Extending the Foreign Language Department

Hassel, Jon B.; Ford, James F.

doi:10.1632/adfl.17.2.53

Cited by 2 publications

(1 citation statement)

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“…The place of LSP in the foreign language curriculum has been the subject of considerable discussion since 1974. In the literature, LSP assumes the following curricular roles: 1) an innovative area within a department of Romance Languages (126); 2) a player in the changing role of the university language department (45); 3) an alternative for upper‐level language courses (117); 4) a model of how business German can be used for constructive change in the foreign language curriculum (20); 5) a way to expand foreign language offerings (26; 71; 96; 158); and 6) a major part of the foreign language curriculum of the future (56; 204). Various works examine other curricular issues such as course objectives, content, and tasks for LSP (67; 179); a design for basic language programs for special needs plus general proficiency (91); the opposition of some faculty members to the inclusion of LSP in the traditional foreign language course offerings (76); approaches to marketing business Spanish (86); and ways to design effective language training for professionals (207).…”

Section: Assessing the Research Base For Lspmentioning

confidence: 99%

Reprint of Grosse, C. U., & Voght, G. M. (1991). The evolution of languages for specific purposes in the United States. Modern Language Journal, 75, 181–195.

Grosse

Voght

2012

The Modern Language Journal

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AFTER MORE THAN A DECADE OF GROWTH and development, the field of languages for specific purposes (LSP) in the United States has come of age. Its position in the foreign language curriculum seems secure and it has established a presence at the majority of US colleges and universities. The even distribution of LSP at small, medium, large, public, and private institutions indicates a widespread willingness in the profession to innovate and expand the base of foreign language offerings. LSP courses provide an alternative to traditional language courses at the first-and second-year levels and an option other than literature, civilization, or linguistics for advanced undergraduate and graduate students. 1 In this article we trace the development of LSP in the United States, present a rationale for its place within the foreign language curriculum, and offer an assessment of its research base. 2 NATURE OF LSP IN THE USCurrent developments in LSP in the US derive from experiments in creating undergraduate business foreign language courses in the early to

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