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Ghent University

Ghent University. Workshop Tempus Curricula Review 19-21 October 2005. Implementation of bachelor/master study curricula. Good practices: the case of the ‘linguistics and literature’-programmes *** Benjamin Biebuyck. Unity in diversity. Linguistics and literature as case of exception

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Ghent University

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  1. Ghent University • Workshop Tempus • Curricula Review • 19-21 October 2005 Workshop Curricula review

  2. Implementation of bachelor/master study curricula • Good practices: the case of the ‘linguistics and literature’-programmes • *** • Benjamin Biebuyck Workshop Curricula review

  3. Unity in diversity • Linguistics and literature • as case of exception • integration of several programmes into one • continuation of a four year programme structure Workshop Curricula review

  4. Point of departure • Three fully-fledged, traditional academic programmes • Germanic languages • Romance languages • Latin & Greek Workshop Curricula review

  5. Point of departure (2) origins in 19C philology focus on: • language families: comparative approach • linguistic genealogy: history of languages • edition of texts: “Quellensuche und Überlieferung”, emendation, commentary Workshop Curricula review

  6. Latin & Greek:specific characteristics • Oldest training programme (classical philology) • High esteem in 19C concept of “Bildung” • Equivalent training in both languages Workshop Curricula review

  7. Latin & Greek:specific characteristics (2) • Situation in 2003: • teaching language: Dutch • strong interconnection between both languages • small student groups • important synergy < cultural component Workshop Curricula review

  8. Latin & Greek:specific characteristics (3) • Recent innovations and modernisations: • philology  optional • Italian • Spanish • Hebrew Workshop Curricula review

  9. Latin & Greek:specific characteristics (4) • Clear results: • Biggest student population in Flanders (Belgium): intake ± 30 per annum • Up-to-date training programme Workshop Curricula review

  10. Latin & Greek:specific characteristics (4) • Constraints: • Interdependence of both languages (esp. Greek) • teacher oriented • developments in high school system Workshop Curricula review

  11. Romance languages:specific characteristics • Created in the second half of the 19C • Strongly associated with French = teaching language at that point + language of cultural elite in Belgium • Native speakers Workshop Curricula review

  12. Romance languages:specific characteristics (2) • Situation in 2003: • teaching language: in general French, for specific courses Italian or Spanish • French = pivotal language • medium size student population Workshop Curricula review

  13. Romance languages:specific characteristics (3) • “second” Romance language: from second year on • always supportive relation to French • competitive relation • strong historical component: Latin as compulsory course + proto-romance Workshop Curricula review

  14. Romance languages:specific characteristics (4) • Results: • smaller than KUL-counterpart (intake of ± 70 students) • Spanish/Italian: “second”; yet: much more students for Spanish than for Italian • strong philological emphasis Workshop Curricula review

  15. Romance languages:specific characteristics (5) • Constraints: • based on the students’ primary appreciation for French • less ‘up-to-date’ image • highly sensitive to quality degradation scenarios • professional profile: less outspoken Workshop Curricula review

  16. Germanic Languages:specific characteristics • Created in the 2nd half of the 19C as well • mother tongue training: ideological/emancipatory implications • large student population and vast autonomy for the participating teaching units Workshop Curricula review

  17. Germanic Languages:specific characteristics (2) • Originally: strong philological + historical orientation • Study of three Germanic languages (until late 1960s) • Innovation: Scandinavian languages + reduction to the study of two languages Workshop Curricula review

  18. Germanic Languages:specific characteristics (3) • situation in 2003: • modular programme architecture, based on the free choice of the individual student • conjunction of two ‘big’ languages (English, Dutch) and two ‘small’ languages (German, Swedish) • complete analogy between all partner languages Workshop Curricula review

  19. Germanic Languages:specific characteristics (4) • historical and philological focus: downsized; much more attention for contemporary praxis • gradual specialization options: per language or per discipline • “minor”-infrastructure: literary theory + linguistic theory Workshop Curricula review

  20. Germanic Languages:specific characteristics (5) • unique programme Scandinavian Languages and Literature • largest unit in Belgium (intake of ± 220 students per annum) • very general professional profile (teaching, media, journalism, service sector) Workshop Curricula review

  21. Negotiation position in 2003 • < keep what we have • i.e. bachelor/masters in Linguistics and Literature: • Germanic Languages • Romance Languages • Classical Languages Workshop Curricula review

