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French: Undergraduate Program

Overview: 

The Department of French and Italian offers a student-centered degree program leading to the Bachelor of Arts in French. Students majoring in French are trained as specialists in their field – that is as individuals with communicative proficiency in the target language – informed knowledge of the target culture(s), as well as with the skills necessary for a successful professional life and/or career in graduate school.

Expected Learning Outcomes: 

I.    Undergraduate Major Program in French

 

Expected Learning Outcomes

Expected Leaning Outcomes for the UA Undergraduate Major Programs in French are based on the National Standards for Foreign Language Learning recommended by the American Council of the Teaching of Foreign Languages (ACFTL):

·       to communicate in French, both orally and in writing, by engaging in interpersonal, interpretative, and presentational communication activities  (Communication)

·       to demonstrate knowledge and understanding of other culture(s)  in an essay on a cultural topic  (Culture)

·       to develop insights into the nature of languages by analyzing and discussing the relationship between good writing and good thinking as well as showcasing these qualities in one’s work  (Comparisons)

·       to develop critical thinking by making connections and engaging  creatively in problem –solving activities leading to the completion of a research project (Connections)

·       to engage in multilingual communities at home and around the world by applying classroom learning to real world situations (Communities)

 

The table below offers an overview of the major programs and indicates which learning outcomes are primarily emphasized at each stage.

 

 

Student Learning Outcomes

Undergraduate Majors will do the following

 

Courses

in the Major

Existing assessment activity

(with potential for use in program SLO assessment)

1. Communicate, i.e.

engage in

interpersonal,

interpretive,

presentational,

Communication

Develop insights into the nature of languages and cultures

(Comparisons)

Gain knowledge and understanding of other cultures (Cultures)

Develop critical thinking and engage creatively in problem-solving activities

(Connections)

Engage in communities at home and around the world by applying classroom learning to real world situations

(Communities)

 

Gateway

301-302

 

Tests

X

X

 

 

 

Exploration

310-320

Activities in oral comprehension and speaking; reading and writing 

x

X

X

 

 

Discovery

410-420

Analysis of literary and cultural texts;  collaborative research

X

X

X

X

 

Mastery

432-467

399, 499

ITAL 496

Research, papers, creative essays

X

X

X

X

 

393, 493

397, 497

 

Study abroad, Practicum/internship, volunteering

X

X

X

X

X

 

Assessment Activities: 

I.    Undergraduate Major Program in French

 

Learning outcomes for French Majors are assessed in 498, Senior capstone (3).  

 

Direct Measures:

Learning outcome 1: Communications

a.     Written communication 

·       activity 1: Four short essays on knowledge and insights gained at each stage of the major program, in gateway, exploration, discovery, mastery courses.

·       activity 2: a research paper written in either French.

 

b.     oral communication

·       activity 1: a PowerPoint Portfolio presentation that includes the student’s plan of study and a summary of the four essays on knowledge and insights gained at every stage of the program. It takes place at the end of the course, just before the exit interview

·       activity 2: answer/question session with instructor following the portfolio presentation.

Learning outcome 2:  Cultures

·       activity: an essay on a cultural topic;

 

Learning outcome 3: Comparisons

·       activityexplication de texte ; commentaire de texte ; book/film review, or translation.

 

Learning outcome 4: Connections

·       activity: research paper: capstone activities involve the design, research, and completion of a research paper that gives graduating seniors the opportunity to demonstrate that they have met the connection learning outcome.

Indirect Measurefor all learning outcomes:

·       Self-assessment activity 1: students are asked to assess their strengths and weaknesses in the major in the four self-reflexive essays on knowledge and insights gained at each stage of the major program.

 

·       Self-assessment activity 2: questions asking student to rate him/herself with regard to the five learning outcomes during the exit interview conducted at the end of the capstone.

