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.
