The Foreign Language 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 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.
The Department of Foreign Languages offers courses in Spanish, French, German, Italian, Japanese, Chinese, and Latin; 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. In Fall semester 2007 we offered our first semester abroad program in Costa Rica, incorporating the Spanish language, psychology, ecological awareness and service learning. In Summer of 2008 we offered a three week program in Italy, with three units of Italian language and three units of humanities. In Spring 2011 the department took 24 students to study in Costa Rica. This program integrated Peace and Global Studies with Total Immersion Spanish. In spite of severe budget cuts to the Study Abroad program at Butte College, the self-sustaining Costa Rica program has remained viable and has grown in popularity. Unfortunately the program for 2012 was cancelled due to low enrollment but the most recent programs in SP/SU 2013, 2014 and 2015 were successfully completed with about 18 students. Dean Cen’s staunch support has resulted in a surge of positive energy and enthusiasm among participating faculty, staff and students. Current curriculum projects focus on the development of the Spanish AA-T, which requires the addition of heritage speaker classes and composition, grammar and culture courses. Another project related to the Spanish AA-T 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 3 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. One of these instructors taught First and Second Semester Chinese at Butte during the Fall 2014 and Spring 2015 but she will no longer be available since her visa expired at the end of last semester. Although very beneficial, the process to continue bringing instructors from China is laborious and lengthy. The department, with the dean’s full support, seeks to institutionalize the teaching of Chinese and hire an associate faculty. Chinese is one of the most important languages in today’s world. We plan to continue offering it at Butte. In addition to Justin Wentzell (French and Spanish) and Ileana Gantt (Spanish) the instructors for Spring 2016 are: Kerstin Grothe (German) Danielle DiPietro (Italian) Daniel Griggs (Latin) Huyiang Tan (Japanese) Tomoko Lance (Japanese) Maria Shahid (Spanish) Gema Haraughty (Spanish) Tom Blodget (Spanish) Abbey Stell (Spanish) Australia Duran-Roach (Spanish) Norma Rueda (Spanish) There are seven 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 foreign language faculty have a unique bond, excellent collegiality and common goals. This is the result of team-work between Justin Wentzell and Ileana Gantt in providing leadership, mentoring and guidance while fostering the unique characteristics of each faculty member and each language. We're very fortunate to have Sara Lanam as our secretary. She's extraordinary! Our dean Dr. Luozhu Cen, along with her secretary Janet Palermo, provides great leadership. And the assistance of Jane Alt in Study Abroad has been essential.
Presently, there is no need for drastic planning improvements. However, the Foreign Language department continues to expand and diversify its methods of assessment. The following is a list of resources to facilitate ongoing assessment of Grammar/Syntax SLOs: Blackboard Exercises, Blackboard Practice and Review Exercises, Chapter Exams and Online Program Exercises (i.e. the text based online study tools and activities).
Another area of improvement to be considered for future assessments would lie in review and preparation prior to presenting and evaluating the material studied.
There are many areas where no apparent need for planning improvements have been identified.
From the Outcomes Assessment report, the following improvements were identfied
FREN 1 - The Assessment Plan proved to be an effective method of presenting and measuring competence in the target language. Although, areas of improvement to be considered for future assessments would lie in review and preparation prior to presenting and evaluating the material studied in these activities. For instance, the students would be able to master this particular SLO if prepped with some review exercises based in recylcing the verb être prior to studying the new material.
SPAN 2 - Presently, there is no need for planning improvements. However, the Spanish department is ever interested in expanding and diversifying its methods of presentation/instruction and assessment. For this reason the following is a list of resources planned to for further utilization in order to confirm the instructors ongoing assessment of Grammar/Syntax SLOs: Blackboard Exercises, Blackboard Practice and Review Exercises, Chapter Exams and Connect Exercises (i.e. the text based online study tools and activities).
