DOCUMENT RESUME ED 482 772 FL 027 917 AUTHOR Byrnes, Heidi, Ed.; Maxim, Hiram H., Ed. TITLE Advanced Foreign Language Learning: A Challengeto College Programs. Issues in Language Program Direction. ISBN ISBN-141300040-1 PUB DATE 2004-00-00 NOTE 219p.; Prepared by the American Association of University Supervisors, Coordinators, and Directors of ForeignLanguage Programs. AVAILABLE FROM Heinle, 25 Thomson Place, Boston, MA 02210. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. PUB TYPE Books (010) Collected Works General (020) EDRS PRICE EDRS Price MF01/PC09 Plus Postage. DESCRIPTORS *Advanced Students; Business Communication; College Students; Curriculum Design; Graduate Study; *Heritage Education; Higher Education; *Language Proficiency; Language Styles; Literacy; Second Language Instruction; Second Language Learning; Spanish; Study Abroad; *Teaching Methods IDENTIFIERS Heritage Language ABSTRACT This book includes the following chapters: "Literacy and Advanced Foreign Language Learning: Rethinking he Curriculum" (RichardG. Kern); "A Template for Advanced Learner Tasks: Staging Genre Reading and Cultural Literacy Through the Precis" (Janet Swaffar); "Fostering Advanced L2 Literacy: A Genre-Based, Cognitive Approach" (Heidi Byrnes, Katherine A. Sprang); "Heritage Language Speakers and Upper-Division Language Instruction: Findings from a Spanish Linguistics Program" (Daniel J. Villa); "heritage Speakers' Potential for High-Level language Proficiency "(Olga Kagan, Dillon, Kathleen); "Study Abroad for Advanced Foreign Language Majors: Optimal Duration for Developing Complete Structures" (Casilde A. Isabelli); "'What's Business Got to Do with It?': The Unexplored Potential of Business Language Courses for Advanced Foreign Language Learning" (Astrid Weigert); "Fostering Advanced-Level language Abilities in Foreign Language Graduate Programs: Applications of Genre Theory" (Cori Crane, Olga Liamkina, Marianna Ryshina-Pankova); and "Expanding Visions for Collegiate Advanced Foreign Language Learning" (Hiram H. Maxim) . (Author/VWL) Reproductions supplied by EDRS are the best that can be made from the original document. American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs Issues in Language Program Direction Sally Sieloff Magnan, Series Editor PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY _Qtn_ U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement TO THE EDUCATIONAL RESOURCES EDUCATIONAL RESOURCES INFORMATION INFORMATION CENTER (ERIC) CENTER (ERIC) his document has been reproduced as ecsived from the person or organization riginatino it. 1:3 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent cif rlr pi position or policy Advanced Foreign Language Learning: A Challenge to College Programs Heidi ByrnesHiram H. Maxim Editors REST COPY VA1LA LE AAUSC Issues in Language Program Direction Advanced Foreign Language Learning: A Challenge to College Programs Heidi Byrnes Hiram H. Maxim Editors TI-1C0IVISC3N HEINLE Australia Canada Mexico Singapore Spain United Kingdom United States THCIIVISON HEINLE AAUSC 2003 Advanced Foreign Language Learning: A Challenge to College Programs Heidi Byrnes and Hiram H. Maxim, Editors Acquisitions Editor: Sean Ketchem PhD Production Editor: Matt Drapeau Manufacturing Manager: Marcia Locke Printer: Webcom Compositor: GEX Publishing Services Copyright © 2004 Heinle, a part of the Thomson Corporation. Heinle, Thomson and the Thomson logo are trademarks used herein under license. All rights reserved. No part of this work covered by the copyright hereon may be reproduced or used in For permission to use material from any form or by any meansgraphic, electronic, or this text or product contact us: mechanical, including photocopying, recording, tap- Tel 1-800-730-2214 ing, Web distribution or information storage and Fax 1-800-730-2215 retrieval systemswithout the written permission of Web www.thomsonrights.com the publisher. Library of Congress Control Number: 2003112072 Printed in Canada. 