The World Language Curriculum at the Center of Postsecondary Education

Autor/in	Rifkin, Benjamin
Titel	The World Language Curriculum at the Center of Postsecondary Education
Quelle	In: Liberal Education, 98 (2012) 3, S.54-57 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-1822
Schlagwörter	Higher Education; National Standards; Guidelines; Second Language Instruction; Second Language Learning; Expertise; Language Proficiency; National Organizations; Benchmarking; Outcomes of Education; Student Evaluation; Curriculum Development; Program Descriptions; Cultural Awareness; Intercultural Communication; Comparative Analysis; Competition; Correlation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Richtlinien; Fremdsprachenunterricht; Zweitsprachenerwerb; Expert appraisal; Language skill; Language skills; Sprachkompetenz; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Wettkampf; Korrelation
Abstract	Despite research showing the broad impact that the study of foreign languages has on the cognitive development of young people, and despite the importance of language expertise for America's economic and geopolitical interests in the twenty-first century, the teaching of world languages has been marginalized within the American educational system at both the K-12 and postsecondary levels. Although some universities believe they (and their students) can do without language expertise, the economy and the national government clearly cannot do without it. The trend to eliminate or outsource world language instruction comes at a time when the American Council on the Teaching of Foreign Languages (ACTFL) has established, through its Proficiency Guidelines and Standards for Foreign Language Learning, both performance benchmarks for the assessment of learning outcomes and guidelines for curricula development--achievements not observed in some other academic disciplines that are considered more "mission central" by many institutions. In "Standards for Foreign Language Learning in the 21st Century," the National Standards for Foreign Language Education Project (2006) presents a set of standards that constitute a remarkably accurate reflection of the Essential Learning Outcomes established through the Liberal Education and America's Promise (LEAP) initiative of the Association of American Colleges and Universities (2007). The ACTFL standards identify the following five content areas for foreign language study, called "the five Cs": (1) Communication; (2) Cultures; (3) Connections; (4) Comparisons; and (5) Communities. This article describes how each of these areas of focus for the world languages curriculum correlates with the LEAP goals. The redesign of world language curricula in accordance with the vision for postsecondary education reflected in both the Standards and LEAP can only strengthen the place of world language instruction in America's colleges and universities, enhance the lives and postgraduate livelihood of students, and support the nation's economic and geopolitical interests. (ERIC).
Anmerkungen	Association of American Colleges and Universities. 1818 R Street NW, Washington, DC 20009. Tel: 800-297-3775; Tel: 202-387-3760; Fax: 202-265-9532; e-mail: pub_desk@aacu.org; Web site: http://www.aacu.org/publications/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10