 
Assessment Findings: 

I.    Undergraduate Major Program in French

 

1.Communication

 

a.Written Communication

Proficiency in written communication is assessed by the instructor based on two activities (self-reflexive essays and research paper).

When correcting written work, the instructor highlights mistakes according to the following color-code: vocabulary; grammar; style (awkward and non-idiomatic phrasing; incoherent and/or incomprehensible sentences)]

On the assessment form, the instructor enters the number of words in the assignment and the number of mistakes then calculates the percentage of mistakes.

There are six levels of proficiency in written communication, C2 being the highest, A1, the lowest. Ratings are assigned using the following scale:

 

% mistakes

level

1-1.99

C2

2-3.99

C1

4.-5.99

B2

6.-7.99

B1

8-8.99

A2

over 9 %

A1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

b.Oral Communication (listening-comprehension/oral expression)

 

The Student Oral Language Observation Matrix (SOLOM ) is used  to rate oral proficiency. Levels of proficiency in oral communication range from C2, the highest, A1, the lowest. 

 

Five measures are used to determine the student’s level in oral communication: comprehension, fluency, vocabulary, pronunciation, and grammar (see form below).

 

Scores ranging from C2 to A2 are assigned for each of them. The overall rating (level) is the average of these five scores.

 

 

 

Student’s Name:

 

Level:______________

Average of  5 ratings

 

Examiner’s name:

 

Language Observed:

 

Date:

 

 

 

 

 

A.  Comprehension

 

B.  Fluency

 

C.  Vocabulary

 

D.  Pronunciation

 

E.  Grammar

Ratings

 

 

 

 

 

C2

Understands everyday conversation and normal classroom discussions without difficulty.

Speech in everyday conversation and classroom discussions is fluent and effortless approximating that of a native speaker.

Use of vocabulary and idioms approximates that of a native speaker.

Pronunciation and intonation approximates that of a native speaker.

Grammatical usage and word order approximates that of a native speaker.

C1

Understands nearly everything at normal speech, although occasional repetition may be necessary

Speech in everyday conversation and classroom discussions is generally fluent, with occasional lapses while the student searches for the correct manner of expression.

Occasionally uses inappropriate terms and/or must rephrase ideas because of lexical inadequacies.

Always intelligible, though one is conscious of a definite accent and occasional inappropriate patterns.

Occasionally makes grammatical and/or word-order errors which do not obscure meaning.

B2

Understands most of what is said at slower-than normal speed with repetitions.

Speech in everyday conversation and classroom discussion is frequently disrupted by the student’s search for the correct manner of expression.

Frequently uses the wrong words; conversation somewhat limited because of inadequate vocabulary.

Pronunciation problems necessitate concentration on the part of the listener and occasionally lead to misunderstanding.

Makes frequent errors of grammar and word order, which occasionally obscure meaning.

B1

Has great difficulty following what is said.  Can comprehend only “social conversation” spoken slowly and with frequent repetitions.

Usually hesitant; often forced into silence by language limitations.

Misuse of words and very limited vocabulary make comprehension quite difficult.

Very hard to understand because of pronunciation problems.  Must frequently repeat in order to make himself/herself understood.

Grammar and word order errors make comprehension difficult.  Must often rephrase and/or restrict himself/herself to basic patterns.

A2

Cannot be said to understand even simple conversation

Speech is so halting and fragmentary as to make conversation virtually impossible.

Vocabulary limitations so extreme as to make conversation virtually impossible.

Pronunciation problems so severe as to make speech virtually impossible.

Errors in grammar and word order so severe as to make speech virtually unintelligible.

             

 

 

2.     Culture

Knowledge of the target culture(s) is defined as the ability to: 1) understand and discuss one or several areas of the target culture’s “frameworks” such as arts and literature, history, economics, politics, international relations, or any other area of specific interest to the student; 2) describe and interpret specific values, belief systems, and/or social practices associated with the target culture and compare them to those of the native culture.

