ࡱ> KMJ n,bjbj=G=G 0@_-_-n$,$PL]]]]]]]=??????,rk]]]]]k]]]]]=]=:U,Ͱks )0R: : L]]]kk]]]: ]]]]]]]]] s:   General Education Required Foreign Language Rationale As with all the goals, the committee drew from the college mission, strategic plans, and best practices of 鶹 College's peers and aspirational models. We concluded that world language study at the college level is essential in preparing students to become informed global citizens able to engage with people and cultural artifacts from traditions and languages different from those of their home communities. 鶹 College Pillars and Mission 鶹 College Strategic Plan 2014-18 Meaningful International experience and diversity in goals 1 and 4. International Education Comprehensive Internationalization Plan 2015-2020 One entire goal (out of five) dedicated to expanding foreign language programs 2012 IEC Survey responses: Extensive faculty, staff and student support of expanding languages and world language requirement. 129 or 54% of faculty and staff think the college should adopt a World Languages Requirement for General Education. When asked whether language offerings influenced their decision to come to 鶹, 47 agreed and 17 strongly agreed - 17% of students surveyed. Students were very vocal about their disappointment with the lack of language offerings in the open-ended questions. 112 out of 239 (47%) of faculty and staff and the majority of focus group members felt the college is NOT fulfilling its overall commitment to international education and that there should be more intentionality and communication around activities. CLA Reports indicate that student writing is not where it could be at the college. Writing has been a cornerstone of language education since its beginnings. As experts note, writing and literacy skills transfer from one language to another NSSE Reports indicate students want more language offerings Language Requirement in COPLAC and selected NJ Institutions: Of the 32 institutions studied only 6 for which we couldn't find language requirements either in general education or in the majors. Some have varying requirements depending on major or school. Over half of the programs there is a language requirement of 1-2 semesters and the rest have either 3-4 semesters). Faculty Responses to GETFII Proposals: The draft of general education outcomes includes a low level of language proficiency. Overall, during the initial presentation of the outcomes and in their written feedback, the faculty seemed to support its inclusion. Comments on General Education Survey all open-ended questions: 14 mentions of Foreign Language required course 1 multicultural communication important skill 1 intercultural communication course 4 mentions in foreign languages in experiential learning question 2 cautions against out sourcing languages to experiential 15 International/intercultural content/pillars Practical/logistical issues: Double Counting: Language course as requirement can be double counted. Can be used when appropriate in clusters to encourage a traditional form of interdisciplinarity. Language Resources: After considering the current offerings, staffing and potential enrollment figures, SSHGS dean feels it is doable with some increase in part-time faculty. Testing: CLEP testing in place: French, German and Spanish STAMP placement test in place: Chinese, French, German, Italian, Japanese, Spanish Some additional testing may be needed if highly fluent students are allowed to test out. Level needs to be determined. Currently in SSHGS school students whose languages are not represented must be tested in other institutions. Benefits of even one semester of language study Fluency not the goal: We cannot promise fluency after one semester. True beginners would need several semesters of intensive focus. What general education course offers mastery of any skill or body of knowledge? We work under the assumption that students will continue to explore class content and will have the opportunity to hone skills in other classes and experiences. Total immersion and cultural competence: Some have a distorted sense of what goes on in language classes and how people learn languages because they base their understanding on their own experiences of antiquated pedagogy. Today's classroom language instruction features total immersion from the most basic level, communication in real-world contexts, study of authentic materials and intercultural competency. Students are reading, listening, speaking, and writing from the very beginning. Foster experience abroad (intercultural communication) and expand language offerings: Most of us would agree that we want to see our students work, travel and live abroad and be able to get better jobs in the U.S. in any field. Without a vibrant language program, we can't provide that for them. Study abroad alone won't make that happen. Experts