Introduction: The committee gathered copies of the Standards for Foreign Language Learning for the 21st Century (1999) and the Georgia Quality Core Curriculum (2001). These standards articulate the goals of foreign language learning in American K-12 classrooms and provide a focal point for an analysis of the Department of Foreign Languages curriculum . The overall question that guided our discussions was "To what extent do the courses that teacher candidates take adequately prepare them to help their future students achieve the goals put forth in the Standards for Foreign Language Learning for the 21st Century and the Georgia Quality Core Curriculum?" Generally the curriculum of the Foreign Language Department does a good job of preparing students to be competent foreign language teachers. However, the committee did find several problem which are summarized below along with our recommendations:
| Both Standard One and the Concept sections of the QCC emphasize the importance of grammatical accuracy. Teacher candidates must pass the Praxis II which has a heavy grammatical content. Grammar is of primary importance in most first and second year foreign language classes. However, there is a long separation between focused grammar studies (usually in the introductory and intermediate level courses) and graduation. | 1. Develop a grammar / writer's workshop lab
experience to accompany literature coursework
2. Develop a required cummulative capstone grammar course to be taken during the senior year of studies. |
| Both Standard One and the Assessment Recommendations of the QCC underscore the importance of the presentational mode of discourse. Future teachers should be able to present information, concepts and ideas in the target language on a variety of topics. However, there don't appear to be sufficient opportunities for students to practice this mode of discourse. | 1. Require students to give formal presentations as part of course requirements. |
| Standard Two and the Topic section of the QCC highlight the link between culture and foreign language. However, culture study often takes a back seat to literary analysis in advanced coursework. | 1. Encourage instructors to take every opportunity
to explain cultural issues related to course
content.
2. Develop a required survey of culture course for each target language which would explore every day life (leisure activities, shopping, eating, holidays, etc.). In addition, this course would provide students with an opportunity to produce cultural artifacts such as food and holiday decorations and to participate in cultural role plays. |
| There are no required advanced-level courses for German and Spanish B.S.ED students. Under this system, a Spanish student could, theoretically, graduate without ever having taken a course in Latin American literature, culture and civilization. While flexible, this laissez-faire structure can result in major gaps in students' preparation | 1. Require a standard number of advanced courses in each target language including a survey of culture and civilization course, an introduction to literature course and a capstone grammar review. |
| Standard Three emphasizes the connections between foreign language study and other disciplines. Ideally, students should have the opportunity to acquire information and recognize viewpoints that are only available through the foreign language and its cultures. While a few courses incorporate this interdisciplinary focus (French through Film) there is room for more such courses. | 1. Develop additional courses where content is taught in the target language, i.e. Art in the German World, Music in the Spanish-Speaking World |
| Standard Four states that students should demonstrate an understanding of the nature of language through comparisons of the language studied and their own. Very little attention is given to this goal. | 1. Require an Introduction to Linguistics course in the category "Courses Appropriate to the Major." |
| Standard Five states that students should use the target language they are studying both within and beyond the school setting. Few if any of our courses have a consistent outreach component. | 1. Develop a service learning course that would
utilize student expertise in language learning for
the benefit of community agencies and schools .
2. Require a study abroad experience for all BSED candidates. |