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integrate leadership into literature study?","Question",{"text":63,"@type":64},"The integration is implemented in two undergraduate programs—a military university (USAFA) and a civilian university (UNC Charlotte)—using advanced German and Spanish literature classes.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What frameworks and reports motivate the approach?",{"text":68,"@type":64},"The study is motivated by MLA calls for interdisciplinary curricular reform and ACTFL’s 21st Century Skills Map advocating “leadership and responsibility” in the language curriculum.",{"name":70,"@type":61,"acceptedAnswer":71},"What outcomes does the study report from instructors and students?",{"text":72,"@type":64},"Both institutions’ instructors report usefulness for supporting language-program leadership goals and enabling cross-cultural analysis, alongside explicit positive student feedback reflected in course 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 \nUS Air Force Academy  \nAbstract  \nThis article reports on the integration of leadership studies into upper-level foreign language literature classes in German and Spanish in two undergraduate programs—a military university (USAFA) and a civilian university (UNC Charlotte). Taking into account ACTFL’s 21st Century Skills Map (2011) that includes the goal of leadership and responsibility, the study describes strategies and texts for leadership integration and recommendations for implementation to broaden the curriculum. Instructors from both institutions noted the usefulness of this approach to support language programs that include leadership as course/program/institutional goals as well as stimulating cross-cultural analysis from their exploratory analysis of student responses in course materials (e.g. journal entries, essays, exam items) and explicit positive student feedback from civilian and military student populations.  \nKey words: leadership studies, literary studies  \nIntroduction  \nThe present study describes efforts to experiment and expand traditional curricular content in advanced foreign language (FL) and literature courses to include leadership studies in two distinct undergraduate programs (one military and the other civilian) in three different literature classes in both German and Spanish from 2012-15. This article reports principally on the three primary iterations of these courses, as well as including some observations from three additional secondary renditions. The purpose of the experimentation is to develop a sustainable pedagogy resulting in a relevant approach to literary studies for upper-level language undergraduate students who are particularly focused on careers (Long & Rasmussen, 2014) . The institutional context of the United States Air Force Academy (USAFA) and the University of North Carolina at Charlotte (UNC Charlotte) supports the rationale for this research due to students’ career orientation.  \nThis research has been motivated by three concerns. First, the Modern Languages Association (MLA) produced an oft-cited report, “Foreign Languages and Higher Education: New Structures for a Changed World”(2007), that calls for curricular reform and the integration of interdisciplinary content. Leadership studies can be one example of such content. The MLA’s study emphasizes the expansion of transcultural and translingual development of undergraduates. The report also  \nIntegrating Leadership and Foreign Language Literary Studies 77  \ncalls for the transformation of the language discipline through systematic curricular incorporation of interdisciplinary content to energize language programs, enhance student learning, reverse enrollment drops, and broaden the reach of the discipline. The MLA’s directive coincided with the recent U.S. economic recession (2007) and the general decline in student enrollment in traditional humanities courses such as foreign literature (Patel, 2015; Schott, 2016; Tworek, 2013) .  \nSecond, the American Council on the Teaching of Foreign Languages published a 21st Century Skills Map P-21 (ACTFL, 2011) that specifically advocates the inclusion of “leadership and responsibility” in the language curriculum. Leadership and responsibility are presented as critical skills for the future for all students (civilians and military) and are more narrowly defined thus: “Students as responsible leaders leverage their linguistic and cross-cultural skills to inspire others to be fair, accepting, open, and understanding within and beyond the local community”(p. 19) . The military cadets at USAFA receive officer training while pursuing their undergraduate degrees, and USAFA’s explicit mission is to prepare officers of character for leadership roles in an increasingly internationalized world. This concern with leadership is not as all-pervasive among civilian language stud","cbCaitvfn8NmTSN1","https://ap.wps.com/l/cbCaitvfn8NmTSN1","pdf",183605,23,"English","# Abstract\n# Introduction\n## Institutional and curricular rationale\n# Literature Review","[{\"question\":\"Which programs and languages are used to integrate leadership into literature study?\",\"answer\":\"The integration is implemented in two undergraduate programs—a military university (USAFA) and a civilian university (UNC Charlotte)—using advanced German and Spanish literature classes.\"},{\"question\":\"What frameworks and reports motivate the approach?\",\"answer\":\"The study is motivated by MLA calls for interdisciplinary curricular reform and ACTFL’s 21st Century Skills Map advocating “leadership and responsibility” in the language curriculum.\"},{\"question\":\"What outcomes does the study report from instructors and students?\",\"answer\":\"Both institutions’ instructors report usefulness for supporting language-program leadership goals and enabling cross-cultural analysis, alongside explicit positive student feedback reflected in course materials.\"}]","Integrating Leadership and Foreign Language Literary Studies | PDF",1792091597,58]