Languages for Specific Purposes: Innovating Language Programs for a Changed World ACTFL 2015
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As part of an AAUSC-sponsored session at ACTFL 2015, "Innovating Language Programs for a Changed World," I will present one issue: Languages for Specific Purposes. Here's what we know about employers' priorities: https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary.
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Languages for Specific Purposes: Innovating Language Programs for a Changed World ACTFL 2015
- 1. LSP Languages for Specific Purposes Ann Abbott University of Illinois, Urbana- Champaign @AnnAbbott
- 2. How can we connect languages & careers?
- 3. Research shows a gap between employers’ needs & faculty values.
- 4. 1. Recognize our own professional skills.
- 5. 2. Start small, but cement into curriculum.
- 7. Gracias_____________________________________________________________________ arabbott@illinois.edu @AnnAbbott _____________________________________________________________________ Photos_____________________________________________________________________ Debbie Newbold @Fidgety Pilgrim #Instagram
Editor's Notes
- I’m doing something different here. I’m advocating for LSP that is less “S” and more pan-professional.
- 2 minutes: Students in basic language classes are thinking about their careers, yet right now most textbooks only talk about careers in one chapter. How can you more fully integrate LSP into the basic language program without changing everything?
- 3 minutes RESEARCH Lack of faculty buy-in (Grosse; Long; Fryer). LSP has its own challenges (Lafford; Lafford, Abbott & Lear). We know what employers want from college grads. https://www.aacu.org/liberaleducation/2013/spring
- 2 minutes Inventory and recognize your own and your TAs’ professional skills. Use them to empower everyone to know that they in fact CAN do LSP. You don’t have to be a business person to have something to say about business skills.
- 2 minutes Examples: 1. complete a project prior to graduation that demonstrates their acquired knowledge and skills (79 percent say “will help a lot/fair amount”) 2. develop research questions in their field and evidence-based analyses (83 percent say “will help a lot/fair amount”
- 2 minutes Syllabus, Class Intro, Project Instructions, Class Conclusion, Course evaluation, etc. Students want to know *why* they are doing these things, and if you don’t make it explicit, they won’t then be able to communicate it.