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College |
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Program |
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Indicator |
Source |
2013-2014 Performance |
Standard |
Five Year Goal |
Fall 2014 Performance |
Standard |
Five Year Goal |
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Course Success |
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- Overall |
PDR |
71.1% |
70% |
73% |
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- Transfer/GE |
PDR |
71.5% |
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73% |
FR: 60% GER: 46.6% ITAL: 63.8% JAP: 68% LAT: 66% SPAN: 69.9% CHIN: 86.9% |
FR: 58% GER: 45% ITAL: 60% JAP: 65% LAT: 62% SPAN: 66% CHIN: 68% |
FR: 70% GER: 70% ITAL: 70% JAP: 70% LAT: 70% SPAN: 70% CHIN: 70% |
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- CTE |
PDR |
75% |
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77% |
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- Basic Skills |
PDR |
51.7% |
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55% |
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- Distance Ed (all) |
PDR |
62.5% |
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64% |
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Persistence (Focused). Note: The Persistence (Focused) that is included in the PDR is a different indicator than the three-primary term persistence indicator, from the state Student Success Scorecard, that is used to measure institutional persistence. The Focused Persistence indicator measures the percentage of students that took a second course in a discipline within one year. There is no relationship between the college and program standards in this area. |
PDR |
72.6% (Three-Term) Scorecard |
67% (Three-Term) Scorecard |
75% (Three-Term) Scorecard |
FR: 38% GER: 15% ITAL: 27.6% JAP: 43.5% LAT: 58.7% SPAN: 25.9% CHIN: 17% |
FR: 10% GER: 10% ITAL: 10% JAP: 30% LAT: 50% SPAN: 20% CHIN: 10% |
FR: 40% GER: 20% ITAL: 30% JAP: 40% LAT: 60% SPAN: 30% CHIN: 20% |
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Degrees |
PDR |
1,455 |
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1,600 |
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Certificates |
PDR |
366 |
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475 |
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Developmental Strand Completion |
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- English |
State |
42% |
35% |
45% |
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- Math |
State |
30.7% |
25% |
33% |
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- ESL |
State |
25% |
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28% |
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Licensure Pass Rates |
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- Registered Nursing |
SC |
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- Licensed Vocational Nursing |
SC |
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- Respiratory Therapy |
SC |
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- Paramedic |
SC |
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- Cosmetology |
SC |
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- Welding |
SC |
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Job Placement Rates |
PIV |
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Not applicable
Placing students appropriately, advising them effectively, and ensuring that they have educational plans.
Due to the unique nature of our foreign language classes, we often have students who need to be specially assessed and placed due to previously acquired skills. Our faculty is very active in discussing with students at the beginning of the semester in order to ensure these students take the classes that they are most prepared for to ensure their academic success.
Ensuring that students take the appropriate prerequisites.
As mentioned previously, we talk directly with our students about the background and preparation (educational and personal) that will either merit the waving of mentioned prerequisites or make clear the need to sign up for those courses first.
Providing effective electronically mediated communication (e.g.website, social media, marketing materials, wifi access).
For all of our foreign language courses we have one hour of mediated instruction in our foreign language computer lab room. Therein, students are guided in their use of various forms of technology based communication and study resources. Additionally we offer Latin online, which requires the students to interface with website/online communication, and these students also have access to our language labs if necessary.
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 Conversation classes with great success. 2) We have improved our use of the language computer classes by adding online course work (such as Blogs in the French classes) and with the adoption of a very robust online textbook in Spanish which fully utilizes the technology in the mediated classroom.
The Foreign Language Department has several goals to complete this academic year:
1) Complete Curriculum Review
2) Develop Spanish Heritage Speaker Courses
3) Implement the Spanish AA-T
4) Apply for Student Equity funding to develop comprehenisve interventions that support student success.
5) Continue to offer study abroad in Costa Rica.
Strategy 1 - Support Intermediate Level Classes
Fortify the Foreign Languages Department by ensuring the consistent offering of intermediate level courses; by avioding the cancellation of said courses.
The department is particularly concerned with providing transfer students the foreign language classes required. 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 Third Semester Spanish. All the languages have healthy enrollments in Second Semester courses and German and Japanese also offer Third and Fourth Semester; Latin offers Second and Third Semester. These three languages generally have to combine their Second, Third and Fourth semester classes.
Strategy 2 - AA-T in Spanish and AA in Foreign Languages
Develop an AA-T in Spanish and an AA or Certificate in Foreign Languages.
