Resolution on Foreign Language Study in the CSU
Resolution for Parity Across the Campuses for Language Course Hours
Resolution on the Diversity of Language Offerings
Statement on Class Size | Job Announcements
Useful Resources | ADA Resources
Future Meetings | Conferences of Interest
CSU Bakersfield ~ Teresa Fernandez-Ulloa & Anthony Nuño, http://www.csub.edu/ModLang/
CSU Chico ~ Patricia Black (chair) & Antonio Arreguin Bermudez, http://www.csuchico.edu/flng/
CSU East Bay ~ Monique Manopoulos (chair) & Marcelo Paz, http://isis.csuhayward.edu/dbsw/modernlanguages/Home_Page.php
CSU Fresno ~ Kristi Eastin & Rosemarie Kuhn, http://www.csufresno.edu/mcll
CSU Fullerton ~ Reyes Fidalgo (chair) & Sandra Pérez-Linggi, http://hss.fullerton.edu/mll/
Humboldt State University ~ Rosamel Benavides & Joseph Diémé, http://www.humboldt.edu/%7Ewlc/
CSU Long Beach ~ Markus Muller (chair) & Kiyomi Chinen, http://www.csulb.edu/depts/rgrll/
CSU Los Angeles ~ Maria Costa (chair) & Gretchen Angelo
Maritime Academy ~ Robert Manheimer, http://www.csum.edu/gms/
CSU Monterey Bay ~ Yoshiko Saito-Abbott (chair) and Donaldo Urioste, http://csumb.edu/academic/descriptions/wlc.html
CSU Northridge ~ Brian Castronovo (chair) & Adrian Perez-Boluda, http://www.csun.edu/~fl51594/
Cal Poly Pomona ~ Isabel Bustamante-Lopez (chair) & Amalia Llombart, http://www.class.csupomona.edu/efl/
CSU Sacramento ~ Bernice Bass de Martínez (chair) http://www.csus.edu/fl/
CSU San Bernardino ~ Rafael Correa (chair) & Elizabeth Martin, http://flan.csusb.edu/
San Diego State University ~ Anne Donadey (European Studies) & Alda Blanco (Spanish), http://www-rohan.sdsu.edu/%7eeuro/es.html (European Studies), http://www-rohan.sdsu.edu/dept/linguist/index.html (Linguists) and http://www-rohan.sdsu.edu/dept/spanish/index.htm (Spanish). Also: LARC, http://larc.sdsu.edu/ (Director Mary Ann Lyman-Hager) + past president, Edith Benkov
San Francisco State University ~ Chris Concolino & Mohammed Salama, http://www.sfsu.edu/~foreign/
San Jose State ~ Damian Bacich (chair) & Jean-Luc Desalvo, http://www2.sjsu.edu/foreignlanguage/foreign_lang.html
Cal Poly San Luis Obispo ~ John Thompson (interim chair) & Fernando Fabio Sanchez, http://cla.calpoly.edu/mll/
CSU San Marcos ~ Michael Hughes (chair) & Marion Geiger, http://www.csusm.edu/languages/
Sonoma State University ~ Christine Renaudin (chair) & ____, http://www.sonoma.edu/modlang (note: Suzanne Toczyski, Sonoma, is FLC Secretary-Treasurer, non-voting).
CSU Stanislaus ~ Jason Winfree (chair) & Manuel Murrieta Saldívar, http://www.csustan.edu/Admin_Services/Catalog/Degrees-n-Majors/Arts-Letters-n-Sciences/Departments/Modern-Languages/index.html
CONSTITUTION of the WORLD LANGUAGES COUNCIL
Article VIII Fiscal Affairs
October 3, 2008
WHEREAS all freshmen must have completed at least two years of high school foreign language study or its equivalent to enter the CSU; and
WHEREAS transfer students may not have met the minimum freshman requirements and are therefore disadvantaged; and
WHEREAS two years of high school foreign language study is generally considered to be the equivalent of one year of college work; and
WHEREAS the notion of "value added" by the Bachelors degree assumes that students build on previously acquired skills; and
WHEREAS the Access to Excellence statement of the CSU includes as an indicator of excellence "an increase from entry to graduation in the extent to which CSU students gain and improve global understanding and foreign language skills so they can compete in the global economy and participate in a global society;”
Therefore, be it
RESOLVED that the Foreign Language Council urge the Chancellor's Office to require that all students earning a Bachelors degree from the CSU have coursework in a foreign language that exceeds the freshman entrance requirement so that they may truly have a "value added" experience;
And be it further resolved that this resolution be distributed to the Provosts in all twenty-three universities in the CSU system.
