Presentation on theme: "Integrating Language Study Across the Disciplines: Crossing Disciplinary and Departmental Borders Timothy A. Bennett Wittenberg University Session 6, Lecture."— Presentation transcript:
Integrating Language Study Across the Disciplines: Crossing Disciplinary and Departmental Borders Timothy A. Bennett Wittenberg University Session 6, Lecture Hall 10
Declining Market MLA Job Information List by Jobs Posted YearEnglish Foreign languages 2007-81,8261,680 2008-91,3801,227 2009-101,1001,022 2010-111,1901,095 2011-121,2351,128 2012-131,1421,102
Chronicle of Higher Education, 14 February 2011 “Traditional Language Programs Have Declined Steadily Over Decades”, David Glenn In the 1970-71 academic year, Romance- language majors were offered by close to 76 percent of American four-year colleges. But by 2005-6, only about 59 percent offered them. German programs saw a similar decline: In 1970-71, about 44 percent of colleges offered the major, but in 2005-6, just under 27 percent did so…Spanish programs have been largely immune…Many institutions have added majors in Chinese and Arabic.
Enrollments rising but still down 1965: 16.5 per 100 enrollments were in foreign languages 2006: 8.6 per 100 enrollments were in foreign languages
Only 6.1% of college graduates whose first major is foreign languages…attain a doctoral degree; Most students studying abroad do not major in…languages But they can be drawn to courses where they continue to develop their language skills and enrich cultural knowledge New Structures, MLA
As advocates for the study of foreign language and literature, we are called on to develop strategies to move forward into this brave new world [of internationalization, interdisciplinarity, and organizational structures transcending departmentalism] and not expect a return to the past. Don’t mourn; reorganize Russell Berman, Haas Professor in the Humanities and Professor of German Studies and Comp Lit, Stanford, past President of the MLA
THE NEW GLOBALISM ? William G. Durden, president emeritus of Dickinson College, introduced this term in his plenary speech to The Forum on Education Abroad at their tenth annual conference on 2 April 2014
Characteristics (excerpted from the abstract) Transcultural mode of inquiry that moves beyond the traditional conceptual frameworks of culture, language, and academic disciplines; Lifestyle or state of mind that can be transported anywhere in the world through travel or via communication over the Internet;
Characteristics continued A concern with issues and challenges that are shared by all people regardless of nation or culture: sustainability, peace, politics, ecology, consumption, relationships, community building, global ethics and entrepreneurialism.
Remember this? Only 6.1% of college graduates whose first major is foreign languages…attain a doctoral degree; Most students studying abroad do not major in…languages But they can be drawn to courses where they continue to develop their language skills and enrich cultural knowledge New Structures, MLA
Old vs. New Globalism 1.Emphasizes Difference 2.Favors Immersion 3.Academic Interest in Culture 4.Language Study inherently rewarding and fluency is a goal 1.Emphasizes Commonality 2.Favors Intercultural Contact 3.Globe-trotting lifestyle 4.Language study peripheral but valuable to facilitate global lifestyle
New vs. Old Globalism in Study Abroad Semester or year abroad Language study and immersion experience crucial Academic growth and host university form the focus Short term programs English is sufficient (global language) and deep cultural experience is less important Benefit lies outside the academy: experiential, problem-focused learning
How do we create a language curriculum for this new species of student?
Wittenberg Revisions (UISFL Grant) To use intermediate language courses to equip students to make interdisciplinary connections; To integrate foreign language resources and opportunities into other disciplines; To provide equal access for students of all languages taught at Wittenberg to these opportunities; To provide students guidance that allows them to discover connections between language, culture, and disciplinary content.