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 Foreign Languages will continue to work on it. First, the department will develop the AA-T in Spanish; the AA in Foreign Languages would follow. There is much work ahead in the areas of curriculum development before these goals can be achieved. The full-time faculty counts on the support of the dean, secretaries and associate faculty.
Two associate faculty members, Kerstin Grothe and Danielle di Pietro, have begun the investigative work toward the AA in Foreign Languages. In order for these faculty and/or others to continue working on this project, it would be necessary to offer them stipends for their time developing the degree. Justin Wentzell and Ileana Gantt continue to work on the AA-T in Spanish.
Offering these degrees will 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.
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.
Strategy 3 - Comprehensive Spanish Immersion Program
Spanish immersion at Butte integrated with study abroad program.
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.
Strategy 4 - Full Time Hire
This department would benefit from hiring a full-time instructor of two languages. A qualified instructor would enrich the current program and assist in its development. In addition, the department desperately needs another full-time Spanish instructor.
At this time of change and challenge in the California Community College system the Foreign Language 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 12-15 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 complete the AA-T in Spanish and 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 an utter dearth of monetary support.
A third full-time faculty member would fill a crucial role, providing additional 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.
Strategy 5 - Supplemental Instruction for First Semester Spanish “true beginners”
Supplemental Instruction for First Semester Spanish “true beginners”, would greatly decrease attrition rates in our Spanish 1 classes and would improve student success as well as courses completed in a sequence.
Supplemental Instruction has been proven very successful and for this reason has been institutionalized. The Foreign Language Department would like to add SI to one or more of our First Semester Spanish classes.
SI would prove to be an invaluable resource for the “true beginners” in the class; that is the students who have never studied Spanish. These individuals are usually at a disadvantage since most of our Spanish 1 students have some experience with the language. With the assistance of SI the “true beginners” would learn the basics more quickly and have more opportunities to practice what is presented in each class.
N/A
The Foreign Language Department receives Student Equity funding. The department received a grant to attend a conference (from November 20th-22nd) on foreign language instruction. This money did not aid the delivery of the department's program, but rather served as a professional development training to its instructors.
| 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 | Foreign Languages | Personnel | 11-000-613-1-110500 | 51110 | $0.00 | $99,187.00 |
| Full Time faculty | A full-time instructor is needed for leadership, vitality and innovation in the important development of foreign languages at Butte College. |
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| 2 | Foreign Languages | Personnel | $0.00 | $99,187.00 | ||
| Full-time instructor | A full-time instructor is needed for leadership, vitality and innovation in the important development of foreign languages at Butte College. |
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| 3 | Foreign Languages | Operating Expenses | 11-000-613-1-110500 | 51490 | $6,000.00 | $0.00 |
| Curriculum Development Stipend | The development of an AA in Foreign Languages will require collaboration and effort by dedicated associate faculty members who would deserve a stipend. Stipends may be necessary for work on the 5-unit course augmentation. Our core programs include 7 languages involving cultures in dozens of countries. Stipends for development and revision of curricula is necessary to maintain our core programs in this culturally fusing and evolving world. |
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| 4 | Foreign Languages | Operating Expenses | 11-000-613-1-110500 | 51490 | $3,000.00 | $0.00 |
| Curriculum Development Stipend | Associate faculty member Kerstin Grothe proposes to develop this combination hybrid class to facilitate the teaching of two or three levels of German simultaneously. Students will have more individual attention and specifically designed activities for their corresponding level. Yes, our core programs include 7 languages involving cultures in dozens of countries. Stipends for development and revision of curricula is necessary to maintain our core programs in this culturally fusing and evolving world. |
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| 5 | Foreign Languages | Personnel | $0.00 | $13,000.00 | ||
| 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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| 6 | Foreign Languages | Personnel | $0.00 | $2,000.00 | ||
| Office hours for Associate Faculty | Students have made it clear that they need their instructors to be more accessible in order to be successful in their classes. The most obvious way to provide this support to student is to pay part-time instructors for the extra time they dedicate outside of the classroom. |
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| 7 | Foreign Languages | Operating Expenses | $0.00 | $4,000.00 | ||
| Currently there are no funds for traveling and conference expenses. In order to encourage and support faculty to seek and expand their professional development, funding is required. |
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