Languages for Specific Purposes Curriculum Creation and Implementation in Service to the U.S. Community

Lear, Darcy

doi:10.1111/j.1540-4781.2012.01302.x

Cited by 21 publications

(19 citation statements)

References 26 publications

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“…In addition, the CQ workshops allowed students to develop the key professional skills mentioned by Grosse and Voght (1991), such as working in authentic settings, negotiating with professionals, and executing presentations, as well as responding to Lear's (2012) and Earley and Ang's (2003) calls for curricula that prepare students for diverse professional venues. Specifically, the workshops allowed students to develop and display CQ skills through analyzing cultural landscapes within an organization, choosing cultural values and systems that influenced an organization's Hispanic clientele, and developing strategies that would help professionals better serve those clients.…”

Section: Discussionmentioning

confidence: 99%

Strategy and Action: Assessing Student‐Led Culture Workshops Within the Professions

Ramírez

2015

Foreign Language Annals

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In order to prepare students to successfully engage with native speakers and members of heritage language communities both at home and abroad, educators must develop course curricula that emphasize cultural practices, products, perspectives, and comparisons as well as provide students with opportunities to directly apply the skills that they have acquired in the classroom across a range of other settings. This article describes a Culture for the Professions course whose curriculum was based on the four steps of the cultural intelligence model (Earley & Ang, 2003): drive, knowledge, strategy, and action. The study focuses in particular on how students implemented the last two components of the model (strategy and action) by collaborating with local organizations to design and present culture workshops that were specifically tailored to each organization's needs and mission. In addition to benefiting the organizations themselves, data obtained from evaluation rubrics and postworkshop reflections suggest that community culture workshops allow students to become more aware of how culture influences the work of an organization and to develop strategies to bridge cultural differences in the workplace.In order to prepare students for the demands of the 21st century, educators must develop course curricula that teach students techniques to effectively adapt to, and interact in, diverse cultural contexts (House, Hanges, Javidan, Dorfman, & Gupta, 2004;Stening, 2006). The ability to recognize values and systems that influence cultures universally (Fennes & Hapgood, 1997), evaluate cultural lacunae, and provide feasible culturally appropriate solutions requires more than the culturespecific overview that most language programs offer. The cultural intelligence (CQ) model (Earley & Ang, 2003) provides educators with a generalizable approach to the teaching and learning of culture that allows students to identify and effectively adapt to cultural diversity across a range of settings, including the workplace.

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Section: Discussionmentioning

confidence: 99%

Strategy and Action: Assessing Student‐Led Culture Workshops Within the Professions

Ramírez

2015

Foreign Language Annals

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“…Research on LSP courses has addressed a variety of languages both internationally (Basturkmen, ) and within a U.S. context (Grosse & Voght, , ; Lafford, ; Lear, ; Long & Uscinski, ; Martinsen, ; Sanchez‐Lopez, , ; Trace, Hudson, & Brown, ). In addition, the Modern Language Journal published a focus issue on LSP (2012).…”

Section: Review Of Literaturementioning

confidence: 99%

Developing a Spanish for Health Professions Course: A Preliminary Mixed-Methods Study

Altstaedter

2016

Foreign Language Annals

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The mixed‐methods pilot study described in this article traces the development of a Spanish for Specific Purposes: Health Professions course that was designed to help future health care professionals develop their linguistic proficiency and intercultural abilities. The study included nursing, medical, and dental students and was conducted at a large public university in an area of the southeastern United States that has experienced an increase in the Spanish‐speaking Limited English Proficiency (LEP) population. The purpose of the study was to explore students’ perceptions of the course and its curricular design, as well as to investigate students’ perceptions with respect to a series of motivation constructs. The findings indicated that Language for Specific Purposes courses focused on health professions can have a positive impact on students’ perceptions, while preparing language‐concordant providers to more effectively and sensitively meet the needs of LEP patients. Benefits were related to the context‐specific nature of the course and tasks, while challenges included curricular constraints and schedule conflicts.

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“…The fields of languages for specific purposes (LSP) and community servicelearning (CSL) have gained considerable popularity in US higher education over the last twenty years (Long & Uscinski, 2012;Lafford, Abbott & Lear, 2014;Sánchez-López, Long & Lafford, 2017). Most of the research thus far has examined the potential impact of both disciplines on second language (L2) learners (e.g., Lafford, 2012;Lamboy & Thompson, 2012;Lear, 2012;Sánchez-López, 2013;Abbott, 2017;Salgado-Robles & Kirven, in press; just to name a few). Despite the growing interest in these areas, little is known about the effect of LSP and CSL on heritage language (HL) learners, particularly as it relates to language proficiency and HL pedagogy (e.g., Pino, 2001;Angelelli & Degueldre, 2002;Martínez, 2010;Martínez & Schwartz, 2012;King de Ramírez, 2017;Ruggiero, 2018;Martínez & San Martín, 2018).…”

Section: Introductionmentioning

confidence: 99%

The learning and teaching of Spanish as a heritage language through community service-learning in New York City

Salgado-Robles

Lamboy

2019

Rev. signos

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This study explores the effects of the implementation of a community service-learning component in a foreign language teaching methodology course. Participants (N = 21), all heritage speakers of Spanish, were pre-service 7-12 Spanish teachers at two middlesized, public postsecondary institutions in New York City. As part of their community engagement experience, participants selected a site from a list of middle and high schools where they would get the opportunity to work with heritage learners of Spanish. Throughout the semester, they had to identify classroom needs, select one of those needs, develop an action plan to address that specific need, and finally reflect on the impact of their intervention on student learning and on their own professional, academic, and linguistic growth. At the end of the semester they completed a postcommunity service-learning survey consisting of 27 statements and 5 open-ended questions. The results show that the experience helped participants gain a better understanding of the teaching profession and how to become more involved in education. Moreover, it allowed participants to see how course content could be applied to the teaching of Spanish. Conversely, results do not show a direct effect on how pre-service teachers view their identities as Hispanics/Latinos and as speakers of Spanish. The study concludes with pedagogical implications for heritage language instruction and the implementation of further community service-learning in languages for specific purposes and proposes directions for future research.

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Languages for Specific Purposes Curriculum Creation and Implementation in Service to the U.S. Community

Cited by 21 publications

References 26 publications

Strategy and Action: Assessing Student‐Led Culture Workshops Within the Professions

Strategy and Action: Assessing Student‐Led Culture Workshops Within the Professions

Developing a Spanish for Health Professions Course: A Preliminary Mixed-Methods Study

The learning and teaching of Spanish as a heritage language through community service-learning in New York City

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