First Phase: Revise Intermediate language courses and foreground interdisciplinarity. Eliminated traditional model of composition and conversation courses. Shift of emphasis from treating language as a set of rules to be mastered to regarding language as a tool for discovery and exploration. (Emphasis on Connections, Cultures, Comparisons as outlined by ACTFL)
Traditional sequence of Culture, Composition, and Conversation replaced with new half semester theme courses in French, German, Russian and Spanish. Chinese and Japanese incorporate the themes into more traditional intermediate courses:
New Arrangement Introduction to the Art of Translation Film and Culture Culture and Natural Environment Contemporary Issues History and Historical Sources National Identity and Cultural Diversity These revisions respond to the sorts of challenges issued by the MLA in “Foreign Languages and Higher Education: New Structures for a Changed World” by incorporating multiple media and developing multiple literacies, thus helping students understand how language and “cultural subsystems” create “a particular background reality” (pp. 4-5 of that document).
Current Participation in Program New courses and courses featured especially for Fall 2014: Art 340/1W, Modern Art, A. Gimenez-Berger Biology 114, From Conception to Birth, M. McWhorter Biology 214/1W, Developmental Biology, M. McWhorter Communication 190, Public Speaking, S. Broz Economics 350/1W, Environmental & Natural Resource Economics, D. Wishart Education 103S/2W, Sociological Perspectives in Education, B. Yontz English 180A/3W, Demons, Devils, & Hellfire, R. Incorvati English 308, Anarchy in the U.K.: Studies in British Romantic Literature, R. Incorvati English 372A/1W, Women in Literature I: Bad Girls, C. Richards Environmental Science 100, Global Climate Change, S. Fortner Environmental Science 250, Environmental Science Research Methods, S. Fortner Geography 250C/S/2W, Southeast Asia, R. Lenz History 105C/H/1W, Pre-Modern World, C. Raffensperger History 106, Modern World, J. Paddison History 122H, United States History II, M. Wood History 202/1W, Vietnam, M. Wood History 240H/1W, Crusades, A. Livingstone History 253C/H/1W, Soviet Russia, C. Raffensperger History 309/1W, Eurasian Nomads: Ancient & Medieval, C. Raffensperger
Continued History 309/1W, Eurasian Nomads: Ancient & Medieval, C. Raffensperger History 312/1W, Age of Cathedrals, A. Livingstone Marine Science 200N-1M, Oceanography, J. Welch Political Science 212R, Modern Political Philosophy, H. Wright Political Science 216R, Family Values: Politics of Virtue, Care, & Equality, H. Wright Political Science 222S, Urban Politics, R. Baker Political Science 230S, Campaigns and Elections, S. Rhine Political Science 253, International Political Economy, J. Allan Political Science 302/1W, North American Politics, J. Allan Psychology 251/1W, Abnormal Psychology, S. Little Psychology 280C, Topic: Psychology & Culture, L. Crane Psychology 400/1W, Research: Abnormal, S. Little Sociology 277C/R/1W, Islam & Islamic Societies, J. Pankhurst Sociology 360/1W, Sociological Theory, J. Pankhurst
Comprehensive List Art 280 (Honors 300), Art and Culture of Pre-Columbian Mesoamerica, Gimenez-Berger Art 280 (Honors 300), Gender and Genius in Art, Gimenez-Berger Art 340, Modern Art, Gimenez-Berger Biology 221, Pharmacology, Pederson Biology 214, Developmental Biology, McWhorter Biology 310, Molecular Biology, Goodman Chemistry 121, Models of Chemical Systems, Finster Chemistry 302, Organic Chemistry, Hanson Chemistry 281, Analytical Chemistry, Cline Chemistry 300/400, Junior and Senior Seminar, Cline Communication 190, Public Speaking, Broz Communication 222, Graphic Storytelling, Smith Communication 290, Media Literacy, Smith Communication 328, Intercultural Communication, Broz Communication 329, Nonverbal Communication, Broz Economics 220, Economics of Developing Areas, Frost Economics 240, American Economic History Economics 275, Economies in Transition Economics 290, Economies of China, Frost
