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Longuoge Study Languoge.andContent 6\21't Discipline-ond Content-Bosed Approachesta LonguogeStudy Merle Krueger, Editor Frank Ryan, Editor BothoJ the Center Jor Language Studies, BrownUniversity D. C. Heathand Compauy Lexington,\4assachusettsTorot]to llzt'z i::', - chaRter f Resitu ati ng Foreig n !-ang uages in the Curriculum Merle Kruegerand FrqnkRyon CenlerIor laryuage Studiet,Btofln Untu.rsity In the over rwo hundred years since lh€ establishm€nr of !h€ counrry's firsr modem languagedeparrmenr ar rhe College of William and Mary, foreign language curricula et American colleg€s and universilies have become righrly linked with preparing stud€nts to read and inErprct lirerary masrerworks. Today,joining lan- guage sludy and lit€rature srudy within rhe same academic depanment is largely "Language" taken for granted. d€panmenrs rypically structure their requiremenrs for the major, and hence most courses after the founh or fifrh semester,around y4'l literary history and th€ory To be sure, definitions of rhe canon hav€ chang€d dramatically in responsero evolving crirical merhodsand heighrened sensitivity lo issuesof gender,race, cla55, and €rhnicily Still, studenrswho wish ro pursuelan- guage srudy beyond the int€rmediatelevel musr generallychoose from courses organized on lhe basis of literary genres, periods, or cdrical approacbes, regardless of &eir major or field of interest.This a[angement assumesrhat, beyond rhe intermediat€level, literarytexts provide the mos! appropriatbsubject marter for d€velopingin all studentslhe communicarivecomp€tenc€ now widely acceptedas the primary goal of language inslruction. This is a problematic assumprion for sev€ral reasons. As we become more and more conscious of lhe imDortance of Ioreitn languaSecompetence In d|5ctplineslhroughour the universiry,we needro ask whether studentswould prolit nrore from combiningforeign lantuage srudy with the subjectmatr€r of thosefields. At the sametime, we needro examinemore closelythe didacticimplicarions lor learningany subj€crmarrer (including lirera- ture) in lhe mediumofa secondlanguage and dle secondlanguage rhrough orher disciplines.The purposeof tbis book is to summarizewhat knowledgewe haveof theseissues and to stimulatefurther discussion of rhemin lh€ furure. Calls for cu[icular altemaliveslo lhe rraditionalorienralion rowards lirerarure havebuilt lo crescendoin recenly€ars. Seveml conrriburors lo this volume suggesr that there is much ro be gainedby openingrhe toreigDlanguage curriculum ro a l?rsirxdnn6tu'.i3r lanSraSain rl. crr rkrl'nr 3 6123-' broader array ot disciplines.tf s(udenrscan study a foreign languagethrough fot greater fl literary rexrs and literarurein a foreign language,can they not alio siudy oth-er probably ne s_ubjectsthrough a languageand foreign language through other subjects? time they c -foreign "contenr-based" what are the benelilsand delicirsof such irsrirction? Ho; can sp€akersin I this idea be implemenr€din universitycourses and study materials?lnteqratinq Behind loreign languagesrudy and arademicdisciplin€s, which for reasons dpplications "discipline-based" disiussej lurther on we reler to as- ipproaches to languagestudy poses cation bet*, quesrionsrhal go to the hea of our professionalenrerprise and challeneerlons functionalir €stablishFdnotions aboul the a.ad.mic disciplinein which we are eneaq"ed.Thi es<avsin rhis book deseribeseleral ongotng expertmenrsin Ameiiiai higher learninglan eoucaronu hrchsuglest somc tenlative answers. lntellectual Gnodrea<ons undoubtedly exisr tor the tradirionalmarriape o[ lanquaeeand undeBtandi lirerarr <luLliecin moderntanguage deparrnrents The accenroi inai,ia"urtiiv rna mounrnS ti cr€alivity-_inlireraD exprrssi^n r.vcals rhe porenrialiry,n€xibiliry. and aesihetic nomrc preo hcautvol Ianguageusq mu.h mo'c Ffe.tiv€ty rhan,say, ihe rrpical bustnessreoorr. leaders arg' llrr t,rrvicw ol lirerar(rcemhra(e< vilua y all ot humaniiperience and imaqi patt at leas' nalion.a (rilical anridorehl rhc alienatingeffecrs ot academicand protessional cems and l .np(iJlizaiion Furthermor.,a .ourlNt hesiaurhon are keenty sens iie obsewer< lives to iml ol rlre.u<(onrs, prejudices. rdio.yncrastes, and concerns ol ils DeoDleIheir works ability to sl (re)cre € the unique.uhureof rheirlirne and place.and as suc-hare inutuabte for occupat documents for developingcross-cuhural awaieness and an aDDieciationfor humanisric values.The questionis not wherher lirerarurehas a kev olace in a tinue to fos liberal education, nor_whethet learning a foreign language is neiessary fot true understandingol rhe lketarurein rhat language,nor ive-n whether thi studv ol political arr litetatureis a legirimatereason lor learninga foieign language.As languageeduca_ as importar tors we mu<rask ouEelves rather, whether prcparing