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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 482 489 FL 027 909 AUTHOR Liskin-Gasparro, Judith E., Ed. TITLE Patterns and Policies: The Changing Demographics of Foreign Language Instruction. Issues in Language Program Direction:A Series of Annual Volumes. ISBN ISBN-0-8384-5732-0 PUB DATE 1996-00-00 NOTE 246p.; Prepared by the American Association of University Supervisors, Coordinators, and Directors of ForeignLanguage Programs. AVAILABLE FROM Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (TollFree); Web site: http://www.heinle.com. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE EDRS Price MF01/PC10 Plus Postage. DESCRIPTORS Bilingualism; Case Studies; Chinese; *Curriculum Development; *Demography; Diversity (Student); Elementary Secondary Education; French; Gender Issues; German; Higher Education; Intercultural Communication; Literature; Native Language Instruction; Second Language Instruction; Spanish; Student Attitudes; Student Characteristics; Student Evaluation;Two Year Colleges IDENTIFIERS Georgia ABSTRACT This collection of papers is divided into threeparts. Part 1, "Changing Patterns: Curricular Implications," includes "Basic Assumptions Revisited: Today's French and Spanish Students at a Large Metropolitan University" (Gail Guntermann, Suzanne Hendrickson, and Carmen de Urioste) and "Le Francais et Mort, Vive le Francais: Rethinking the Function of French" (H. Jay Siskin, Mark A. Knowles, and Robert L. Davis) . Part 2, "Changing Patterns: Student Populations," includes "Do German Students Hold Gender Biases about Their TAs?" (Monika Chavez) ;"Teaching Chinese to the Chinese: The Development of an Assessment and Instructional Model" (Scott McGinnis); "Students Classified as Learning Disabled and the College Foreign Language Requirement: A Case Study of One University" (Richard L. Sparks, Lois Philips, and Leonore Ganschow); "Changing Demographics in Foreign Language Study and the Impact Upon Two-Year Colleges: A Case Study from Georgia" (Carol A. Wilkerson); and "Communication Policy fora Unique Bilingual Community: The National Technical Institute for the Deaf" (Christine Monikowski and Donna E. Gustina) . Part 3, "Pedagogical Models," includes "The Foreign Language Class: A Forum for Intercultural Communication" (Gloria Sawicki) and "A Cognitive Model for the Teaching of the Literary Elements in the Second-Year Language Class" (Joan F. Turner and Glynis Cowell) .(Papers contain references.) (SM) Reproductions supplied by EDRSare the best that can be made from the original document. AAUSC CT 00 cf- Issues in Language Program Direction oo A Series o f Annual Volumes LT4 411 U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent .I. official OERI position or policy PERMISSION TO REPRODUCEAND DISSEMINATE THISMATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER(ERIC) 1 REST COPYAVAILABLE Patternsand Policies: The Changing Demographicsof ForeignLanguage Instruction Judith E. Liskin-Gasparro Editor American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs (AAUSC) Issues in Language Program Direction A Series of Annual Volumes Series Editor Sally Sieloff Magnan, University of WisconsinMadison Managing Editor Charles J. James, University of WisconsinMadison Editorial Board Virginia Benmaman, College of Charleston David I? Benseler, Case Western Reserve University Diane W Birckbichler, Ohio State University Alice Omaggio Hadley, University of Illinois Charles Hancock, Ohio State University Yukiko Hatasa, University of Iowa Theodore V Higgs, San Diego State University Carol A. Klee, University of Minnesota Claire Kramsch, University of CaliforniaBerkeley John E Lalande II, University of Illinois Timothy Light, Western Michigan University Judith E. Liskin-Gasparro, University of Iowa Judith Muyskens, University of Cincinnati Benjamin Rifkin, University of WisconsinMadison Wilga M Rivers, Harvard University H. Jay Siskin, Brandeis University Richard V Teschner, University of Texas at El Paso Albert Valdman, Indiana University Mary Wildner-Bassett, University of Arizona Style for the AAUSC Series This publication follows the Chicago Manual of Style (Reference Style B). See pages 237-242 in this volume for details about preparing manuscripts for submission. Patterns and Policies: The Changing Demographics of Foreign Language Instruction Judith E. Liskin-Gasparro Editor THOIVISON HEINLE Australia Canada Mexico Singapore SpainUnited Kingdom United States Copyright © 1996 by Heinle No parts of this publication may be reproduced or transmitted in any form orby any means electronic or