GillanLord_SpanishSpecificPurposes_Dartmouth12/2013

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  • Foundational/Intro to topic Because as lpd and chair it’s one that interests me but not necessarily one I have any expertise(tech -??????)BUT first two resources to share
  • WHY?Need to save enrollmentsCombined role as lpd and chair gives unique vision of deptOther areas perhaps interest me more or are more along the lines of my own research but this is a hot topic…
  • 85% of UF students come in pre health!
  • These institutions include : Arizona State University, California State University, City University of New York, Indiana University, Johns Hopkins University, Pennsylvania State University, Rutgers University, Temple, U Colorado (Boulder), University of Alabama (Birmingham), University of Colorado (Denver), University of Maryland, University of Maryland, University of North Carolina (Chapel Hill, Wilmington), University of Virginia, University of Wisconsin and Wake Forest University.
  • The Undergraduate Spanish Major Curriculum: Faculty, Alumni and Student PerceptionsTammy JandreyHertel; Abby DingsACTFL 2013
  • Students – most = conversation, grammarStuidents – least = lit theory, film
  • Nobl.org- seminars
  • GillanLord_SpanishSpecificPurposes_Dartmouth12/2013

    1. 1. Spanish for the Professions What? Why? Who? How? Gillian Lord University of Florida
    2. 2. Resources for LPDs  Language Program Direction: Theory and Practice  http://www.pearsonhighered.com/product?ISBN=978020583784 7  American Association of University Supervisors and Coordinators (AAUSC)  www.aausc.org
    3. 3. University of Florida  Student demographics  40,000-50,000 undergraduate  Minimum of 2 years high school language  Large bilingual population  Language requirement  Two semesters or “equivalent proficiency”  Only CLAS majors  SPS Department  Faculty  Students (graduate, undergraduate)  Administrative support (?)
    4. 4. The topic I proposed…  How do Spanish for the Professions courses fit within the more traditional models of language study (i.e., literature, linguistics)?  Can we maintain the integrity and rigor of our courses and at the same time offer something to those who want to study Spanish for more professional/pragmatic reasons (e.g., medical, legal, business, other preprofessional)?  If so, how?
    5. 5. What is Spanish for the Professions (or Spanish for Specific Purposes)?
    6. 6. What is “language for specific purposes”?  Language for practical purposes…  Spanish for  … business … health professions … law … education … translation … first responders … etc. etc. etc.  Promotes the value of language and cross-cultural proficiency in today’s workforce  Makes real-world connections for language  Connects humanities and literature to other subject areas  Recognizes that language study does not, and should not, exist in a vacuum.
    7. 7. Why?
    8. 8. 1. Preparing the future workforce  http://www.youtube.com/watch?v=IwCEkleilNQ
    9. 9. 1. Preparing the future workforce  Connects students to the ‘real world’  Prepares students for a global workplace in any field  Increased cultural awareness and sensitivity, higher language proficiency and exposure to discipline-specific terminology and practices equips these students for successful and fruitful careers. http://www.thelanguageflagship.org/images/documents/what_business_wants_report_final_7_09.pdf
    10. 10. 2. Need for curricular reform  2007 MLA Report “Foreign Language and Higher Education: New Structures for a Changed World”  Goal: “educated speakers who have deep translingual and transcultural competence”  Integration of language and culture at all levels  Advanced courses that address more subject areas
    11. 11. 2. Need for curricular reform  A “new mission”?  http://profession.commons.mla.org/2013/12/09/the-new- mission-and-location-of-united-states-spanish-departments/
    12. 12. 2. Need for curricular reform  Across the country, enrollments in language classes are declining.  Most students are under pressure to pursue majors that will help them in their future professions (doctors, lawyers, veterinarians, teachers, etc.).  Many students choose those other majors because they don't see the relevance of studying language...  For example, in the last 6 years UF’s Spanish majors have declined by 25%!
    13. 13. 3. Respond to institutional missions  Can fit broadly in to university and college missions.  For example, UF has adopted “internationalization” for its SACS Quality Enhancement Plan, indicating their belief that internationalization is essential and is strategically important to the university's future success.  Likewise, the College of Liberal Arts and Science's strategic plan (“Discover, Teach, Engage”) includes the mission to “embrace international opportunities,” “leverage CLAS's vast strengths in international affairs,” and “help improve Floridians' engagement with the world.”  These courses prepare future professionals in a variety of fields to engage with an increasingly multinational world, both at home and abroad.
    14. 14. Who?
    15. 15. Who does this already?  Most AAU institutions offer degrees (majors, minors) or certificates in Spanish for the Professions!  Majors and minors: http://nble.org/program-development/lsp- minorsmajors/  Certificates: http://nble.org/certificatescontinuing-ed/  At least two dozen other institutions offer two or more professional Spanish courses in their undergraduate curricula.