  22. Negotiation position in 2003 (2) • Add a new programme: • Bachelor/masters in Linguistics and Literature (new combinations) • < evolutions on the student market • < competitive dynamics Workshop Curricula review

  23. Negotiation position in 2003 (3) • Yet: university board decides • programme proposal: confirmed • integration • = unique position in university programme reorganization Workshop Curricula review

  24. Take-off • Bachelor and Masters in Linguistics and Literature: Two languages • not one encompassing programme • but superstructure of a number of main subjects (i.e. combination of 2 languages) Workshop Curricula review

  25. Challenges + Constraints • Institutional: • university board: reluctant • organizability • discrepancies between generations of teaching staff Workshop Curricula review

  26. Challenges + Constraints (2) • Internal: • varying expectations of participating units with respect to the new combinations • different ‘training atmospheres’ • ‘political option’: norm student = point of reference • i.e. 60 ECTS per year; no prolongation of the course of study Workshop Curricula review

  27. Challenges + Constraints (3) • faculty Ba/Ma-model: major vs. minor training programme • study of two languages • study of two disciplines (linguistics and literature) • specific requirements of language teaching Workshop Curricula review

  28. Consultative structure and presuppositions • old study programme committees have to approve of the proposals • discrepancy between SPC and departments • Hence: “task force”: ad hoc commission Workshop Curricula review

  29. Consultative structure and presuppositions (2) • Federative composition • two representatives of each language + 1 for the general subjects • “Germanic model” • Swedish + German take the lead Workshop Curricula review

  30. Consultative structure and presuppositions (3) • Consensus model based on • pedagogical considerations (language acquisition and proficiency, group counselling, scientific craftsmanship) • practical considerations: viability • student-centred approach Workshop Curricula review

  31. Pedagogical preferences • two languages (of nine) • two core disciplines: language and literature • importance of language proficiency and of culture and history Workshop Curricula review

  32. Pedagogical preferences (2) • no minor, but set of clustered optional courses = specialisation track • interchangability: necessary for modular structure + language minors • credit unit = 5 ECTS Workshop Curricula review

  33. Pedagogical preferences (3) • continuity of language courses • rational sequence of ‘ancillary’ courses (propaedeutics, general, advanced) • gradual and cohesive specialisation, both on language level and on the level of the discipline Workshop Curricula review

  34. Pedagogical preferences (4) • total volume of language courses is more important than the continuation of the present situation • sustained multilingual model (at least 60 ECTS per language) • problem of the MA-thesis Workshop Curricula review

  35. The construction of the programme • norm programme: 60 ECTS/year • ! Rapid completion • // philosophy of the programme: general and ‘background’ training, without explicit professional profile • Instead: clearer scientific profile Workshop Curricula review

  36. Bachelor 1 Workshop Curricula review

  37. Bachelor 2 Workshop Curricula review

  38. Bachelor 3 Workshop Curricula review

  39. Summary of the bachelor programme • Language A: 75 ECTS • Language B: 60 ECTS • General courses: 30 ECTS • Specialisation track: 15 ECTS • = 180 ECTS Workshop Curricula review

  40. Pros • + coherence • + upgrading of linguistic/literary competence • + in-depth proficiency in (at least) 2 languages; gradual specialisation in the course of the programme • + counselled integration of MA thesis Workshop Curricula review

  41. Cons (< BB) • - no full synergy • - “(romance) relicts” (Latin, Literary theory) • History and typology • - disconnection of the classical languages Workshop Curricula review

  42. Master programme • Continuation of the same philosophy • Yet: two concepts • two language-programme • specialisation in 1 language • optional courses support scientific profile Workshop Curricula review

  43. Master: two languages Workshop Curricula review

  44. Master: one language Workshop Curricula review

  45. Practical organisation • Which language combinations to offer? • < experience of colleges for translators and interpreters • (however: practice-based, translational perspective, mother tongue) • < intrinsic motivation: for teacher, for the student Workshop Curricula review

  46. Decision • In principle: all possible combinations • (i.e. 36) • In real terms: maximum possible • rationale of columns (continuity of language training) Workshop Curricula review

  47. Column model = 29 combinations (or majors) Workshop Curricula review

  48. Week schedule: Ba1 (1st semester) Workshop Curricula review

  49. Week schedule: Ba1 (2nd semester) Workshop Curricula review

  50. The viability testWeek schedule: Ba2 (2nd semester) Workshop Curricula review

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