ERIC Number: EJ1138153
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Reference Count: 40
Proficiency or Exposure? Rethinking Foreign Language Requirements within College Curriculum Reviews
Rios-Font, Wadda C.
Hispania, v100 n1 p16-29 Mar 2017
This article analyzes the growing trend among US higher education institutions to replace four-semester, proficiency-oriented language requirement models with shorter exposure-oriented sequences frequently restricting exemptions and aimed at bringing languages into distribution requirement structures. By contrasting the history, strengths, and limitations of the proficiency model to the claims and drawbacks of the exposure model, the author suggests that the latter option can create more problems than it solves. The text highlights pedagogical issues and other factors that should be taken into account by institutions engaged in general education/core curriculum revision, in order to design better language requirements and improve language instruction in the context of a turn to internationalization and global learning.
Descriptors: Second Language Learning, International Education, Second Language Instruction, Curriculum Development, Language Proficiency, Required Courses, Global Approach, College Curriculum, Standards, Educational History, Guidelines, Models
American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A