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Language has a paramount role in the quest for development on human, social, political,technological and any other form of development. A paramount role because knowledge,which is the life wire of any development effort, is acquired through information. Informationcomes through communication powered by language. So, teaching language has a greatimportance on future sustainable development. Speaking and understanding the samelanguage is vital for transferring the information which is necessary for building asustainable development in the world. But not only teaching the foreign language but alsoteaching the foreign language for specific purposes has just come out as an idea in every fieldof development. The paper begins by defining the methods of effective language teachingmethods and goes on defining the concept of English for Specific Purposes (ESP) and goesfurther to critically analyze the affects of language teaching on sustainable development. Allideas are supported by appropriate examples.

The Modern Language Association (MLA) report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007) recommended that the language disciplines decenter off literature and design programs that are more directly related to "real world" contexts. This recommendation has awoken renewed discussion about how best to promote and develop multilingualism and intercultural competence in the United States. In order to change undergraduate offerings, it would be necessary to change the focus of graduate programs. Changing the focus of graduate programs is a delicate and high stakes task, which can influence both the nature of intellectual production in the United States as well as impact the employability of thousands of new PhDs. Will the MLA 2007 report stimulate any lasting change? Will the number of jobs which deviate from the traditional literature, linguistics and second language acquisition fields merit redesign of graduate programs to train future professors to meet this demand? The MLA Foreign Language Job Information List contains a plethora of data that can provide answers for some of these questions. This article seeks to create insights into a significant subcategory of the Foreign Language profession by presenting an analysis of job announcements for Language for Specific Purposes (LSP). ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 15 Language for Specific Purposes Job Announcements from the Modern Language Association Job Lists: A Multiyear Analysis Mary K. Long University of Colorado at Boulder Abstract: The Modern Language Association (MLA) report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007) recommended that the language disciplines decenter off literature and design programs that are more directly related to "real world" contexts. This recommendation has awoken renewed discussion about how best to promote and develop multilingualism and intercultural competence in the United States. In order to change undergraduate offerings, it would be necessary to change the focus of graduate programs. Changing the focus of graduate programs is a delicate and high stakes task, which can influence both the nature of intellectual production in the United States as well as impact the employability of thousands of new PhDs. Will the MLA 2007 report stimulate any lasting change? Will the number of jobs which deviate from the traditional literature, linguistics and second language acquisition fields merit redesign of graduate programs to train future professors to meet this demand? The MLA Foreign Language Job Information List contains a plethora of data that can provide answers for some of these questions. This article seeks to create insights into a significant subcategory of the Foreign Language profession by presenting an analysis of job announcements for Language for Specific Purposes (LSP). Keywords: jobs, job announcements, Languages for Specific Purposes (LSP), Modern Language Association (MLA), non-tenure track (NTT), tenured/tenure track (TTT) Introduction Since its release five years ago, the Modern Language Association (MLA) report "Foreign Languages and Higher Education: New Structures for a Changed World" (2007) has awoken renewed discussion in the profession about how best to promote and develop multilingualism and intercultural competence in the United States. The suggestion that the language disciplines should decenter off literature and design programs that are more directly related to "real world" contexts has caused both consternation and excitement as well as much discussion about what steps would be necessary to redesign both undergraduate and graduate programs in order to train future faculty to teach within the proposed new scenarios (e.g., Porter, 2009; Rifkin, 2012). Changing the focus of graduate programs is a delicate and high stakes task that can influence both the nature of intellectual production and international understanding in the United States as well as impact the employability of thousands of new PhDs. Thus, those in the profession are wise to move deliberately and to consider the multiple angles. From the point of view of preparing future professors, some very pragmatic issues of job market demand must be considered. For example, will the MLA 2007 report stimulate any lasting change? Are departments truly moving to transform their undergraduate offerings away from literature? If so, in what ways are they redefining their programs and who will teach these courses? What is the balance between tenured/tenure track (TTT) and non-tenure track (NTT) jobs LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 16 in these areas? Will there be steady demand for future faculty trained to meet the new scenarios? Are new research fields emerging? If so, what do they look like? Will the number of jobs that deviate from the traditional literature, linguistics and second language acquisition fields merit redesign of graduate programs to train future professors to meet this demand? Or, is it more a question of helping future professors to enhance the traditional fields of specialization with new pedagogical approaches and secondary content expertise? The MLA Foreign Language Job Information List contains a plethora of data that can provide answers for some of these questions and be used to gauge the direction of the Foreign Language professions. In fact, the MLA itself releases yearly summaries of many of the overarching themes, such as number of jobs overall, changes in demand between languages, and so forth, but the potential exists to provide much more detailed analysis, which will be useful—and even crucial—to shaping the future of Foreign Language education in the United States. Along those lines, this article seeks to create insights into a significant subcategory of the Foreign Language profession by presenting an analysis of MLA Job List announcements with a focus on Languages for Specific Purposes (LSP). Since the late 1940s, the LSP field has been meeting the 2007 MLA report's stated goals of increasing the number of "educated speakers who have deep translingual and transcultural compentence" as well as the ability to carry that competence beyond the classroom into the world (MLA, 2007, p. 3). The LSP field continues to represent a significant area of Foreign Language Education in the United States. The national survey "Evolution of Language for Specific Purposes programs in the United States: 1990–2011" conducted by Long and Uscinski (2012), shows that, since the early 1990s, overall offerings of LSP have remained stable at 62% while at the same time the sophistication and variety of offerings have become deeper and more focused in response to the nuanced needs within different multilingual settings. The LSP faculty profile created as part of this survey indicates a more or less even split between TTT faculty and NTT faculty. In addition, while 20% of faculty listed LSP as their primary field of academic preparation, a dramatic 80% indicated another field as their primary field of academic preparation. Of these, the majority listed Literature as their primary focus, with Linguistics and Cultural Studies running a distant second and third (Long & Uscinski, 2012, p. 183). In part, this mix of primary fields has a very pragmatic explanation since as new fields develop, there will necessarily be a large number of "ground breakers" who are willing and able to expand their research and pedagogical skills beyond their original areas of content expertise. But, in addition, and more importantly, this mix of expertise is by definition one of the advantages and challenges for any interdisciplinary field. Recent volumes focused on LSP (e.g., Gueldry, 2010a, Gueldry 2010b; Lafford, 2012; Pérez-Llantada & Watson, 2011) showcase the rich research potential of the LSP focus for a variety of fields and point to the advantages of interdisciplinary research for addressing many of the complex intercultural issues faced in today's "global setting." These publications also provide significant insights into the history, current state and future potential for the LSP field. One of the difficulties highlighted in this body of work is that interdisciplinary work often blocks the professional progress of faculty since tenure and promotion structures are more suited to single focus research fields. Against this backdrop of past practices, the following analysis of LSP job announcements will shed light on how the profession envisions the future of the LSP field as well as offer insight LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 17 into what provisions (if any) are being made in the design of new positions to support and promote the professional success of faculty who possess highly needed interdisciplinary expertise. Methodology The job announcements have been analyzed for two "snap shot" moments: the online MLA Foreign Language Job Information list September 2008–January 2009 and the online MLA Foreign Language Job Information list from September 2011–June 2012 (and, one chart shares additional data on Spanish for Business from September 2007–January 2008). It should be noted that in 2008–2009 there was an historic decline in job announcements that continued into 2009–2010. Since 2010–2011, there has been a "tentative climb upwards" (Lusin, 2012, p. 95). Because of the unique moment represented by the job market during these years, and because only two years of data are presented, there has been no analysis performed to determine if changes in raw numbers or percentages represent statistically significant changes overtime. Rather than attempting to track statistical changes, the goal of this current project has been to have a more clear understanding of the quantity and specific profiles of jobs in the LSP field both in relation to the overall job market, and within the LSP profession itself. The data was collected as follows: the search function included in the electronic posting of the job list was used to first search each language for the total number of jobs for all ranks and regions in each language (both expired and current listings). The categories offered on the MLA job list that were searched are: Arabic, Chinese, French, German and Scandinavian, Hebrew, Italian, Japanese, Portuguese, Russian and Slavic, Spanish, Other languages, Linguistics and ESL, Generalist, and Other. After establishing the total number of jobs for each language, several new searches were conducted per language using the keyword function to limit results. For the 2008–2009 list, the search was repeated for each language using the keyword 'business,' and this keyword brought up announcements that also contained other LSP terms such as 'professions,' 'translation,' 'medical,' etc. For the search of the 2011–2012 MLA list, a more expanded set of keywords was used. Each language was searched separately for the following keywords: business, translation, medicine, medical, professions, professional and specific/special purposes. To avoid double counting of announcements that included several of the search words and to eliminate "false positives" when the keywords were used in non-LSP contexts, once they were identified, the LSP announcements were read individually and hand-sorted. After extracting the number of LSP jobs in relation to the overall number of jobs for each language, further analysis was conducted on the specific nature of the LSP jobs, whether the LSP field was listed as primary or secondary, the split between TTT and NTT positions within these categories, and in the case of jobs that list LSP as a secondary field, what primary fields are most often combined with LSP. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 18 Results Search terms. For the 2008–2009 search, even though additional search terms emerged through the key word 'business,' the majority of jobs were for 'language for business' with 'translation' coming in second. In 2011–2012, the highest results were for business, translation, professions, medical and specific/special purposes in descending order. 'Medicine' and 'professional' did not achieve any results in any language. This process revealed that when the keywords 'specific/special purposes' and 'professions' are used they are frequently followed by a parenthetical list of examples that duplicated other keywords (most often 'business' and 'translation') along with words not used in the search function. For example, for Spanish, other parenthetical examples included 'legal,' while for German, 'engineering' is a significant 'specific purpose.' 'Medical' only appeared in Spanish LSP job announcements, occasionally as a stand-alone term, but most often as one possible professional use. 'Translation,' on the other hand, was a stand-alone term that rivaled 'business' in Spanish, French, German, and Japanese. (In these cases, only non-literary translation positions were counted since there is a clear distinction in announcements between literary translation theory and applied professional translation.) Categories with LSP announcements. Categories that included jobs with an LSP focus in both 2008–2009 and 2011–2012 are Arabic, Chinese, French, German and Scandinavian, Japanese and Spanish. Categories that had no LSP jobs linked to the keywords in either sample are Hebrew, Italian, Portuguese, Russian and Slavic, Other languages, and Generalist. The Linguistics and ESL heading had no LSP jobs in the 2008–2009 list, but in the 2011–2012 had 10 LSP jobs out of 120 total (8.3%), 2 in ESL and 8 in Spanish. However, since the focus of this article is not on ESL and the Spanish linguistics/LSP jobs have also been counted in Spanish and will be analyzed there, the Linguistics and ESL category will not be analyzed further in this article. In each of the years, the category 'other' has a few interdisciplinary opportunities with a professional focus that breaks away from categorization by language. Overall numbers. Table 1 shows the total number of jobs compared to total LSP jobs and percentages for all languages from the 2008–2009 and 2011–2012 samples. Overall, the LSP job offerings fluctuate between 2 and 9% of all jobs, depending on specific language and year. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 19 Table 1 Total jobs vs. total LSP jobs and percentages by language 2008–2009 and 2011–2012 Language 2008–2009 Total of all jobs in sample of MLA job list 2008–2009 Number of jobs with LSP element in sample 2008–2009 % of jobs with LSP element out of all jobs in sample 2011–2012 Total of all jobs in sample of MLA job list 2011–2012 Number of jobs with LSP element in sample 2011–2012 % of jobs with LSP element out of all jobs in sample Arabic 46 2 4.3% 46 1 2.1% Chinese 64 6 9.3% 79 4 5% French 150 6 4% 177 9 5% German and Scandinavian 90 4 4% 120 9 7.5% Italian - - - 59 0 0 Japanese ? 2 38 2 5% Portuguese - - - 39 0 0 Russian and Slavic - - - 34 0 0 Spanish 377 13 3% 365 29 7.9% Other languages - - - 64 0 0 Linguistics and ESL - - - 120 2 ESL and counted in Spanish 8 linguistics (5 required and 3 possible field) 8.3% Generalist - - - 34 0 0 Other ? 3 137 1 NA LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 20 Table 2 breaks down the total number of LSP jobs for both sample years into categories of LSP as a primary or secondary field of interest and also indicates whether the jobs are TTT or NTT. Table 2 Total number of LSP jobs compared to primary or secondary field and Tenured/Tenure Track (TTT) or Non-Tenure Track (NTT) by language for 2008–2009 and 2011–2012 Language 2008–2009 Total number LSP in sample 2008–2009 LSP as Primary field and TTT or NTT 2008–2009 LSP as secondary field and TTT or NTT 2011–2012 Total number LSP in sample 2011–2012 LSP as Primary field and TTT or NTT 2011–2012 LSP as secondary field and TTT or NTT Arabic 2 1 (NTT) 1 (TT) 1 0 1 (NTT) Chinese 6 2 (NTT) 4 (TTT) 4 1 (TT) 3 (2 TT/1 NTT) French 6 3 (2 TTT/1NTT) 3 (TTT) 9 2 (1 TT/1 NTT) 7 (3 TT/ 4 NTT) German and Scandinavian 4 4 (2TTT/2NTT) 0 9 1 (TT) 8 (4TT/3 NTT) Japanese 2 1 (NTT) 1 (TTT) 2 2 (1 TT/1 NTT) Spanish 13 6 (NTT) 7 (TTT) 29 13 (9 TT/ 4 NTT) 16 (11 TT/ 5 NTT) Other 3 1 (TT) Primarily business, PhD in applied linguistics or other fields of linguistics and MA in one of the World Languages) 2 post docs language open PhD field open; work on creating connection between the arts and the sciences and business 1 1 (TT) Director of a center for International Understanding Total 36 18 (5 TTT/13 NTT) 18 (16 TTT/2 post docs) 53 20 (14TTT/6NTT) 34 (21 TTT/ 13 NTT) LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 21 Table 3 transforms the raw numbers from Table 2 into percentages from the 2008–2009 and 2011–2012 samples of TTT LSP positions overall, and the split for jobs with LSP as the primary field or secondary field. In order to provide context, the percentages of TTT jobs by language for the overall profession from the 2011–2012 job list is also provided in this table. Table 3 2011–2012 percent of tenured/tenure track (TTT) for all jobs vs. 2008–2009 and 2011–2012 percent of TTT in LSP total and percentages of TTT with LSP as primary or secondary field Language 2011–2012 % TTT of total jobs in MLA sample 2008–2009 % TTT of total LSP in sample 2008–2009 % TTT LSP as primary within total LSP sample 2008–2009 % TTT LSP as secondary within total LSP sample 2011–2012 % TTT of total LSP sample 2011–2012 % TTT LSP as primary within total LSP sample 2011–2012 % TTT LSP as Secondary within total LSP sample Arabic 43% 50% 0% 50% 0% 0% 0% Chinese 47.5% 66% 0% 66% 75 % 25% 50% French 47.9 % 83% 33% 50% 44% 11% 33% German and Scandinavian 38% 50% 50% 0% 55 % 11% 44% Japanese 48% 50% 0% 50% 50 % 50% 0% Spanish 53% 53% 0% 53% 68% 31% 37% Overall 49% 58% 50% 8% 64% 25% 39% The percentages of TTT positions for the overall profession by language range from 38% (in German) to 53% (in Spanish). For 2008–2009 the percentages of TTT positions out of the body of LSP jobs ranged between 50% and 83% while in 2011–2012 the percentages ranges from 0% to 75%. When the LSP jobs are analyzed for TTT positions with LSP as a primary field or as a secondary field, the TTT positions with LSP as a secondary field are slightly more than LSP as a primary field for both samples. From 2008–2009 to 2011–2012 there would seem to be a decrease in the overall number of TTT primary LSP positions, but these numbers are misleading, since in 2008–2009 only two languages (French and German) had TTT primary LSP positions, while in 2011–2012 all languages except for Arabic have at least one TTT primary LSP position. