Portuguese Language Program Evaluation

Abstract

This short chapter describes the implementation and results of an ongoing Portuguese program evaluation project at the University of Arizona (Sommer-Farias et al., 2020) following a utilization-focused approach (Norris, 2016) and previous evaluation projects in Portuguese language programs in the U.S. (Milleret, 2016; Milleret & Silveira, 2010). Longitudinal map** of enrollment trends and student satisfaction were analyzed based on (1) institutional student analytics, and (2) pre-, mid-, end-of-semester, and exit questionnaires (Ecke & Ganz, 2015). Results informed student learning outcome adaptation, curriculum redesign, and recruitment and retention strategies planning, thus ensuring program accountability and vitality in face of ongoing oscillation of foreign language enrollment rates (Goldberg et al., 2015). Pedagogical application of results included the creation of online courses, including Portuguese for specific purposes, course scheduling accommodation, task design geared towards linguistic backgrounds, and student learning outcome and curriculum redesign. On the departmental accountability level, kee** track of students’ satisfaction rates showed an impact on continuous investment in a less commonly taught language (LCTL) within a larger language department. This project can serve as a model to strengthen enrollment and program sustainability of other LCTL programs.