COMMUNICATION STRATEGIES (Oral & Written)

CS1 => to develop the strategies and skills for oral communication in the target language

CS2 => to develop the strategies and skills for written communication in the target language

CS3 => to comprehend spoken forms of the target language

CS4 => to read and understand written forms and texts in the target language

CS5 => to learn to recognize and respond to culturally distinct patterns of interaction within the

target language

CS6 => to develop language skills for academic and ‘real world' contexts

MAKING CONNECTIONS / AQUIRING CULTURAL LITERACY

MC1 => to appreciate and understand notions of language and its structures

MC2 => to appreciate and understand cultural texts (literary, cultural or social documents)

MC3 => to understand norms, values, ideas and themes of national cultures

MC4 => to appreciate the aesthetic and intellectual components of human experience

MC5 => to provide opportunities to interact in the target language through direct means

(including audio, visual and electronic media,world wide web, service learning,

practicum, internships)

MC6 => to explore career opportunities, acquire vocational tools (formerly IC5)

INQUIRY AND CRITICAL THINKING /INTELLECTUAL DEVELOVMENT

IC1 => to provide the foundations for continued learning in and about the language and culture of the target language

IC2 => to develop critical reasoning, interpretive and analytical skills

IC3 => to enhance awareness of diversity in local, national and global communities

IC4 => to enhance a reflective awareness of one's native culture

Question: 1 (2000-01)

Key points for interpreting the learning objectives Survey:

• Only Upper division courses for third and fourth year students were included in the survey.
• Instructors rated how each course met all learning objectives on a scale of 1 to 3, with 3 signifying that a strong emphasis was given to that objective in that specific course.
• The data only gives an indication of the relative weight or emphasis that an individual language & literature program as a whole placed on the various learning objectives in course work offered in 2000-2001.
• There is no comparability between programs because the total point score for each program is generated by the number of courses each program offers.

For example, the high score of 37 for Chinese on CS-4 indicates strong emphasis and support for students to acquire skills for reading and understanding written forms of the language, and fewer course offerings or opportunities at the upper division level for enhancing speaking skills. (In comparison, the cumulative score for CS-1 was 19).

The score of 37 for CS-4 in the Chinese program cannot be directly compared to the French program's score of 32 for CS-4 reading skills, although this score indicates that the French program also emphasizes reading skills in its upper division course work. There are also fundamental differences in the two programs that affect learning outcomes. The Chinese program works with novice learners. French students generally have already achieved greater speaking proficiency by the time they enroll in upper-division courses.