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 22 Discussion of overall numbers. At first the overall percentages of LSP positions to total jobs may seem low, but it helps to contextualize them by briefly comparing with the percentages of other more traditional specializations within the language professions. So for example, from the 2011–2012 list, a search in late July for Spanish with keyword 'Mexico' reveals 18 out of 359 or 5% of jobs focused on this specialization, while the keywords 'Golden Age' yield 12 out of 359 or 3% of jobs, 'Modern Peninsular' appears in 16 out of 359 or 4.4%, 'Applied Linguistics' in 41 out of 359 or 11% of announcements, and 'Cultural Studies' tallies a dramatic 82 out of 359 or 22% of all jobs in Spanish. For French, the keywords '18th century' exist in only 5 out 175 or 2% of jobs, while '20th century' yields 12 out of 175 for 6%, 'Francophone' 54 out of 175 for 30%, 'Applied Linguistics' 11 out of 175 for 6%, and 'Cultural Studies' 57 out of 175 for 32%. In contrast, the 'Generalist' category defines 34 out of 359 or 9% of jobs for Spanish but for French only 6 out of 175 or 3%. One could continue to generate multiple different combinations of keywords. For the purposes of this article the point meant to be illustrated by this quick comparison of some literary and linguistic categories is to show that the percentages for job offerings requiring some LSP content, while not in the double digits, are as significant as many other smaller fields of specialization within the profession, and thus, LSP is a viable career enhancing area of expertise for those who have an interest or previous experience in an LSP area or who have access to LSP content and/or teaching experience through their graduate institution. In regards to the percentage of TTT positions, it appears that the ratio of TTT to NTT within the LSP profession is slightly better than in the overall job market. But, as stated earlier, no analysis has been done to determine statistical significance. What is clear, however, is that the ration of TTT to NTT for LSP is at least the same as for the overall market. However, the most important element in the analysis of TTT vs. NTT positions is the split between primary and secondary fields. In this case, the numbers do not seem to justify advising graduate students to focus exclusively on an LSP field. Rather, they should pursue LSP as a strong secondary field and be prepared in the case of primary LSP positions to expand on their LSP expertise further. This leads to the question of which primary fields are most often combined with a secondary interest in LSP in the job announcements. It is not possible to make overall generalizations about this, since the primary/secondary field combinations are quite specific to each language. So, in what follows, the results for each language will be presented and discussed individually. Arabic In 2008–2009, there were 2 LSP jobs out of a total of 46 announcements or 4.3% of jobs had an LSP element. One of these jobs was a tenure track position with a primary field listed as expertise in language, culture and civilization with business and comparative literature as desirable secondary fields. The other was a non-tenure track position with primarily a focus on Arabic for business and additional duties as administrator of the Arabic minor. In 2011–2012, the sample also revealed 46 jobs but just one (or 2.1%) had an LSP focus. This non-tenure track position offered a 3 year renewable contract but had a hefty list of requirements: LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 23 Required: Experience with the proficiency communicative approach; ability to teach at least one colloquial dialect in addition to Modern Standard and Classical Arabic at all levels, and content courses such as Newspaper/Media Arabic and Business Arabic; experience in curriculum development and supervision, along with full competency to teach language and content courses at all levels; completed doctoral degree by time of appointment. Chinese In the 2008–2009 sample, there were 6 LSP jobs out of a total of 64 for Chinese, which represented 9.3% of all jobs in this language. For the 2011–2012 sample, the percentage is lower at 5%, while the total number of jobs is higher at 79 only 4 positions mention LSP. In 2008–2009, there was one tenure track assistant level position and 3 tenured at the level of Associate or Full. All of these positions were at the City University of Hong Kong and listed cultural management communication as the primary field with business as a secondary area. The jobs that listed business as a primary field were both non-tenure track: one visiting professorship focused on policy and business and one non-tenure track full-time position, which also included administration of the minor. In 2011–2012, there were 3 TTT positions: two had a primary focus on LSP, one focused especially on "courses related to Chinese Business Language and Culture" the other specified that "research should focus on the knowledge and behavioral demands confronting nonnative speakers seeking professional level competencies in contemporary China, issues of cross-cultural communication between Americans and Chinese, and the development of pedagogical instruments for training in these areas." The other TTT position and the NTT position listed the interest in and ability to teach Chinese for business as a plus, while leaving the actual specialty open. French In the 2008–2009 sample, there were 6 LSP jobs out of a total of 150 for 4% and in 2011–2012, 9 out of 177 for 5%. The 2008–2009 positions were split equally between primary and secondary with a majority of the jobs (5) as TTT, and the only NTT was in the primary LSP category. The field combinations during this year were quite interesting with the primary fields being defined as "Business French and also Italian with a PhD in French from any field" and "open area able to teach Business French and Francophone cultural studies" for the TTT positions, and "French and Spanish able to interact with regional business" for the NTT position. When LSP was listed as a secondary field the primary fields were: 1) French literature and/or Francophone studies, in a program that had an Undergraduate major in Global studies, 2) 19th-and 20th-century literature or Francophone studies or linguistics, and 3) Post-1600 French studies and an "active participation in Language and Cultures for Professions and ability to create internships/study abroad." In 2011–2012 the French LSP positions were split 2/7 with a distribution of 1 TTT and 1 NTT in primary LSP and 3 TTT to 4 NTT in the category of secondary field. For the TTT primary LSP position, the description specified a Generalist, with preference being LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 24 given to specialists in Cultural Studies and Business French. The NTT position required a PhD or equivalent in French or related field but stated that the successful candidate: must be familiar with current business and economic issues in Francophone countries and the EU and be able to develop and maintain links to the Francophone business and cultural community in the Greater Atlanta area and also serve as academic advisor for students in the Language and Business concentrations and interest/experience with Study Abroad programs is a plus. For the jobs that specified interest in LSP as a secondary field, the specified primary fields were: 1) pre-20th-century French literature and culture and the LSP field was translation, 2) Linguistics and pedagogy, and 3) PhD in Spanish, French or Romance Languages, with preference for those who can teach both French and Spanish though candidates who can "teach only French will be considered." The NTT positions in the secondary LSP category listed language teaching, pedagogy and phonetics as primary interests and the LSP fields were translation and business. It is important to note that in the French announcements, when LSP capabilities are listed as secondary interest they are most often included in a list of possible secondary fields like phonetics, phonology and stylistics. Keywords 'business' and 'translation' predominate. It is also important to note the frequent combination of Francophone studies with LSP fields. German and Scandinavian In this category, all the LSP jobs were for German with 4 out of 90 or 4% from the 2008–2009 sample and 8 out of 120 or 6% for the 2011–2012 sample. In 2008–2009, all the jobs were for primary LSP field with 2 TTT and 2 NTT. The TTT positions listed the PhD field as open and emphasized the "ability to develop Professions Focus" for the first and phonetics and business for the second. For the NTT positions one had an open PhD field, and also asked for English in addition to German for Business, and the other NTT position, which was renewable, included the administrative task of directing the Business German PhD and required a PhD in Applied Linguistics with a focus on language and identity. In 2011–2012, the sample yielded one primary LSP job seeking a colleague with PhD in any area to contribute to a "new beginning in the German studies program." The primary interest was in "practical experiences" for the student such as "cultural studies (politics, society, business, media, film) literature and second language acquisition." The TTT LSP secondary jobs had primary fields of: 1) 19th- through 21st-century German Studies, the LSP fields of interest were film, professions (engineering and business) and language-across-the-curriculum, 2) German literature with an LSP field in translation, 3) German or German studies, and 4) German and German Cultural Studies. The NTT positions did not specify the PhD field and were primarily focused on general language teaching and some advising and administrative tasks. Of particular note in these announcements is the predominance of German studies or German Cultural studies over literature. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 25 Japanese In the 2008–2009 list sample, there were two LSP jobs (the overall number of Japanese positions is unclear). They are: one NTT primary LSP position to administer the Japanese for business minor and one TTT secondary LSP position which called for the ability to teach all levels of language, civilization, history, business, contemporary culture and literature. In 2011–2012, there were 2 jobs out of 38 or 5%. Both were primary LSP positions. The TTT position was for the University of Hong Kong and stated, "Those specializing in literature, film, translation, linguistics, business culture, anthropology, and/or religion are especially encouraged to apply." The NTT position clarified that the candidate is expected to work with faculty to design and develop content-based/thematic-based courses and/or Japanese language for special purposes. Spanish The data for Spanish LSP is more extensive since the majority of LSP jobs are in this language. Also, the data is drawn from three sample moments since in addition to the 2008–2009 and 2011–2012 sample used for the other languages, data was also collected for Spanish from the September 2007–January 2008 portion of the MLA list, which can be seen in Table 4. Table 4 Breakout of data for Spanish job listings for 2007–2008, 2008–2009, and 2011–2012 Spanish Total jobs 2007–2008 LSP jobs 2007–2008 Total jobs 2008–2009 (Sep–Jan 23) LSP jobs 2008–2009 Total jobs 2011–2012 LSP Totals 514 40 377 13 365 29 (5 specifically call for linguist) Primary LSP Focus 0 6 (NTT) 13 ( 9 TTT/ 4 NTT) Secondary LSP focus 40 7 (TTT) 16 (11 TTT/ 5 NTT) In the 2007–2008 sample (which was the year before the dramatic drop in job offerings), there were 40 LSP jobs out of a total of 514 Spanish positions, which equaled 9% of jobs. In the 2008–2009 sample, there were 13 LSP jobs out of 377 for 3% and in 2011–2012, 29 LSP jobs out of 365 for 7.9%. In 2007–2008, data was not collected for TTT vs. NTT positions, but all the LSP designations were listed as a preferred secondary field, 26 in the area of business, 15 for professional (non-literary) translation/interpretation, and 9 for medical. Typical announce-ments were "Assistant Professor of Spanish (Golden Age). . . . [S]trong preparation in LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 26 Golden Age literature. . . . [W]illingness to teach Business Spanish. . ." and "Tenure-track position. . . . [F]ield of specialization open, but generalist with Latin American studies preferred. Must be prepared to teach all levels of language (including business Spanish) as well as Hispanic Americana and Peninsular literatures and cultures." In the 2008–2009 list, though the overall numbers had dropped, the number of primary LSP positions had increased dramatically to 6, although all were NTT positions some requiring only a MA. The 7 secondary LSP positions were all TTT. The designated primary fields followed the standard areas of specializations of the Spanish profession with a predominance of literature positions and the announcements were characterized by the "laundry list" nature shown in the examples above. In the 2011–2012 sample, of the 29 positions 13 were for primary LSP positions and 9 of these were TTT. Of the 16 secondary LSP positions, 11 were TTT. There are some dramatic changes in the nature of the job announcements in this sample. For example, where as in previous job list samples 'business' was the primary word, and most often was a stand-alone term, this time none of the job announcements called only for 'business,' rather 'business' was always included in a list of options (e.g., medical, legal, interpretation, etc.) most often under the heading 'Spanish for the Professions.' 'Spanish for Health Professions' or 'Medical Spanish' seemed to gain ground, with 3 TTT positions (two primary LSP and 1 secondary LSP). Translation and interpreting studies showed a marked increase with 8 TTT positions of which 5 were primary LSP and 3 secondary LSP positions. Translation also appeared in 4 NTT secondary LSP positions. In addition, whereas earlier lists had predominantly shown literary fields combined with LSP, in this sample, applied linguistics showed significant gains with 4 jobs specifically designating a combination of applied linguistics and an LSP field (translation, interpretation, or medical) and 3 listing linguistics in general as one of the possible primary fields. Some of the announcements still combined seemingly disparate primary and secondary fields. For example "Contemporary Peninsular Literature with emphasis on theatres and /or poetry. . . . [E]xperience teaching Spanish for the Professions a plus" or "Preferred specialization Peninsular and Cultural studies; ability to contribute to Spanish for health professions (interest in interdisciplinary research/program development)." The mention of interdisciplinary research marks an opening up that is observable in many of the Spanish announcements. Yet, in spite of the mention of interdisciplinary research being a valued interest, in this sort of advertisement, there is really no clear vision of what that interdisciplinary research might look like. While it is true that this kind of open-endedness can be exhilarating and freeing for a creative professional, it can also be somewhat problematic at the time of tenure and promotion review. In contrast to this sort of announcement that has previously characterized LSP job descriptions, there were a number that had very specific and extensive LSP designations. Consider for example this announcement for an Assistant Professor in Spanish Applied Linguistics: The Department of Modern Languages and Literature at the University of [X] is seeking an innovator in Spanish applied linguistics or Latin American or Latina/o cultural studies research and pedagogy with interdisciplinary skills to engage the complex socio-cultural dimensions of health-related issues in South Texas. This position requires a willingness to develop a research plan and engage in cross-LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 27 disciplinary research in healthcare issues of particular importance to the region of South Texas, such as health literacy, diabetes, obesity, or health issues surrounding poverty, race, gender, class, immigration, or legality. The successful candidate will participate in teaching and mentoring in the Department's unique program in Medical Spanish for Heritage Learners, will collaborate with faculty from other departments in advancing research in healthcare, and will teach undergraduate and graduate courses in the area of specialization. A PhD in Spanish is required prior to start date in Fall, 2012. The successful candidate will have native or near native fluency in Spanish. The candidate must demonstrate potential for teaching excellence, research and publication, and grantsmanship. Or another from a criminal justice program "[X University] seeks an Assistant Professor of Spanish/Specialist in Translation and Interpreting (Foreign Languages), PhD in Spanish Translation, interpreting or related field." The specificity and focus of these job announcements mark a significant change in the envisioning of Spanish LSP fields and seem to create clear direction for the expected research agenda, which would allow the faculty member to develop a unified body of research and facilitate the path to tenure/promotion. One question that comes to mind when reading these more detailed job descriptions is how many candidates there might be for such jobs given the very specific qualifications (especially in the Applied linguistics ad for the medical field). Also, one is lead to ponder what the doctoral programs that are producing such specialists might look like. There are a few doctoral programs around the nation that are already preparing candidates for such positions and a description and analysis of these programs is material for another article. For our purposes here, these job announcements lead us to return to the questions posed at the beginning of the article. Conclusions Are departments truly moving to transform their undergraduate offerings away from literature? Are new research fields emerging? If so, what do they look like? What is the balance between TTT and non-tenure track NTT jobs in these areas? Will there be steady demand for future faculty trained to meet the new scenarios? Based on the information presented here, there does not seem to be a dramatic increase in the quantity of LSP positions, but rather a steady demand at a level that is similar to other less common research fields. However, there are indications that the LSP positions are becoming better defined as announcements move away from the "laundry-list" format to specific visions for new programs. Also, there is a slight increase in TTT primary LSP positions and these positions are also slowly becoming more focused on specific regional and/or discipline needs (i.e. health issues in South Texas, Francophone outreach in the Atlanta metropolitan area, translation and interpretation programs). The emergence of the phrase 'cultural studies' or 'specific area studies' (i.e., German, Francophone) in many of these LSP announcement and the large number of jobs in Spanish and French that come up with a keyword search for 'cultural studies' does suggest a shift away from literature. It seems that perhaps the cultural studies field might ultimately provide an umbrella for LSP programs that could afford LSP faculty a more LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 28 central institutional position. This data seems to echo Doyle's (2012) extensive and convincing argument in favor of a nomenclature change in the Language for Business field to Business Language studies. But, ultimately, will the number of jobs, which deviate from the traditional literature, linguistics and second language acquisition fields, merit redesign of graduate programs across the board to train future professors to meet this demand? Or, is it more a question of helping future professors enhance the traditional fields of specialization with new pedagogical approaches and secondary content expertise? In spite of the examples of very specific jobs given here, the number of these is still so low, that it would not seem feasible to suggest that all doctoral programs be transformed away from literature at this time, though certainly the PhD and Master's programs that have already developed these sorts of focus will become an ever more vital part of the foreign language education mission. What seems to be a more feasible approach for doctoral programs with a strong literature tradition is to begin a more gradual expansion into complementary areas. This can be accomplished by providing opportunities to doctoral candidates to develop secondary expertise in LSP content areas and to develop frameworks of practice that allow them to move between the theories of scholarly analysis to the practicalities of application to real world scenarios. The forum for such training can be graduate seminars and/or certificate programs through language resource centers. References Doyle, M. (2012). Business language studies in the United States: On nomenclature, context, theory and method [Special Issue]. The Modern Language Journal, 96, 105–121. Gueldry, M. (Ed.). (2010a). Consistent incorporation of professional terminologies into the world's languages: The linguistic engine of a global culture. Lewiston, ME: The Edwin Mellen Press. Gueldry, M. (Ed.). (2010b). How globalizing professions deal with national languages studies: Cultural conflict and cooperation. Lewiston, ME: The Edwin Mellen Press. Lafford, B. (Ed.). (2012). Languages for specific purposes in the United States [Special Issue]. The Modern Language Journal, 96. Long, M., & Uscinski, I. (2012). Evolution of languages for specific purposes programs in the United States: 1990–2011 [Special Issue]. The Modern Language Journal, 96, 173–189. Lusin, N. (2012). Trends in the foreign language Job Information List. ADFL Bulletin, 42, 195–197. Retrieved from http://www.adfl.org/bulletin/ Modern Language Association (MLA). (2007). Foreign languages and higher education: New structures for a changed world. Retrieved from http://www.mla.org/pdf/forlang_newspdf.pdf Modern Language Association (MLA). (2008). Foreign language Job Information List. September 2007–January 2008. Retrieved from http://www.adfl.org/jil/index.htm Modern Language Association (MLA). (2009). Foreign language Job Information List. September 2008–January 2009. Retrieved from http://www.adfl.org/jil/index.htm Modern Language Association (MLA). (2012). Foreign language Job Information List. LSP JOB ANNOUNCEMENTS FROM MLA JOB LISTS Scholarship and Teaching on Languages for Specific Purposes (2013) 29 September 2011–July 2012. Retrieved from http://www.adfl.org/jil/index.htm Pérez-Llantada, C., & Watson, M. (Eds.). (2011). Specialized languages in the global village: A Multi-perspective approach. Newcastle upon Tyne: Cambridge Scholars Publishing. Porter, C. (2009). The MLA recommendations: Can we get there from here? ADFL Bulletin, 41(1), 16–23. Retrieved from http://www.adfl.org/bulletin/ Rifkin, B. (2012). "Learners' goals and curricular designs: The field's response to the 2007 MLA report on foreign language education" ADFL Bulletin, 42(1), 68–75. Retrieved from http://www.adfl.org/bulletin/

