The evolution of future Spanish graduate programs to meet diverse student needs

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

As the 2007 report from the Modern Language Association attested, foreign language departments must undergo radical structural changes in order to meet student needs in a changed world. The implications of this report (e.g., to broaden the curriculum beyond the study of literature, linguistics, and culture to include courses with other disciplinary content [history, economics, business, medicine]) have been implemented by some university language programs at the undergraduate level (e.g., Byrnes, Maxim, and Norris 2010) but mostly have been ignored by graduate programs. The effects of the dearth of foreign language graduate programs encouraging graduate students to engage in interdisciplinary research and teaching with faculty and students in other departments is seen in the literature on Languages for Specific Purposes in the United States (Lafford 2012), briefly reviewed here. This essay envisions the evolution of Spanish graduate programs that incorporate interdisciplinary approaches and professional training into their curriculum to meet diverse graduate student needs (i.e., preparing them for careers inside/outside of academe, training them to start professional languages programs, allowing heritage learners of Spanish to leverage their linguistic/cultural expertise, and providing opportunities for them to forge community partnerships to improve the quality of life of the people they will serve). AATSP

Original languageEnglish (US)
Pages (from-to)195-201
Number of pages7
JournalHispania
Volume100
Issue number5
DOIs
StatePublished - Jan 1 2017

Fingerprint

graduate
language
student
foreign language
linguistics
business economics
curriculum
interdisciplinary research
structural change
quality of life
expertise
career
medicine
university
Teaching
history
community
literature

Keywords

  • Curriculum
  • Graduate education
  • Higher education superior
  • Language for specific purposes
  • Spanish

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

Cite this

The evolution of future Spanish graduate programs to meet diverse student needs. / Lafford, Barbara.

In: Hispania, Vol. 100, No. 5, 01.01.2017, p. 195-201.

Research output: Contribution to journalArticle

@article{a41c7de2917f4fc1aa5cf75059e38dfa,
title = "The evolution of future Spanish graduate programs to meet diverse student needs",
abstract = "As the 2007 report from the Modern Language Association attested, foreign language departments must undergo radical structural changes in order to meet student needs in a changed world. The implications of this report (e.g., to broaden the curriculum beyond the study of literature, linguistics, and culture to include courses with other disciplinary content [history, economics, business, medicine]) have been implemented by some university language programs at the undergraduate level (e.g., Byrnes, Maxim, and Norris 2010) but mostly have been ignored by graduate programs. The effects of the dearth of foreign language graduate programs encouraging graduate students to engage in interdisciplinary research and teaching with faculty and students in other departments is seen in the literature on Languages for Specific Purposes in the United States (Lafford 2012), briefly reviewed here. This essay envisions the evolution of Spanish graduate programs that incorporate interdisciplinary approaches and professional training into their curriculum to meet diverse graduate student needs (i.e., preparing them for careers inside/outside of academe, training them to start professional languages programs, allowing heritage learners of Spanish to leverage their linguistic/cultural expertise, and providing opportunities for them to forge community partnerships to improve the quality of life of the people they will serve). AATSP",
keywords = "Curriculum, Graduate education, Higher education superior, Language for specific purposes, Spanish",
author = "Barbara Lafford",
year = "2017",
month = "1",
day = "1",
doi = "10.1353/hpn.2018.0048",
language = "English (US)",
volume = "100",
pages = "195--201",
journal = "Hispania",
issn = "0018-2133",
publisher = "American Association of Teachers of Spanish and Portuguese",
number = "5",

}

TY - JOUR

T1 - The evolution of future Spanish graduate programs to meet diverse student needs

AU - Lafford, Barbara

PY - 2017/1/1

Y1 - 2017/1/1

N2 - As the 2007 report from the Modern Language Association attested, foreign language departments must undergo radical structural changes in order to meet student needs in a changed world. The implications of this report (e.g., to broaden the curriculum beyond the study of literature, linguistics, and culture to include courses with other disciplinary content [history, economics, business, medicine]) have been implemented by some university language programs at the undergraduate level (e.g., Byrnes, Maxim, and Norris 2010) but mostly have been ignored by graduate programs. The effects of the dearth of foreign language graduate programs encouraging graduate students to engage in interdisciplinary research and teaching with faculty and students in other departments is seen in the literature on Languages for Specific Purposes in the United States (Lafford 2012), briefly reviewed here. This essay envisions the evolution of Spanish graduate programs that incorporate interdisciplinary approaches and professional training into their curriculum to meet diverse graduate student needs (i.e., preparing them for careers inside/outside of academe, training them to start professional languages programs, allowing heritage learners of Spanish to leverage their linguistic/cultural expertise, and providing opportunities for them to forge community partnerships to improve the quality of life of the people they will serve). AATSP

AB - As the 2007 report from the Modern Language Association attested, foreign language departments must undergo radical structural changes in order to meet student needs in a changed world. The implications of this report (e.g., to broaden the curriculum beyond the study of literature, linguistics, and culture to include courses with other disciplinary content [history, economics, business, medicine]) have been implemented by some university language programs at the undergraduate level (e.g., Byrnes, Maxim, and Norris 2010) but mostly have been ignored by graduate programs. The effects of the dearth of foreign language graduate programs encouraging graduate students to engage in interdisciplinary research and teaching with faculty and students in other departments is seen in the literature on Languages for Specific Purposes in the United States (Lafford 2012), briefly reviewed here. This essay envisions the evolution of Spanish graduate programs that incorporate interdisciplinary approaches and professional training into their curriculum to meet diverse graduate student needs (i.e., preparing them for careers inside/outside of academe, training them to start professional languages programs, allowing heritage learners of Spanish to leverage their linguistic/cultural expertise, and providing opportunities for them to forge community partnerships to improve the quality of life of the people they will serve). AATSP

KW - Curriculum

KW - Graduate education

KW - Higher education superior

KW - Language for specific purposes

KW - Spanish

UR - http://www.scopus.com/inward/record.url?scp=85046884824&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85046884824&partnerID=8YFLogxK

U2 - 10.1353/hpn.2018.0048

DO - 10.1353/hpn.2018.0048

M3 - Article

AN - SCOPUS:85046884824

VL - 100

SP - 195

EP - 201

JO - Hispania

JF - Hispania

SN - 0018-2133

IS - 5

ER -