An in-depth examination of Spanish curricula in Georgia universities and the need for change.
Written in 2008; 25,838 words; 58 sources; MLA; $ 249.95
Paper Summary:
This paper discusses the need to convert the Georgia University system's Spanish departments to teaching a more modern, currently used version of the Spanish language. It explores the teaching of Spanish in the American education system, particularly the history of teaching Spanish in the Georgia University system. The paper examines immigration, business, world trade organizations and society in the quest to illuminate the more recent trends in the Spanish language being used in America. It then discusses the need for the Georgia University system to adopt textbooks, curriculum and classes that dovetail with these trends. Finally, the paper attempts to provide evidence for change and examines how such change can benefit the state's university students and ultimately American business relations.
Table of Contents:
Abstract
Synopsis
Executive Summary
Introduction
The Concept Of Linguistic Legitimacy
Critical Curriculum Development in the Foreign Language
Classroom
Problem Posing
Holism And The Critical Curriculum: The Role Of Interdisciplinary Units
Critical Assessment And Evaluation
Implications For Foreign Language Pedagogy
Questions For Reflection And Discussion
Conceptualizing Language Rights
Violations Of Language Rights
The Nature And Purposes Of Language Planning
Ideologies Of Language Policy
The Foreignness Agenda
Why Spanglish or Mexico not Spain language?
History
Introduction
The Research Agenda
Socio-historical Themes
Immigration
Racialization
Gender, Ethnicity, and Race in School and Work Outcomes of Second-Generation Mexican Americans
Conclusion
From the Paper:
"One of the things that a university strives to do is to provide an education that will benefit the graduate in a positive manner after the graduation ceremony. For many years Georgia universities have provided foreign language courses to assist their students in developing the skills they will need after they graduate and enter the career or field of their choice. The immigration population in Georgia with regard to Hispanics is one of the fastest growing in America and the time has come to redesign the Spanish language courses that are being taught."
"NAFTA, American business and public forums are all working with and involved in the Spanish that is spoken in Mexico and Latin America, while the universities continue to instruct in European style Spanish. Evidence is strong and the time has come to incur the cost of choosing new textbooks, developing new curriculums and teaching Spanish in a style that will be useful to the American business world."
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