As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 73 French for International Conference at The University of the West Indies, Mona: Total Simulation in the Teaching of Languages for Specific Purposes Marie-José Nzengou-Tayo The University of The West Indies, Mona Gilles Lubeth The University of The West Indies, Mona Abstract: As a Caribbean institution of Higher Learning, the University of the West Indies is seen as a major contributor to integration efforts in the Region very often mandated by CARICOM to carry out educational missions to that effect. Working in a geographically fragmented and multilingual space, foreign language education is a major preoccupation for academic departments or sections in the respective campuses. The Mona Campus, based in Jamaica, was very one of the earliest to recognize the need to add LSP courses in its curriculum as electives (Business) or as 'service courses' for other programmes (Tourism and Hospitality Management). To these existing LSP courses, the French Section at the Mona Campus added in 2003 a new LSP course geared toward International Relation students. The originality of the course lays its chosen method of delivery by total simulation. The course was offered twice since its approval and under two different schedules (two-week intensive and semester-long). This chapter discusses the impact of these two schedules on the course delivery and learning process. The comparison shows the importance of student's motivation and learning autonomy. The study also comments on the use of blended learning (on-line module complementing face-to-face delivery) and suggests that virtual reality may offer a new addition to Total Simulation for LSP. Keywords: CARICOM, French for international trade, international conferences, Language for Specific Purposes (LSP), methodology Introduction Language for Specific Purpose (LSP) has developed with the expansion of international trade and the development of multilingual and multicultural working teams. Short language courses are designed at the request of enterprises or institutions in order to meet the specific demands related to the work environment. Though LSP courses have been in existence for more than three decades, their introduction in the academic programs of language majors is quite recent and has been a hot debate for several years at MLA and ADFL meetings. In the Caribbean, with the development of integration, the need for LSP has been felt as the CARICOM (Caribbean Community) started to look beyond the English-speaking Caribbean and opened itself to non-English-speaking territories (Surinam and Haiti joined the organization in 1995 and 2002 respectively while Cuba and the Dominican Republic have observer status). These political trends impacted on our foreign language offerings, stressing the need to open our curriculum to professionally oriented courses. The Department of Modern Languages and Literatures and the language sections of the two other campuses TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 74 had various responses: at the St. Augustine Campus (Trinidad and Tobago), a Latin American Studies program was developed; at Cave Hill (Barbados), a cross-faculty program in Management Studies with a minor in a foreign language was approved; at Mona, LSP courses were developed and students from other faculties were allowed to declare minors in French or Spanish. In this article, we present the circumstances surrounding the design of the latest addition to French for Specific Purpose courses offered at the University of The West Indies, Mona (UWI, Mona), the methodological choices made and their implication for assessment. Because the course has been offered twice since its approval by the University Academic Quality Assurance Committee and with two different schedules, we will compare and discuss these two delivery modes. Language for Specific Purpose at the UWI, Mona At the UWI, Mona, the introduction of French for Special Purpose came out of a pragmatic approach at a time when high schools were experiencing a high turnover of French teachers and a reduction of schools offering A-level French (equivalent to the Baccalauréat). Noting that our graduates were being hired in the insurance and tourism industries, it was thought that equipping them with professional language skills would give a 'practical' touch to our program. The recruitment of a colleague with professional experience in translation led to discussions about a more professionally oriented program. "French for Business" was the first LSP course to be designed in 1991–1992 with the creation of a level III course of French for business or "Business French." The course was developed as an elective in response to a situation in which French graduates were moving toward the business sector instead of education. In the subsequent years, other LSP courses were introduced: "French for Hospitality" in 1998–1999 and "French for International Conferences" in 2003. The introduction of this last course coincided with a drastic overhaul of the French curriculum. The offering of "French for International Conferences" came at a time when the French section of the Department was repositioning itself and revising its offerings. The course was designed with a view to attracting International Relations (IR) students while capitalizing on the latest trend in French foreign language teaching methods. The decision was based on the fact that IR majors and French majors minoring in IR outnumbered students majoring in French only. It was taken at a time when the section was going into a survival mode, taking drastic measures and moving away from the traditional language curriculum (36 credits equally divided between language and literature). The section opted for a mix of language, literature, film and culture, and French for specific purpose courses. It was a drastic choice since the section was moving away of the traditional literary offerings. Though the section has not fully recovered, it has increased its numbers and the majority of students pursuing French are double majors (French and Spanish) with a professional objective of becoming translators or interpreters, followed by IR and Linguistics majors. Total Simulation in French Foreign Language Teaching and Learning Even though Total Simulation in French Foreign Language Education was initiated in the 1970s at the BELC (Bureau d'Enseignement de la Langue et de la Civilisation Françaises à l'Étranger / Office for the Teaching of French Language and Civilization TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 75 Abroad) it did not really become mainstream until the late eighties. This approach to language teaching evolved from role playing and the need to expand role playing over a longer period of time with a view to involving diverse aspects of communication (Yaiche, 1996). Total Simulation was borrowed from continuous professional education where staff received specific training to deal with job-related situations. Total Simulation for French Foreign Language Teaching was first conceptualized by Francis Debyser, a professor at the CIEP (Centre International d'Études Pédagogiques / International Center for Peda-gogical Studies). In the 1980s, Total Simulation became more broadly accepted and moved from experimental to established status. Publishers become interested and several textbooks were published by Hachette between 1980 and 1990 (Yaiche, 1996). By the 1990s, Total Simulation was redirected toward the teaching of French for Specific Purpose (Business French, French for International Relations, Hospitality French). Total Simulation benefits today from IT and its use in the classroom. It is still at the experimental stage as is the case of 'Virtual Cabinet' for the teaching of English, which has been developed by Masters' students at University of Lyon II (http://sites.univ-lyon2.fr/vcab/demo/) or 'L'auberge' developed by University Lille III for incoming French Foreign Language Students (http://auberge.int.univ-lille3.fr/). Characteristics of a Total Simulation Course in Foreign Language Learning Total Simulation in Foreign Language Teaching and Learning could be considered revolutionary in its approach and methodology. First, the role of the teacher is transformed as he or she becomes a facilitator and a participant in the simulation instead of an instructor. For instance, in the International Conference Simulation, the teacher plays the part of the Secretariat. He or she compiles and archives the material needed for the progress of the conference. He or she also provides documents and the linguistic tools needed for the project. Secondly, simulation follows a set pattern of five stages (See Bourdeau, Bouygue, & Gatein, 1992; Yaiche, 1996). The first stage is the creation of the setting. In the case of the International Conference, it means, choosing the theme and the place of the conference. The second stage is to identify the participants. At this point, the role playing starts as the learners have to choose an identity and the country that they will represent. Learners will have to play several roles: delegates from their chosen countries (Minister of Foreign Affairs or High Ranking Civil Servant or Ambassador). At one point, they also play the part of journalists. The countries are fictitious but based on the characteristics of real countries. During this stage, learners choose their identity and civil status; they invent a short biography indicating two physical, moral, psychological, intellectual characteristics, two distinctive objects, (Yaiche, 1996). The third and fourth stages consist in conducting the simulation: the official opening ceremony and the working sessions. At this point, learners are to present their country's respective position paper. Interaction takes place as well as negotiations for a common position and action plan. During this stage, the facilitator plays an important part in ensuring the archiving of all productions and the elaboration of a data bank for the progress of the conference. Students are provided with documents and assisted in acquiring the mastery of the linguistic tools needed for the exercise (e.g., mastery of high language register for official speeches; mastery of diplomatic lexicon for the phrasing of the final resolution and the press release, TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 76 ability to write an abstract or a synthetic report from a news article, etc.). The final stage is geared toward ending the simulation. In the case of the International Conference, it is marked by the writing of the final resolution and a press conference. Since IR students are to be prepared to face and manage diplomatic incidents/crisis during negotiations, elements that could lead to such incident are introduced between the fourth and fifth stage of the simulation when students are drafting the final resolution of the conference. Students are expected to draw on their negotiating skills in order to solve the problem or assuage the potential conflict and bring the conference to a positive closing ceremony. Assessment is blended in the simulation: oral expression is assessed during the opening ceremony (a five-minute presentation) and during the press conference. Students are video recorded and marking takes place afterwards. (See evaluation sheet in appendix B). Both examiners are present to abide by University Examination Regulations. Writing proficiency is assessed through a press release and the conference final resolution, which is done individually during a traditional in-class test. It is also assessed 'outside' of the simulation through the submission of a take-home assignment, the format of which is either a précis writing or a critical review of a newspaper article related to the theme of the conference. Students are provided with a choice of articles from Le Monde Diplomatique, a well-established and recognized reference journal from which they will select an article for review or summary. LSP and Total Simulation in Jamaica and at the UWI, Mona French teachers in Jamaica were introduced to Total Simulation in 1993 thanks to a new French Linguistics Attaché who was also appointed at The University of the West Indies from 1992–1997. A specialist in Total Simulation, she organized two workshops for the Jamaica Association of French Teachers and one for the Tourism Product Development Company (TPDCo), a Jamaican state agency responsible for the training of the workforce in the tourism sector. The co-authors received additional training at the annual training seminar organized by the Centre International d'Études Pédagogiques (CIEP) held in Caen in July 1996 (Nzengou-Tayo) and July 2009 (Lubeth) respectively. The first total simulation course at the UWI was developed in 2003. Two factors contributed to the choice of this methodology. One was the renewed interest in LSP with the review of the French program. After a quality assurance review in 2003, the French section, threatened by low numbers in registration, revised its program with a stronger professional component (introduction of an additional LSP course and translation modules). The second was the institutionalization of summer courses, which offered the possibility of using an intensive format. The idea was to design a course that could imitate a real life situation: an international conference taking into account that such an event is usually limited over a period of time (1–2 weeks) and requires a full work day. The course was submitted to the University Quality Assurance Committee for approval (See course proposal in Appendix A). In the initial submission, evaluation was by 50% coursework and 50% final examination (Appendix A). However, when the course was first taught in 2006, we requested a change of the evaluation scheme to 100% coursework (50% oral presentation and 50% written assignment). The reason for this change was directly related to the philosophy behind total simulation, which required a formative form of assessment that would blend seamlessly in the simulation. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 77 Case Study: The 2006 and 2009 Experiences Since its creation, French for International Conferences (FREN 3118) has been offered twice: first, in 2006 as an intensive summer course over two weeks, and secondly, in 2009 as a regular semester course over thirteen weeks. These two modes of delivery will be compared and discussed in this section. Course delivery schedule. In 2005–2006, during the two-week period during which the course was offered, the timetable averaged 25 hours per week with 5 daily contact hours. FREN 3118 was the only course attended by the students. Students were put in an immersion situation as they interacted with a native speaker of French during the week. During the second week, ten hours were set aside for independent research in an attempt to give students an opportunity to develop learning autonomy. In 2009–2010, the course was taught during the first semester according to the regular schedule. The timetable featured 3 one-hour sessions per week. In addition to FREN 3118, students were simultaneously registered for four other courses whose demands were competing with the French course. The fast pace of the semester (13 weeks) did not allow for a scheduled independent research. Students had to use their free time for independent research to develop their learning autonomy. The difference between the schedules of the 2006 and 2009 course delivery had an impact on the course management as well as the students' learning experience. It is evident that 2009 students did not have the same learning stimulus as the 2006 ones. They had the pressure of their other courses in term of time and workload. In addition, regular attendance was an issue since students sometimes missed classes either due to timetable clashes or assignment deadlines to meet in other courses. The running of the course was affected as each student had a part to play in the progress of the simulation and absence from class meetings affected the proceedings of the conference. Student profile and number. The course targets third-year students and requires a general language module at level III as a co-requisite. However, the co-requisite can be waived depending on the level of the students. For instance, when the course was offered during the summer 2006, it was waived for second-year students who had received a B+ in the two modules of the level II language courses. In 2009, a third-year International Relations student who had completed level I of the French language courses with A and was reading the level II language course was allowed to register. The waiver was granted based on his outstanding results at level I and also after an interview in which he demonstrated a high level of motivation and learning autonomy. In 2006, the course was offered with 9 students and in 2009 there were 14 registered students. Numbers can be an issue for conducting a total simulation course. For instance, our experience taught us that, even though Cali, Cheval, & Zabardi (1992) suggest a number of 20 participants divided according to a ratio by type of countries1 in La Conférence Internationale et ses Variantes, country-ratio balance can still be observed TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 78 with lesser numbers. Based on our 2006 experience, we recommend a minimum of 8 students. Indeed, a lesser number would not allow their distribution according to the recommended country ratio. In addition, work in commissions, which is part of the simulation process, would be less productive. Similarly, 20 is the maximum manageable number of students during total simulation. The attention to be devoted to students' progress and the group dynamics become a challenge with larger numbers. Therefore, beyond 20, the group would be divided and two concurrent simulations conducted, provided that staffing is not an issue for the institution. Topics and scenarios. On both occasions, the theme of the conference was inspired by current affairs relevant to the Caribbean region. In 2006, the conference was titled "Libre circulation des travailleurs à l'échelle mondiale: Faisabilité et conditions" (Feasibility and Conditions for a Global Free Movement of Labour). The theme was inspired by discussions taking place in the media about the Caribbean Single Market and Economy (CSME) put in place by CARICOM countries that year. The scenario was developed to involve a group of 9 countries, members of a regional organization seeking to achieve integration through free movement of workers. The 2009 edition of the conference, "Réchauffement climatique: Stratégies et équité" (Global Warming: Strategies and Equity) was inspired by the then ongoing international negotiations on global warming. The course started in September, just three months before the Copenhagen Summit. The scenario was based on the creation of an international organization, the Group of 14 (G14) specially dedicated to addressing the issue of global warming, and therefore holding its first conference accordingly. The choice of topics related to current international or regional issues stimulates the students' interest as they can have access to current reference material. They develop their critical thinking as they are exposed to various diverging opinions and asked to present their country's position at the start of the conference. For example, at the 2009 conference, the delegate of "Bonangue" expressed the country's position as follows: Conscient des graves effets [du réchauffement climatique] sur l'environnement, nous tenons à prendre action immédiatement parce que les effets poseront un problème pour le pays. Par le passé, la Bonangue a donné priorité aux revenus, dans certains cas, au détriment de l'environnement. Le pays est disposé à porter [sic] les changements nécessaires. The delegate of "Kalasie," on the contrary, indicated, "La Kalasie est favorable au recours aux crédits d'émission de gaz utilisables par les investisseurs." Another delegate from "Lisérbie" chose to stress the social impact and the importance to reach a consensus on the matter. The multiple and sometimes diverging country positions will contribute to the life of the conference as the objective is to find a common ground and sign a final resolution, which would bring the conference to a close. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 79 Resources and methods. The course outline was developed in accordance with the prescribed textbook La Conférence Internationale et ses Variantes (Cali et al., 1992). The authors' recom-mendations were followed with some adjustments, which will be presented below. Since countries have to be fictitious to respect the principle of Total Simulation, two websites, CIA: The World Factbook, and Quid were used to establish the profile of these invented countries.2 Using the principle of 'mots-valises' students invented the name of the countries they were representing. For instance, "Lisérbie," "Kalasie" or "Dukenyah" were obviously created in reference to existing countries or regions. Other names were arbitrary and left to the students' imagination as "Cadeaux d'Ouest," "Amapour" or "Kadia." Other web resources were used in accordance with the theme of the conference and a companion website was developed on the University Virtual Learning Environment (OurVLE) (UWI, Mona "Virtual Learning Environment") to take advantage of information technology at our disposal at the Mona Campus. The 2006 intensive format. We introduced some slight variations from the standard format of the simulation. First, the course started with a screening of the French movie Saint-Germain ou la Négociation (2003) with Jean Rochefort. The objective was to highlight the objectives, modalities of diplomatic negotiations as well as to insist on the high-language register used during negotiations, which the students would have to use. Despite the historical context (the 16th century), the film was particularly suitable as it showed protocol and behind-the-scene events taking place during political negotiations. Secondly, students were given an introductory lecture on the processes of international conferences coupled with a tour of the Jamaica Conference Centre in Kingston. This was facilitated by a colleague and professional translator who worked at international conferences and was familiar with the facility. Various documents were made available online on a range of topics: international organizations pursuing regional integration through implementation of free movement of labor (the European Union, CARICOM) and a compilation of documents on immigration and globalization. In 2006, the course page on OurVLE was used only for archival purposes. The instructor, playing the part of the conference Secretary, uploaded for future reference documents that had been identified as relevant to the conference. Since the students' time were dedicated to the course, it was easy to simulate the rhythm of a conference with meetings in commission and plenary sessions. The course outline was design to be the "agenda" of the conference. The intensive format helped to develop a group dynamic based on solidarity and conviviality, which stimulated weaker students to make efforts to improve their proficiency. The 2009 semester-long format. The semester-long delivery of FREN 3118 differed from the intensive summer course on some points. The presentation by the guest lecturer and the film screening were maintained, but, due to timetable constraints, the tour of the Conference Centre did not take place. The main innovation was in the extensive use of the online module and the exploration of the functionalities offered by the Moodle platform supporting OurVLE TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 80 where all the material necessary for the presentation of the theme and the conduct of the activities of the conference were uploaded. All documents were made available online via OurVLE, expanding from print and website links to audio and video. Students' productions were added to the resources identified by the instructor. The instructor/facilitator provided the following resources: explanatory documents on global warming (its geopolitical implications and the negotiation process); documents with terminology used in diplomatic language; and audiovisual documents from France2, France3, and YouTube. A link to Yann Arthus-Bertrand's documentary Home (2009) was also put on the course portal. As Secretariat, the instructor/facilitator uploaded reports of sessions held during the preparatory phase (the preconference meetings). These reports gave students a regularly updated overview of progress made, a review of notions covered as well as the calendar of events (the schedule of meetings). Using the functionalities offered by Moodle, students were able to contribute to the development of the course portal. Using the 'upload a single file' and the forum features, they uploaded their own production, including country and delegate profiles, reports resulting from the sessions in commission and plenary sessions, and draft resolutions. The course portal was useful for archiving the various activities conducted during the course. Students were able to refer to a central repository outside of the contact hours. This tool also had financial and ecological benefits as it reduced the cost of photocopying. Indeed, whereas all documents had to be printed in 2006, only documents produced during the conference (student-generated commission and plenary reports, agenda and list of speakers) were printed for circulation in 2009. Because of the discontinuity of the timetable (3 hours spread over 13 weeks), the 2009 conference did not flow as harmoniously as the 2006 one. With competing interests, students found it difficult to dedicate themselves to the conference. Running from one class to another, they sometimes lost track of the conference objectives, which in turn had an impact on the group dynamics and progress as indicated by the results of the continuous assessment (i.e., the coursework). Evaluation and students' results. As mentioned earlier, the course assessment was done by 100% coursework. The percentage was equally divided between oral and writing proficiency (50% each). Oral proficiency was assessed as follows: delegate's address at the opening ceremony weighting 25%; delegate's interview at the press conference (15%); and one intervention as a journalist interviewing the delegates at the press conference (10%). Writing proficiency was assessed through a press release (10%), an individual proposal for the final resolution (15%), and one précis writing/critical review of document(s) (25%). Students' oral and written productions were graded using a criterion-referenced assessment grid (See Appendix B for details). In 2006, we got a 100% pass rate with results ranging from A+ to C. In 2009, the pass rate was 71.42%. With the intensive format, students demonstrated their mastery of high-level register. Students who were considered 'weak' based on their low grade in the general language courses, managed to improve their proficiency level and achieve acceptable performances in oral presentations. In 2009, there was a large gap between the TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 81 best and the weakest students (2 students got As, 4 students failed, and 8 students' grades ranged from B+ to D). Group average was 49.79%. When comparing the two groups' results, we have to admit that we had some doubts initially about the intensive format because of the limited time given to students to properly absorb the notions and the various tasks required in the course. Yet, it appears that stretching the process over a semester is not a decisive factor for improved performance. The role of group dynamics in total simulation is yet to be measured though it is generally recognized in class interaction and learning. During the regular semester, the group dynamics did not play a cohesive role as it did in the summer course where more proficient students helped to strengthen the weaker ones. Competing academic interests and irregular attendance during the regular semester also had an impact on students' low performance. Conclusion At the UWI, Mona, we introduced LSP courses in our academic programs as part of our major from a pragmatic standpoint in reviewing our curriculum. Though we are aware that LSP courses generally target professionals already in the field, as a result, the design and offering of such courses is usually preceded by a need analysis and the identification of the language processes (i.e., register, lexicon, syntax, speech acts) needed to achieve the requested proficiency (Mangiante & Parpette, 2004). Both "Business French" and "French for International Conferences" count toward the major, though only one can be taken as a core course, the other being an elective. Because LSP courses have a professional orientation, they give undergraduates the impression of being prepared for the world of work. The use of total simulation comforts this impression because of its task-based approach and the fact that it recreates a work environment with its idiosyncrasies. Combined with information technology (OurVLE), it becomes an original and valuable method. The dual-mode adds flexibility to the course and expands access to authentic material. However, success depends heavily on students' learning autonomy, which is enhanced by a tool like OurVLE. Motivation and participation are essential for the success of students as evidenced by the results of the third-year student who was accepted while doing the first module of level II French and was one of the top two students in the course. Our experience suggests that the intensive format yields better results because it reinforces student concentration, dedication, and performance, which also benefit from the positive impact of the group dynamics. Recent development in the field shows an orientation toward multimedia and information technology to create virtual worlds where Total Simulation is made possible on a large scale. The combination of the two is very promising for language learning and teaching but presents new challenges to foreign language teachers and course developers. Notes 1Cali, Cheval, & Debardi (1992) identify the following categories: developing countries, developed countries, least developed countries, and Central or Eastern European countries in transition towards market economy. The latter category being now obsolete, the decision was made to replace it with countries in the same geographical region. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 82 2See https://www.cia.gov/library/publications/the-world-factbook/ and http://www.quid.fr. References Arthus-Bertrand, Y. (2009). Home. Home Project. Retrieved (September–November 2009) from http://www.youtube.com/homeprojectFR L'auberge. Retrieved February 21, 2010 from http://auberge.int.univ-lille3.fr/ Bourdeau, M., Bouygue, & M., Gatein, J. J. (1992). Le congrès médical: Simulation globale sur objectifs spécifiques. Ministère des affaires étrangères, sous direction de la coopération linguistique et éducative, CIEP-BELC, 1991/92. Sèvres: CIEP. Cali, C., Cheval, M., & Zabardi, A. (1992). La conférence internationale et ses variantes. Paris: Hachette, Français langue étrangère. Mangiante, J. M., & Parpette, C. (2004). Le français sur objectifs spécifiques: De l'analyse des besoins à l'élaboration d'un cours. Paris: Hachette. Le Monde Diplomatique. 2009. Paris: Editions "Le Monde." Retrieved from http://www.monde-diplomatique.fr/ Virtual Cabinet. Retrieved February 21, 2010 from http://sites.univ-lyon2.fr/vcab/demo/ Yaiche, F. (1996). Les simulations globales: Mode d'emploi. Paris: Hachette, Français langue étrangère. TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 83 APPENDICES Appendix A Original submission to the Academic Quality Assurance Committee of the UWI, Mona Campus in 2003–2004. The assessment was subsequently modified to 100 percent coursework in 2005–2006. DEPARTMENT OF MODERN LANGUAGES & LITERATURES COURSE PROPOSAL Course Title: French for International Conferences Course Code: FREN 3118 Level: 3 Semester: 1 Credits: 3 Prerequisite: A Pass in F24A (FREN 2001) Co-requisite: F34A (FREN 3001) Contact hours: 4 hours per weeks (1 lecture, 1 writing tutorial, 1 oral expression, 1 listening comprehension) Rationale: French is one of the major languages of the United Nations and other inter-national institutions. In response to increased demand for specialized foreign language courses, this course will introduce students to the technical French of international relations and negotiations Course description: This course is designed to reproduce an international conference setting during which various aspects of diplomatic negotiations will be envisaged with a view to using French at the formal/foreign affairs level. Objectives: At the end of the course students should be able to  Demonstrate understanding of French spoken in a formal/diplomatic setting  Read articles in French on international issues.  Write press reviews, press releases in French about an international issue.  Express a personal view about a topical International issue in French  Express a simulated official view about a topical International issue in French  Simulate an official address in French  Simulate a press conference in French TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 84 ASSESSMENT 50% in-course: 3 one-hour in-class tests: Reading comprehension (15%); Writing (20%); Listening comprehension (15%) 50% Final Examination: Oral presentation (25%) and 2-hour written examination (25%) TEXTS La Conférence Internationale et ses Variantes. Chantal Cali, Mireille Cheval and Antoinette Zabardi. Paris: Hachette Livre, Français Langue Étrangère, 1995. Audio-visual material from TV5 (such as Kiosque, Une fois par mois, Le dessous des cartes). Articles from journals such as Le monde diplomatique. REFERENCES Plaisant, François. (2000). Le ministère des affaires étrangères. Toulouse: Editions Milan, Les Essentiels Milan, 2000. Kessler, Marie-Christine. (1998). La politique étrangère de la France. Paris: Presses de Sciences-Po. http://www.france.diplomatie.gouv.fr Appendix 2. Assessment grid for oral presentation Official Address: (5-minute presentation at the Opening Ceremony). Press Conference Part 1 and 2: Presentation of Country Position followed by Questions and Answer session). Students plays the country official and then the journalist parts. FREN 3118: Oral Presentation Assessment Grid NAME: Grade Comments Relevance of Arguments /5 Fluency /5 Consistent use of high-language register /3 Communicative skills /2 Accuracy and richness of vocabulary /5 Accuracy and use of complex syntactic structures /5 Accurate pronunciation /5 FINAL GRADE (25%) /25 TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 85 FREN 3118: Press Conference Assessment Grid—Presenter NAME: Grade Comments Relevance of Arguments (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Fluency (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Consistent Use of High Language Register (3 pts. x 3 = 9) Presentation Answer (1) Answer (2) Communicative skills (2 pts. x 3 = 6) Presentation Answer (1) Answer (2) Accuracy and Richness of Vocabulary (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accuracy and Use of Complex Syntactic Structures (5 pts. x 3 = 15) Presentation Answer (1) Answer (2) Accurate Pronunciation /5 marks x 3 = 15 Presentation Answer (1) Answer (2) Unconverted Total (90 pts.) / FINAL GRADE (15%) TOTAL SIMULATION IN TEACHING LSP Scholarship and Teaching on Languages for Specific Purposes (2013) 86 FREN 3118: Press Conference Assessment Grid—Journalist NAME: Grade Comments Relevance of question (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Fluency (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Consistent use of high-language register (3 pts. x 4 = 12) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and richness of vocabulary (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accuracy and use of complex syntactic structures (5 pts. x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Accurate pronunciation (5 marks x 4 = 20) Question 1 (Name) Question 2 (Name) Question 3 (Name) Question 4 (Name) Unconverted Total (112 pts.) FINAL GRADE (10%)

In academia and economics, international, intra- and transdisciplinary interaction is common use - linguistics for languages for specific purposes (LSP) needs to adapt the teaching referring to this environment and for preparing the students for certain professional fields. Students of linguistics for LSP acquire much intradiscisplinary knowledge, critical reflection of the acquired and concrete practical application is often neglected, leading to various difficulties in practice. It shall be deemed to be necessary to implement competence-oriented teaching through transdisciplinary interaction - not least for strengthening the reputation of the subject itself. The present article outlines transdisciplinary teaching by taking the example of linguistics for LSP and mentions concrete examples of the collaboration with partners from non-scientific practice.

For a multilingual author, deciding in which language to publish an academic paper is a political choice. Not only is it linked to considerations such as career advancement and reaching the widest readership, it also touches on social and ideological questions,such as the preservation of languages, identities, cultures, and patterns of thinking and writing, in the face of English's dominance as the "default academic language" (Bocanegra-Valle 2014).This paper presents an analysis of the language practices of E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, a web-based, open access, and trilingual journal. Since the journal's founding in 2014, its editorial team has striven to ensure representation of English, Italian, and Spanish in each of its issues. In this article, we reflect on four years of multilingual publishing, asking: 1) What does it mean to ensure representation in E-JournALL of each of its three languages; 2) How do the languages of E-JournALL's authors—and their decisions about publication language—relate to the role played by English in global academic publishing?; and finally, 3) Four years and eight issues in, where does E-JournALL stand as a multilingual journal in an English-dominated academic world? In addition to offering our own reflections as editors, we present the results of analyses of E-JournALL's publication data about authors' native languages, the languages in which they published their papers, and the languages of the publications they cited, which show that despite our efforts, there remains a clear dominance of English. However, the data also suggest a changing, more diverse reality, and they form the basis for some suggestions for fostering multilingualism in academic journals.