    16. 16. Who does this already?  However, the major/minor curricula are in general slow to respond, nationwide  Required literature courses for major  According to a 2012 survey of 104 faculty, 170 alumni and 147 current students at a wide range of institutions across the country: >4 34% none 8% 1 to 2 20%  Still very strong emphasis on literature  Increasing presence of linguistics options  But little emphasis on Spanish for Specific Purposes or other professionally-geared courses Hertel, T. J. & Dings, A. (2013). “The Undergraduate Spanish Major Curriculum: Faculty, Alumni and Student Perceptions.” Presentation at ACTFL convention. 3 to 4 38%
    17. 17. Opinions and reactions – faculty  Many faculty are resistant  Belief that offering these courses undermines what we do as scholars and continue to find value in our traditional courses:  Faculty think the most “important” course for major is:  Capstone / Thesis (19%)  Intro to Literature / Survey Courses (14%)  Advanced Literature (13%)  Faculty think other more practical courses are “least” valuable:  Spanish for the Professions (15%)  Phonetics / Phonology (11%)  Translation (10%) Hertel, T. J. & Dings, A. (2013).
    18. 18. Opinions and reactions – students  Students seem to be less interested in ‘traditional’ courses and more interested in those that work with their professional plans  Students think the most “important” courses for major are:  Advanced conversation (47%, 52%)  Advanced grammar (9%, 8%)  Students’ “least” valuable courses for major are:  Cinema, film (30%, 26%)  Literary theory (22%, 25%) Hertel, T. J. & Dings, A. (2013).
    19. 19. Opinions and reactions – students  Data from UF, 2010  “The following are some additions we're contemplating for our undergraduate course offerings. Of these, which courses would you be likely to take (or would have taken) if they were offered? ”
    20. 20. Opinions and reactions – alumni  Graduated students have a different perspective  “Studying abroad is THE MOST important part of this degree. . . . It is invaluable to any student, because students learn real world application day-in and day-out of what their classroom coursework points them towards.”  “…what most students want is to be able to communicate in Spanish, i.e. speak the language… Advanced conversation is key in any field.”  “Although Spanish was a literature-based major when I did it, it seems to me that practical courses - such as translation and conversation - would be more useful to graduates as they enter the work force. I know that I graduated with a Spanish major and a serious lack of confidence in actually SPEAKING Spanish.” Hertel, T. J. & Dings, A. (2013).
    21. 21. Opinions and reactions – alumni (cont’d.)  “in hindsight I believe I could have benefitted more as a business professional working in South Florida had more of my education focused on practical/ conversations topics and less on literary history and art... Let's get serious about Spanish as it applies to today.”  “I personally think that the Spanish degree should focus on tools to be used in the workplace... Foreign study should be mandatory.”  “I believe that literature, linguistics, all those content courses continue to be important, but offering students courses that are relevant to their lives, that will be useful beyond the university, is essential. So the advanced communication courses, along with the service learning or internship, seem the most practical and useful. Hertel, T. J. & Dings, A. (2013).
    22. 22. Opinions and reactions – alumni (cont’d.)  “My concern with the Spanish Major is that it often lacks the practical component necessary to use Spanish post graduation.”  “I think that Spanish for the professions is of great importance to the Spanish major curriculum. With that course, students are able to develop a different vocabulary and learn things that differ from the standard textbook and classroom Spanish that is taught at the collegiate level. I'm not saying that what we learn isn't of any importance; I just think … it is beneficial to have a better understanding of more common Spanish in a particular profession.” Hertel, T. J. & Dings, A. (2013).
    23. 23. How?
    24. 24. Different approaches, considerations  Level  Foundational courses with professional focus  Upper level courses with more sophisticated professional content  Both? Developing online modules to add to first-year curriculum introducing department, areas of study, and alumni who have used Spanish…  Offerings  One course in professions  Series of courses, each with different focus  Program (certificate, major, minor, track)
    25. 25. UF’s new Certificate (Fall 2014)  12 credit hours at the 3000 level  Advanced conversation + Culture + Service learning + Profession specific course:  Business  Advertising  Medical  Legal  Translation  Education  ¿?
    26. 26. Suggestions for moving forward  Attract students to our LSP courses, perhaps they’ll stay for more!  Design our curriculum around strategies rather than specific grammar or vocabulary (e.g., www.darcylear.com).  Don’t forget about critical thinking and analytical skills, which can just as easily be taught in LSP courses. Likewise, cultural artifacts (literature, etc.) can easily be incorporated, and aspects of linguistic understanding are crucial as well.  Include aspects of LSP into ‘traditional’ courses; connect what we’re already doing in language, literature, etc. courses to the professional realm.  Think less in terms of specific profession and more in terms of language study as training in the ‘soft’ skills employers want.  Work together! (CIBER, NBLE, AAUSC, etc.)

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