The Undergraduate Spanish Major Curriculum: Faculty, Alumni, and Student Perceptions
Tammy Jandrey Hertel (PhD, The Pennsylvania State University) is Professor of Spanish at Lynchburg College, Lynchburg, VA.
Abby Dings (PhD, The University of Texas) is Associate Professor of Spanish, Southwestern University, Georgetown, TX.
Abstract
This article presents the quantitative and qualitative results of a nationwide survey of the perceptions of faculty, alumni, and students regarding the contribution to the undergraduate Spanish major curriculum of various types of courses and experiences. Quantitative results indicated that all participants valued the importance of study abroad as well as advanced composition and grammar courses. Significant differences were found in the relative importance of other components of the undergraduate curriculum. While faculty tended to value traditional offerings such as literature and culture courses, alumni and students rated advanced conversation courses as most important. In addition, students and alumni rated translation and language for specific purposes courses significantly higher than faculty did. Qualitative analysis of the participants’ comments revealed a generalized tension between student and alumni emphasis on the need for courses that promote practical communicative skills vs. faculty emphasis on the development of critical thinking and cultural awareness alongside language skills. Implications are discussed, including the need to incorporate opportunities for speaking in courses at all levels and of all types, and the potential to involve students in discussions of curricular reform.
Number of times cited: 1
- Kate Paesani, Researching literacies and textual thinking in collegiate foreign language programs: Reflections and recommendations, Foreign Language Annals, 51, 1, (129-139), (2018).