CLIL (Content and Language Integrated Learning) as an innovative educational approach reflects EU policies of promoting multilingualism in Europe. It takes language learning beyond traditional topics and curriculum by offering non-linguistic content as the basis for learning and teaching. CLIL builds on the principles of 'good' teaching and learning, namely, active involvement of students, current and authentic materials, active teaching and learning methods, task or project based learning. It views learning as a social process during which knowledge is constructed by being actively involved in 'meaningful' communication, group activities and doing cognitively demanding tasks. CLIL is promoted as means of solving problems of traditional language learning, such as sometimes unsatisfactory student achievement levels, lack of student motivation, overcrowded curriculum. Tertiary education has relied for many years on offering LSP (Language for Specific Purposes) courses for students, where the content for language learning is taken from their field of study, i.e. business, law or sciences or is based on developing academic skills. However, it seems that innovative ideas are needed to adapt this kind of teaching to the challenges of the 21st century and apply interdisciplinary curriculum development approaches to designing integrated courses. The article is based on the literature analysis and a survey conducted at ISM (University of Management and Economics) in order to find out students' attitude to using problem-based tasks in their language classes, i.e. introduction of integrated content and language learning into their studies. The article analyses key dimensions of both LSP and CLIL by looking at main similarities and differences of both approaches and identifies the main aspects that can enrich traditional tertiary level language classes.http://dx.doi.org/10.5755/j01.sal.0.18.418 ; IDUKM (integruotas užsienio kalbos ir dalyko mokymas), kaip ES kalbų mokymo politiką atspindintis mokymo metodas, yra vis plačiau ...

Americans are among the least likely in the world to speak another language, and this lack of foreign language skills has a negative impact on the economic and national security of the U.S. and on the careers of individuals. In the U.S. the need for foreign language skills in the workforce is predicted to increase, and many positions requiring foreign language skills cannot always be filled. The need for an increase in foreign language skills in the U.S. and across the Anglophone world has been clearly demonstrated by a series of reports. A strategic social marketing campaign is needed, and in order for the campaign to be effective, the Language Enterprise, defined as the partnership of academe, government, and private enterprise, must play an active role. The "Many Languages One World" Essay Contest and Global Youth Forum is a noteworthy example of a high-profile event made possible by a Language Enterprise collaborative partnership. Languages for Specific Purposes (LSP), especially Business Language Studies (BLS) represent an approach to foreign language education with the potential to transform both our classrooms and the future professional lives of our students

This study shows the outcomes of a research project engaged in a Language for Specific Purposes (LSP) course, which targeted to develop students' language proficiency for targeted goals instead of a general English course. The course content development process required several stages, including a requirements analysis, goal and objective setting, content selection and development, and course assessment. The LSP course was executed in a library setting, and the researchers aimed to increase students' social skills through English language learning. The study randomly selected thirty international students using a mixed-method approach to gather data to serve the needs of UTM Skudai's students. The researchers stipulated a comprehensive analysis of the course plan, content, and emphasis areas to clarify how language awareness is integrated into LSP courses. This study provides a clear understanding of how LSP courses deliver language awareness.

This chapter uses the First International Symposium on Language for Specific Purposes (LSP) keynote address titled "Theory and Method in Translation Studies (TS) and Business Language Studies (BLS): Illustrative Considerations for LSP in American Higher Education and Beyond" as a springboard to continue the theoretical BLS cartography initiated in "Business Language Studies in the United States: On Nomenclature, Context, Theory, and Method." It does so with a triple purpose: (1) to begin to fill in what was omitted from the original BLS mapping, (2) to extend the nomenclature proposal and disciplinary coverage, as manifested within a general theoretical framework, beyond that of the initial BLS content domain, and (3) to encourage the formation of post-UAB symposium LSP Theory Development Working Groups to further develop the theoretical cartographies and narratives, which the gathering era of global LSP will require in American higher education. The overarching goal is to encourage collaboration to devise a useful, informative, and adaptable general Non-English Language for Specific Purposes (NE-LSP) theoretical model that accounts for (1) what is already being done while (2) serving as a catalyst and predictor for future NE-LSP developments. It is not at all far-fetched to say in 2012 that US foreign language programs, departments, and institutions that do not embrace non-English LSP will be on the wrong side of curricular and pedagogical history in secondary and higher education as we go deeper into the LSP era of the 21st century. This affirmation presupposes the basic and applied research-intrinsic and extrinsic-that underlies, informs, and is derived from how NE-LSP is used or intended to be used, a general theory of which will more firmly anchor LSP in higher education as a crucial field of scholarly inquiry. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 2 Continuing Theoretical Cartography in the Language for Specific Purposes Era Michael S. Doyle University of North Carolina at Charlotte Abstract: This chapter uses the First International Symposium on Language for Specific Purposes (LSP) keynote address titled "Theory and Method in Translation Studies (TS) and Business Language Studies (BLS): Illustrative Considerations for LSP in American Higher Education and Beyond" as a springboard to continue the theoretical BLS cartography initiated in "Business Language Studies in the United States: On Nomenclature, Context, Theory, and Method." It does so with a triple purpose: (1) to begin to fill in what was omitted from the original BLS mapping, (2) to extend the nomenclature proposal and disciplinary coverage, as manifested within a general theoretical framework, beyond that of the initial BLS content domain, and (3) to encourage the formation of post-UAB symposium LSP Theory Development Working Groups to further develop the theoretical cartographies and narratives, which the gathering era of global LSP will require in American higher education. The overarching goal is to encourage collaboration to devise a useful, informative, and adaptable general Non-English Language for Specific Purposes (NE-LSP) theoretical model that accounts for (1) what is already being done while (2) serving as a catalyst and predictor for future NE-LSP developments. It is not at all far-fetched to say in 2012 that US foreign language programs, departments, and institutions that do not embrace non-English LSP will be on the wrong side of curricular and pedagogical history in secondary and higher education as we go deeper into the LSP era of the 21st century. This affirmation presupposes the basic and applied research—intrinsic and extrinsic—that underlies, informs, and is derived from how NE-LSP is used or intended to be used, a general theory of which will more firmly anchor LSP in higher education as a crucial field of scholarly inquiry. Keywords: Business Language Studies (BLS), BLS cartography, Language for Specific Purposes (LSP), method, nomenclature, theory (intrinsic and extrinsic), theory development working groups Introduction A prolegomenal theory of non-English Business Language Studies (NE-BLS) has been outlined in "Business Language Studies in the United States: On Nomenclature, Context, Theory, and Method," in which an initial mapping provided a general theoretical overview of the BLS interdisciplinary topography that requires further exploration and ongoing development in order "to anchor the field more adequately in American higher education" (Doyle, 2012a, p. 105). At the groundbreaking First International Symposium on Language for Specific Purposes (LSP), hosted by the University of Alabama at Birmingham (UAB) on April 13–14, 2012,1 a reminder was issued that pressing aspects of this preliminary cartography include its momentary omissions and blind spots in regards to other discourse domains and related features that remain to be adequately addressed within a general theory of LSP and NE-LSP, which itself must become more fully developed. This provisionality is similar to the future-oriented reminder in Alvord CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 3 Branan's (1998) "Preface: Part I" in the paradigmatic volume sponsored by the American Association of Teachers of Spanish and Portuguese (AATSP), Spanish and Portuguese for Business and the Professions, when, scaffolding his forecast on the pioneering work of Grosse (1985) and Grosse and Voght (1990), he predicted that the development of the yet-to-be-named BLS2 "movement will spread, as it has already begun to do, to all the professions: medical and health care, social work, law, science, and technology" (p. 5). Branan's prediction has recently been corroborated in "Evolution of Languages for Specific Programs in the United States: 1990–2011" by Long and Uscinski (2012), whose most recent findings, an update of Grosse and Voght (1990), show that "the sophistication and variety of [LSP] offerings have become deeper and more focused in response to broader needs" (p. 173), and that, while "business language [BL] courses remain the most common type of LSP courses," non-English "LSP courses are now more widely distributed across different professions" and languages (175–176). They confirm that LSP is now "solidly established as another curricular option, beside literature, cultural studies, and linguistics, in institutions where students demand it" (173).3 Indeed, within NE-LSP-BL, Spanish for business and international trade, for example, "has evolved from curricular margin to mainstay" and "has moved from being an occasional, boutique or exotic course offering to a new status as an established, regular, and even core SSP [Spanish for Specific Purposes] feature in many Spanish programs today" (Doyle, forthcoming). Within this general NE-LSP context in American higher education, this follow-up article uses the UAB First International Symposium keynote address titled "Theory and Method in Translation Studies (TS) and Business Language Studies (BLS): Illustrative Considerations for LSP in American Higher Education and Beyond"4 as a springboard to continue the provisional theoretical BLS cartography initiated in Doyle's (2012a) "Business Language Studies in the United States" with a triple purpose in mind: (1) to begin to fill in what was omitted from the original BLS mapping, (2) to extend the nomenclature proposal and disciplinary coverage, as manifested within a general theoretical framework, beyond that of the initial BLS content domain, and (3) to encourage the formation of post-UAB symposium LSP Theory Development Working Groups to further develop the theoretical cartographies and narratives that the gathering era of global LSP will require in American higher education. The mapping remains provisional and awaits ongoing refinement by content- and situation-based instruction NE-LSP specialists in "more complex sites of engagement" (to adapt Bowles's phrase) of the various subject matter domains themselves (Bowles 2012, p. 48). Taking BLS theory as a starting point, this article proposes that the original cartography of this particular LSP subdiscipline, itself based on LSP-Translation (Doyle, 2012a, p. 105), be extended to include mappings of other prominent NE-LSP domains in the United States, such as LSP-Medical and Health Care, LSP-Education, LSP-Legal (Law Enforcement and Criminal Justice), LSP-Engineering, LSP-Science, LSP-Technology, and LSP-Agriculture, among others that may currently exist or be in various developmental or anticipatory stages. As the theoretical cartography broadens to cover an array of LSP domains, a distinct and desirable possibility is that eventually, taken together, the domain mappings, developed and regulated by specialists in the various subdisciplinary regions, can serve as the aggregate basis from which to extract, extrapolate, and confirm a more general map for NE-LSP itself as it undergoes its fuller maturation process within American higher CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 4 education. This maturation will surely continue,5 as all language usage can be defined as LSP one way or another, either narrowly (e.g., for specific disciplines, professions, or communicative work situations) or more broadly and less traditionally (e.g., LSP-Literature; i.e., the specific use of language for literary studies and criticism, or even the supposedly more general LSP of being able to engage in tourism or to socialize and "hang out" informally in a language, which in itself undoubtedly constitutes a specific cultural, ethnographic, pragmatic, and sociodialectal use of language). Any university program of study, for example, may be considered as a cognate specialization in the LSP of that particular content domain (e.g., to major or specialize in business, medicine, law, engineering, education, psychology, or philosophy is to engage in mastering the specific languages and discourses of those fields). It is anticipated that a belated, general (and perhaps generally accepted) theory may emerge from a distillation of the sum of its LSP domain parts. Both intellectual and pedagogical outcomes promise a more rigorous and thicker articulation of a general NE-LSP intrinsic theory that draws from and renourishes extrinsic, applied theory. In this manner, pedagogy and praxis become overtly theory based by definition and methodological DNA—that is what they are in essence6—in their responsiveness to the need for continuous development as LSP domains evolve to meet the demands of society. Bowles (2012) reminds us that a key challenge to research informing pedagogy and praxis (and, it is understood, reciprocally and symbiotically to pedagogy and praxis informing theory-based research: see Figure 1) —in sum, to intrinsic and basic research that extend themselves into extrinsic and applied LSP— resides in the fact that LSP practitioners must resolve issues of translating the increase in LSP "analytical insights and research data into instructable materials" (p. 44). Theoretical considerations are crucial to LSP because they more firmly anchor this recently emerging field of scholarly inquiry and pedagogical methodology in higher education, a locus characterized by the ongoing development, analysis, and refinement of core theory and method. Figure 1. LSP theory informs pedagogy and praxis, and LSP pedagogy and praxis inform theory, as well as each other. Continuing the Provisional Theoretical Cartography of LSP-BLS The definition offered previously for the NE-LSP subfield of BLS is that it is "a major empirical sub-discipline of LSP whose objective is to examine and predict how languages are, may, or should be used to conduct business in various communicative situations and cultural contexts" (Doyle, 2012a, p. 109). This core definition encompasses the crucial ethnographic and multimethod considerations identified by Bowles (2012) "as a way of narrowing the product/process gap" (i.e., the LSP researcher "who views discourse as a CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 5 product" vs. the practicioner/user for whom such discourse "is an ongoing process") (p. 52). The prolegomenal mapping of BLS's theoretical terrain, as BLS has been and is currently being developed in the United States, can now be continued. In Figure 2, the original Provisional Map of Business Language Studies (Doyle, 2012a, Figure 2, p. 111) is revisited, now within a general NE-LSP paradigm, with a dividing line heuristically separating intrinsic and extrinsic theory, although these nourish each other and together they feed into a general theory of BLS. This separation will allow for additional cartographic detail, which appeared originally only in the narrative for the "Descriptive Theory" and "Provisional or Partial Theory" regions of the map (Doyle, 2012a, p. 110), to be provided for each theoretical side. That is, the earlier core description, which now needs to become more granular and thicker both in terms of narrative and cartographic representation, is included in Figures 3 and 4. Figure 2. Provisional Map of Business Language Studies (LSP-BLS) within a general NE-LSP-XYZ theoretical paradigm and with heuristic dividing line between intrinsic and extrinsic theory. (XYZ = any given LSP content domain) (Doyle, 2012a, p. 111). Figure 3, which addresses the pure or intrinsic theory aspect of BLS, now incorporates graphically the core explanation of (1) the descriptive theory considerations identified in the earlier narrative as product, function, or process oriented, and (2) the provisional or partial general theory considerations identified in the same earlier narrative as medium-, area-, rank-, discourse type-, time-, and problem-restricted elements (Doyle, 2012a, p. 110). CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 6 Figure 3. Provisional Map of Business Language Studies with core explanations of descriptive theory and general theory (provisional) (Doyle, 2012a, p. 112). Figure 4, which addresses the applied or extrinsic theory aspect of BLS, now incorporates and further develops the formerly separate graphic depicting methods and methodology in business language (BL) pedagogy as well as sources of information and research for other applied theory considerations, such as course and curriculum development, assessment of learner