Wait, there’s more! Education 103, Sociological Perspectives in Education, Yontz Education 150, Phonics for Reading & Writing, Calabrese Education 150, Phonics for Reading & Writing, Linder English 180, Film noir, Hinson English 290, American Literary Traditions, Askeland English 290, American Gothic, Hinson English 180, “By Any Means Necessary”: Radical Politics and African American Literature, Askeland English 180, Social Justice – Gay and Lesbian Literature, Incorvati English 180, Sense of Wonder, Science Fiction Literature, McClelland Honors 300, Orphans and Adoption in History and Literature, Askeland English 308, Study of Romantic Literature, Incorvati English 318, Bad Girls, Richards English 380, Mobility in American Autobiography, Askeland Geography 120, Human Ecology, Scholl Geography 250, China’s Geography, Lenz Geology 111, Earthquakes and Volcanoes, Bladh History 106, Modern World, Wood History 111, Medieval Civilization, Livingstone History 203, Fact and Fiction in The DaVinci Code, Livingstone History 227, U.S. since 1945, Wood History 240, The Crusades, Livingstone History 251, Russia to 1796, Raffensperger
Even more! Marine Science 200, Oceanography, Welch Mathematics 210, Fundamentals of Analysis, Parker Mathematics 215, Differential Equations, Parker Philosophy 200, Race, Gender, Science and Medicine, McHugh Philosophy 204, Philosophy of Women’s Lives, McHugh Philosophy 304, Knowing Bodies, McHugh Philosophy 311, Modern Philosophy, McHugh Physics 102B, Physics Through Experimentation, George Physics 107, Astronomy, Fleisch Physics 220, Modern Physics, George Physics 360/ 460, Junior & Senior Seminar, George Political Science 205, Chinese Politics, Yu Political Science 210, East Asian Politics, Yu Political Science 224, American Presidency, Hasecke Political Science 259, International Political Economy, Allan Political Science 305, European Politics, Allan Political Science 350, American Foreign Policy, Yu Political Science 354, Chinese Foreign Policy, Yu Psychology 150, Proseminar V—Abnormal, Little Psychology 251, Abnormal Psychology, Little Psychology 280, Psychology and Culture, Crane Psychology 280, Child Abnormal Psychology, Little Psychology 400, Research Abnormal
Last, but not least Religion 134, Chinese and Japanese Religious Traditions, Oldstone-Moore Religion 177, Religious Perspectives on Contemporary Moral Issues, Nelson Religion 200, Pilgrimage, Oldstone-Moore Religion 241, Christian Tradition, Nelson Religion 336, Religious Daoism and Chinese Popular Religion Religion 339, Monkeys, Samurai, and Gods, Oldstone-Moore Honors 300, Bioethics, Nelson Sociology 277, Islam and Islamic Societies, Pankhurst Sociology 340, Sociology of Religion, Pankhurst Sociology 390, Russian and Central Eurasian Societies and Cultures, Pankhurst
Language Faculty Must Make Transcultural Learning a Priority Emphasis on Discovery in the Discipline Not a language Course Language Faculty Work with each student and with disciplinary FacultyLanguage Skills will and do improve as a result of students’ motivation to make progress in their understanding of the discipline.
Reaching the Globe-Trotters PrincipleChallengeOpportunity Allow students to use the skills they bring Developing resources to match skill levels Development of a varied resource bank that can serve other courses/ disciplines Understanding desired learning outcomes in the disciplines Identifying resources that provide authentic supplements or complements to the disciplines Increased conversation among the disciplines and an increased focus on understanding student learning -- creation of an interdisciplinary community Encourage the use of resources that reflect contemporary culture Expanding the concept of research beyond traditional scholarship Integrating film, cartoons, news media, biography, oral history, and other diverse sources into disciplines and language instruction. SustainabilityGrow the program based on the core while managing the work load for faculty in the disciplines Continued vitality in language programs and increased opportunities for students to pursue international experiences
Questions? Can language become more important for every student on campus? How do we model language as language of discovery for our students? Do colleagues outside our departments integrate language as they do writing, speaking, or math skills? If not, why not? Does a leavening of students majoring in other fields see language skills as an advantage?How much importance do we place on the student whose immediate goal is not working toward fluency? Do our programs hold significant potential for that student?