FOREIGN LANGUAGE ACROSS THE
CURRICULUM
[FLAC], 1993-1998
REESC faculty and Alan Kimball, REESC Director, in cooperation with the UO Vice-Provost for
International Affairs, helped design what became a four-year project to
encourage and support the incorporation of foreign-language experience in the
social science curriculum. A generous grant from the Ford Foundation allowed
concentration on several less frequently taught languages, including Russian.
Beginning in the fall of 1994 and continuing through the 1997/98 academic
year, several history and REESC courses experimented with different ways to help
students use Russian language materials in their studies. Courses in the history
of Russia and Russian culture taught by Julie Hessler, Alan Kimball,
Oleg Kripkov, and Yelaina Kripkov have been a part this program. Winter
term, 1998, Oleg Kripkov taught a REESC
course, "National Identity and Social Crisis Through Contemporary Russian
Texts", under the Ford grant. At the heart of the pedagogical experiment was the
thought that we need to expand the foreign-language experience beyond the
traditional language/literature curriculum.
Alan Kimball, REESC Director, composed the following summary report:
- My objective has been to teach history with foreign-language (Russian)
primary and secondary sources. This is not the same as use of historical
sources to teach Russian. Language instruction is done very well in language
departments. Main accent here is on reading and understanding texts in the
foreign language. Some amount of exposure to the spoken language is also
desirable, but I do not think it wise to make student discussion in the
foreign language a significant part of the course experience.
- I have found it best to concentrate FLAC instruction in a special section,
associated with but not bound to an existing course. In other words, recruit
students into a satellite course from an existing course, preferably of broad
subject matter, as in this case Russian History, a full-year course, but
compose the syllabus of the satellite course in such a way that it can both
reinforce the core course and also
"stand alone" as a course for students recruited from a broader population of
students who have the requisite language ability and interest. The section
should therefore be organized around its own particular theme, of interest to
a broad range of students but sufficiently focused to present a coherent and
repeated core vocabulary.
- In this connection, I have make every effort to attract and keep students
whose foreign-language levels cover a broad spectrum. In Russian, I feel some
effort has to be made to attract students in their second year of instruction,
certainly in the third. The challenge is two-fold: how to satisfy the
pedagogical needs of students at both intermediate and advanced levels of
facility in the foreign language. The challenge is to identify appropriate
texts and incorporate them in a single syllabus in such a way that students
can work together in one course without some being overwhelmed and others held
back.
- Work closely with a professional foreign-language pedagogue in all these
matters.