outcomes, faculty training, and BLS policy. Applied theory represents the area of BLS where most of the theory-based research to date has taken place (Doyle, 2012a, pp. 105, 111). With this, an ongoing theoretical mapping of NE-BLS in the United States continues to fill in what was not covered or dealt with earlier in as integrative a manner. The goal of providing a useful, general BLS theoretical cartography can benefit only from the forthcoming insights of additional researchers who are interested in contributing to the overall BLS objective: "to examine and predict how languages are, may, or should be used to conduct business in various communicative situations and cultural contexts" (Doyle, 2012a, p. 109). Such a collective benefit is also potentially the case as the NE-LSP theoretical mapping project extends its disciplinary coverage in the US beyond that of the point-of-departure focus on the BLS content domain. CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 7 Figure 4. Provisional Map of Business Language Studies including BL methods and methodology as well as other applied theory considerations. Extending Nomenclature and Provisional Theoretical Cartography from BLS to Other NE-LSP Domains The nomenclature Business Language Studies (BLS) has been proposed as a "more serviceable and academically communal name—a more rigorous toponymic identity—by which to identify itself as a theory-based field of scholarship" within LSP (Doyle, 2012a, p. 105). This has been done because, for academic and political reasons in higher education, nomenclature "encapsulates and stimulates further articulation and validation of the intellectual foundations—theory, method, and methodology—upon which a discipline or subdiscipline builds itself through a pragmatic and constructivist (shared and learner-centered) epistemology" (Doyle, 2012a, p. 106). Furthermore, nomenclature "identifies a scholarly forum in which to explore further and refine underlying intellectual assumptions (metareflection) as well as principles (derived from fundamental, basic, pure, or intrinsic research) that inform and upon which pedagogy and praxis (applied or extrinsic research) may subsequently be based" (Doyle, 2012a, p. 106). BLS may prove useful as a model for more broadly theorizing NE-LSP, such that the "studies" nomenclature may be applied productively to other content domains, which addresses the critical intercultural communication needs of our representative professional schools in the United States via a movement from Business Language Studies (NE-BLS) to, for example, Medical and Health Care Language Studies (NE-MHCLS), Legal Language Studies (NE-LLS), Education Language Studies (NE-EDLS: e.g., the rising importance of using Spanish, Vietnamese, Chinese, etc., administratively and pedagogically in K–16 settings), CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 8 Engineering Language Studies (NE-EGLS), Scientific Language Studies ( NE-SCLS), Technical Language Studies ( NE-TLS), and Agriculture Language Studies ( NE-AGLS), among others. The point is that NE-LSP domains such as these constitute essential areas for effective cross-cultural communication in today's global economy, in which the vast majority of the world does not do its daily living and work in English, and in the increasingly multicultural and multilingual US itself. The word "studies," a rubric broadly adopted in US higher education for interdisciplinary areas of investigation and pedagogy, seems custom-made for LSP and its XYZ content domains. As Lafford (2012) elaborates, "studies" indicates "a field that calls on the expertise of many disciplines for its realization" (p. 6). The definition of BLS, which represents an example of any NE-LSP domain (XYZ), may be extended and adapted to serve as a suitable vehicle for other NE-LSP domains such as those listed above. Figure 5 demonstrates the slight adjustments required initially, but always in need of ongoing (and definitive) regulation and refinement by specialists within the respective content domains. As seen previously, the NE-LSP subfield of BLS is "a major empirical sub-discipline of LSP whose objective is to examine and predict how languages are, may, or should be used to conduct business in various communicative situations and cultural contexts." Definitional adaptations would replace the phrasing "to conduct business" with wording apposite to each NE-LSP-XYZ discourse domain, as in "for medical, health care, and nursing purposes," "for legal and criminal justice purposes," or "for engineering purposes." Figure 5 provides a definitional template that may be useful for the NE-LSP nomenclature and theory agenda. Figure 5. Prolegomenal, definitional template for various (XYZ) NE-LSP studies (S) domains. Within the LSP mapping of a general theory of NE-LSP-XYZ (XYZ = Medical, Legal, etc.), the Descriptive and Provisional content of the Pure Theory (Intrinsic) terrain presented for BLS in Figure 3 would need to be shifted to the different domains being considered, that is, from BLS to MHCLS, LLS, EDLS, EGLS, etc. For example, the business language (BL) in Pure Theory → Descriptive → Product Oriented in the wording "[d]escribes or compares diachronically and synchronically existing and past BL texts and scenarios" would be modified accordingly to any other XYZ content domain (e.g., MHCL, medical and health care language; LL, legal language; etc.) under consideration, as indicated in Figure 6: CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 9 Figure 6. Pure Theory → Descriptive → Product oriented adjustments for various (XYZ) NE-LSP studies (S) domains. Similar adaptations would be LSP domain-matched throughout as warranted for other descriptive paradigm components (e.g., Function Oriented, Process Oriented, as well as in the Provisional cartography sections of Medium-Restricted, Area-Restricted, etc.). A corresponding LSP-XYZ adaptation would apply as well to other components of the theoretical modeling, as in the case of the Applied Theory → Pedagogy → Methods/Methodology consideration. Figure 7 anticipates what this particular adaptation might look like initially, with the expectation that LSP domain specialists will refine and regulate the mapping. Figure 7. Applied Theory → Pedagogy → Methods/Methodology adjustments for various (XYZ) NE-LSP studies (S) domains. The overarching goal is to collaboratively devise a useful, informative, and adaptable general NE-LSP theoretical model that accounts for (1) what is already being done (e.g., initially in NE-LSP-BLS) while (2) serving as a catalyst and predictor for future NE-LSP developments. A goal is also to more solidly secure the NE-LSP field theoretically in US higher education, an anchoring project that remains a continuing priority (Doyle, 2012A; Fryer, 2012; Lafford, 2012). CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 10 The Potential of Post-UAB Symposium LSP Theory Development Working Groups and Beyond The third purpose of this article is to propose for consideration the opportune formation of post-UAB First International Symposium theory development working groups to collaborate on the further development of the theoretical cartographies and narratives that the gathering era of global LSP—a new curricular and research status quo—will require in US higher education and beyond. The synergetic work of these LSP Theory Development Working Groups (TDWG), at (although not restricted to) future UAB-initiated symposia on Language for Specific Purposes, with a near-term focus on shoring up pure and intrinsic LSP theory, will cooperate with the more developed and ongoing research in applied theory, new directions for which can also be proposed and pursued by the symbiotic TDWGs (in intrinsic and extrinsic theory). Ideally, the TDWGs would complement the parallel creation of additional symbiotic working groups, such as an LSP Content Development Working Group (CDWG) and an LSP Methodology Development Working Group (MDWG), among others that might be identified as essential to a better understanding and advancement of LSP. The UAB-initiated theory, content, and methodology working groups could also meet to pursue and share their ongoing research and development at other professional meetings, such as the annual conference of the federally-funded Centers of International Business Education and Research (CIBERs), annual gatherings of the American Council on the Teaching of Foreign Languages (ACTFL), the AATs (American Associations of Teachers of French, German, and Spanish and Portuguese), the Chinese Language Teachers Association (CLTA), the Modern Language Association of America (MLA), and the American Association for Applied Linguistics (AAAL), among others, as well as extending their efforts internationally in a global LSP dialogue and collaboration that should be pursued more vigorously and purposefully than ever before. The formation of such LSP working groups in core developmental areas—theory, content, and methodology—represents a consequential opportunity for UAB to extend its LSP leadership beyond the groundbreaking First International Symposium. As Symposium Director Lourdes Sánchez-López (2012) has written in her colloquium epilogue, "Because of the discussions that took place during and after the symposium, we believe that we may have prepared a solid ground for something larger, collaborative and long-lasting with strong national and international repercussions" and "[c]ollaboration, integration and unity are key elements for the success of our growing field" (no pagination). The UAB Symposium could serve as a prelude to an International Year of LSP, to be coordinated globally among scholars and to herald a concerted and sustained International Decade of LSP. This would serve to galvanize an integrative, long-term commitment to LSP development during which "the field of LSP can truly 'come of age'" (Lafford, 2012, p. 22). In this promising context, the UAB Symposium may even help trigger the creation of an American Association of Languages for Specific Purposes (AALSP), along the lines of the European Association of Languages for Specific Purposes,7 or even a more global International Association of Languages for Specific Purposes (IALSP). In any event, as a result of ongoing interest forums, such as the UAB Symposium, future surveys of the "Evolution of Languages for Specific Programs in the United States" will have the greatest potential ever to confirm LSP as a curricular status quo and mainstay. CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 11 Conclusion In 2012, it is not at all far-fetched to say that US foreign language programs, departments, and institutions that do not embrace non-English LSP will be on the wrong side of curricular and pedagogical history in secondary and higher education as we advance further into the LSP era of the 21st century. This affirmation presupposes the basic and applied research (intrinsic and extrinsic) that underlies, informs, and is derived from how NE-LSP is used or intended to be used. Ongoing fruitful work in theory and method, which should contribute to improved curricula, pedagogy, and teaching materials, must be pursued as essential to the maturation of the field. Notes 1 The conference theme was "Scholarship of Teaching and Learning" and featured inter-national presenters in a broad array of LSP sessions (see http://www.uab.edu/languages/symposium). Conference Director, Lourdes Sánchez-López, and the Organizing Committee (Brock Cochran, Malinda Blaire O'Leary, Yahui Anita Huang, John Moore, Sheri Spaine Long, Susan Spezzini, Rebekah Ranew Trinh, and Mike Perez) are to be commended for planning and hosting the informative event. 2 Doyle addresses the issue of LSP-BLS title and taxonomy twelve years later, in 2012, in "Business Language Studies in the United States: On Nomenclature, Context, Theory, and Method." 3 See "Table I: Types of Languages in the United States Currently Offered Across Languages and Professions During the 2010–2011 Academic Year" (Long and Uscinski, 2012, p. 176). The Grosse and Voght (1990) survey showed that LSP was already well-established in the national curriculum and pedagogy at "all sizes and types of four-year institutions. . .at private and public institutions. . .fairly evenly distributed among small, medium and large institutions" (p. 38). 4 Delivered by Doyle on April 14, 2012, the keynote address focused on two theoretical considerations: (1) that those engaged with LSP-Translation, especially its pedagogy, be "good utopians" who are well grounded in the extensive bibliography on translation theory (descriptive, prescriptive and speculative) and method, and (2) that those engaged in LSP-Business Language Studies (BLS) further articulate and develop its intrinsic theoretical aspects in order to complement the extensive work already done in extrinsic and applied BLS, given that the development of methods and methodology has far outstripped theoretical considerations per se, the latter of which are now warranted to more adequately anchor the field in American higher education. These are bookend theoretical concerns in that the first, in the field of translation, deals with an abundance of theory, dating back several millennia, which should not be ignored when praxis and pedagogy occur; the second, in the field of BLS, considers the lack of articulated theory upon which praxis and pedagogy are based. 5 Regarding this maturation process, Lafford (1991) has written that "the field of (non-English) LSP in the United States needs to follow the lead of the fields of CALL [computer-assisted language learning], Translation Studies, and ESP/EAP [English for Specific Purposes/English for Academic Purposes] all over the globe in order to become recognized as a valuable subfield of applied linguistics and to take its rightful place in the CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 12 academy. At that point, the field of LSP can truly 'come of age' and Grosse and Voght's (1991) initial optimism over the position of LSP in the FL [foreign language] curriculum finally will be realized" (22). Long and Uscinski (2012) also conclude that the maturation is ongoing, as the Grosse and Voght "optimistic, almost euphoric hopes for the reenergizing and internationalization of the US education system (and LSP's role in that process) have yet to be fully realized" (188). Long and Uscinski "predict a continued steady presence ["maturation"] of LSP in university curricula for years to come" (188). 6 Doyle (2012a) reminds us that "methods and methodology, of course, presuppose a theory, regardless of whether it is fully developed and articulated" (108–109). 7 Created in 1992, it is an "association of European University professors specialised in languages for specific purposes" whose "objective is that of fostering and promoting both the research into and teaching of modern languages as regards their applications to science and technology" (http://www.aelfe.org/?l=en&s=origen). References Bowles, H. (2012). Analyzing languages for specific purposes. Modern Language Journal, 96, 43–58. Branan, A. G. (1998). Preface: Part I. In T. B. Fryer & G. Guntermann (Eds.), Spanish and Portuguese for business and the professions (pp. 3–5). Lincolnwood, IL: National Textbook Company. Doyle, M. (Forthcoming). Business Spanish in the United States: Evolution, methodology, and markets. In Cuadernos de Asociación de Licenciados y Doctores Españoles en EEUU (ALDEEU). Doyle, M. (2012a). Business language studies in the United States: On nomenclature, context, theory, and method. Modern Language Journal, 96, 105–121. Doyle, M. (2012b). Theoretical foundations for translation pedagogy: Descriptive, prescriptive, and speculative (in defense of the 'good utopian'). Association of Departments of Foreign Languages (ADFL) Bulletin, 42(1), 43–48. Doyle, M. (2012, April). Theory and method in translation studies (TS) and business language studies (BLS): Illustrative considerations for LSP in American higher education and beyond. Keynote address presented at the First International Symposium on Language for Specific Purposes, University of Alabama at Birmingham. European Association of Languages for Specific Purposes. Retrieved September 4, 2012, from http://www.aelfe.org/?l=en&s=origen. Fryer, B. (1998). Faculty training opportunities in language for international business. In B. Fryer & G. Guntermann (Eds.), Spanish and Portuguese for business and the professions (pp. 167–187). Lincolnwood, IL: National Textbook Company. Fryer, B. (2012). Languages for specific purposes business curriculum creation and implementation in the United States. Modern Language Journal, 96, 122–139. Fryer, B., & Guntermann, G. (1998). Spanish and Portuguese for business and the professions. Lincolnwood, IL: National Textbook Company. Grosse, C. (1985). A survey of foreign languages for business and the professions at US colleges and universities. Modern Language Journal, 69, 221–226. CONTINUING CARTOGRAPHY Scholarship and Teaching on Languages for Specific Purposes (2013) 13 Grosse, C. (2001a). Global managers' perceptions of cultural competence. Global Business Languages, 6, 25–39. Grosse, C. (2001b). Mexican managers' perceptions of cultural competence. Foreign Language Annals, 34, 334–340. Grosse, C., & Voght, G. (1990). Foreign language for business and the professions at US colleges and universities. Modern Language Journal, 74, 36–47. Grosse, C., & Voght, G. (1991). The evolution of languages for specific purposes in the United States. Modern Language Journal, 75, 181–195. Grosse, C., & Voght, G. (2012). The continuing evolution of languages for specific purposes. Modern Language Journal, 96, 190–202. Holmes, J. S. (2000). The name and nature of translation studies. In L. Venuti (Ed.), The translation studies reader (pp. 172–185). London: Routledge. Kelm, O. Orlando Kelm. Retrieved June 19, 2012, from http://orlandokelm.wordpress.com/ Lafford, B. (2012) Languages for specific purposes in the United States in a global context: Commentary on Grosse and Voght (1991) revisited [Special Issue]. Modern Language Journal, 96, 1–27. Long, M., & Uzcinski, I. (2012). Evolution of languages for specific purposes programs in the United States: 1990–2011. Modern Language Journal, 96, 173–189. Sánchez-López, L. First international symposium on languages for specific purposes (LSP). Retrieved June 23, 2012, from http://www.uab.edu/languages/symposium.

