Language program vitality in the United States : from surviving to thriving in higher education / / Emily Heidrich Uebel, Felix A. Kronenberg, Scott Sterling, editors

• Record Nr.: UNINA9910760300903321
• Pubbl/distr/stampa: Cham : , : Springer International Publishing AG, , [2023]; ©2023
• ISBN: 9783031436543; 3031436547; 9783031436536; 3031436539
• Descrizione fisica: 1 online resource (xvii, 382 pages) : illustrations
• Collana: Educational linguistics, , 2215-1656 ; ; volume 63
• Soggetti: Language and languages - Study and teaching (Higher) - United States; Anglès; Ensenyament de la llengua; Educació superior; Llibres electrònics; Estats Units d'Amèrica
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Intro -- Acknowledgements -- Contents -- Contributors -- About the Editors -- Starting Your Path from Surviving to Thriving Language Programs -- 1 Introduction -- 2 Overall Volume Structure -- 3 Theme 1: Setting the Scene -- 4 Theme 2: Student Voices -- 5 Theme 3: Solutions to Thrive -- 5.1 Planned and Imagined Initiatives -- 5.2 Adjustments to Curriculum/Tried Initiatives -- 5.3 Recruitment -- 5.4 Credentials -- 6 Conclusion -- References -- Part I: Setting the Scene -- MLA Language Enrollment Trends -- References -- Beyond the Crisis: Tools for Analyzing Historical Enrollments in Languages Other Than English -- 1 What Happened in General: On the ``Crisis´´, and More -- 1.1 Breaking Down Absolute Numbers: A Realm of Inequality -- 2 The Dynamics of Emerging Languages -- 2.1 Overview -- 2.2 ; Differences by Institution Type -- 2.3 Regionalization -- 2.4 Regionalization and Immigration Trends -- 3 Conclusion -- References -- The Increasing Diversity of World Language Study in the United States, 1958-2016 -- 1 Introduction -- 2 Core Languages -- 3 Emerging Languages -- 4 Other Languages -- References -- World Language Enrollment at Community Colleges in the United States Between 1960 and 2010 -- 1 Introduction -- 2 A Brief History of Community Colleges in the U.S. -- 2.1 Foundation of Community Colleges in the U.S. -- 2.2 Expansion of Community Colleges in the 1960s and Accessibility to College Education -- 2.3 Undergraduate Enrollment and World Language Enrollment -- 2.4 Accessibility to College Education for Students of Color and Immigrant-Origin Students -- 3 Student Linguistic Diversity in the WL Classroom at Community Colleges -- 4 What Can We Learn from Analyzing World Language Enrollment at Community Colleges? -- 5 Conclusion -- References -- Part II: Student Voices.; Amplifying Student Voices: US. Undergraduate Student Perspectives on Expanding Access and Increasing the Relevance of Courses ... -- 1 Introduction -- 2 About the Study -- 2.1 Participants -- 2.2 Study Questionnaire -- 2.3 Data Collection -- 2.4 Qualitative Data Analysis -- 3 Results and Discussion -- 3.1 Reasons for Not Taking LOTE Courses -- 3.1.1 I Need to Prioritize My Major or Other Degree Requirements Over LOTE Study -- 3.1.2 Not Enough Room in My Schedule -- 3.2 Expanding Access to LOTE Courses -- 3.2.1 Access Theme 1: Offer More Class Time Options -- 3.2.2 Access Theme 2: Offer Online or Partially Online Courses -- 3.2.3 Access Theme 3: Schedule Fewer Weekly Class Meetings -- 3.2.4 Access Theme 4: Make LOTE Study Count Toward Major or Certificate -- 3.2.5 Access Theme 5: Offer Lower- or Variable-Credit Courses -- 3.3 Increasing the Relevance of LOTE Courses for U.S. Undergraduates -- 3.3.1 Relevance Theme 1: Focus More on Contemporary Culture -- 3.3.2 Relevance Theme 2: Link LOTE Courses to My Academic Major or Professional Goals -- 3.3.3 Relevance Theme 3: Focus More on Everyday Language, Especially in Speaking -- 3.3.4 Relevance as Personalization -- 4 Conclusion -- References -- Understanding Student (A)motivation Towards Learning a Language: Students´ Perspectives on Continued Language Study -- 1 Introduction -- 2 The Site -- 3 Methodology -- 4 Results and Discussion -- 4.1 Knowledge of SLA -- 4.2 Understanding the Importance of L2 Acquisition -- 4.3 Prior Experience with L2 Learning -- 4.4 Roadblocks to L2 Learning -- 5 Realizations and Ideas for Improvement -- References -- Why Doesn´t Everyone Take a World Language Class? University Students´ Perspectives on World Language Learning -- 1 Introduction -- 2 Background -- 3 Methods -- 3.1 Research Questions -- 3.2 Participants -- 3.3 Tasks -- 3.4 Analysis -- 3.5 Hypotheses -- 4 Results.; 4.1 K-12 WL Experiences and Opinions -- 4.2 Overall Knowledge of Benefits of Language Learning -- 5 Discussion -- 6 Conclusion -- 7 Considerations -- References -- Motivational Factors Affecting Language Student Enrollment and Retention in Higher Education -- 1 Background and Motivation for the Current Study -- 2 Literature Review -- 3 Aims of the Study -- 4 Method -- 4.1 Participants -- 4.2 Instrument, Data Collection and Analysis -- 5 Results -- 5.1 Comparisons of Student Groups -- 5.2 Method of Recruitment to Their Language of Study -- 6 Discussion -- 7 Limitations and Future Directions -- 