the focus.... no wonder there were only three French majors my year at Sewanee.

Why don't we start with the basics... and eventually we will have a need for expert professors in the languages, because there will be a demand for it. Maybe what we need now are professors dedicated to teaching lower levels of language, who are passionate about it, rather than being "the foremost Proust scholar in America." Because, really, what's more important? A guy who writes pages and pages of one sentence about a darn tea cake, or students who speak fluidly in a second or third language and talk about the news, politics, and yes, even pop culture, of the day?

Articles to flesh out you knowledge of these topics by checking out the following articles:

"Languages Without a Language Faculty." (Jaschik, S. Inside Higher Ed. Feb. 21, 2007.)

"Dramatic Plan for Language Programs." (Jaschik, S. Inside Higher Ed. Jan 2, 2007.)

"About Drake University Language Acquisition Program." (From www.drake.edu.)

"CIC Announces New Keck Foundation Grant for Transforming Language Instruction." (Press Release Feb. 9, 2007. Contact Laura Wilcox, (202) 466-7230.)