This article describes the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham (UAB), the first undergraduate certificate at the University, which was established in 2007. The SSPC caters to the professional needs of both traditional, degree-seeking students and non-traditional local professionals. The SSPC coexists with the long-established major and minor programs in Spanish in the Department of Foreign Languages and Literatures. The goal of the SSPC is to fulfill the needs of its dynamic, millennial students and of the increasingly diversified community. ; To cite the digital version, add its Reference URL (found by following the link in the header above the digital file). ; SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 62 The Spanish for Specific Purposes Certificate (SSPC) Program: Meeting the Professional Needs of Students and Community Lourdes Sánchez-López University of Alabama at Birmingham Abstract: This article describes the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham (UAB), the first undergraduate certificate at the University, which was established in 2007. The SSPC caters to the professional needs of both traditional, degree-seeking students and non-traditional local professionals. The SSPC coexists with the long-established major and minor programs in Spanish in the Department of Foreign Languages and Literatures. The goal of the SSPC is to fulfill the needs of its dynamic, millennial students and of the increasingly diversified community. Keywords: Business Spanish, certificate programs, languages for specific purposes (LSP), medical Spanish, Spanish for occupational purposes, Spanish for specific purposes (SSP), translation and interpretation, University of Alabama at Birmingham (UAB) Introduction Society is changing rapidly and drastically. In a world that is no longer round but flat (Friedman, 2005), students prepare for a globalized job market that is open to anyone in the world. This means that the jobs that once were available to only a few, now are available to millions. And, often times, the decisive factor for an employer is the multilinguistic and multicultural qualifications of applicants. Recent studies and their data suggest a pressing need to revise foreign language curricula in the United States to better meet the needs of students and society ("Foreign Languages and Higher Education," 2007; "Report to the Teagle Foundation," 2009). Many university programs in the US are responding to these needs by adapting existing language programs or developing new ones (Doyle, 2010; Jorge, 2010; Sánchez-López, 2010). Two decades ago Grosse and Voght (1990) reported the results of the first extensive survey conducted in 1988 in the US regarding the status of languages for specific purposes (LSP) nationally. Linking their study to a report from the President's Commission on Foreign Languages and International Studies (1980), Grosse and Voght reported that LSP courses had gained a place in the higher education curriculum since the 1980s in the US. Their study suggested a decline of foreign language skills in the US and a need of language courses specific for the professions, and their survey results indicated that over 60% of language departments offered some type of LSP courses. However, these data also suggested that LSP still had a minor role in the foreign language curriculum overall. In a recent survey study by Long and Uscinski (2012) and following the model of Grosse and Voght, the authors report that the current "presence of LSP courses in colleges and universities across the United States has remained about the same over the past 30 years." (p. 175). There is no significant difference in the number of institutions that offer LSP courses. However, Long and Uscinkscy's timely study sheds new light on the type of LSP programs (e.g., majors, minors, certificates or graduate programs) that are offered SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 63 nationally. The results of their study suggest that 27% of the respondents offer some type of LSP program, most of them at 4-year universities. The authors conclude that LSP has steadily and quietly settled in as another curricular option, beside literature, cultural studies, and linguistics, in institutions where students demand it, thus providing the students who are motivated to enter these fields with valuable applied skills in both language and cultural understanding. We predict a continued steady presence of LSP in university curricula for years to come. (Long & Uscinski, p. 188) Two decades ago Grosse and Voght (1990) optimistically predicted growth of LSP in the US that, according to Long and Uscinkscy (2012), has not materialized yet. However, according to both of these studies, the status of LSP in the US is strong and has become slowly more visible with time, with dozens of new LSP programs that cater to new societal needs (for a list of some of these programs see Sánchez-López, 2010). One of these new programs is the Spanish for Specific Purposes Certificate (SSPC) program at the University of Alabama at Birmingham (UAB), which was established in 2007 and was the first undergraduate certificate at the University. The SSPC caters to the professional needs of both traditional, degree-seeking students and non-traditional local professionals. The SSPC coexists with the long-established major and minor programs in Spanish in the Department of Foreign Languages and Literatures (DFLL), and it attempts to fulfill the needs of its dynamic, millennial students and of the increasingly complex community. Background The University of Alabama at Birmingham is a medium-sized (about 18,000 undergraduate and graduate students) public university in Birmingham, Alabama. Birmingham is a metropolitan city with a rapidly growing Hispanic population over the last three decades. Just recently, the state's Hispanic population grew from 1.7% in 2000 to almost 4% in 2010, a nearly 145% increase (US Census Bureau, 2010). Because of this, hospitals, clinics, police and fire departments, government offices and local businesses have seen the increasing need to be able to communicate with Hispanic patients, customers and clients in Spanish. However, this rapid and steady growth has recently and abruptly come to a halt due to a newly passed state immigration law. In June 2011, the state of Alabama Government passed the Beason-Hammon Alabama Taxpayer and Citizen Protection Act, commonly known as H.B. 56 (State of Alabama, 2011). This is one of the strictest immigration laws in the country, which has led to a general state of fear among undocumented individuals. It has already impacted demographics of the state with a significant decrease on the growth of Hispanics in the state, including children (Center for American Progress, 2011; Novak, 2012; Southern Poverty Law Center, 2011). UAB was established in 1945 originally as the Medical Center of Alabama. The academic side of campus was later established in 1969, branching off from the University of Alabama, Tuscaloosa. For decades both the medical and the academic sides functioned as two almost independent units, with very little interaction between them. Today, although most faculty, students and staff still refer to the west or the east side of campus SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 64 (or the medical and the academic side of campus), institutional efforts attempt to portray both sides of the University as one unit, with a synergetic relationship, interdependent, with everyone on board moving in the same direction. Health-care and diversity are two of the best-known and most marketed landmarks of the University. The UAB vision is: "A world-renowned research university and medical center—a first choice for education and healthcare" (UAB Vision, 2012). In addition, The Princeton Review has ranked UAB as the 5th most diverse campus nationally in 2011 (The Princeton Review, 2013). Many undergraduate students choose UAB because they would like to pursue a career in a health-related field. Pre-medicine is a popular track among UAB undergraduate students with an annual average of 44% of entering students who declare a pre-medicine track (UAB Office of Planning and Analysis, 2012). The UAB Department of Foreign Languages and Literatures (DFLL) was established in the late 1960s as most languages departments were at the time, with a focus on language, literature and culture. UAB had a language requirement for the core curriculum up to the late 1990s, when it was eliminated. Since then, there is no language requirement at UAB. In the early 2000s, the DFLL combined their two majors in Spanish and French into a major in Foreign Languages (with Spanish and French tracks), largely due to a state requirement for viability. In addition, the DFLL also offers minors in Arabic, Chinese, French, German, Italian, Japanese and Spanish. A large percentage of students in the major are double majors in Spanish or French and another disciple (biology, chemistry, criminal justice, international studies, pre-medicine, pre-nursing coupled with Spanish are some of the most common double majors). With an eye toward the long-term needs of the department in 2001 the UAB, DFLL hired me as the first applied linguist for a dual purpose. I was charged with developing linguistics courses at all levels and with developing and teaching certain Spanish for Specific Purposes (SSP) courses, such as medical, business, professional Spanish and translation and interpretation. All of these courses (linguistics and SSP) were never intended to replace the existing literature and culture courses, but rather, to expand the repertoire of offerings to cater to a larger pool of students and professional interests. The SSP courses were well received and offered on demand with regularity. After a few years, additional instructors were asked to teach these courses as well, becoming specialists in the different areas, such as business, health and translation and interpretation. However, the vast majority of students enrolled in the SSP courses were regular UAB students (either majors or minors, or students who took one or two of these courses as electives). The Department received frequent inquiries from individuals in the community and local businesses wishing to learn occupational Spanish, but, unfortunately, the University admission system did not make it easy for them to enroll as non-degree seeking students. Faculty also received almost daily requests from the medical side of campus, from other hospitals and clinics, from government agencies, from court services, and from different local businesses asking for translation and interpretation assistance. Faculty and/or students would help depending on the situation. As these challenges increased over the years, the DFLL decided to explore other options to better meet the needs of the community and the local professionals; and at the same time to reward the regular students who were successfully completing many or all of the SSP courses, but were not receiving any particular degree or recognition in SSP. At such point, offering a certificate program SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 65 in SSP was an interesting and promising idea, which materialized in the fall semester 2007. A Journey to the Spanish for Specific Purposes Certificate: Program Design: Approval and Description Due to the success and high demand of the SSP courses offered in the UAB DFLL and to the increasing requests for assistance with translation and interpretation to cater to the Hispanic community, in 2005 I was asked by my chairperson, Sheri Spaine Long, who sought to respond to societal trends, to investigate models of certificate programs worldwide and to explore if a certificate program in SSP would meet the specific needs of the DFLL, the UAB undergraduate population and those of the community. Over the course of several months, I investigated models of certificate programs and other types of languages for specific purposes programs nationally and internationally. Based on a careful assessment of the information gathered, the chairperson and I decided that a certificate program was an optimal option for UAB and for the Birmingham community. Then, the second and most detailed stage of the process started: the design of the program and the development of a program proposal. I was asked to design a program that utilized the resources of the DFLL and the courses that were already offered, at least at the outset. I met with a variety of institutional constituents (Office of Admissions, Office of Undergraduate Affairs, and Office of Undergraduate Policies and Procedures) at different stages during the design of the program proposal. These constituents gave me valuable advice on how to craft the program and what the prerequisites should be. Over the course of the following year, the SSPC proposal was approved at each stage by the DFLL, the School of Arts and Humanities Curriculum and Educational Policies Committee, the University Office of Undergraduate Policies and Procedures, and, finally, by the Board of Trustees of the University of Alabama System in May 2007. The SSPC was the first undergraduate certificate at UAB, and it was first implemented in the Fall 2007. It was lauded as a model program to meet societal needs and consolidate and expand language enrollment. The SSPC program was designed for traditional as well as non-traditional students. The main objective of this program was, and still is, not only to fulfill UAB students' academic needs for their future, but also to create connections with local professionals. Because of the steady growth of the Hispanic population in the nation, with almost 17% percent of the population (US Census Bureau, 2012), each day more and more pro-fessionals, such as teachers, medical care professionals, business people, law enforcement officers and others, have the need to communicate with the Hispanic community. The courses are content, vocabulary and culture-based. Students learn the vocabulary, language and cultural background that they use in their professional field through extensive practice in the classroom and also out of class through service-learning opportunities. Publication and promotion of a new program is paramount for its success. An easy to navigate and informative website is critical for the SSPC (http://www.uab.edu/languages/ssp). The website houses the necessary documents that offer information to prospective students and local professionals, and a detailed description of the application process can also be found there. Once the website and all SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 66 documentation (e.g., program application form, student manual, checklist, and flier) were created, the program was ready for promotion and student recruitment. Promotion and recruitment efforts included regular information sessions (2–3 per semester) open to all students and the general public; briefings at academic advisors general meetings; presentations at specific business, health and international studies classes; and announcements in local newspapers, magazines and UAB's website and newspapers. The SSPC program requires completion of a minimum of six classes (18 credits) in SSP, of which at least 12 credits must be at the advanced level. Students may choose classes within the professional track of their interest (e.g., health care, business or translation and interpretation), but they are required to take a phonetics and phonology course and a foreign language service-learning course for the completion of the SSPC requirements. The foreign language service-learning course must be taken towards the end of the program to ensure that students have the desired occupational language skills to function well working with a community partner.1 Students must receive an A or B grade in all courses and maintain a minimum of 2.8 GPA in Spanish to maintain a "good standing" status. They can retake courses for a higher grade if necessary. The final program requirement is to pass an oral interview at the level of intermediate-mid or above, according to the ACTFL speaking guidelines.2 There is a program application process that is open all year. Regular UAB students must submit an electronic application. Local professionals must first be admitted as non-degree seeking students at UAB before they can apply for the SSPC.3 The SSPC program director reviews applications and sends acceptance or rejection letters. Then, she communicates with the UAB Director of Academic Records who updates the students' records and transcripts. SSPC candidates are asked to meet with the SSPC advisor at least once a year for an advising session, although many students choose to meet more frequently. Outcomes, Program Assessment and Outgrowth The SSPC has become a popular program in the Department of Foreign Languages and Literatures. In its five years of existence, the program has enrolled 86 students, of which 27 have already successfully graduated from the program. The program offers three tracks: health care, business, translation and interpretation. Each track offers two courses, one at the intermediate and one at the advanced levels. Not surprisingly, due to the specific context at UAB and in the Birmingham area, the most popular and highest enrolled courses have usually been the Spanish for health professional classes, which are offered every semester (three times a year). The rest of the classes are offered once or twice a year, depending on demand and instructor availability. Because some of these courses are not offered every semester, it is very important that SSPC candidates meet regularly with the SSPC advisor to ensure that they graduate in a timely manner. One of the main and most visible successes of the SSPC are the collaborations that have been established with other units on campus, such as the Schools of Business, Dentistry, Health Professions, Nursing and Medicine. The advanced Spanish for Health Professionals course is offered cross-listed with the School of Nursing courses, creating a unique and enriching learning environment for all students, who share the same classroom. The SSPC faculty design and teach courses for students in the Schools of SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 67 Dentistry and Medicine with regularity. Recently, a former Spanish major from the DFLL and a current medicine student, partnered with the DFLL and the SSPC to organize a short Spanish course for medical students. The course was designed and taught by an SSPC faculty and offered during the winter break between sessions in the School of Medicine (Davidson & Long, 2012). Furthermore, weekly Spanish conversation tables are offered by SSPC faculty, which are open to any student on campus with an interest in health related professions. In addition, the Graduate Student Associations of the Schools of Medicine and Dentistry have separately organized weekly Spanish conversation tables led by SSPC faculty and students. All of these efforts clearly indicate the high level of interest to learn Spanish from the part of the students in health-related professions, who are doing whatever they can to include some level of medical Spanish study in their busy academic schedules. Another success of the SSPC is the quality of student research, which is linked to the professional interest of the student within a local context. Two illustrative examples, from the inception of the program to the most recent are "Legalese and Spanish: The Hispanic Immigrant Experience with the Legal System in Birmingham, Alabama" (Hall, 2007) and "H.B. 56 and Its Impact in the State of Alabama" (Novak, 2012). In the former, SSPC and Spanish Honor's student Brittlyn Hall conducted a survey study among law firms in Birmingham to investigate the level of legal support offered to the Hispanic population and the specific Spanish needs of these firms. In the most recent, SSPC graduate and current MBA student in the School of Business investigated the economic impact of the new State immigration law known as H.B. 56 mentioned earlier (Novak, 2012). Both studies linked the students' professional interest to their community. The studies taught them not only valuable information about their professions and future careers, but also gave them firsthand experience about how their professions interact with their community and the synergistic relationships that are born from such interactions. An integral part of the long-term success of a new program is periodic program evaluations to assist in implementing necessary modifications. At the end of the program students are asked to complete an SSPC Exit Survey, in which they provide useful feedback about the program. This is mainly a demographic and a student satisfaction survey (see survey in the Appendix) used to get to know our students, their needs and their expectations better and to make adjustments as necessary. One important modification that has already been implemented in light of the students' feedback is an additional course on translation and interpretation at the intermediate level (the original certificate only offered advanced translation and interpretation). This new course was necessary as a stepping-stone to the advanced course, which was regarded as too challenging by many students. Another important addition to the program occurred in 2010. The SSPC and the Department of Art and Art History partnered to have a student competition to design a logo for the SSPC. As a class requirement, all students in an advanced graphic design class were asked to design a logo. This was a unique and incredible experience for students, since not only was this their first real assignment, but they also were competing for the first time for a real client. There were 27 entries. Graphic design students met with the SSPC Director and explained their logo, motivations and meanings. After that, the SSPC Director asked all faculty in the Department of Foreign Languages and Literatures to vote on their first three choices. The logo with the most votes was selected as the SSPC official logo (see logo at http://www.uab.edu/languages/ssp).4 SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 68 In an effort to strengthen the business Spanish track of the SSPC, in 2010, the interim chairperson of the Department of Foreign Languages and Literatures John K. Moore and the SSPC Director met with administrators in the School of Business to discuss ways