A leadership question

Are there other FL in here in programs like mine, which has 3 professors and 9 FT instructors, with all participating in the basic language sequence and no particular leader or SLA czar? If so, are you under a mandate for “program consistency” and if that is the case, how do you coordinate? Why I ask: of 9, only the 2 with the most training / experience are willing to reflect on goals and methods, come up with a common program. The others say their ways are their ways and that is that. What steps could be taken toward program consistency in this situation? We have a common textbook, not a very good one, chosen by a stacked committee that had personal interests in the vendor, and now common syllabi and exams produced from above. This does not mean, however, that goals and methods are shared, or that the common materials are actually used by all unadulterated (I also admit to adulterating out of desperation, and the only one who doesn’t admit to it, has in fact been adulterating for years). Is there any remedy for this situation or do we just maintain strong identities and soldier on?

(I am tired of being burned by being the only one trying to be truly cooperative, and thus not getting to do any of the things that please me … while everyone else goes ahead, secretly or openly, and does what they like. This is why I, too, now adulterate.)

Has anyone else ever had an experience like this? Our result is great confusion for the students, and great inefficiency in learning. (There are other factors, like people needing good evaluations and so being very easy, or having too much grading so only assigning fill-in-the-blank exercises.) Is there an answer?

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An interesting take on Hart’s book

It is interesting.

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For my Lorca teaching machine

I must crank parts of it up again and I can use this. There is a series of posts.

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Those annotated bibliographies

We must have an annotated bibliography assignment. There are reasons these are better than papers, and there are also reasons why discussion of a representative passage is more feasible than close reading.

People in English on my secret teaching sources site have long and fascinating assignments that are somewhat fail-safe. I will be sure not to lose them.

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Comparative Literature, encore

In order to be more present in things I should also finally read this now old Spivak book and some current discussion on Weltlitteratur.

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Voices out of Africa

Here.

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Vallejo, masculinity, war, composition, and being spread too thin

This would be another lead on Vallejo.

And for assignments in the introduction to literature, this looks invaluable.

And the sugar-slave complex started in Madeira in 1452, so I am hardly wrong about sugar.

(These are my two areas of interest. But I am only spread too thin because I am spread to areas in which I do not have expertise and asked not to work in the areas where I have it.)

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