Foreign Languages Department
Mission Statement
The World Languages Department of Butte College offers a variety of courses in several different languages with instruction rooted in grammar, vocabulary and culture to enhance students� global perspective. Students can acquire foreign language communication skills through courses that are transferable and applicable to the AA-T in Spanish and the AA degree in Language Arts. They are also applicable to Certificates of Completion such as the Peace and Global Studies Certificate. Additionally, of course these classes serve as the basis and foundation for learning a foreign language, an essential skill in practically any profession or occupation. The department strives to meet the needs of a wide variety of students and is therefore committed to a flexible, expanding curriculum, including study abroad. Upon successful completion of a course in Foreign Languages, the student is able to demonstrate an awareness of the ways in which people of that culture respond to each other and the world around them, and also demonstrate an ability to communicate orally as well as in writing in the target language.
Program Description
The Department of World Languages offers courses in Spanish, French, German, Italian, Japanese, Chinese, Latin and American Sign Language; by offering a diverse array of languages this department expands its educational range and maintains its integrity. Faculty members continually respond to the call for innovative, creative approaches, especially in times of budgetary constraints and limited resources. The department is determined to meet community needs and interests. In addition to university-bound students, the courses appeal to travelers, professionals such as health-care and social service providers, teachers, business professionals, heritage speakers and life-long learners wishing to achieve fluency and a deeper cultural awareness of their neighbors. In addition to the courses offered at Butte, there is interest in expanding our international programs to offer total immersion experiences. Interdisciplinary approaches have also been implemented, especially in the study abroad programs such as Integrated Studies in Costa Rica, incorporating the Spanish language, intercultural communication, cultural topics and service learning. With the Spanish ADT now officially in the catalogue, our current curriculum projects focus on the development and addition of heritage speaker classes and composition, grammar and culture courses. Another project related to the Spanish ADT is the semester-long total immersion program, in which students will complete the equivalent of 3 semesters of Spanish at Butte College. Successful students in the immersion program would then be encouraged to continue their studies by participating in the Study Abroad program in Costa Rica. These integrated projects are meant to create more cohesion in the course offerings in Spanish with the purpose of providing a clear and effective educational pathway. Students would greatly benefit from completing this intentional sequence of courses/programs that will combine instructional diversity with unique and dynamic learning environments. The department continues to be involved in the project with Hanban Institute in China which brings Chinese instructors to Butte College. Chinese is one of the most important languages in today�s world, and we are pleased to offer it at Butte. There are eight languages involved and the Chair must rely on the expertise of part-time instructors to collaborate in curriculum development and review, textbook selection and many other aspects of planning and decision making. In an effort to establish collaboration and cohesiveness, there are frequent department meetings, an annual retreat and generally good communication among department members. As noted by many people on our campus, the world language faculty have a unique bond, excellent collegiality and common goals. This is the result of team-work, mentoring and guidance.
Student Learning/Administrative Unit Outcomes
Although some instructors are still a little confused about what they are reporting in the ‘Brief Reflections’ there is a resounding theme that students who complete homework, regularly prepare for class, and participate actively in class have a strong correlation with success on quizzes, exams, and other forms of assessment. Also, in reviewing the past 2 semesters’ reflections, many instructors have noticed an improvement in writing and pronunciation as these instructors have intentionally emphasized these skills in the assignments and activities.
The foreign languages faculty will continue to watch their SLOs and assessments closely. They will also be diligent to report deep dives as closely as possible as it is outlined in the assessment matrix.
ASLStudents continue to struggle with completing homework outside of class because it’s hard to practice ASL without someone else who speaks ASL. The 3 hour one night per week format for a class scheduled at CSUC is not working well. Instructor notes students experienced eye fatigue. It has also been difficult to work Butte’s schedule with CSUC’s schedule because we follow different academic calendars. When CSUC has a holiday, Butte students don’t have a classroom. Accommodating DSPS students with extra time accommodations continues to be an issue because tests in ASL can not be proctored. This means the instructor must administer the test for any student with this accommodation.
Dialogue about effective instructional practices – When students struggle with homework, one instructor has the whole class go over the most challenging parts of the assignment in class. As a group they figure it out. This seems to be working. Another instructor encourages homework partners since students need a signing partner to practice. One instructor is pairing struggling students with more proficient students in class. This peer-support model seems particularly effective. In SIGN 2, the instructor plans to include more time for ASL idioms to address SLO C. All classes have already been moved out of CSUC space because of past scheduling problems. The department may want to look at a one hour four days per week format to give students daily practice. Will request resources to stipend faculty for their time testing DSPS students and/or will collaborate on and create common video tests that can be proctored by a test proctor so faculty aren’t required to administer. Faculty would like to share resources on Canvas. An ASL resource will allow all instructors to post effective assignments or videos and practices on Canvas, and they’ll be able to borrow each other’s materials.
