Change Proposal: Adding a Spanish class to the Accounting Curriculum

Introducton

For many years, teaching accounting was equivalent to teaching registration rules, accumulation and reporting of financial data by firms. It was a craft, and training occurred within the companies themselves, who benefited from the professional services. In the second half of the nineteenth century began to construct an accounting profession, which left the walls of businesses and put to public service, so that the independent experts at the service companies and institutions, wanted to get a reputation gradually for their expertise and time, for their moral integrity in service of interest public. Accounting training began, then, to have schools specialized in management training, where accounting played a central role as the language of business. In this prosposal, I present my analysis to to promote effective teaching practices for adult learners. For the purpose, I consider adding a Spanish class to the accounting curriculum in business studies. I interviewed Amy P. Harrell, the chair of my college to get a deeper understanding on my research.

Discussion

When teachers treat students as serious learners and serve as coaches rather than judges, students come to understand and apply standards of good scientific practice. The three 'outcomes' that teachers consider while deciding on the level of interaction are: the learners' receptivity, their practice opportunities, and the input. These outcomes refer to what actually happens in the classroom, regardless of whatever was planned to happen. For this reason we can expect them to relate closely to the actual learning that we hope also happens, more closely than the relatively remote concepts of the planned classroom atmosphere, method, or syllabus — concepts we have come traditionally to regard as central to our success or failure as teachers. There is often a dynamic interaction among these three aspects of language lessons and the various outcomes which may result (Gonzalo and Garvey 429 - 439). It is likely that every language teacher has had the experience of having something unexpected occur during a lesson. Whether it leads to a derailment of the lesson or a contribution to learning is often largely a matter of how the teacher reacts to the unexpected, and the extent to which the co-production is encouraged or stifled (Weinstein et al 2003 269).

Many classrooms these days involve a range of interactive patterns, using teacher-led activities, pair work and group work to varying degrees, depending on learning needs, purposes and contexts. Using a range of activities requires the teacher to move in and out of different interactive patterns smoothly and efficiently. Pair and group work also requires different teacher skills from those involved in teacher-led activities (Morine 2006 84). Efficient transitions through the various lesson phases arc integral to effective classroom management.

The recent shift toward more communicative approaches of second language leaching has prompted a shift in instructional styles; as a result, more classroom time is allotted for students w actively communicate with one another. This shift reflects the premise that a communicative curriculum should include structural, ...