appropriately – followed in due time with the English versions. The language professor
is responsible that the translations are correct. This is not an easy task. Communiqués go
back and forth at a rapid pace. Even advanced foreign language majors are not prone to
know technical terms in international relations.
In theory, if employing the aforementioned system, political science majors become
more attuned to the importance of culture and the nuances of languages. Foreign
language students, at the same time, learn more of the complexities in international
politics. In practice, things do not go as well as I would like. Ideally, students from both
classes should be given opportunities to commingle. I prefer to host at least one event
where both classes meet together at the same hour to hear a guest speaker who is well
versed on the assigned country. Unfortunately, the synergy that I would love to foster
between the two sections usually never gets off the ground. It was a bit easier to be
successful in this regard “in the old days” when both classes were forced to share the
single ICONS room.
My political science students sometimes complain about having to wait for translations.
Our translators often complain about poorly written messages they must transform
perfectly into another language. Both sides have grounds for their complaints.
In spite of all of the above, I am convinced the foreign language option is very
worthwhile. It is a pity more schools do not avail themselves of this alternative. If
nothing else, benefits to language students are obvious.
From the point of view of a language instructor, one can make these observations about
1. It allows students to use technology in a different manner as they
converse with their peers at other colleges.
2. It enables students to see the practical aspects of translation.
3. It fosters excitement for both professor and class.
12
Convention