Languages Across the Curriculum
Frequently Asked Questions
1. What is Languages Across the Curriculum or LAC?
LAC is the name given to a series of curricular models through which students
can put into practice their language abilities while studying subjects outside
of language departments. It is a multidisciplinary program which counts not
only on the flexibility of the students’ abilities and interests but
also on the collaboration of language faculty with colleagues of other disciplines,
and on their commitment to an education suitable to a multicultural and global
society.
2. How does LAC work?
In order to implement LAC, faculty will have to create courses which combine
languages with different disciplines; the language component constitutes the
one-credit enhancement section, with readings and in-class discussions that
are complementary to the lecture course in English. While the humanities and
social sciences seem to be at first glance the most obvious candidates for
such pairing, the sciences, the business and education courses are just as
important to the program’s success.
There are indeed diverse models
one faculty/campus could follow: the adjunct model – a main
non-language course with one-hour “adjunct” or “trailer”
language section; the parallel model - two independent courses in
which students enroll simultaneously and for which faculty collaborate to
ensure some overlap in texts and subjects, though, obviously, in different
languages; the fusion model - in which the language section is internal
to the main course, with only one instructor and with a minimal of language
knowledge; and the combined model – in which the instructor
teaches in the foreign language while the students write and read in English.
3. What languages does LAC
support? Can more than one language be used for a course?
This depends on the availability of the language specialists on a specific
campus. In general LAC courses are offered in the languages taught within
the language department of a said academic institution, and languages of greater
demand (in general a course has to have 7 students in order to run). In the
case of Auburn University, the languages currently supported are Italian,
French, and German. Yes, more than one language can be used for a LAC component,
especially for introductory courses or required undergraduate courses in a
major discipline which usually have very high enrollments.
4. How is the LAC participation
recognized?
In the case of Auburn University, student participation is recognized by awarding
credits in the language chosen for the component. The notation will indicate
the course and the language (FLIT3200, FLFR3200, FLGR3200, FLLN3200, FLSP3200) – 1 credit
for each component attended. Check with each individual Advisor (Italian,
French, German, Classics, Spanish) to see whether these credits can be applied toward a minor
in Italian, French, German, Classics, or Spanish, respectively.
5. Will LAC mean extra work
for the students or the faculty?
LAC is not an add-on to the lecture course the student is enrolled in; it
provides an extension of that course, a way of better understanding and appreciating
what is studied in the parallel section. If the student is not enrolled in
two parallel sections (THIS IS POSSIBLE EVEN THOUGH PARALLEL ENROLLMENT IS
RECOMMENDED), but just in the LAC (language section), this would be a personal
and enjoyable experience where one is not over-burdened by home assignments,
grammar drills, tests, exams, et cetera, but where the knowledge and use of
another language will broaden access to other cultures, increase confidence
in using not only the language but the analytical and critical abilities.
Reading texts in a foreign language written by foreign authors will give students
access to international perspectives and foster greater cultural awareness
and respect for others. It will also help to view foreign languages as practical
components of other disciplines, especially of the ones of personal or professional
interest, perhaps in preparation for a graduate course of study in which proficiency
in another language is mandatory or highly recommended for one’s research
abilities.
Unless the fusion or combined model
is implemented, the faculty will develop her/his syllabus as she/he usually
does. The non-language specialist could attend the LAC section, in order to
have an exposure to the language section/readings, but this is not required.
6. Does one have to be proficient
in another language?
No, but LAC assignments generally assume intermediate reading proficiency,
which most students attain by the end of 3 or 4 years of high-school or 3
or 4 semesters of college-level language instruction. If one is not sure of
his/her proficiency, the student should speak to the LAC instructor or to
the LAC Director of his/her institution. LAC is not a language instruction
program; gains in language proficiency come as strictly incidental benefits.
The language specialist will make sure that every student has a grasp of what
has been read and discussed; thus a certain language flexibility is required
according to the level of the class.
REMEMBER though, that the purpose of LAC assignments is to foster understanding
and insight, not translating ability. Translation requires skill, knowledge,
and experience beyond even full bilingual proficiency. Do not gauge your success
in LAC by your ability to translate but by your ability to explain how a LAC
assignment contributes to the content of the course. LAC is not a content-based
language-instruction program but rather a language-based content-instruction
program.
If you want to practice your writing skills in the target language, in some
cases, course instructors allow the students to perform written assignments
in the LAC-supported language, but in no case they require this. If you would
like to write in the LAC language, speak to the course instructor.
7. How does one know whether
a course offer the LAC option?
When it is time to enroll, check whether there are offerings in FLFR3200,
FLIT3200, FLGR3200, FLLN3200, FLSP3200. If yes, then try to reach the instructor for that particular
section and ask whether this is an independent study course or a LAC section.
Check periodically this site, and feel free to contact the Director of the LAC Program,
Dr. Giovanna Summerfield at HC 6018, Phone # 844-6359, E-mail: summegi@auburn.edu.
Set an appointment, if you wish, to discuss your needs and your language skills.
If you have previously attended a LAC or a regular language course, you will
be reached by the Director via e-mail with details on course offerings.
Make sure to check the Haley Center TV screen where LAC courses are often
publicized.
8. So LAC is not tailored
only for language students?
No. In fact, it has been proven that students who take little or no language
instruction beyond the intermediate level want opportunities to use their
existing skills in a wide variety of disciplines. They want to obtain content-specific
knowledge that may not be offered in a language class. Of course, language
majors also want to obtain such knowledge, but they have constituted only
a small minority (10%) of LAC participants. On the other hand, LAC participants
have often expressed a heightened interest in taking additional language-instruction
classes after their LAC experience.
9. Are there other LAC programs
in the United States?
Yes, there are about 16 institutions which offer LAC programs: Agnes Scott
College, University of Florida, Michigan State University, University of Michigan,
Georgetown University, St. Olaf College, SUNY, Trinity College, University
of Connecticut, University of Kansas, University of Rhode Island, Brown University,
Binghantom University, Wake Forest University, University of North Carolina
at Chapel Hill, and University of Tennessee (In some academic institutions
this type of educational program is known as FLAC or Foreign Languages Across
the Curriculum).
10. How have previously
LAC participants rated the value of the program?
In 1994 the administration of Binghantom University interviewed all of the
students who had chosen to participate in an optional LAC component. "Would
you participate in LAC again, or recommend LAC participation to others?"
No respondent said "No" or "Probably not". Five percent
said "Maybe"; 30 percent said "Yes, probably"; and the
remaining 65 percent said "Yes, certainly"!. See for yourself: attend
a course or ask friends who have attended LAC courses. You have nothing to
lose; on the contrary the gain is all yours!