mechanical, including photocopy, recording, or anyinformation storage and retrieval system, without permission in writingfrom the publisher. Manufactured in the United States of America. ISBN: 0-8384-5732-0 10 9 8 76 5 4 3 Contents Acknowledgments vii Introduction Judith E. Liskin-Gasparro ix I. ChangingPatterns: CurricularImplications Basic AssumptionsRevisited: Today's Frenchand Spanish Studentsat a Large MetropolitanUniversity Gail Guntermann, Suzanne Hendrickson,Carmen de Urioste 3 Le Francais est mort, vive le franfais: Rethinkingthe Function of French H Jay Siskin, Mark A. Knowles, Robert L.Davis 35 II. ChangingPatterns: StudentPopulations Do German Students Hold Gender Biasesabout Their TAs? Monika Chavez 73 Teaching Chineseto the Chinese: The Development of an Assessment andInstructional Model Scott McGinnis 107 Students Classified as Learning Disabled and theCollege Foreign LanguageRequirement: A Case Studyof One University Richard L. Sparks, Lois Philips, Lenore Ganschow 123 Changing Demographicsin Foreign LanguageStudy and the Impact upon Two-Year Colleges: A CaseStudy from Georgia Carol A. Wilkerson 161 Communication Policv fora Unique Bilingual Community: The National TechnicalInstitute for the Deaf Christine Monikowski,Donna E. Gustina 173 vi Patterns and Policies Ill. Pedagogical Models The Foreign Language Class: A Forum for Intercultural Communication Gloria Sawicki 195 A Cognitive Model for the Teaching of the Literary Elements in the Second-Year Language Class Joan E Turner, Glynis Cowell 213 Contributors 231 AAUSC Style Sheet for Authors 237 Acknowledgments The annual AAUSC volume is the culminationof a multifacetedprocess that involves the collaboration ofmany individuals. I am grateful to the Editorial Board of the AAUSC series for itschoice of a timely topic that inspired a large number of excellent submissions.I am particularly indebted to Sally Sieloff Magnan, Series Editor,and Charles J. James, Managing Editor, for their support and expertise throughoutthe stages of the editorial and productionprocess. The manuscript readers provided me with wisdom and expertise ina wide variety of fields. These were the members of the board: Virginia Benmaman,David Benseler, Diane Birckbichler, Alice Omaggio Hadley, CharlesHancock, Yukiko Hatasa, Theodore Higgs, Carol Klee, Claire Kramsch,John Lalande II, Timothy Light, Judith Muyskens, Benjamin Rifkin, WilgaRivers, Jay Siskin, Richard Teschner, Albert Valdman, and MaryWildner-Bassett. I am also grateful to the other scholars who lent theirparticular expertise: Ozzie Diaz-Duque, Kathy Heilenman, Elizabeth A.Martinez, and Erwin Tschirner. All of themgave both the authors and me valuablecomments despite some very tight deadlines. I owe special thanksto Charles Heinle, Stan Galek, and Vince Duggan from Heinle & Heinle for theircontinuing support of the AAUSC series. I am particularly gratefulto Wendy Nelson, Editorial Director for College Foreign Languages, GeorgeLang, Assistant Editor, and Gabrielle McDonald, Production ServicesCoordinator, who moved this volume seamlessly through all of thestages of its production. Thanks also are due to the production and marketingteam of Wendy Kilborn, Amy Terrell, Melissa Tingley, Anita Raducanu, TrudiMarrapodi, the proofreader, and especiallyto Pat Ménard, the copy editor, for her patience with my endless questions about format andconsistency. Finally, I wish to thankmy two research assistants at the University of Iowa, Maria Fidalgo-Eick and Cristina Higareda, fortheir editorial and administrative help in the earlystages of the project, and my favorite statistics consultant, Paul Sommers of Middlebury College,who graciously and generously continuesto offer his expertise to a former student and colleague. Judith E. Liskin-Gasparro Editor Vil Introduction Judith E.Liskin-Gasparro University of Iowa The focus of theseventh volume in the series of theAmerican Association of UniversitySupervisors, Coordinators, and Directors ofForeign Language Programs(AAUSC), Issues in LanguageProgram Direction,is on the impact of demographicchangeson foreign language not news that the population programs. It is of our schoolsand colleges isbecoming increasingly diverse,with arange of demographic unknowneven a generation characteristics thatwas ago. As Sawicki (thisvolume) foreign-born population notes, the of the UnitedStates doubled from to 19.77 million between 9.74 million 1970 and 1990.This phenomenon enough to signal the alone is need for thoughtfuladjustments areas of education. at all levels and in all Ethnic and linguistic diversity is justone
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