srudents lo read.di;uss. and catiee" apl interprer Iiierary rexrsshould continue to be rhe oveniding principle behind the include pt, organizaiionol rhe curriculumand rhe governanceof rnodim languagedeparr gua8es," a! menLsal collesesand universitier men$ at rn Sinceat liast the rarly sevenries,loreign languagescholars have been advo- research h qrtuatty catrng urlsono that tlassroom lnstruction slress those skllls leamers matedals. , actually need in order to communicareellectively with adult native speakersln mmt of ar ..communicative real'lih situations.The emphasisupon competence"ilas served ro differentiateuse.oriented, sludenl centered, contexcembedded insrrucrton from determinc what was perceivedrs an inordinateconcem wlth formal structuresand gmm_ promote s malical rules, presenredwith minimal at(entionto communicativefunctioi and world cor drilled lvithout referenccto disLemiblymeaninglul rontexts. I,oreign languape st tgSennS laculry haw quite rightly reje(redpedagoBical approaches and merhodologies P{ drawn iml (aught wnrcn studenLshow ro conjugatecorrectly the pastsubiunctive of ineeltlar which cul stem (hanSingverbs but lefl rhemar a lossro buy a palr ofsocks.Sruns bv c;rical (Ktansch rtudies and govemmenratreporr rhat documentedlhe deplorableslte of hn- guageproficiency emong high schooland collegesrudenrs (;t crosse l99l: 195), in the pas and even among undergraduarelanguaSc majors {(anoll t967), educators face and rr<lru(rured their courses,de emphasiTingmle memorizationof abstlactqrammar ellective\ principlesand concenrraiinginstead on the ability to conv€y and comiprehend meaninglululterances. Lowering demands for gmmmaticalprecision in eichange tence for 4 chnpd 1 0427'Ll tage through for grealerlluency leacherslearned to acceprthe nodon rharrheir srudentswould slqdy other probably never be taken for narive speakers o[ the urget language; at rhe same hersubjec6? lime they came to expec! rhem to be abl€ to negotiatemeaning wirh native ,n? Ho$/ can speakersin the target language. I lntegrating B€hind rhis shift in perspecrive lay a renewed emphasis upon rhe r€al-world |L5 discussed applicationsof foreignlanguages, theL use valueas a meansofgenuine communi- study poses cationbetween people of differ€ntlinguisric and cultural communiries,and rheir rllengeslong functionalimportance in rhe corporale,govemmenr, and academicworlds. In lhe ngag€d. The sevenriesand eighties,educators increasingly invoked pragmaricpurposes for rican higher learninglanguages, rarher than such broadjuslilicarions as their imporranceas an intellectualexercise, as exposurelo a foreign culture, as paths to international anSuagean.l underslandinS,or as a pillar o[ a humanisric educarion.The Viehanr War and 'iduality and mounringtrade deficirs broughr home lhe poinr rhar America'spolirical and eco- nd aestheric nomic predonrinanceafier World War lt was waning- covcrnmenr and business Inessrepon_ leadersargued rhar rhc Dalion! eroding comperirivenesscould be auribured in : and imagi part at leastto rhe poor languageskills of irs citizens.Spuned on by th€secon, professional cernsand by slumpingenrollmenrs in languageclasses, educalors launch€d iniria- avesto improvelanguage insrrucrion in schoolsand univ€rsiries.lncreajingl)l the Their work ability to speakone or more foreign languageswas touredas an importanrasset e invaluable for occupalional and professional success. eciation for World events-and (he presentation of these events in the mass media--{on- |l place in a linue ro fosterthe conviction that our society must developgreater international ary for true awarenessin order to comper€ effecdvely in the global rnarketplace and the world ihe study of politicalarena. In rhis environrnenr,foreign languag€sare viewedmore and more pa8€ €duca- as importanr,even essentialskills for prolessionalsin many tields. "Communi- discuss,and cative" approachesrecognize and promote languagein use. Addirional elTorrs "less behind rhe include programs to expand the study of so,called commonly taughl lan- u8e oeParl- guages," as well as lhe reinnirulion and rightening of foreign language require- menIsat many collegesand universiiies.A substanlialamount ofscholarshipand been advo researchhas been devored ro developrng classroommethodologies, r*.hing Llls leamers materials,and technologicalinnovarions that exposeleamers !o a rich environ I speakers in ment o[ authenticlanguage and createmore opponuniriesfor practicingtenuin€ bas served communicationin the secondlanguage. Res€arch studies have been d€signed10 uction from dererminewhich insrnrcrionallechniques, environmenls, and marerialseffeclively and gram- promoresecond language acquisirion as measuredby profaciencyskills in rea! world communicarionrask (see Freed l99l). From careful analysis of th€ F
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