Spanish
Every summary of discussions pertaining to SLOs or PLOs in the last two semesters has focused on the importance of developing oral proficiency in our intermediate Spanish classes. Looking back at the concerns and ideas expressed by the instructors who typically teach these courses, these stand out:
1. There is a critical need to use the target language (Spanish) almost exclusively in the classroom in order to provide as much exposure to the spoken language as possible. 2. There is a need to also provide exposure to the spoken language of other Spanish speakers, from different countries/regions, of different ages and socio-economic backgrounds, etc. A variety of ways to do this has been discussed: ancillary materials including videos and recordings; films, radio, T.V. programs; interaction with tutors and attendance at community conversation classes are also recommended. 3. The importance of offering separate classes for heritage learners has also been central to all our discussions as this would allow instructors to concentrate on the non-heritage speakers who truly need the oral proficiency development. 4. Most of our World Languages faculty have attended valuable workshops addressing the need for oral proficiency and the approaches and techniques recommended in the Fall 2018 and Fall 2019.Most of our World Languages faculty have attended valuable workshops addressing the need for oral proficiency and the approaches and techniques recommended in the Fall 2018 and Fall 2019. We will continue to do so whenever possible. Professional development funding is always welcome!
Individual classes will continue to be monitored and assessed for the effectiveness of oral proficiency methodology. Department-wide trainings will continue to take place.
Standards/Goals for Student Achievement (Instruction Departments)
ASL
Retention rates for ASL went up due to the growing popularity of the program and its instructors; the increased attention to appropriate classroom space and other specific requirements for ASL classes; and a growing awareness of the deaf culture in our community. There's also an ADT in ASL in the making.
Chinese
French
The retention rates for French went up from 75% in 2015 to 81% in 2018. Success rates for 2015 were 62% and for 2018 they were 74%. Just as retention and success rates were on the rise the number of students had been dropping and the French program was suspended in Spring 2019. The strategies for strengthening this program were clearly successful in 2017 and 2018, yet were not allowed to continue. Hopefully, the French program can be reinstated with expanded curriculum and support.
German
Both retention and success rates for German dropped during 2015 and 2016. This coincided with temporary changes in the faculty and methodology. The recent development of online First and Second Semester German has resulted in higher numbers but only slightly higher success rates, as seen in the 2018 percentages.
Italian
The retention and success rates for Italian are consistently going back up after a dip in 2017. One Italian class has been reinstated (Italian 100) and the other will again be offered in Fall 2020 (Italian 1).
Japanese
Success rates have dropped; both Japanese instructors strive to implement new ways to engage students and help them succeed.
Latin
For Latin the success rate dropped to 50% in 2018. This coincides with offering Latin solely online, but there may be other factors to be analyzed.
Spanish
The recent rise in retention and success rates may be due in part to the AD-T in Spanish which has been offered since 2017. With the future addition of Spanish for Heritage Learners we anticipate an increase in both areas.
Standards/Goals for Student Achievement (All Other Departments)
Strategic Direction
The World Languages Department supports the college in meeting its Strategic Direction and Priority Themes by:
Closing Equity Gaps: Butte College is a Hispanic Serving Institute, providing educational opportunities to a growing number of Latino students. Many of these students take a foreign language or their own heritage language (Spanish). The World Languages faculty strive to foster success in all their students, particularly Latinos and other groups whose equity gaps need closing.
Fostering a Culture of Inclusiveness: The World Languages Department exemplifies diversity and inclusiveness. Faculty share their stories of inmigration, education, assimilation and struggle with their students. Through teaching language and culture they promote inclusiveness and welcome everyone; they foster the understanding of intercultural communication and behaviors; they celebrate differences and teach self-reflection and analysis.
Program Review
Since our last Program Review was so recently completed, to date there have only been a couple of changes made to fulfill recommendations: 1) We have reinstituted the Spanish and Italian Conversation classes. 2) We have improved our use of the language computer classes by adding online course work with the adoption of a very robust online textbook in both Spanish and French, which utilizes the technology in the mediated classroom. 3) We now offer online classes in three languages: Latin, German and Spanish. 4) We offer an AD-T in Spanish.
