The future of foreign language education in the United States / edited by Terry A. Osborn.

Format:

Book

Contributor:

Osborn, Terry A., 1966-

Series:

Contemporary language education.

Contemporary language education

Language:

English

Subjects (All):

Languages, Modern--Study and teaching--United States.

Languages, Modern.

Physical Description:

1 online resource (208 p.)

Edition:

1st ed.

Place of Publication:

Westport, Conn. : Bergin & Garvey, 2002.

Language Note:

English

Summary:

At the dawning of the 21st century, foreign language education in the United States is experiencing a period marked by exciting possibilities. Theorists and practitioners embrace a move from a perceived position of teaching only the elite to a nationally initiated cross-disciplinary and cross-cultural orientation embodied in the latest standards. Given the presence of non-English languages in all parts of the United States, a growing number of scholars are beginning to examine the sociological context in which this educational endeavor is carried out, noting that the figure of professional practice is inextricably linked to issues of cultural and academic context. Theory-informed practice in the coming years, therefore, will include the challenge of examining a broad range of topics related to curricular and instructional principles and procedures. The text is intended to provide a collection of perspectives related to issues of pluralism and reform as they will influence theory-informed practice of foreign language education in the coming century. Drawing from a variety of contributors from both inside and outside of foreign/second language education, this text brings the voices of scholars together focused on issues of contemporary consequence. The chapters center around a focusing theme in the form of the following question: How does the changing social and academic context of language education in the United States impact the future of our discipline?

Contents:

Cover

The Future of Foreign Language Education in the United States

Contents

Tables and Figures

Tables

Figures

Acknowledgments

Introduction

1 "Our Patriotic Duty": Insights from Professional History, 1890-1920

FOREIGNNESS AND THE STUDENTS WE SERVE

PURGING POLITICS FROM AMERICAN CURRICULUM DESIGN

MODERN LANGUAGES AND THE BATTLE FOR PRESTIGE

NATION-BUILDING AND THE COLLAPSE OF GERMAN LANGUAGE STUDY

"OUR PATRIOTIC DUTY": AMERICANIZING FOREIGN LANGUAGE STUDY

CHANGING COURSE: A NEW PURPOSE IN THE TWENTY-FIRST CENTURY?

Extending Sequences

Taking a Stand on Language and Patriotism

Abandoning Strategies that Don't Work

MAKING IT WORK: NEW VISIONS AND MULTILEVEL COORDINATION

ACKNOWLEDGMENT

NOTES

BIBLIOGRAPHY

2 The Entangled Future of Foreign Language Learning

MATHEMATICS AS A FOREIGN LANGUAGE

SEMANTIC REFERENCE

THE SCIENCE OF LEARNING

THE SCIENCE OF LANGUAGE

LANGUAGE LEARNING IN THE NEAR-PRESENT

CONCLUSIONS

3 "Knowing" and "Learning" a Foreign Language: Epistemological Reflections on Classroom Practice

CONSTRUCTIVIST EPISTEMOLOGY: AN OVERVIEW

CONSTRUCTIVIST APPROACHES TO TEACHING

IMPLICATIONS OF CONSTRUCTIVIST EPISTEMOLOGY FOR FOREIGN LANGUAGE EDUCATION

CONCLUSION

4 Responding to Literature in the Foreign Language Classroom: Aesthetic Dimensions of Fluency

LITERARY STUDY AND THE LANGUAGE CLASSROOM

LANGUAGE LEARNING AND THE AESTHETIC

AESTHETIC RESPONSE TO LITERATURE

POETS AND TRANSLATION

AESTHETIC READING AND RESPONSE IN THE CLASSROOM

5 Challenging the Monovocal Narrative: Interdisciplinary Units in the Foreign Language Classroom

INTRODUCTION

CONSIDERATIONS FROM THE HISTORICAL DOMAIN.

SOCIAL STUDIES, CULTURE, AND GLOBAL CONNECTIONS

FOREIGN LANGUAGE DOMAIN CONSIDERATIONS

CONNECTIVE VALIDITY AND THE INTERDISCIPLINARY UNIT

COMPARATIVE INTEGRITY AND THE INTERDISCIPLINARY UNIT

VIETNAM AND HISTORY CLASS COMPONENTS

LANGUAGE CLASSROOM COMPONENTS

6 Enabling Teachers Through Type Theory: Nurturing the Pluralistic Persona

DEFINING THE PROBLEM

A SOLUTION TO THE PROBLEM

DEFINITION OF TERMS

AN OVERVIEW OF PSYCHOLOGICAL TYPE

Introverted Energizers and Extraverted Energizers

Sensing Perceivers and INtuitive Perceivers

Thinking Deciders and Feeling Deciders

Judging Doer and Perceiving Doer

PSYCHOLOGICAL TYPE IN TEACHER PREPARATION

TYPE THEORY AND FOREIGN LANGUAGE TEACHING

ADDITIONAL SUGGESTED READINGS

7 Professional Renewal: The Role of Teacher Education in Multicultural America

TOWARD A CRITICALLY REFLECTIVE PRACTICE

ACTION RESEARCH

THE CRITICAL ACTION RESEARCHER

PORTFOLIO DEVELOPMENT

BRINGING IT ALL TOGETHER: ORGANIZED PROFESSIONALS

THE FUTURE OF US ALL

8 Toward a Political Economy of the Less Commonly Taught Languages in American Public Schools

CONCEPTUALIZING THE LCTLS

TOWARD AN OUTLINE OF A SOCIAL GRAMMAR OF THE LCTLS

EDUCATIONAL IMPLICATIONS

9 Reversing Language Loss in a Multilingual Setting: A Native Language Enhancement Program and Its Impact

INSTITUTIONAL CONTEXT

NATIVE LANGUAGE ENHANCEMENT CLASS

Composition of Class

Description of Program

Materials Acquisition

Assessment

Summary

IMPACT OF PROGRAM

DIMENSIONS OF TEACHER CHANGE

Changes in Attitudes

Changes in Action

Metacognitive Awareness

DIMENSIONS OF STUDENT CHANGE

Students' Attitude Changes

Students' Behavioral Changes.

Students' Metacognitive/Metalinguistic Awareness

SUMMARY

CONCLUSIONS AND IMPLICATIONS

APPENDIX A: SAMPLE NATIVE LANGUAGE ACTIVITY GUIDE

American Reality: TRANSITIONS

Teenage Pregnancy: Native Language Activity

APPENDIX B: SAMPLE NATIVE LANGUAGE ACTIVITY GUIDE

American Reality: CHANGES

Poetry Project

APPENDIX C: STUDENT QUESTIONNAIRE

NOTE

10 Authentic "Migratory" Experiences for Language Learners: Macrocontextualization as Critical Pedagogy

WHO GETS TO TEACH LANGUAGES?

"YEAR ABROAD" PROGRAMS

POPULAR CULTURE COUNTS

"REAL" PRACTICE MAKES PERFECT

PRACTICES THAT TRANSFORM

Index

About the Contributors.

Notes:

Includes bibliographical references and index.

ISBN:

9780313004056

0313004056

OCLC:

50816769