[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600919-105":59,"doc-detail-600919-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","student-centered-instruction-linking-career-goals-and-instruction","Student-Centered Instruction - Linking Career Goals and Instruction","","Curricular revision at the University of Arkansas at Little Rock (UALR) began in 2002 to prepare a standards-based French major for new expectations in graduate proficiency and changing student technology use for communication. After five years of positive evaluations and increased French graduates, fresh pressures emerged, prompting faculty to redesign course syllabi. The article proposes strategies for a student-centered L2 curriculum that uses communication technology similarly to students’ native-language (L1) practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/student-centered-instruction-linking-career-goals-and-instruction/600919/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/student-centered-instruction-linking-career-goals-and-instruction/600919.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted UALR faculty to revise the French curriculum in 2002?","Question",{"text":112,"@type":113},"Faculty began curricular revision to meet challenges for a standards-based French major and to respond to changing expectations for graduate proficiency and communication needs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key challenges emerged after five years of implementation?",{"text":117,"@type":113},"Institutional pressure to increase majors, higher professional expectations for proficiency, and major changes in how students access and use technology for communication required new attention and created opportunities.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article recommend using technology in second-language instruction?",{"text":121,"@type":113},"It recommends designing student-centered strategies where technology supports L2 communication in ways that mirror how students communicate in their native language (L1).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600919,1792481181,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","2  \nStudent-Centered Instruction: Linking Career Goals and Instruction  \nRosalie Cheatham  \nUniversity of Arkansas at Little Rock  \nAbstract  \nIn 2002 French faculty at the University of Arkansas at Little Rock began the process of curricular revision to prepare for the challenges of a standards-based French major. After five years of experience and positive evaluations from students, faculty are gratified that the number of graduates in French has increased. However, new challenges have emerged recently. Institutional pressure to graduate a larger number of majors, professional expectations that graduates have acquired a higher level of proficiency than was previously expected, and a significant change in student access to and usage of technology for communication have demanded attention and offered new opportunities. Faculty members have chosen to embrace these challenges by modifying course syllabi to provide for more student-centered learning. This article suggests strategies for a student-centered curriculum that also utilizes technology for communication in the second language (L2) similarly to the ways students communicate in their native language (L1).  \nBackground  \nThe challenge of increasing competency and communicative fluency in second languages among students at the University of Arkansas at Little Rock (UALR) and among citizens of Arkansas is not unique in the United States. The recent report by the Modern Language Association, Foreign Languages and Higher Education: New Structures for a Changed World (2007) recognized what it called a sense of crisis around the nation’s language deficit. At the end of the first decade of a new millennium, studies still indicate that the United States is not in a position to compete on the global stage as well as it should because of an inability to communicate in languages other than English (LOE). For more than halfa century, Title VI and the Fulbright-Hays Act have promoted international and foreign language expertise, yet a report from the Committee to Review the Title VIand Fulbright-Hays International Education Programs (2007) begins by stating that “a pervasive lack of knowledge about foreign cultures and foreign language threatens the security of the United States as well as its ability to compete in the  \n24 Dimension 2010: Communication Beyond the Classroom  \nglobal marketplace and produce an informed citizenry.”Another study (Robinson, Rivers, & Brecht, 2006) found that the national capacity in foreign languages and attitudes toward LOE have changed very little in recent decades.  \nEven so, the decades-old question,“Why study a foreign language?”continues to be posed often by students, parents, and administrators questioning second language requirements in K-12 and in higher education. The perceptions are that English is becoming increasingly the global language of business and government, that Americans rarely need to speak another language, and that individuals who speak another language did not acquire their skills in school. Why, they reason, should we waste our valuable educational time and dollars on courses we do not really need? A study funded by the Ford Foundation (Hayward, 2000) found that foreign language enrollments declined substantially as a percentage of all enrollments in higher education and that the number of four-year colleges and universities requiring a foreign language for admission dropped from nearly 34 percent in 1965 to just over 20 percent in 1995. The report further noted that among four-year institutions with language requirements only 20% required language for business majors. The most recent survey in trends in enrollments in LOE by the MLA (Furman, Goldberg, & Lusin, 2007) indicates that enrollments in LOE are rising but that still only 8.6% of total students attending postsecondary institutions were enrolled in modern language courses, less than half of the percentages reported in the 1960s. Only approximately 1 in 5 of these enrollme","cbCaiqscnHtJwsLA","https://ap.wps.com/l/cbCaiqscnHtJwsLA","pdf",55174,16,"English","# Abstract\n# Background\n## National and policy context for foreign language learning\n## Student perceptions and enrollment trends in language education\n## Changing instruction approaches and standards","[{\"question\":\"What prompted UALR faculty to revise the French curriculum in 2002?\",\"answer\":\"Faculty began curricular revision to meet challenges for a standards-based French major and to respond to changing expectations for graduate proficiency and communication needs.\"},{\"question\":\"What key challenges emerged after five years of implementation?\",\"answer\":\"Institutional pressure to increase majors, higher professional expectations for proficiency, and major changes in how students access and use technology for communication required new attention and created opportunities.\"},{\"question\":\"How does the article recommend using technology in second-language instruction?\",\"answer\":\"It recommends designing student-centered strategies where technology supports L2 communication in ways that mirror how students communicate in their native language (L1).\"}]","Student-Centered Instruction - Linking Career Goals and Instruction | PDF",1792091636]