This essay is based on a paper presented at the MLA Annual Convention in Chicago on 30 Dec. 2007, as part of the AATG-sponsored panel “How Revolutionary Are We? Current Issues on Curricular Shifts at Private Institutions.” It grew out of my work on curricular implications of sociocultural and ecological models of second language acquisition for lower-level language courses, articulated in an article in the ADFL Bulletin. This essay refers to some of the material in the earlier article but addresses larger issues of (inter)disciplinary cohesion, governance, graduate education, and institutional values. While it is distinctly written from the perspective of a Research I PhD-granting institution, I hope it may also be of interest to colleagues in other types of institutions, if only to validate the work of teacher-scholars who teach at all levels of the curriculum in departments that are not (necessarily) characterized by the same kinds of divides described in the MLA Report.
Curricular Planning along the Fault Line between Instrumental and Academic Agendas: A Response to the Report of the Modern Language Association on Foreign Languages and Higher Education: New Structures for a Changed World1
Article first published online: 17 NOV 2009
© 2009 by the American Association of Teachers of German.
Die Unterrichtspraxis/Teaching German
Volume 42, Issue 2, pages 115–122, Fall 2009
How to Cite
Walther, I. (2009), Curricular Planning along the Fault Line between Instrumental and Academic Agendas: A Response to the Report of the Modern Language Association on Foreign Languages and Higher Education: New Structures for a Changed World. Die Unterrichtspraxis/Teaching German, 42: 115–122. doi: 10.1111/j.1756-1221.2009.00045.x
- Issue published online: 17 NOV 2009
- Article first published online: 17 NOV 2009
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