say the best path to mastery is an extended immersion experience preceded by as much formal language study as possible. Students are more likely to study abroad if they take a language course (see student comments above). This requirement could take us a long way towards being able to offer more languages, something we know students want. An experience of diversity and power relations: Language courses offer a way of engaging with an other, another culture and language group, from a unique position of disadvantage. This experience is valuable for enriching one's understanding of diversity and power relations in a personal way and can lead to creating potential bridges of communication between communities that we need so much in our country and our world. Critical awareness: What is lost in translation? Students who study a second language become more aware of what is absent or lost in translation in much of what they read and hear in the media. A November 27, 2014 NPR Podcast of On the Media: "Breaking Bad in Spanish, the "Hispanic Walter Cronkite", and More" described the failure of English media to represent the reality of Latinos who make up the largest (and fastest growing) minority in the country, many of whom speak its unofficial second language. Monolinguals are not receiving a whole, accurate image of many communities in the U.S., not to mention those abroad. Consider what is lost when we teach any text in translation. Strengthen the mind, enhance critical thinking: According to a 2015 Huff Post article: "Bilinguals [...] have HYPERLINK "http://www.brainfacts.org/sensing-thinking-behaving/language/articles/2008/the-bilingual-brain/"  denser gray matter in their language centers than monolinguals. Bilinguals can more easily HYPERLINK "http://www.nih.gov/news/health/apr2012/nichd-03.htm"  focus on two tasks at once. They  HYPERLINK "http://www.wired.com/wiredscience/2012/04/language-and-bias/" think more analytically. HYPERLINK "http://www.ncbi.nlm.nih.gov/pubmed/22750568"  Parts of their brain devoted to memory, reasoning, and planning are larger than those of monolinguals. [...] Because the language centers in the brain are so flexible, learning a second language can develop new areas of your mind and strengthen your brain's natural ability to focus, entertain multiple possibilities, and process information." http://www.huffingtonpost.com/dan-roitman/your-mind-on-language-how_b_3902184.html "The findings indicate that those who spoke two or more languages had significantly better cognitive abilities, [...] The strongest effects were seen in general intelligence and reading. [...] Our study shows that bilingualism, even when acquired in adulthood, may benefit the aging brain." http://www.thehealthsite.com/news/speaking-more-than-one-language-can-keep-your-brain-young/ New study published in Psychological Science (March 2015) suggests that speaking a second language may change how we see the world, it "can play an important unconscious role in framing perception." Numerous studies cited in this article. http://news.sciencemag.org/brain-behavior/2015/03/speaking-second-language-may-change-how-you-see-world Study of another language impacts mastery of English and writing: " Studying a language will also build your overall language abilitiesin English tooand strengthen your skills in interpretation and understanding. Learning the grammar of another language is an important way to get a better handle on grammar in general. Expanding your foreign language vocabulary helps you think about words and their meanings in complex ways. The new language deepens your capacity to communicate and to understand the challenges of all cross-cultural relations. As countries become every more interconnected, the ability to engage in cross-cultural communication will grow ever more important." " Curious about African history? You better learn French to study the key sources. Intrigued by European politics? You could be following today's news in the German press." http://schoolsofthought.blogs.cnn.com/2012/01/05/my-view-why-language-study-should-be-part-of-your-college-experience/ January 5, 2012 Job competition and earnings: According to 2014 The Economist article, fewer subjects have greater economic return on their money than second languages. http://www.economist.com/blogs/prospero/2014/03/language-study Most graduate schools require college language study for admission. 6  P a e  } JK?@def+-Gݿݯݠݏh2OJQJh`^5OJQJh`^hC5QOJQJ^JaJh`^hC5Q5OJQJ^JaJh`^h@;OJQJh`^OJQJh`^h&OJQJh`^hC5QOJQJh`^hnlOJQJh`^hC5Q5OJQJ567  d e  ~  K & FgdnlgdnlgdC5Q$a$gdC5Q'(ef,-Fk56G$a$gdJZgdnl & FgdnlgdC5Q4JKL|& 1$7$8$H$gd2gd2$a$gd2gdC5Q4J+<lH JL|}y %&'ƾƾβΣΣΗڊΣΣΣΣΣΗΣΣΣΣΣΊڊh25OJQJ^JaJhJZOJQJ^JaJhiS-h2OJQJ^JaJh*vh25OJQJhJZOJQJh2OJQJh2OJQJ^JaJh*vh25OJQJ^JaJh25OJQJh7h25OJQJ6'+ ! !!!!!!!!!! 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