We are still waiting for the request for 2 new hires to be addressed. Our current full-time faculty are at a desperate low totaling only 2 instructors, which makes the managing of instructors in 8 languages as well as the completion of administrative responsibilities very difficult to fulfill.
Department Goals
Future Development Strategies
Strategy 1 - Support Intermediate Level Classes
Fortify the Foreign Languages Department by ensuring the consistent offering of intermediate level courses; by avoiding the cancellation of said courses.
Initiatives
- Enhancing a Culture of Completion and Goal Achievement
Supporting Rationale
The department is particularly concerned with providing transfer students the foreign language classes required, especially the Spanish students who are pursuing the ADT. Since some UC’s and other universities require four semesters and many students seek proficiency beyond the first year of study the department has focused on strengthening and expanding the intermediate level courses by maintaining a sufficient enrollment in the third and fourth semester courses.
Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: Yes
Supports Course level SLOs: Yes
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No
Strategy 2 - AA in Foreign Languages
Develop an AA or Certificate in Foreign Languages.
Initiatives
- Enhancing a Culture of Completion and Goal Achievement
Supporting Rationale
There is a movement on the Butte College campus and throughout the CCC system to develop AA-T's, following the Transfer Model Curricula provided by the state. Several disciplines have accomplished this significant goal and the World Languages Department is currently offering the ADT in Spanish. This department would love to follow with an AA in Foreign Languages, although a timeline for such a project is hard to determine due to the slow process of curriculum approval coupled with the utter dearth of full-time faculty to develop such a program. The current 2 full-time faculty count on the support of the dean, secretaries and associate faculty which often is not sufficient to accomplish various tasks quickly.
Offering both degrees would further enhance the purpose of the department: to provide excellent foreign language education that results in a degree AND guaranteed CSU transfer students a place at a university. It is logical to assume that the institution of another degree program would also improve enrollment and therefore FTE, since students would then be attracted to the study of foreign languages by having a clear path to follow with an end goal in mind.
With the current emphasis at the community colleges on “globalization” and a multicultural content in the classroom, foreign language departments are prepared to play a unique role and should be encouraged to expand offerings rather than cut back. It is our hope to have the administrative support necessary to achieve these important goals.
Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: Yes
Supports Course level SLOs: Yes
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No
Strategy 3 - Comprehensive Spanish Immersion Program
Spanish immersion at Butte integrated with study abroad program.
Initiatives
- Enhancing a Culture of Completion and Goal Achievement
- Enhancing a Culture of Equity and Inclusiveness
Supporting Rationale
The benefits of studying abroad are extensively documented. Total immersion in a new language and culture is absolutely the best way for students to gain fluency and confidence communicating in the target language. Contingent on receiving additional full-time positions and stipends, we intend to develop a Spanish immersion program on the home campus and abroad. Students who develop a linguistic base in Spanish prior to traveling abroad will be equipped with greater communicative skills in the target language, thereby facilitating more meaningful interactions with the culture where that language is spoken. By the development of a Spanish immersion program at Butte’s campus, degree seeking students will have the opportunity to earn 3 semesters worth of Spanish courses in a single semester which will fast track them to a completion oriented educational pathway. Also students participating in both programs (i.e., the home campus immersion and the study abroad) will increase numbers of enrollment and this will provide a unique learning experience through diversified instruction in dynamic learning enviroments. In addition, the experience provides opportunities to develop a "global" perspective; to "connect the dots" between the lifestyle we choose in the United States and the consequences and/or impact on other peoples across the globe. Students who participate in study abroad are positively affected in many ways; they often refer to the experience as "life-changing." Their minds and hearts are opened; they gain compassion and understanding; their future often appears as a clearer path, with well-defined goals and they often express that they have discovered their purpose and found their voice.
Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: Yes
Supports Course level SLOs: Yes
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No
Strategy 4 - Full Time Hires
This department requires 2 new full-time instructors: 1) Full-time Spanish Instructor with a specialty in Heritage Speaker course development and instruction 2) Full-time Foreign Language Instructor of at least 2 languages. These qualified instructors would enrich the current programs this department offers and assist in its development of new degrees/certificiates.
