Bridging the cultural divide: the emergence of Global Language Programs at Boston University

As the fourth largest private research institution in the United States Boston University (BU) serves more than 18,000 students, and approximately seven percent study a second language. Since 2007, when the President unveiled his Strategic Plan, the overall scope and diversity of foreign language instruction across campus and through BU’s Office of International Programs has increased dramatically. He is clearly fulfilling his mandate to strengthen the quality of the faculty, strive for excellence in undergraduate education, emphasize interdisciplinary studies, and deepen connections to the city of Boston and the world.1 The unveiling of his plan coincided with the arrival of a new Dean in the College of Arts and Sciences (CAS) who recognized that BU’s assets in languages could be developed into a signature strength of the College, and made a special commitment to nurturing the less commonly taught languages that cannot rely on prior student preparation.Accepted manuscrip

Can the University of Maine afford to concede to its regional competitors? A 21st century road map for postsecondary language education

The University of Maine Flagship Match program is designed to recruit students from neighboring states and offset enrollment declines. However, language faculty retrenchment at the university a decade ago, combined with the effective double-degree programs with languages, STEM, and other subjects that other regional flagships offer and recent changes in New England’s K–12 graduation options, makes it harder for UMaine to attract high-performing students. If the university wants to compete with others in New England and attract students who focus on global professional issues, it has an opportunity it cannot afford to miss. Adapting one of the language education models other universities have successfully implemented may be the way to move forward in the twenty-first century, making the University of Maine an important regional player.Accepted manuscrip

Twenty-First-Century Language Education at the University of Maine: A Road Map

The University of Maine Flagship Match program is designed to recruit students from neighboring states and offset enrollment declines. However, language faculty retrenchment at the university a decade ago, combined with the effective double-degree programs with languages, STEM, and other subjects that other regional flagships offer and recent changes in New England’s K–12 graduation options, makes it harder for UMaine to attract high-performing students. If the university wants to compete with others in New England and attract students who focus on global professional issues, it has an opportunity it cannot afford to miss. Adapting one of the language education models other universities have successfully implemented may be the way to move forward in the twenty-first century, making the University of Maine an important regional player

On the Road to Multiculturalism

ON THE ROAD TO MULTICULTURALISM: CHALLENGING CONCEPTS OF NEUTRALITY AND TOLERANCE IN SWISS-GERMAN CIEMA Switzerland, which prides itself on its political neutrality, democratic ethos and multilingualism, has long been celebrated as a unique model for the peaceful co-existence of diverse cultural groups residing within autonomous cantons (see Altermatt et. al. 1998). Yet by exploring the national culture, transgressing boundaries, and mapping life-transforming experiences, three Swiss-German films challenge this commonly accepted image of their nation. Although not road movies in the sense that the primary movement is shot from a vehicle's point of view (see Laderman 2002: 13), the films Die Schweizermacher (The Swissmakers, Switzerland, 1978) by Rolf Lyssy, Reise der Hoffnung (Journey of Hope, Switzerland-Turkey, 1990) by Xavier Koller, and Pastry, Pain and Politics (Switzerland, 1998) by Stina Werenfels nevertheless integrate road imagery and mobility into their political and visual narratives. The journeys undertaken are "a means of cultural..

Media literacy at all levels: making the humanities more inclusive

The decline of the humanities, combined with the arrival of students focused on science, technology, engineering, and mathematics (STEM), represent an opportunity for the development of innovative approaches to teaching languages and literatures. Expanding the instructional focus from traditional humanities students, who are naturally more text-focused, to address the needs of more application-oriented STEM learners ensures that language instructors prepare all students to become analytical and critical consumers and producers of digital media. Training students to question motives both in their own and authentic media messages and to justify their own interpretations results in more sophisticated second language (L2) communication. Even where institutional structures impede comprehensive curriculum reform, individual instructors can integrate media literacy training into their own classes. Tis article demonstrates ways of reaching and retaining larger numbers of students at all levels—if necessary, one course at a time.Published versio

Picturing another culture: Developing language proficiency, empathy, and visual literacy through art

Integrating art (paintings, sculptures, photography, and other types of images) into second language (L2) instruction, can have a positive effect on language acquisition and developing intercultural understanding. As the instructor provides visual scaffolding, learners at all proficiency levels have the opportunity to engage more deeply with L2 course materials. Not only can students learn to interpret imagery and create their own effective combinations of visuals and texts, they also develop some familiarity with seminal artwork from the target culture. This article outlines how spiraling art through a language curriculum can aid vocabulary retention, illustrate poetic language, and raise awareness of diversity and inclusion. As a result, learners investigate and interact with the products, practices, and perspectives of the L2 culture while simultaneously developing visual analysis skills - the latter essential in an age in which both authentic and digitally manipulated imagery dominate the media and social discourse.Accepted manuscrip