1 2 3 4 5 6 7 8 9 1006 05 04 03 For more information contact Heinle, 25 Thomson Place, Boston, MA 02210, or you can visit our Internet site at: http://www.heinle.com ISBN: 1-4130-0040-1 4 Contents Acknowledgments Introduction Creating Sites for Collegiate Advanced Foreign Language Learning: Heidi Byrnes and Hiram H. Maxim, Editors vii Part One: Literacy As a Conceptual Framework for Collegiate Advanced Learning 1 Richard G. Kern Literacy and Advanced Foreign Language Learning: Rethinking the Curriculum 2 Janet Swaffar A Template for Advanced Learner Tasks: Staging Genre Reading and Cultural Literacy through the Précis 19 Heidi Byrnes and Fostering Advanced L2 Literacy: A Genre-based, Katherine A. Sprang Cognitive Approach 47 Part Two: Heritage Learners As Advanced Learners 87 Daniel J. Villa Heritage Language Speakers and Upper-Division Language Instruction: Findings from a Spanish Linguistics Program 88 Olga Kagan and Heritage Speakers' Potential for High-Level Kathleen Dillon Language Proficiency 99 Part Three: Contexts For Advanced Learning 113 Casilde A. Isabelli Study Abroad for Advanced Foreign Language Majors: Optimal Duration for Developing Complex Structures 114 Astrid Weigert "What's Business Got To Do with It?" The Unexplored Potential of Business Language Courses for Advanced Foreign Language Learning 131 iV CONTENTS Cori Crane, Olga Liamkina, Fostering Advanced-Level Language and Marianna Abilities in Foreign Language Graduate Programs: Ryshina-Pankova Applications of Genre Theory 150 Postscript 177 Hiram H. Maxim Expanding Visions for Collegiate Advanced Foreign Language Learning 178 About the Contributors 192 AAUSC Style Sheet 195 Acknowledgments This year's volume in the ammal AAUSC series on Language Program Direction has benefited greatly from the many people who have offered their time and expertise to the editorial process. We are grateful to the Editorial Board of the AAUSC for its support of this volume and would like to especially thank Sally Sieloff Magnan, the Series Editor, for her generous and thoughtful guidance from the volume's inception to its publication.We much appreciate the time and effort that the referees devoted to reviewing the submissions to the volume: David Benseler, Caroline Grace,Yukiko Hatasa, Kathy Heilenman, Charles James, Celeste Kinginger, Carol Klee, Claire Kramsch, Judith Liskin-Gasparro, Sally Magnan,Alice Omaggio Hadley, Benjamin Rifkin,Virginia Scott, Mary Wildner-Bassett, and Joel Walz. Susanne Kord and Marilyn Ferstl of the German Department at Georgetown University also have our gratitude for their support and assistance during the editorial process. We also wish to thank Heinle for its continued support of this series. In particular, we are grateful to Sean Ketchem,Acquisitions Editor, Matt Drapeau, Production Editor, and Jennifer Roehrig of GEX Publishing for their help in bringing this volume to press. Lastly, we appreciate all the scholars who expressed interest in this volume and who helped expand the discussion on the collegiate advanced language learner. Heidi Byrnes and Hiram Maxim Editors Introduction: Creating Sites for Collegiate Advanced Foreign Language Learning Heidi Byrnes and Hiram H. Maxim Georgetown University The work of foreign language supervisors and coordinators can be described from two perspectives: in terms of content, they are to assure quality "language teaching" and language teacher education, including the education of graduate students for teaching; in terms of administration and programmatic reach, they are to assure the smooth functioning of lower-division language instruction within their departments, typically graduate departments at state institutions. Behind that arrangement stands a split in foreign language departments that has, over the years, become nearly invisible: it continues to be the natural order to separate language learning from the content learning that takes place in upper division courses, to separate teaching and teacher preparation from the center of an undergraduate and even a graduate department's intellectual work, and to separate the educational and research interests and the individual and communal forms of engagement of an entire department and its faculty mem- bers from the language acquisitional interests of students, undergraduate and graduate. The many advances in program quality supervisors and coordinators have achieved over roughly the past decade were accomplished within those intellectual and structural boundaries. The guiding presumption or, at times, the reluctantly reached conclusion was that the bifurcations on which this arrangement rests were sufficiently acceptable and, given admirable commit- ment and clear-eyed professionalism on the part of these faculty members, rea- sonably workable within the dominant institutional and intellectual environment. However, for some time now alert practitioners have also addressed the fact that the intellectual foundations of the existing content and administrative- organizational arrangements deserved to be questioned, from the standpoint of the nature of language, from the perspective of adult language learning in a collegiate context, and with regard to the nature of collegiate language teach- ing. Within this book series, such questioning first gained clear voice in the 1995 AAUSC volume, edited by Claire Kramsch (1995),