October 3, 2008
WHEREAS we, The California State University Foreign Language Council, believe that contact hours correlate with language acquisition and the amount of material one can cover in a semester, and
WHEREAS articulation agreements between California Community Colleges and the CSU system (Lower Division Transfer Pattern (LDTP)) require that transfer language classes meet minimum requirements of 4 semester units per course, and
WHEREAS the CSU Academic Senate has passed a resolution to assist with articulation between CSU campuses that utilizes LDTP course descriptors for CSU to CSU transfers and these protocols call for second-year Spanish courses to be a minimum of 4 units each, (www.calstate.edu/AcadAff/ldtp/docs/SPAN_130_Intermediate_Spanish_I.pdf)
WHEREAS we believe intra-CSU transfer students should not have to repeat a lower division language course taken at another CSU before advancing to upper division courses at a different campus, and
WHEREAS we believe that study abroad in universities and colleges is an extremely valuable experience for our students and generally assumes a certain number of units of coursework in the target language, and
WHEREAS most commercially published textbooks assume 4 or 5 hours a week of contact time for a full year to complete a course,
Therefore, be it
RESOLVED that The California State University Foreign Language Council recommend that first-year language courses meet a minimum of four hours per week. This recommendation will not necessarily apply to heritage speaker classes and conversation classes.
April 16, 2004
WHEREAS, the California State University is dedicated to the serving the needs of the community and its diverse populations, and
WHEREAS, the population of California, with its ties to communities and countries throughout the world, is in a key position to foster cultural understanding and political and economic connections, and
WHEREAS, linguistic diversity is a key element in understanding the many cultures in California and the world, and
WHEREAS, the diversity of language offerings is threatened in many of our schools and universities, and an October 2003 report by the National Association of State Boards of Education warns that foreign language programs risk becoming a "lost curriculum," and
WHEREAS, the current situation in the world exemplifies the danger that arises when cultures are unable to communicate with and understand each other, and
WHEREAS, it is not always easy to predict which languages will be economically or geopolitically important to our nation in the future, and
WHEREAS, developing proficiency in the language and culture of a country requires many years of study,
Therefore, be it
RESOLVED that The California State University Foreign Language Council declare the diversity of language offerings in university departments to be a crucial aspect of the mission of the California State University, and be it further
RESOLVED that the Council enjoin its member departments to maintain diversity of language offerings with financial and programmatic support, and be it further
RESOLVED that the Council vehemently oppose any attempt to eliminate programs on the basis of temporary budgetary problems, misconceptions about the nature of linguistic and cultural study in our departments, or unwillingness to support the necessary diversity of our programs, and be it further
RESOLVED that a copy of this resolution be sent to Charles Reed, Chancellor of the California State University, as well as the Academic Vice Presidents and Deans of the appropriate colleges at all twenty-three California State University campuses.
April 16, 2004
The current budget crisis in the state of California has been used on some campuses as a justification for raising course enrollment limits in various disciplines. The CSU Foreign Language Council, mindful of the Supplemental Budget Language that directs campuses to spare instruction wherever possible, strongly opposes any outside pressure on departments to raise enrollments.
Modern language pedagogy stresses the communicative approach, wherein students spend the vast majority of classtime conversing on topics relevant to their interests and skill levels. The linguistic elements and cultural input that form the basis of this communication are thus practiced and internalized under the supervision and with the guidance and corrections of the instructor.
Students in communicative language classes often work in pairs or groups, which makes the instructor's interaction with individual students even more crucial. The instructor's responsibilities in this mode of instruction include correct modeling of the linguistic elements being practiced as well as individual and group correction. Furthermore, instructors must work with students to develop critical thinking skills necessary to interpret cultural values and institutions. An excessive number of students in the class seriously diminishes each student's learning experience.