8 Conclusion and Implications -- Appendix The Questionnaire Items -- References -- Preparing for the Future: What Do High School Students Think About Language Learning? -- 1 Introduction -- 2 Background -- 2.1 Secondary Students´ Perceptions ; of Language Learning in English-Dominant Countries -- 2.2 University Students´ Perceptions of Language Learning in the USA -- 3 The Current Study -- 3.1 Study Context and Question Prompts -- 3.2 Participants -- 3.3 Method -- 4 Results -- 5 Discussion -- 6 Limitations -- 7 Conclusions and Recommendations -- 7.1 Recommendation 1: Find a Balance Between Vocational and Humanistic Applications of Language -- 7.2 Recommendation 2: Ensure that Students Have Opportunities to Personally Connect with Language and Culture -- References -- University Students´ Beliefs About the Language Requirement: Policy as Articulated and as Perceived -- 1 Literature Review -- 2 Methodology -- 3 Findings -- 3.1 Policy-as-Articulated: LAU´s Description of the Language Requirement -- Excerpt 1: GEP Requirement Descriptions -- Excerpt 2: GEP Language Requirement Description -- Excerpt 3: MCL Website Description of Language Study -- Excerpt 4: MCL Website Description of GEP Language Requirement.; 3.2 Policy-as-Perceived: Students´ Perspectives Toward the Language Requirement -- 3.2.1 Language -- 3.2.2 Language Learners -- 3.2.3 Language Learning -- 3.2.4 Language Requirement -- 4 Conclusion and Implications -- References -- Leveraging Student Surveys to Promote Recruitment and Retention -- 1 Introduction -- 2 Surveys as Recruitment Tools -- 3 Surveys as Retention Tools -- 4 Practical Considerations -- Appendix 1 -- General Information Questions -- Recruiting Students Into Language Classes -- Recruiting Language Students Into Major/Minor -- Retaining Language Students -- References -- Portuguese Language Program Evaluation -- References -- Part III: Solutions to Thrive: Planned and Imagined Initiatives -- Uniting On All Levels -- 1 Introduction -- 2 Expanding the Footprint of Languages Through Identity -- 3 Expanding the Footprint of Languages Through Adjacent Programming -- 3.1 Events -- 3.2 Campus Partners -- 4 Expanding the Footprint of Languages by Building Community -- 4.1 Orientation -- 4.2 Increased Language Offerings -- 4.3 Access -- 4.4 Student Employment -- 4.5 Maintaining the Community -- 4.6 Recognizing Student Effort -- 5 Logistics of Expanding the Footprint of Languages -- 6 Conclusion -- References -- It Takes a Village: A Planned Initiative Toward Language Program Revitalization -- 1 Introduction -- 2 Pillar I: Preparing Students for a Life of Success, Meaning, and Positive Impact -- 3 Pillar 2: Becoming a Place of Belonging for and Emotional Growth for All -- 4 Pillar 3: Enriching and Positively Impacting Oklahoma, the Nation, and the World Through Research and Creative Activity -- 5 Conclusion -- References -- Professional Content-Based Courses for Novice Language Learning -- 1 Introduction -- 2 In Favor of Content-Based Courses -- 3 Example in Practice -- 4 Conclusion -- Appendix A -- Student Learning Outcomes -- References.; Community-Engagement as an Innovative Way to Revitalize Language Programs -- 1 Community-Engagement as an Innovative Way to Revitalize Language Programs -- References -- Part IV: Solutions to Thrive: Adjustments to Curriculum/Tried Initiatives -- Expanding Access Through Online Asynchronous Language Courses -- References -- A Multilanguage Seminar for the Twenty-First Century: Rethinking Self-Instruction for the Least Commonly Taught Languages -- 1 Introduction -- 2 Enrollment Data -- 3 Sample Semester Plan -- 4 Assessment -- 5 Student Experiences -- 6 Advice for Creating a Multilanguage Seminar -- 7 Conclusion: Addressing Potential Concerns -- References -- Leveraging Language for Specific Purposes as a Motivating Factor for World Language Study -- 1 Introduction -- 2 Literature Review -- 3 Institutional Overview -- 4 LSP Through ; Curricula -- 5 LSP Through Extracurricular and Co-curricular Opportunities -- 6 LSP Through Immersion Opportunities Abroad -- 7 Conclusion -- References -- Contributing Factors and Achievable Solutions to the World Language Enrollment Downturn: A Midwestern Case Study -- 1 Program Challenges -- 2 Program Redesign and Results -- Reference -- A Revamped Major: Reimagining the Role of Languages at a Business University -- 1 Introduction -- 2 Institutional Context -- 3 An Attempt to Build a Multidisciplinary Major -- 4 The Revamp: Lessons Learned -- 5 Conclusion -- References -- Staying Afloat: Attracting Hebrew Language Students with Collaboration and the Use of Content Based Instruction -- 1 Issues Encountered -- 1.1 An Outdated Textbook -- 1.2 Non-communicative Approach -- 1.3 The ``Sage on the Stage´´ Phenomenon -- 1.4 Resistance to Professional Development -- 1.5 Everyone for Themselves -- 2 Making Changes -- 2.1 New Methodologies Versus Traditional Instruction -- 2.2 Empowering Instructors with Training.; 2.3 Flipping the Classroom.