It’s Time to Strengthen Your Programs

Originally published in the Spring 2016 MLA Newsletter

Just over five years ago, the world of higher education was shaken by the news of the planned elimination of programs in several languages and in theater at the University at Albany, State University of New York. Stories about other programs at risk followed, as did outcries from educators and the public. I wrote about the shortsightedness of such cuts in this publication and in the Chronicle of Higher Education. Five years later, few stories about closed or merged programs make the front page in the higher education press. But these programs remain at risk. Proposed cuts have been announced, for example, at Rider University (Clark), at the College of Saint Rose (Bump), and at Calvin College (Delph, Bosch, and Parks). On some campuses, no programs seem more vulnerable than those in languages other than English, and I’d like to tell you what the MLA has been doing to help.

In 2010 a working group of the MLA’s Executive Council, under the leadership of 2009 MLA president Catherine Porter, began the project to develop what became the ADFL-MLA Language Consultancy Service ( The service is designed to help members of the Association of Departments of Foreign Languages (ADFL) anticipate problems before they become critical. Typically, the service sends one faculty expert to visit the campus of a department requesting assistance. The consultant draws on MLA resources to provide information and advise the language program on a variety of issues (e.g., curriculum design, faculty governance, strategic planning). Consultants are faculty members with a wide range of experience in administration; many have served as program directors, chairs, and deans or held other positions in upper-level administration. During the 2014–15 academic year, faculty experts, identified and trained by the ADFL staff together with faculty members who have worked previously as consultants, visited an extraordinary variety of departments and programs ranging from small liberal arts colleges to large departments in R1 universities. The Language Consultancy Service has supported public, private, and faith-based institutions. Consultancies have been organized for single- and multilanguage departments as well as for general humanities departments that include languages at comprehensive public institutions.

The consultant spends approximately a day with the department’s faculty members to discuss innovative educational trends and to address institution-specific concerns. The goal is to create ongoing and productive dialogue in the academic unit. Language Consultancy Service visits can provide effective preparation for an external review. Many departments have scheduled consultancy visits in connection with faculty retreats or with the first faculty meeting at the beginning of a new academic year. Financial support for the program is shared by the MLA and the institution requesting a consultation: the MLA pays the consultant’s honorarium, and the college or university covers the costs of travel and on-site expenses.

Mark Pietralunga, chair of the Department of Modern Languages and Linguistics at Florida State University, arranged for a consultancy visit to his department at the beginning of the academic year in 2016. He reports:

The ADFL-MLA Consultancy Service provided our large and diverse academic unit with the valuable opportunity of having an independent and expert consultant assist us in exploring a wide range of short-term and long-range questions that impact our programs and students. During the visit, the consultant presented insightful data and feedback on the links between enrollments and curriculum, building majors and degree programs, recruitment, retention, careers, and post-degree pathways. Moreover, the consultancy service helped in the articulation of some overarching questions as “How to promote languages as areas of strategic emphasis?” and “How can a foreign language department make itself more vital to the University?” The visit enabled the consultant to meet not only with the general faculty but also with specific groups, including coordinators of the language sub-units and directors of language programs, all of which led to an informed and productive dialogue. Equally beneficial was the follow-up data supplied by the service that addressed specific questions, strategies, and program development and growth issues that emerged during the visit. In all, the information and discussions resulting from the visit contributed greatly in allowing us to have a much clearer focus in the development and implementation of a strategic plan.

To date, the Language Consultancy Service has made twenty-seven site visits in twenty states, with at least ten more visits to come in 2016.

The recommendations of the 2007 report of the Ad Hoc Committee on Foreign Languages, Foreign Languages and Higher Education: New Structures for a Changed World, which guided the creation of the consultancy, continue to function as a useful starting place for the conversation between the consultant and the department. The report proposes that all faculty members (full- and part-time) work together to structure curricular offerings so as to address a variety of needs that students experience today, recognizing that very few students will go on to graduate studies in literature. The report acknowledges the intrinsic value of language study but also argues for the necessity of thinking more about instrumental applications of language. In particular, the report challenges departments to confront and overcome curricular bifurcation along the all-too-­familiar split between language and literature. The report encourages a curricular design that emphasizes culture from the beginning (literary, filmic, popular, and so on) and language to the end (including graduate studies). A program built around such offerings is both pedagogically effective and has the potential to resist the division of the academic workforce into non-tenure-stream faculty members at one end of the curriculum and tenure-stream faculty members at the other. Rethinking the curriculum becomes an occasion to address labor practices and faculty governance in the department. And it becomes a chance to implement change where it is needed.


I thank my colleagues Dennis Looney and Mara Naaman for their assistance with this column.

Works Cited

Ad Hoc Committee on Foreign Languages. Foreign Languages and Higher Education: New Structures for a Changed World. Modern Language Association. MLA, 2007. Web. 31 Jan. 2016. <>.

Bump, Bethany. “Saint Rose Cuts Twenty-Three Faculty Jobs, Slashes Academic Programs.” Times Union. Hearst, 11 Dec. 2015. Web. 31 Jan. 2016. <>.

Clark, Adam. “Rider University Slashing Thirteen Majors, Laying Off Professors.” New Jersey On-Line, 29 Oct. 2015. Web. 31 Jan. 2016. <>.

Delph, Anna, Katelyn Bosch, and Josh Parks. “Recommended Program Eliminations Initiate Discourse between Students, Alumni and Administration.” Calvin College Chimes. Calvin Coll., 1 Oct. 2015. Web. 31 Jan. 2016. <­initiate-discourse-between-students-alumni-and-administration/>.

Feal, Rosemary G. “The World beyond Reach.” The Chronicle of Higher Education. Chronicle of Higher Educ., 7 Nov. 2010. Web. 31 Jan. 2016. <>.

———. “The World within Reach?” MLA Newsletter 42.4 (2010): 4–5.

Pietralunga, Mark. Message to Dennis Looney. 21 Dec. 2015. ­E-mail.

“Responses from the Academic Community.” Save Our SUNY. N.p., 2010. Web. 31 Jan. 2016. <https://saveoursuny.­>.


Leslie Bary

What is the cost of these? Also, if only some subsections of a unit (i.e. some of the languages in a multi-language department) are interested, would the consultant still be willing to come?

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