Foreign Language Across the
Curriculum
Guidelines for the Foreign Languages across the Curriculum Program
Program Objective:
The primary objective of this program is to enable students to
build intellectual connections between a foreign language and a
cognate course through the exploration and study of resource materials
in the language. Other objectives are to raise the awareness of
the value of studying foreign languages, to prepare students for
graduate school and future careers and to engender dialog between
the foreign language faculty and faculty in other departments
Course Description:
Foreign Languages across the Curriculum is a tutorial program
which seeks to enable students with advanced-level proficiency
in a foreign language to access authentic materials in that language
that are relevant to a cognate course. Students will use their
acquired skills to read and interpret texts in the foreign language
and/or conduct research in the language. Knowledge gained will
be applied to the work of the cognate course. Prerequisites: A
100 level course or the equivalent and signature of language instructor.
Concurrent registration in a cognate course. May be taken again
with a different cognate course.
Please note: The FLAC subcommittee recommends that the FLAC courses
should have an advanced-level course designation rather than the
intermediate level designation (99) now assigned. (The committee
also recommends adjusting the prerequisite as described in the
above paragraph.) In addition, the subcommittee believes that FLAC
courses should be offered for two credits; the option to conduct
one credit FLACs should be discontinued.
Program Structure:
FLACs may be conducted during the academic year only. FLACs may
not be offered in conjunction with a cognate course or an honors
project being conducted in the same language. Participation in
a FLAC course is not appropriate for first-year students.
Standard grading procedures are applied to FLACs and the grade
for the FLAC course is to be assigned by the foreign language faculty
member. In addition, the faculty should employ the typical standards
in terms of out-of-class assignments and in-class time.
Maximum enrollment for each FLAC shall be 4 students, all enrolled
in the same or similar cognate courses.
Proposing a FLAC:
FLACs may be created in one of the following ways:
• Student approaches a foreign language instructor with
an idea for a FLAC
•
Foreign language instructor suggests a FLAC course to a student.
•
Cognate course instructor and foreign language instructor plan
a FLAC and then invite students with appropriate background in
the language to participate.
Once a foreign language instructor determines that he or she would
like to offer a FLAC and after the foreign language instructor
and the instructor of the cognate course have conferred, the course
should be proposed to the FLAC subcommittee of the Foreign Language
Council which will determine the offerings for the upcoming semester.
If adequate funding is available, each department may offer at
least one FLAC each academic year. Every effort will be made to
insure fair distribution of the resources available to this program.
Additional FLACs may be offered if funding is available.
Proposals will be accepted up through the add/drop period of the
fall or spring semester.
Proposal Form
Click here to download the Flac proposal form. Fill it out and
email it to: mpierett@drew.edu, jlenz@drew.edu, ebsmith@drew.edu,
cueland@drew.edu, mcoddou@drew.edu, mfrancis@drew.edu, pcucchi@drew.edu,
gfrisoli@drew.edu.
Stipends:
The stipend for teaching a FLAC (2 credits) is $2000.
FLAC Subcommittee Report - 2005/06 The FLAC subcommittee devoted much time and thought to refining
the criteria for a FLAC. Over the course of the year, the subcommittee
went back and forth between a very general definition and detailed
criteria and back again, and arrived at five points of consideration:
1. The prerequisite for a FLAC should be the completion of a 100-level
course in the foreign language.
2. The most important thing to keep in mind is the opportunity
a FLAC affords a student to do research and reading in the foreign
language in support of a subject the student wants to study. From
the faculty’s perspective, the FLAC affords foreign language
faculty the opportunity to collaborate with faculty from other
departments, fostering interdisciplinary work and bringing the
foreign languages more to the forefront of intellectual life at
Drew.
3. The definition of a FLAC must be kept flexible. Although primarily
a reading program, where the number of pages read will vary according
to the nature of the material and, to an extent, the individual
student’s background, there may be times when work with film
or writing may be appropriate in view of the cognate course or
the student’s interests.
4. Although it is most desirable for the cognate course to be
a course taught in another department, there may be times when
the student’s interests are served by conducting a FLAC with
a cognate course in the same department.
5. Each FLAC proposal will be assessed on its own merits, keeping
in mind the benefits for the student and the goal of connecting
the foreign languages with research in courses across the curriculum.
FLACs Offered in 2005/06
Fall 2005:
1) Professor Ortuzar-Young’s FLAC tutorial this fall is
with two students taking a sociology of gender course taught by
Professor
Killian.
2) Professor Noguera of the Spanish department is teaching a FLAC
tutorial with one student taking a course in Latin American history
taught by Professor Delson.
3) Professor Pieretti is teaching two FLACs this fall, one with
a student taking the sociology of gender course taught by Professor
Killian and one with another student taking Professor Talentino’s
course on Africa in international politics.
Spring 2006
1) Mark Francis’s Proposed FLAC with Chinese 180/Modern
Chinese History
2) Carol Ueland’s Proposed FLAC with History 51/ The Soviet
Century 1917-Present
3) Edye Lawler’s Proposed FLAC in connection with Arthst
102/Medieval Art
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