in which to collaborate. After several meetings, it was clear that there was a need and an interest for Spanish (and Chinese) in the business world. However, the business curriculum at UAB is rather inflexible due to their accreditation limitations. Because business students at UAB are unable to incorporate the SSPC program into their regular curriculum, the Department of Foreign Languages and Literatures offered to design a new and shorter 12-credit program catered to business majors: a new minor in Spanish for Business. The new minor employs courses already existing in the Department of Foreign Languages and Literatures: Spanish for the Professions, Business Spanish and any other two intermediate or advance Spanish courses. The proposal was approved by the University in April 2011 and was first implemented in the fall of 2012 (for an overview of the program, visit: http://www.uab.edu/languages/images/pdfs/news/Minor_Spanish_for_Business.pdf). As this new program is in its first year, it is still premature to make an accurate evaluation. However, due to the overall success of the SSPC and to the growing globalized economies and markets, we predict a successful prospect for this new program. We look forward to report related findings in the near future. Conclusions and Future Directions As the results of surveys by Grosse and Voght (1990) and recently by Long and Uscinski (2012) have demonstrated, LSP courses and programs in the United States are no longer peripheral within the educational curriculum in higher education. They have become highly demanded by a dynamic student population that is in charge of their own learning and wish to be well prepared for an extremely competitive future in a globalized world. This article has described the recently established Spanish for Specific Purposes Certificate program at the University of Alabama at Birmingham within a local context. This program caters to traditional and non-traditional students who share educational goals and classroom experiences. Because it is a highly practical and applicable program in real life, and because it is available to all students and local professionals, the SSPC has become one of the fastest growing programs at UAB with almost 30 graduates in its short existence. Most importantly, the program has created strong and synergistic connections and collaborations with local companies (e.g., hospitals, clinics, charity organizations, banks, libraries, law firms, government offices, schools and early learning centers) through the foreign language service-learning course required for the SSPC. In addition, the SSPC has established collaborations with other units on campus, such as the Schools of Business, Dentistry, Health-Professions, Nursing and Medicine. Furthermore, SSPC students produce high quality research linking their professional interest to their communities and exploring its synergetic relationships. SSPC graduates move on to a variety of professional fields in health, business and translation and interpretation services, or to graduate programs in related fields in which their knowledge of occupational Spanish is (or will be) useful and beneficial to them, their companies and their community. SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 69 One significant outgrowth of the SSPC is the new minor for Business Spanish established in fall 2012 utilizing SSPC resources. This new program seals collaborative efforts between the Department of Foreign Languages and Literatures and the School of Business and aims to cater primarily to Business students, but is also open to any student with an interest in pursuing an international career. As mentioned earlier, an integral part of a successful program is periodic program assessment. The SSPC Exit Survey taken by graduating students gives the SSPC director and faculty regular opportunities to reflect upon the progress of the program, and thus, to make revisions where necessary. In addition to this informal form of student satisfaction evaluation, it is important to conduct some type of performance assessment to investigate the impact that the SSPC classes have on students' Spanish performance. This performance program assessment has been projected to take place within the next academic year and we look forward to new findings. Acknowledgments I would like to sincerely thank former UAB DFLL chairperson Sheri Spaine Long for her full and constant support in the creation, development and implementation of the SSPC and for her always brilliant ideas, as well as for her input on earlier drafts of this paper; to former UAB DFLL Interim chairperson John K. Moore for his full support in the continuation of the SSPC and his critical role in the conceptualization and establishment of the new minor for Business Spanish; to SSPC faculty María Jesús Centeno, Krista Chambless, Brock Cochran, Belita Faki and Malinda O'Leary for their extraordinary work teaching the SSPC courses—the program would not be the same without these remarkable instructors; to all SSPC students who are our source of inspiration every day; and finally, I am grateful to the reviewers of earlier drafts of this paper for their accurate feedback. Notes 1For a detailed description and a sample syllabus of the Foreign Language Service-Learning course required for the SSPC, see Sánchez-López (2013; forthcoming). 2American Council for the Teaching of Foreign Languages proficiency guidelines can be found at http://www.actfl.org/files/public/Guidelinesspeak.pdf. 3Non-degree seeking students must have a minimum of 12 credit hours of successful college level work (grade C or above in all courses), with the following distribution (minimum): at least 6 credit hours in Area 1 (English Composition), at least 3 credit hours in Area 2 (Arts and Humanities), and at least 3 credit hours in Area 4 (Social Sciences). 4The artist of the SSPC logo is UAB's graphic design student Alan Heiman. The faculty member of the graphic design class that participated in this project is Professor Douglas B. Barrett. References American Council for the Teaching of Foreign Languages Proficiency Guidelines (1999). Retrieved from http://www.actfl.org/files/public/Guidelinesspeak.pdf SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 70 Center for American Progress (2011). Retrieved from http://www.americanprogress.org/ Davidson, L., & Long, S. S. (2012). Medical Spanish for US medical students: A pilot case study. Dimension, 1–13. Retrieved from http://scolt.webnode.com/ Doyle, M. S. (2010). A responsive, integrative Spanish curriculum at UNC Charlotte. Hispania, 93(1), 80–84. Foreign languages and higher education: New structures for a changed world. (2007) MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association, 2007 (May). Retrieved from http://www.mla.org/flreport Friedman, T. (2005). The world is flat: A brief history of the 21st century. New York: Farrar, Strauss & Giroux. Grosse, C., & Voght, G. (1990). Foreign language for business and the professions at US colleges and universities. The Modern Language Journal, 74, 36–47. Hall, B. (2007). Legalese and Spanish: The Hispanic immigrant experience with the legal system in Birmingham, Alabama. Unpublished paper. Jorge, E. (2010). Where's the community? Hispania, 93(1), 135–138. Long, M., & Uscinski, I. (2012). Evolution of languages for specific purposes programs in the United States: 1990–2011 [Special Issue]. The Modern Language Journal, 96, 173–189. Novak, J. (2012). H.B. 56 and its impact in the state of Alabama. Unpublished paper. President's Commission on Foreign Language and International Studies (1980). Strength through wisdom: A critique of US capability. The Modern Language Journal, 64, 9–57. Report to the Teagle Foundation on the Undergraduate Major in Language and Literature. (2009). MLA ad hoc committee on foreign languages. Profession published by the Modern Language Association, 2009 (February). Retrieved from http://www.mla.org/pdf/2008_mla_whitepaper.pdf Sánchez-López, L. (2010). El español para fines específicos: La proliferación de programas creados para satisfacer las necesidades del siglo XXI. Hispania, 93(1), 85–89. Sánchez-López, L. (Forthcoming 2013). Service learning course design for Languages for Specific Purposes programs [Special Issue]. Hispania, 96(2). Southern Poverty Law Center (2011). Retrieved from http://www.splcenter.org/ State of Alabama (2011). Retrieved from http://www.ago.state.al.us/Page-Immigration The Princeton Review (2013). Retrieved from http://www.princetonreview.com/TheUniversityofAlabamaatBirmingham UAB Minor in Business Spanish. (2012). Retrieved from http://www.uab.edu/languages/images/pdfs/news/Minor_Spanish_for_Business.pdf UAB Office of Planning and Analysis. (2012). Retrieved from http://www.uab.edu/opa/ UAB Spanish for Specific Purposes program. (2012). Retrieved from http://www.uab.edu/languages/ssp United States Census Bureau. (2010). Retrieved from http://2010.census.gov/2010census/data/ United Stated Census Bureau. (2012). Retrieved from http://quickfacts.census.gov/qfd/states/00000.html UAB Vision. (2012). Retrieved from http://www.uab.edu/home/about University of Alabama at Birmingham (2013). Retrieved from http://www.uab.edu/ SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 71 APPENDIX The University of Alabama at Birmingham College of Arts and Sciences Department of Foreign Languages and Literatures Spanish for Specific Purposes Certificate (SSPC) Exit Survey Note: This survey is anonymous. Please, be as honest as possible when completing it. Thank you for providing us with valuable information to get to know our students and to improve our SSPC program. I. Personal Information (circle one) 1. Gender: Male Female 2. Age: 18–20 20–23 24–26 27–30 More than 31 3. Regular UAB Student Non-regular UAB student (local professional) 4. Work: Full-time job Part-time job Unemployed 5. Work place: ______________________________; Position: __________________ 5. Race: African American Caucasian Hispanic Indian Asian Other 6. Major/s: ____________________________ Minor/s: ________________ 7. Previous Higher Education Degrees: _____________________________________ 8. Your first language/s is/are:____________________________________________ SSPC related 1. How long did it take you to complete the SSPC program? ____________________ 2. In which of the three tracks did you specialize (health, business, translation & interpretation)?: ________________________________________________________ 3. Please explain why you pursued the SSPC: __________________________________________________________________________________________________________________________________________________ 4. Did the SSPC fulfill your expectations? Yes No Please explain why? __________________________________________________________________________________________________________________________________________________ SPANISH FOR SPECIFIC PURPOSES CERTIFICATE (SSPC) PROGRAM Scholarship and Teaching on Languages for Specific Purposes (2013) 72 5. Did the SSPC classes fulfill your expectations in general? Yes No Please explain why? __________________________________________________________________________________________________________________________________________________ 6. What did you like the most about the program? __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 7. What did you like the least about the program? __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 8. Please give us your suggestions on how to improve the SSPC program: __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 9. How will the SSPC impact your current or future career? __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ 10. Would you recommend the SSPC to your friends or colleagues? Yes No 11. Finally, do you give your permission to use the information that you provided above anonymously for statistical and research purposes? Yes No Note: If you have further comments, please use the back of this form. GRACIAS.

Historical terms have a tendency to be "mobile" in terms of geographical space and historical time. The presentation of historical terms by means of a mobile dictionary enabling university students to access such terms by means of a smartphone, tablet or laptop adds to the dimension of mobility. The article describes the continuous change in meaning of historical concepts over time and space with reference to democracy and nationalism, which are known as substantive concepts. An analysis of the emergence and development of these concepts within different historical contexts indicates the extent to which static definitions are inadequate with regard to fostering historical understanding. A tendency to continuous change in the meaning of the above-mentioned terms has important implications for the compilation of a Language for Specific Purposes (LSP) dictionary of historical terms at university level, and for the consequences thereof for mobile LSP lexicography. The LSP dictionary called MobiLex has a pedagogical purpose and changes in the design and features of the dictionary to enhance teaching and learning of historical terms have pedagogical consequences regarding the learning of such terms. In an ever-changing environment, adaptions to mobile lexicography would be possible with the advancement of technology. Trends and development in technology offer the possibility of changing the face of lexicographical support in a mobile environment, motivated from a pedagogical theoretical point of view. ; http://dx.doi.org/10.17159/2223-0386/2018/n18a2

Aim. The Erasmus+ project 'QuILL – Quality in Language Learning' was approved within the Strategic Partnerships for Digital Education Readiness as it proposes a new insight into the way digital open educational resources (OER) are made available to language lecturers teaching languages for specific purposes or as foreign languages and how they can maximise their use in a qualitative way. The project ended in February 2023. One of QuILL's main goals is to provide higher education language lecturers with a substantial number of Open Educational Resources (OER) to assist them in the teaching and learning process. Apart from that, a training package has been developed to guide lecturers into the way they identify, use and create online resources. The guidelines brought into play in the e-book of the project concur with the core principles that guide higher education lecturers' teaching practice: to make learners become motivated and engaged, unfettering them from narrowmindedness, fostering autonomy and critical thinking.
Methods. The identification of the sources has been made by the experts of the project partnership following a bottom up approach and the participation of a relevant number of potential beneficiaries, focusing in particular on Language for Specific Purpose (LSP). Each resource is presented both in English and the target language through a review, a case study and a guideline on how to use it. The e-learning based package addressed to university LSP lecturers is specifically aimed to guide them in innovating their language teaching methodologies through the effective use of quality digital based OER teaching sources including 2 operative tools, 2 case studies and an interactive self-assessment test. A third outcome of the project is an e-book titled Implementation of Digital language Learning Opportunities. This publication brings together contributions from the six partners that integrate the QuILL project consortium. Therefore, it consists of six chapters.
Results. In the QuILL portal, both language lecturers and learners will find many OERs for 18 European languages, already tested and validated by students in real teaching scenarios. The OERs used for LSP described according to quality indicators: comprehensive approach, added value, motivation enhancement, innovation, transferability, skills assessment and validation, adaptability. The content of the e-learning based training package is structured in 3 modules, each of which follows the same structure with the combination of a readable e-text, extensive use of links to existing resources and downloadable supplementary document. The e-book, containing important theoretical and practical guidelines, is aimed at Higher Education (HE) policy makers, as well as LSP lecturers, to improve the implementation of digital based language learning opportunities in higher education systems. It also intends to present, examine and reflect on the opportunities related to the use of digital technology in the language learning and teaching process.
Conclusions. Most resources found on the Internet are targeted at learners of English. This is one of the issues that QuILL addresses. The publication, an e-book on digital language teaching addresses the process of language learning via digital resources and keywords such as "quality" "innovation", and "digital education" are common to all of the six chapters. In the specific context of LSP, digital technologies equip teachers and students with more tools that will empower them during the learning and teaching process, so they continue to open as many doors as possible.

International audience ; The article aims at analysing the various perceptions of success and failure in LSP among language policy agents. Do they have a homogeneous view of success and failure? How coherent is each agent's vision? The corpus is composed of positions of the Council of Europe, of the French State and of student unions. It appears that for each examined agent, the notions of success and failure are complex and ambiguous. The fact of considering that a learner has succeeded, or failed, has consequences on every other LSP agent as part of a complex system. This emphasises the difficulty of assessing for both teachers and students, as well as teachers' social responsibility. The article eventually shows the interest of micro-level studies of LSP agents' conceptual differences to account for the dynamics of macro-level language policies. ; Le présent article vise à analyser les différences de perception de ce qu'est la réussite et l'échec en LSP parmi les agents de politique linguistique. Ont-ils du succès et de l'échec une vision homogène ? Quelle est la cohérence de cette vision chez chaque agent ? Le corpus se compose de positions du Conseil de l'Europe, de l'État français et de syndicats étudiants. Il apparaît que pour chaque agent examiné, les notions de réussite et d'échec en LSP sont complexes et ambiguës. Le fait de considérer qu'un apprenant de LSP a réussi, ou échoué, entraîne des conséquences sur tous les autres acteurs des LSP considéré comme système complexe. Ceci est révélateur de la responsabilité sociale de l'enseignant et de la difficulté de l'acte d'évaluer, et de s'évaluer. L'article se conclut sur l'intérêt d'étudier les écarts au niveau micro dans la conceptualisation des acteurs des LSP pour comprendre la dynamique des politiques linguistiques au niveau macro.

International audience ; The article aims at analysing the various perceptions of success and failure in LSP among language policy agents. Do they have a homogeneous view of success and failure? How coherent is each agent's vision? The corpus is composed of positions of the Council of Europe, of the French State and of student unions. It appears that for each examined agent, the notions of success and failure are complex and ambiguous. The fact of considering that a learner has succeeded, or failed, has consequences on every other LSP agent as part of a complex system. This emphasises the difficulty of assessing for both teachers and students, as well as teachers' social responsibility. The article eventually shows the interest of micro-level studies of LSP agents' conceptual differences to account for the dynamics of macro-level language policies. ; Le présent article vise à analyser les différences de perception de ce qu'est la réussite et l'échec en LSP parmi les agents de politique linguistique. Ont-ils du succès et de l'échec une vision homogène ? Quelle est la cohérence de cette vision chez chaque agent ? Le corpus se compose de positions du Conseil de l'Europe, de l'État français et de syndicats étudiants. Il apparaît que pour chaque agent examiné, les notions de réussite et d'échec en LSP sont complexes et ambiguës. Le fait de considérer qu'un apprenant de LSP a réussi, ou échoué, entraîne des conséquences sur tous les autres acteurs des LSP considéré comme système complexe. Ceci est révélateur de la responsabilité sociale de l'enseignant et de la difficulté de l'acte d'évaluer, et de s'évaluer. L'article se conclut sur l'intérêt d'étudier les écarts au niveau micro dans la conceptualisation des acteurs des LSP pour comprendre la dynamique des politiques linguistiques au niveau macro.

National audience ; This article deals with the specificity of Arabic language teaching in Saint - Cyr Military Academy, which trains the Cadets of the French land forces. It aims to show how Arabic language teaching reveals how much the language is pluriglossic. In fact, Cadets need different kinds of teaching in different Arabic varieties of the language. We teach Arabic in our Academy as a specialized military language (if we consider it from a lexical point of view) to two kinds of Cadets. Given that we consider them as specialist of other subjects within an embedded military, academic and behavioural training, we can see here how teaching languages to specialists of other subjects and language for specific purposes (LSP) meet. Before that, we just have to specify which sort of Arabic language we are dealing with. ; Cet article traite de la spécificité de l'enseignement de l'arabe aux Écoles de Saint-Cyr Coëtquidan (ESCC), école de formation initiale des officiers de l'armée de Terre française. Il montre en quoi l'enseignement de l'arabe y est particulièrement révélateur de la pluriglossie de cette langue, puisque dépendant ici des besoins des apprenants. En effet, l'arabe, en tant que langue de spécialité militaire – si nous abordons d'un point de vue lexical le concept de langue de spécialité - est étudié par deux publics différents. Cependant, étant donné que les élèves-officiers des ESCC sont considérés comme « spécialistes d'autres disciplines » et que la formation qui y est délivrée est dite « intégrée » (militaire, académique et comportementale), nous pouvons voir ici une convergence entre Lansad et langue de spécialité. Encore faut-il déterminer de quel(s) arabe(s)il s'agit.