For the average university language teacher, the thought of integrating the curriculum at their school can be overwhelming. Perhaps they feel they have no power to undertake such a dramatic reform, or they simply do not know where or how to begin such an ambitious undertaking. This paper will explore three types of integration (horizontal, vertical, and mirrored) that were implemented as part of a department-wide reform at this author’s university. An example of each of these types of integration will be offered. Furthermore, the practical aspects of integrating a university language curriculum that arose during this experience will be detailed. This will be followed by a broader examination of the different options available to language program faculties when considering integrating classes at their school. This will start with simple teacher-to-teacher integration before moving on to department-wide reform.
大学で外国語を教える多くの教師たちが各クラスのカリキュラムの統一を困難に感じている。組織の中ではそれをするのが難しいと感じているか、その責任が重すぎるので避ける傾向にあるのではないか。本論文では、著者の実際の体験をもとに、カリキュラムを統一させるうえで色々な種類の効果的な方法など、個人個人との情報共有から学部全体での情報共有まで、さまざまな規模のカリキュラム統一のアイデアや方法を提供する。