The longstanding benchmark enrollments for our courses reflect sound pedagogical practices that produce the desired learning outcomes. These benchmarks cannot be set aside without proper consultation, and must be modified only with the input of the faculty who best know their own discipline and the pedagogical expectations to which they are held.
Although we acknowledge the difficult budgetary situation, the need for cost-cutting cannot be allowed to undermine the quality of instruction. Increasing course enrollments in language courses is not merely an additional burden for the teacher; far more importantly, it prevents the students from experiencing sufficient meaningful practice in the language and results in a dangerous shift in the nature of the learning experience.
CALIFORNIA STATE UNIVERSITY NORTHRIDGE is seeking applicants for an anticipated part-time faculty opening in Arabic, Armenian, Chinese, Classics, French, Italian, Japanese, , Korean, Persian, and Spanish in the Modern and Classical Languages and Literatures (MCLL) Department for Academic Year 2016-2017. Minimum qualifications are: 1) M.A. degree in the subject language or academic equivalent; 2) Recent experience and recognized teaching effectiveness; 3) Good knowledge of English vocabulary, grammar and syntax; and 4) Demonstrated ability and commitment to working with a diverse student population. Applicants should forward a current resume and a letter which designates specific courses or areas they are interested in teaching and, whenever possible, times available for teaching assignments. The resume should include educational background, prior teaching experience, evidence of scholarship, and/or related professional experience. Applicants also need to forward three letters of recommendation (on official letterhead and not more than three years old), transcripts, and a sample of academic writing/research demonstrating competence in both the subject language/culture and English. Inquiries and applications should be emailed to email@example.com or mailed to Leslie Yamashita, Part Time Search and Screen Coordinator, Department of MCLL, California State University Northridge, 18111 Nordhoff Street, Northridge, California 91330-8247. The extended deadline for submitting materials is April 26, 2016 at 5:00p.m. For more complete information on this position, please refer to the Announcement of Anticipated Part-Time Faculty Openings at the following link:: http://www.csun.edu/humanities/modern-classical-languages-literatures and click on the Job Opportunities link.
ADA 508 Compliance ~ GENERAL INFORMATION
Understanding access limitations
20% of the American population has a disability (the elderly included), that is approximately 55 million individuals. http://www.webaim.org/info/resources/
ADA Section 508 - Basic timeline and overview
The major categories of disability types are:
Common WWW Access Hazards
Access Mindful Hardware and Software
General Types of Assistive Technology (Computer Input and Output Devices) that may be used by an individual accessing the web
1. Text to Speech (Output) Microsoft
Accessibility verification tools and support
[Added subsequent to the information above, courtesy of CLTA:]
"A World Awaits You: A Journal of Success in International Exchange for People with Disabilities" features Accessing Foreign Languages as its November 2007 Issue November 6, 2007- While U.S. high school students with disabilities increasingly enroll in foreign language courses, they still lag behind their non-disabled peers. In the seventh online issue of A World Awaits You (AWAY), published by Mobility International USA and the National Clearinghouse on Disability and Exchange, foreign language educators, English language instructors, disability providers and students with disabilities share their strategies of success in the foreign language classroom. This web-based, cross-disability journal describes successful experiences, lessons learned, and frequently asked questions such as: What teaching strategies or classroom accommodations benefit students with learning, cognitive, hearing or vision disabilities? How can I use adaptive technology in learning a foreign language at home and abroad? What do I need to know about sign interpreting in a foreign language class? Why is it beneficial to learn a foreign language overseas and how do I manage once there? Are there opportunities for me to teach my native language overseas?
To read this AWAY issue, go to: http://www.miusa.org/ncde/away For more information on how people with disabilities can participate in all types of international exchange programs, contact: National Clearinghouse on Disability and Exchange Tel/TTY: (541) 343-1284 Fax: (541) 343-6812 Email: firstname.lastname@example.org Web: <http://www.miusa.org/ncde> The National Clearinghouse on Disability and Exchange is sponsored by the Bureau of Educational and Cultural Affairs of the U.S. Department of State and administered by Mobility International USA.
CSU-FLC Fall Meeting dates are determined on a year-by-year basis.