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Language program director

A Language Program Director (LPD) is a usually senior academic position in United States universities. In some institutions a LPD can also be referred to as a 'Language Program Coordinator' (LPC), while in others the LPD has a hierarchically higher position than an LPC, the latter coordinating just one course level.

LPDs usually coordinate all levels of instruction of undergraduate language programs, as well as develop policy related to program administration. They are also responsible for marketing, student recruitment, human resources and budgetary matters. Unlike administrators of other academic units, language program directors are often mandated to generate significant revenue for the institutions they work for.

Most LPDs are not on a tenure-track because traditionally linguistic studies have been considered by Departments of Foreign Languages and Literatures as less important than literary studies. According to a recent MLA report, this is a trend that should be reversed. In the past LPD positions were generally filled by people - usually women - with degrees in literature and no training in second language acquisition or applied linguistics. This has resulted in a lack of innovation in US language programs. Recently, however, more and more universities are looking for new program directors with specific training in applied linguistics., and are offering their LPDs tenure-track positions.

A useful source of information for LPDs is the American Association of University Supervisors and Coordinators (AAUSC)

Sources

References

  1. Rawley, L. A. (1997). The language program administrator and policy formation at institutions of higher learning. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 91-104). Burlingame, CA: Alta Book Center Publishers.
  2. Eaton, S. E. (2017). Perceptions of ESL program management in Canadian higher education: A qualitative case study. ''International Journal of Learning, Teaching and Educational Research, 16''(9), 13-28. Retrieved from http://ijlter.org/index.php/ijlter/article/view/980/pdf [[doi:10.26803/ijlter.16.9.2]]
  3. Miller, B. D. (1997). Marketing principles for the language program administrator. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 308-312). Burlingame, CA: Alta Book Center Publishers.
  4. Staczek, J. J. (1997). The language program budget: Financial planning and management of resources. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 219-234). Burlingame, CA: Alta Book Center Publishers.
  5. Eskey, D. E. (1997). The IEP as a nontraditional entity. In M. A. Christison & F. L. Stoller (Eds.), ''A handbook for language program administrators'' (pp. 21-30). Burlingame, CA: Alta Book Center Publishers.
  6. [http://www.mla.org/flreport Report from the MLA Ad Hoc Committee on Foreign Languages]
  7. [http://web2.adfl.org/adfl/bulletin/v30n1/301052.htm Surviving the Leap from Graduate Student to Language Program Director: Issues, Challenges, Rewards] {{webarchive. link. (2009-01-08)
  8. [http://www.aausc.org AAUSC]
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