Office: Maryland Hall, Room 454
Chair: Ana Gómez-Pérez, Associate Professor
Associate Chair: Andrea S. Thomas, Associate Professor
Professors: Ursula E. Beitter; Diane Chaffee-Sorace; André P. Colombat; Ramón E. Espejo-Saavedra; Leslie Zarker Morgan; Thomas Ward
Associate Professors: Randall P. Donaldson; Ana Gómez-Pérez; Margaret Austin Haggstrom (emerita); Margarita Jácome; Tasha Lewis; P. Andrew McCormick (emeritus); Andrea S. Thomas; Jinghua Wangling
Assistant Professors: Heidi Brown; Yolopattli Hernández-Torres; Yu Zhang
Lecturers: Nicolino Applauso; Patrick Brugh; Lloyd Frias; Inas Hassan; Maja Milicevic; Paul H. Oorts; Giuliana Risso Robberto; Maria Ruiz Rosique; Catherine Savell; Ursula C. Sayers-Ward; Sarah Tyler; Sarah Vitale (Coordinator of Spanish)
Faculty in the Department of Modern Languages and Literatures teach courses in Arabic, Chinese, French, German, Italian, and Spanish. Ancient Greek and Latin are taught in the Department of Classics.
The department's learning aims are based on "The Five Cs of Foreign Language Education": Communication, Cultures, Connections, Comparisons and Communities created by the American Council on the Teaching of Foreign Languages (ACTFL). These goal areas, which were developed to reflect the wide variety of purposes for and uses in modern languages, are interconnected in many respects; however, for purposes of clarity, the department interprets these standards below from the perspective of Loyola's undergraduate educational aims.
Communication: Courses are conducted in the target language. Students engage in conversations as well as discuss content. Students learn to listen, speak, and produce written work on a variety of topics and readings in the language studied.
Cultures: Culture is a spectrum of textual production and discursive practices. It includes nonliterary contexts such as political, social, and cultural institutions. One of the most important ways students learn about culture, however, is through the study of texts: literature, film, and other cultural documents. Students become sensitized to cross-cultural differences.
Connections: Students acquire the ability to make connections between their use of the modern language they are studying and the implications that this knowledge has in relation to other disciplines. This includes linguistic intricacies and the cultural practices associated with the modern language studied, as well as an understanding of its role in faith and social justice issues, with a global perspective to connect intellectually to the sociohistorical context of the countries in which the language or languages they study are spoken and to analyze multiple perspectives in a meaningful way. They use these perspectives to recognize distinctive viewpoints that are only available through the study of modern languages and cultures.
Comparisons: Through second language acquisition, students gain a broader linguistic perspective. They develop a more profound understanding of the nature of language through actively identifying and seeking comparisons of the language studied and its variants and their own native language. They gain the ability to analyze and appreciate not only the contributions and practices of their own culture, but also that of other societies and populations, and to compare and contrast aspects of various cultural manifestations, institutions, and ideals.
Communities: Because languages are living manifestations of the human experience, students use these languages beyond the school setting, participating in community service in language-specific populations. They also travel to and study in countries where the language they have learned is spoken and live with families in those countries. They begin with university- and department-sponsored events, such as lectures, films, excursions, and other community-building events. Students show evidence of becoming lifelong learners by pursuing and promoting an appreciation of the language and cultures they have studied, acting as ambassadors of intercultural awareness and appreciation to their campus and to the greater community, recognizing the dynamic interdependence between self and others through their study of transglobal realities.
Core Language Requirement
All Loyola students are required to fulfill the core language requirement, either in a modern or a classical language. The sole exception to the core language requirement applies to native speakers. Native speakers are students who completed their high school education in a language other than English. Placement is at the 300-level for native speakers who want to continue taking courses in their native language. All other students must fulfill the language requirement. In modern languages (Arabic, Chinese, French, German, Italian, and Spanish), the core language requirement may be fulfilled in the following ways: by completing the second semester at the intermediate level (AB 104 , CI 104 , FR 104 , FR 162 , GR 104 , IT 104 , IT 162 , or SN 104 ); by completing a one-semester foreign literature course taught in the foreign language; or by placing into and completing a 200-level language course. Pre-core courses (101/102/103/161) taken by students with inadequate preparation in the language or wishing to begin an additional language will fulfill part of the electives requirement.
Placement Tests in Modern Languages
The Department of Modern Languages and Literatures does not allow "self-placement," and students must take their language core course at the level into which they place. Placement tests are available online in Chinese, French, German, Italian, and Spanish. No credit is awarded through these tests. The department encourages entering students to consider taking the advanced placement exam, if available, because a high score on that exam offers the possibility of both advanced placement and credit. Please note that these guidelines pertain exclusively to initial placement into language courses. Students considering a Major or Minor in French, German, Spanish, or Comparative Cultures and Literary Studies (CCLS) should read further for the courses required for a specific major or minor.
Normally, students will complete the core language requirement by the end of the sophomore year at Loyola. As is the case for all transfer courses, students seeking to fulfill the core language requirement at other accredited institutions must obtain prior permission through the Academic Advising and Support Center. Only courses at accredited institutions will be accepted.
Some upper-division literature courses (those with the ML prefix) are conducted in English and offered to students of all disciplines. In these courses, readings can be done in English or in the language. Non-majors sufficiently proficient to follow lectures in the language are welcome in all courses. These students may do readings and papers in English.
A certificate of oral proficiency is available to all qualified students through the American Council for the Teaching of Foreign Languages (ACTFL). A fee is charged. Language majors interested in a career in business can prepare themselves within the regular Bachelor of Arts program by taking a minor in the Sellinger School of Business and Management. Loyola University Maryland is a testing center for the "Certificat de français professionnel" given by the Paris Chamber of Commerce and Industry.
A service-learning experience is available to students enrolled in some courses numbered 104 and above. The experience affords students the opportunity to increase their oral proficiency while assisting members of the Baltimore community.
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