The Future of Foreign Language Education in the United States

Cover......Page 1
The Future of  Foreign Language Education in the United States......Page 4
Contents......Page 8
Figures......Page 10
Acknowledgments......Page 12
Introduction......Page 14
1  “Our Patriotic Duty”: Insights from Professional History, 1890–1920......Page 18
FOREIGNNESS AND THE STUDENTS WE SERVE......Page 19
PURGING POLITICS FROM AMERICAN CURRICULUM DESIGN......Page 20
MODERN LANGUAGES AND THE BATTLE FOR PRESTIGE......Page 23
NATION-BUILDING AND THE COLLAPSE OF GERMAN LANGUAGE STUDY......Page 26
“OUR PATRIOTIC DUTY”: AMERICANIZING FOREIGN LANGUAGE STUDY......Page 29
CHANGING COURSE: A NEW PURPOSE IN THE TWENTY-FIRST CENTURY?......Page 34
Extending Sequences......Page 36
Abandoning Strategies that Don’t Work......Page 37
MAKING IT WORK: NEW VISIONS AND MULTILEVEL COORDINATION......Page 38
ACKNOWLEDGMENT......Page 39
NOTES......Page 40
BIBLIOGRAPHY......Page 41
MATHEMATICS AS A FOREIGN LANGUAGE......Page 48
SEMANTIC REFERENCE......Page 50
THE SCIENCE OF LEARNING......Page 52
THE SCIENCE OF LANGUAGE......Page 54
LANGUAGE LEARNING IN THE NEAR-PRESENT......Page 56
CONCLUSIONS......Page 58
ACKNOWLEDGMENT......Page 59
BIBLIOGRAPHY......Page 60
3  “Knowing” and “Learning” a Foreign Language: Epistemological Reflections on Classroom Practice......Page 62
CONSTRUCTIVIST EPISTEMOLOGY: AN OVERVIEW......Page 64
CONSTRUCTIVIST APPROACHES TO TEACHING......Page 66
IMPLICATIONS OF CONSTRUCTIVIST EPISTEMOLOGY FOR FOREIGN LANGUAGE EDUCATION......Page 68
NOTES......Page 73
BIBLIOGRAPHY......Page 74
LITERARY STUDY AND THE LANGUAGE CLASSROOM......Page 80
LANGUAGE LEARNING AND THE AESTHETIC......Page 82
AESTHETIC RESPONSE TO LITERATURE......Page 85
POETS AND TRANSLATION......Page 86
AESTHETIC READING AND RESPONSE IN THE CLASSROOM......Page 87
NOTES......Page 90
BIBLIOGRAPHY......Page 91
INTRODUCTION......Page 94
CONSIDERATIONS FROM THE HISTORICAL DOMAIN......Page 95
SOCIAL STUDIES, CULTURE, AND GLOBAL CONNECTIONS......Page 96
CONNECTIVE VALIDITY AND THE INTERDISCIPLINARY UNIT......Page 98
COMPARATIVE INTEGRITY AND THE INTERDISCIPLINARY UNIT......Page 99
VIETNAM AND HISTORY CLASS COMPONENTS......Page 100
LANGUAGE CLASSROOM COMPONENTS......Page 104
CONCLUSION......Page 105
BIBLIOGRAPHY......Page 106
INTRODUCTION......Page 110
DEFINING THE PROBLEM......Page 111
DEFINITION OF TERMS......Page 112
AN OVERVIEW OF PSYCHOLOGICAL TYPE......Page 114
Introverted Energizers and Extraverted Energizers......Page 115
Sensing Perceivers and INtuitive Perceivers......Page 116
Thinking Deciders and Feeling Deciders......Page 117
Judging Doer and Perceiving Doer......Page 118
PSYCHOLOGICAL TYPE IN TEACHER PREPARATION......Page 119
TYPE THEORY AND FOREIGN LANGUAGE TEACHING......Page 122
CONCLUSION......Page 123
BIBLIOGRAPHY......Page 124
7  Professional Renewal: The Role of Teacher Education in Multicultural America......Page 126
TOWARD A CRITICALLY REFLECTIVE PRACTICE......Page 127
ACTION RESEARCH......Page 130
THE CRITICAL ACTION RESEARCHER......Page 133
PORTFOLIO DEVELOPMENT......Page 135
BRINGING IT ALL TOGETHER: ORGANIZED PROFESSIONALS......Page 137
NOTES......Page 138
BIBLIOGRAPHY......Page 139
8  Toward a Political Economy of the Less Commonly Taught Languages in American Public Schools......Page 142
CONCEPTUALIZING THE LCTLS......Page 144
TOWARD AN OUTLINE OF A SOCIAL GRAMMAR OF THE LCTLS......Page 146
EDUCATIONAL IMPLICATIONS......Page 149
NOTES......Page 152
BIBLIOGRAPHY......Page 153
9  Reversing Language Loss in a Multilingual Setting: A Native Language Enhancement Program and Its Impact......Page 156
INSTITUTIONAL CONTEXT......Page 158
Composition of Class......Page 159
Description of Program......Page 161
Materials Acquisition......Page 162
Assessment......Page 163
IMPACT OF PROGRAM......Page 164
DIMENSIONS OF TEACHER CHANGE......Page 165
Changes in Attitudes......Page 166
Changes in Action......Page 167
Metacognitive Awareness......Page 170
Students’ Attitude Changes......Page 171
Students’ Behavioral Changes......Page 173
Students’ Metacognitive/Metalinguistic Awareness......Page 174
SUMMARY......Page 176
CONCLUSIONS AND IMPLICATIONS......Page 177
Teenage Pregnancy: Native Language Activity......Page 179
Poetry Project......Page 180
BIBLIOGRAPHY......Page 182
10  Authentic “Migratory” Experiences for Language Learners: Macrocontextualization as Critical Pedagogy......Page 184
WHO GETS TO TEACH LANGUAGES?......Page 185
“YEAR ABROAD” PROGRAMS......Page 187
POPULAR CULTURE COUNTS......Page 189
“REAL” PRACTICE MAKES PERFECT......Page 191
PRACTICES THAT TRANSFORM......Page 193
BIBLIOGRAPHY......Page 194
Index......Page 196
About the Contributors......Page 206