The Graduate Foreign Language Curriculum

Pietro, Robert J. Di; Lantolf, James P.; Labarca, Angela

doi:10.1111/j.1540-4781.1983.tb01517.x

Cited by 7 publications

(3 citation statements)

References 3 publications

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“…Di Pietro, Lantolf, and Labarca (1983) have shown that FL departments throughout the United States offer only a minimal number of courses at the graduate level in pedagogy, compared with a great abundance in literature and literary criticism, and a moderate-to-low number of courses in linguistics. A course in FLPD would certainly help better prepare our future colleagues.…”

Section: Discussionmentioning

confidence: 99%

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Development and Supervision of Teaching Assistants in Foreign Languages

Lovik¹,

Walz²

1993

The Modern Language Journal

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Joel C Walz Volume Editor vii collection of "how-to" suggestions (in fact, it has not been for a long time), the new-generation methods course is based on research and immediate concerns ofhigher education. The last group of six articles discusses specific approaches to take in the supervision of TAs in their role as teachers and as professionals. differences, as explained by Madeleine Cottenet-Hage, John Joseph, and Pierre Verdaguer in "Thinking Culturally: Self-Awareness and Respect for Diversity in the Foreign Language Classroom." They describe how to "think culturally" and how to train TM to use the classroom as a laboratory for the discovery of "small-c" culture.

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Section: Discussionmentioning

confidence: 99%

“…At present, methodology receives very little coverage in the graduate school curriculum as evidenced by a survey conducted by Di Pietro, Lantolf, and Labarca (1983). They report that 73% of all coursework in FL graduate programs is in literature and literary criticism, 12% in linguistics, and a mere 3% in pedagogy.…”

Section: Rationalementioning

confidence: 99%

Development and Supervision of Teaching Assistants in Foreign Languages

Lovik¹,

Walz²

1993

The Modern Language Journal

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“…The need for such mutually informing perspectives will grow as colleges and universities change. (See Lunsford, Maglen 8c Slevin, 1990, to make that case, or DiPietro, 1983, or Waldinger, 1990, for examples of how whole disciplines are changing. )…”

Section: Toward Pragmatics In Ta Preparation: Habits and The Professimentioning

confidence: 99%

The Dynamics of Language Program Direction

Terry¹,

Benseler²

1994

The Modern Language Journal

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In the United States few academic disciplines exist in which junior practitioners are asked to assume responsibility for the future directions of particular programs, perhaps even entire professions. Foreign language programs are notable exceptions. New holders of the doctorate, many with backgrounds in a literary field, are often asked by the hiring or employing department to assume responsibility for its language programs. In most instances the sole justifications for such appointments are the new colleagues' young age and the immediacy of their experience (they were themselves TAs until recently). In all such situations, the dynamics of leadership in program direction is critical. According to Webster's New Collegiate Dictionary (1981: p. 352), dynamics "deals with forces and their relation primarily to the motion but sometimes also to the equilibrium of bodies." Thus the focus of the field is "the pattern of change or growth of an object or phenomenon." The open title of the present volume, the fourth in the AAUSC Issues in Language Program Direction series, deliberately conveys the notion that successful language program directors must simultaneously manage and effectively change their programs in a manner that educates both students and practitioners. Substantive change, which is at the core of all successful programs, comes about through that interaction of evolution and leadership we in the field call language program direction. Wilga M. Rivers argues convincingly for rethinking the nature of language program direction: we must develop a slow but steady approach to change rather than lament the absence of immediate acceptance. Meaningful change begins, she asserts, with vocabulary: "The vocabulary ix 1 0 x The Dynamics of Language Program Direction we use about our work is important psychologically, and sets the tone for discussion of future development of the teaching of the language. We must consider ourselves as being charged with a language program, of which elementary and intermediate courses are but one partan important part, certainly, but not the whole. Then we must work to see that the entire language program through to the advanced level develops some coherence, diversity, and relevance in terms of present student and institutional needs." Recognizing the need for change in the profession, especially in the way we prepare the professoriate of the future, is also central to other contributions in this volume. Cathy Pons decries the current model of TA education, that is, reliance on a workshop and a methods course that focus primarily on preparing the TA to teach an institution's elementary courses. She envisions a multitiered model, one that demands an increase in scope and commitment. Katherine Arens suggests a new context and rationale for TA education, one that would enable TAs to exercise some degree of control over their own professional development. She also notes that "the dynamics of language program direction must be expanded to include total professional preparation," not just learning...

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A Profile of the Specialization and Expertise of Lower Division Foreign Language Program Directors in American Universities

Teschner¹

1987

The Modern Language Journal

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The Graduate Foreign Language Curriculum

Cited by 7 publications

References 3 publications

Development and Supervision of Teaching Assistants in Foreign Languages

Development and Supervision of Teaching Assistants in Foreign Languages

The Dynamics of Language Program Direction

A Profile of the Specialization and Expertise of Lower Division Foreign Language Program Directors in American Universities

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