Initiatives
- Enhancing a Culture of Completion and Goal Achievement
- Supporting Student, Faculty and Staff Success
Supporting Rationale
At this time of change and challenge in the California Community College system the World Languages Department at Butte College represents an area of study essential to the College’s Mission and the Student Equity Plan. Clearly, the need for additional full-time faculty is more urgent than ever in this department. The only two full-time instructors are overburdened with responsiblities such as: managing and guiding 13-15 associate faculty members who teach a wide variety of languages, completing and staying current with ever-increasing work tasks aimed to fulfill various contractual obligations (relating to SLO reporting, Unit Plans, Program and Curriculum Review), as well as creating new programs and classes to successfully develop the AA or Certificate in Foreign Languages. Foreign Language faculty are also having difficulty maintaining the only study abroad program offered at Butte College since 2006 due to a severe lack of monetary support.
As a Hispanic Serving Institution, Butte College critically needs a new Spanish instructor with extensive experience in Heritage Speaker course development and instruction. As an HSI, our college must provide unique services and curricula specifically designed to foster the success of our growing Hispanic population, who are also prioritized on the Equity panel. The Spanish department now offers an ADT yet still lacks courses designed specifically for the growing number of heritage speakers on our campus. The development and implementation of these courses are essential to the integrity of the ADT. Heritage Speaker courses address a wide variety of students, mostly Latinos, who intend to pursue the ADT in Spanish.
In order for the World Languages Department to fulfill their contribution to the needed rise in campus wide FTES, this department will need to add 2-4 classes (per year), which would most logically be the aforementioned lacking Heritage Speaker classes. The only way that these new courses can be developed and offered is through the support of an additional Full-time Instructor of Spanish.
Additional full-time faculty members would fill a crucial role, providing increased assistance and leadership to maintain our programs, complete administrative work in a timely manner, and to continue to grow and develop our department through the realization of our future goals.
Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: Yes
Supports Course level SLOs: Yes
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No
Strategy 5 - Development of Heritage Speaker Classes (in Spanish)
These classes would be designed to more adequately serve our growing Latino population who are heritage speakers of Spanish. Given the fact that Butte College has a large Spanish-speaking population, the World Languages Department would strategically develop specific course material for the unique linguistic competence of this group. These courses would not need to start with the teaching of the alphabet and basic greetings (necessary for non-native speakers though completely unnecessary for Spanish-speaking students), but rather would emphasize particular grammar and vocabulary items that are problematic for hertiage speakers who already command the language communicatively but not academically.
Initiatives
- Enhancing a Culture of Completion and Goal Achievement
- Supporting Student, Faculty and Staff Success
- Maximizing Resources to Support Student Learning
- Enhancing a Culture of Equity and Inclusiveness
Supporting Rationale
Foreign language classes have traditionally been just that: i.e., classes that teach with the purpose of providing the means for the acquisition of a foreign language. However, for our bilingual Latino population, Spanish is not a foreign language and therefore if Butte College is interested in serving these students as an HSI, then it is necessary to provide Spanish classes to this population that are designed for them. Of course, there is a very different approach that is necessary to teach a Spanish speaker about grammar, vocabulary, culture, etc., compared to what is necessary to foment second language acquisition in non-speakers of Spanish. There is a parallel comparison that could be made between the English classes we, as a college, offer to our native English speakers and our ESL classes which are meant for non-native speakers. Of course it would seem ridiculous to reduce the course offerings in English for our native English speakers to only ESL classes - since these classes are not designed to improve their particular linguistic competence levels. The same could be said of our Spanish-speaking Latinos taking our current Spanish classes. Frankly, this is a well-known fact among Foreign Languages Departments in colleges and universities throughout the state. In this way, Butte College is rather behind in updating its course offerings in Spanish to meet this obvious need to support the Latinos, who also happen to be a targeted group on the equity panel needing further resources. Unfortunately, the scope of this department’s aspirations far exceeds its administrative support. With only 2 full time faculty who are already working over full time to maintain their current obligations, it is unreasonable to assume they could expand the department’s offerings without another Full-time instructor of Spanish. In this particular case, expansion, in the way of developing and maintaining heritage speaker classes, is really a matter staying current with the needs of our students, especially those who are underrepresented and under supported.
Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: No
Supports Course level SLOs: Yes
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No
Strategy 6 - Development of ASL certificate
American Sign Language (ASL) classes have been very popular and successful over the past few years. It was always the intent to create a Certificate of Achievement in ASL when this program was in another division, so the World Languages program will work with the ASL associate faculty to create and submit this certificate.
Initiatives
- Enhancing a Culture of Completion and Goal Achievement
- Supporting Student, Faculty and Staff Success
- Enhancing a Culture of Equity and Inclusiveness
Supporting Rationale
Offering ASL courses is not enough, there needs to be a culminating Certificate of Achievement for students who take and complete ASL courses.
Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: Yes
Supports Program Review Recommendations: No
Supports Course level SLOs: No
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: Yes
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: Yes
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: Yes
Strategy 7 - Chair III position
The World Languages Department Chair III provides leadership to a large number of part-time faculty and one full-time instructor, who teach diverse languages. The Chair serves as liaison to administration and has been increasingly representing the department in HSI matters as Butte College strives to better serve a growing Latino student demographic. The Chair's work involves all the regular college-wide responsibilities related to SLOs, Guided Pathways, etc. as well as department-specific duties such as evaluations, department meetings and retreats. The Chair is also a liaison to the community and the area foreign language teachers including high-school and university faculty. The Chair leads the way in Professional Development and continually guides, mentors and observes colleagues in and out of the classroom. There are always many projects on the Chair's plate! It's definitely time for an increase to Chair III.
Initiatives
- Enhancing a Culture of Completion and Goal Achievement
- Supporting Student, Faculty and Staff Success
Supporting Rationale
The World Languages Department has grown since Fall 2019 when American Sign Language joined the group. Currently there are 17 faculty members who teach seven languages: Spanish, Japanese, Chinese, German, Italian, Latin and American Sign Language. Due to the expanded needs of the department the Chair's role relfects increased work and coordination. The responsibilities of the World Languages Department Chair are more aligned with a Chair III position, with an increase in reassign time and stipend.
Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: No
Supports Course level SLOs: No
Supports PLOs: Yes
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: Yes
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No
Requested Non-Financial Resources
N/A
Current Financial Resources
n/a
Augmentation Requests
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | Spanish, World Languages | Personnel | 11-000-613-1-110500 | 51110 | $0.00 | $0.00 |
| Full Time Spanish Instructor (with emphasis in Heritage Speaker instruction) | A full-time instructor is needed for the development and continued offering of Spanish Heritage Speaker classes as well as other Spanish classes in general. Also, such an instructor is needed to ensure that the World Languages Department is able to fulfill their contribution to the college's goal of increased FTES by offering 2-4 more sections per academic year. This instructor will provide leadership, vitality and innovation in the important development of foreign language class offerings at Butte College. |
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| 2 | World Languages | Personnel | $0.00 | $0.00 | ||
| Full-time instructor (multiple languages) | This instructor is needed to provide additional support to the various languages offered through this department. There are 6 languages currently taught entirely by associate faculty. A full-time instructor who is able to teach Japanese (our second most popular FL class offered) and (at least) one other language is needed for leadership, vitality and innovation in the important development of the foreign language programs at Butte College. |
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| 3 | World Languages | Personnel | $0.00 | $10,000.00 | ||
| Stipend for Instructors in study abroad programs | The study abroad program has received no funding or monetary support from the administration. Each year the program has suffered reductions in terms of opportunities offered to the students due to increasing costs and no budget to supplement expenses. Airfare has almost doubled since the program's inception. Additionally, the program will cease to exist if there remains no financial support from the administration to the faculty who have to up-root their lives in California in order to be fully present and guide our students abroad. When the study abroad program began, it was sufficient for the faculty involved to depend on their needs being met through a portion of the program fees charged to the students. However, considering the effects of a staggering economy and inflation additional funding is required. Through administrative support in the form of a stipend to the responsible faculty, it will be possible to provide the program to students at a more affordable rate. This stipend would also help cover costs to the instructors who face maintaining living expenses in both countries while they are traveling and caring for Butte's students. Annual funding in the form of an on-going budget has become necessary to ensure that this program will continue to be offered. |
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| 4 | Spanish - World Languages Department | Operating Expenses | $12,000.00 | $0.00 | ||
| Re-assign time for full-time faculty | In order for the only 2 full time foreign languages faculty to develop these much needed Heritage Speaker courses, said faculty require a compensation of time. It is not possible for them to add the task of research, course development and implementation on to their already overextended range of responsibilities. |
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| 5 | World Languages | Personnel | $0.00 | $0.00 | ||
| Chair III | The World Languages Department has grown since Fall 2019 when American Sign Language joined the group. Currently there are 17 faculty members who teach seven languages: Spanish, Japanese, Chinese, German, Italian, Latin and American Sign Language. Due to the expanded needs of the department the Chair's role reflects increased work and coordination. The responsibilities of the World Languages Department Chair are more aligned with a Chair III position, with an increase in reassign time and stipend. |
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