 

The two criteria used to evaluate cultural expertise are as follows:

 

Criteria

1 Cultural frameworks

2. Cultural values and practices

 

Cultural essay written in the Senior capstone demonstrates a clear understanding of one or more areas of the other culture

Cultural essay written in the Senior capstone offers evidence of the student’s ability to interpret specific values, belief systems, and/or social practices associated with the target culture and to compare them to those of the native culture.

 

The following rubrics are used to assess to what extent the student has met the learning outcomes in the area of culture:

 

 

C2

C1

B2

B1

A2

Rubrics

Extensive

Considerable

Adequate

Partial

Basic

1.     Frameworks

 

 

 

 

 

2.     Values/practices

 

 

 

 

 

 

3.Comparisons

 

Satisfaction of this learning outcome is assessed on the basis of two criteria: 1) the ability to analyze and evaluate the correspondence between sharpness of thought and aptness of expression in a literary work or any other kind of “text” associated with the target language and culture; 2) the ability to combine sharpness of thought and aptness of expression in one’s own work.

 

 

 

1.Language analysis and evaluation

2. Relation good writing-clear thinking

Criteria

Work completed in the capstone demonstrates the student’s ability to analyze and evaluate the correspondence between sharpness of thought and aptness of expression in works written in the studied language.

Work completed in the capstone demonstrates the student’s ability to effectively combine sharpness of thought and aptness of expression in one’s own work.

 

The following rubrics are used to assess to what extent the student has met the learning outcomes in the area of comparisons:

 

 

C2

C1

B2

B1

A2

Rubrics

Extensive

Considerable

Adequate

Partial

Basic

1.     Language Analysis

 

 

 

 

 

2.     Language Use

 

 

 

 

 

 

 

4.Connections

 

This learning outcome pertains to critical thinking and is evaluated through a series activities related to the completion of the Capstone project.  The final product, the research paper, is assessed according to the following criteria:

 

 

Ability to:

Ability to:

 

 

demonstrate originality and curiosity

expand on prior learning

Project /topic/ issue definition

Title

locate and identify reliable information sources

evaluate pertinence of information for the project

Information Gathering and

Evaluation

Research/sources

structure topic or issue into various components

organize project  components logically

Organization

Outline

analyze and appraise arguments in sources

Develop and formulate well-supported findings and claims

Argumentation

Body

derive conclusion from findings

Highlight significance of findings

Conclusion

Conclusion

contextualize  the project

present a coherent and exciting overview of the project

Argument formulation

Introduction

 

The following rubrics are used to assess to what extent the student has met the learning outcomes in the area of Connections:

 

 

Research

Levels

C2

C1

B2

B1

A2

Paper

Rubrics

Extensive

Considerable

Adequate

Partial

Basic

 

Criteria

 

 

 

 

 

Title

Originality/curiosity

 

 

 

 

 

 

New learning area

 

 

 

 

 

Sources

Identification

 

 

 

 

 

 

Evaluation

 

 

 

 

 

Outline

Overall structure

 

 

 

 

 

 

Detailed organization

 

 

 

 

 

Body

Analysis of source material

 

 

 

 

 

 

Argument formulation

 

 

 

 

 

Conclusion

Pertinence

 

 

 

 

 

 

Significance

 

 

 

 

 

Introduction

Contextualization

 

 

 

 

 

 

Project overview

 

 

 

 

 

 

 

5.     Communities

 

French majors have numerous options to develop engagement competencies in the areas of diversity and identity; global and intercultural comprehension; innovation and creativity; civic and community responsibility; interdisciplinarity; leadership and professionalism.  One of the options below is required.  French major’s participation in multilingual communities at home and around the world is assessed on the basis of data collected by the Director of Undergraduate Studies. 

 

Change in Response to Findings: 

Finding are not yet available. Rubrics and tool to be used for assessment of the undergraduate program in French are posted in "Assessment Findings."

Updated date: Tue, 06/07/2016 - 18:26