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Transformation of American FL Departments and Reforms of English Major Education in China

机译：美国外语系的转型与中国英语专业的改革

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The paper reviews and analyzes in full length the problems American FL departments have been facing in the new millennium, and the solutions proposed by the MLA executive committee.And then it argues that China's English major education suffers in similar ways but its reforms take place in differing contexts.In view of this, the author believes what American FL education community is doing should be applicable to China.The 9/11 terrorist attack and a series of ensuing geopolitical events have caused Americans to realize that the whole nation is in the danger of "language deficit".As a result, the troubled American FL education started to make changes under the leadership of Modern Language Association.The problems in collegiate FL programs were soon identified, which include the shortsighted program goal, (he dissociated curricula, the biased faculty power structure, shortage of qualified teachers and the flawed teacher development plans and so on.Years' efforts have paid off with valuable proposals and recommendations.The American FL education authorities resolve to set trans-lingual and trans-cultural competence (TTC) as the ultimate goal, eradicate language-content divide in the FL curricula, transform FL departments by balancing power between language instructors and literature professors, and develop qualified teaching faculty through redefining qualifications for FL professors. By contrast, China's FL teaching reforms have taken place in a different context where the needs of learners and employers have always been top priority. Driven by instrumentalist ideology, which has been under constant criticism for its deviation from constitutive nature of language study, China's English major education, although achieved some success after more than three decades' improvement, was born with a number of defects.The monolingual goal, which has not been challenged until recently, needs more scrutinize, and the curricula are also bothered by the language-content divide.The teaching faculty is frustrated by the research first teaching second phenomenon.However, what happens in US should be relevant and meaningful to its counterparts in China.
机译：本文全面回顾和分析了美国FL部门在新千年中一直面临的问题以及MLA执行委员会提出的解决方案，然后指出中国的英语专业教育也遭受了类似的苦难，但其改革却在2000年进行了。有鉴于此，作者认为美国FL教育界的所作所为应适用于中国。9/ 11恐怖袭击和随后发生的一系列地缘政治事件已使美国人意识到整个国家处于危险之中结果，陷入困境的美国外语教学在现代语言协会的领导下开始发生变化。大学外语课程的问题很快被发现，其中包括目光短浅的课程目标（他解散了课程，师资结构偏见，师资短缺，教师发展计划有缺陷等。美国外语教育当局决心将跨语言和跨文化能力（TTC）设置为最终目标，消除外语课程中的语言内容鸿沟，通过平衡语言教员和文学之间的力量来转变外语系教授，并通过重新定义FL教授的资格来发展合格的教学团队。相比之下，中国的外语教学改革是在不同的背景下进行的，学习者和雇主的需求一直是头等大事。在工具主义意识形态的驱使下，中国英语专业教育虽然偏离了语言学习的构成性，但一直受到批评，尽管经过三十多年的发展，它取得了一些成功，但它还是存在许多缺陷。直到最近才受到挑战，需要进一步审查，课程也受到语言-内容鸿沟的困扰。教学人员受到研究第一教学第二现象的挫败，但是在美国发生的事情对我们来说应该是有意义和有意义的在中国的同行。

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