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Assessing quality in undergraduate f...

Bricault, Dennis Ray.

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Assessing quality in undergraduate foreign language programs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Assessing quality in undergraduate foreign language programs./
作者:	Bricault, Dennis Ray.
面頁冊數:	279 p.
附註:	Director: Jennifer G. Haworth.
Contained By:	Dissertation Abstracts International63-01A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3039272
ISBN:	0493527745

Assessing quality in undergraduate foreign language programs.
Bricault, Dennis Ray.

Assessing quality in undergraduate foreign language programs. - 279 p.

Director: Jennifer G. Haworth.

Thesis (Ph.D.)--Loyola University of Chicago, 2002.

In the face of an increasingly global society, the American education system appears to place insufficient emphasis on the study of foreign languages, particularly at the postsecondary level. Over the past decade, colleges and universities have experienced net decreases in enrollment in foreign language classes and have awarded fewer degrees in foreign languages at the bachelor's, master's, and doctoral levels. Consequently, Americans are inadequately equipped to serve as educators, diplomats, and humanitarians and find themselves at a distinct disadvantage when competing globally in business and industry. The complexity of the issue of foreign language study is exacerbated by the dearth of literature on the issue of the quality of the programs that will provide this critical training to future generations of college and university students.

ISBN: 0493527745Subjects--Topical Terms:

543175
Education, Higher.

Assessing quality in undergraduate foreign language programs.
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500 $a Source: Dissertation Abstracts International, Volume: 63-01, Section: A, page: 0104.
502 $a Thesis (Ph.D.)--Loyola University of Chicago, 2002.
520 $a In the face of an increasingly global society, the American education system appears to place insufficient emphasis on the study of foreign languages, particularly at the postsecondary level. Over the past decade, colleges and universities have experienced net decreases in enrollment in foreign language classes and have awarded fewer degrees in foreign languages at the bachelor's, master's, and doctoral levels. Consequently, Americans are inadequately equipped to serve as educators, diplomats, and humanitarians and find themselves at a distinct disadvantage when competing globally in business and industry. The complexity of the issue of foreign language study is exacerbated by the dearth of literature on the issue of the quality of the programs that will provide this critical training to future generations of college and university students.
520 $a This study examined undergraduate foreign language programs at five institutions that were diverse in size, institutional type, and geographical location. During each site visit, I interviewed four students, two faculty members, and one program administrator, observed two classes, and collected related documents and program literature. Using the constant comparative method, I identified four clusters of eleven attributes of high-quality undergraduate foreign language programs: infrastructure (language laboratory; instructional technology), program participants (diverse, caring faculty; motivated, involved students), program climate and culture (collegial, supportive faculty interaction; close, supportive, inclusive faculty-student interaction; collaborative, supportive student-student interaction), and teaching and learning experiences (balanced, lively, pragmatic curriculum; active, varied learning environment; engaging extracurricular activities; study abroad experience).
520 $a Each attribute was described and analyzed from three different perspectives: the actions that program leaders, faculty, and students took to ensure that their programs featured associated characteristics of these attributes; the learning experiences that students reported as a result of these actions; and the “value-added” outcomes that enriched the students' learning experiences. The final product of this study is not only a description of the characteristics of a quality foreign language learning experience, but also an analysis of how decisions made about the program structure and learning activities contribute to the students' personal, interpersonal, cultural, and cross-cultural development.
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