Establishing the Organizational Structure

Regardless of structure, managing effectively starts with defining clear roles and responsibilities for all members of the program, from faculty to staff. A well-defined structure prevents conflicts, ensures accountability, and facilitates smooth communication. LPDs and coordinators should have clear, written job descriptions that outline their decision-making powers, reporting lines, and areas of responsibility (e.g., Christison and Stoller, 1997). For example, an LPD might oversee curriculum development and faculty hiring, while a coordinator may handle scheduling and student advising. For those programs that have them, dedicated administrative and technical staff play critical roles in managing language labs, organizing events, and handling logistics. Clearly defined job duties ensure that tasks like scheduling or maintaining digital resources are handled efficiently, and that responsibilities are understood. Regular communication and information sharing between the LPD and the rest of the team are essential.

Likewise, faculty teaching in the program should have explicit guidelines about their duties in teaching, research, and service. For example, if a faculty member has research expectations for tenure and promotion, they may not be as actively engaged in program development as colleagues who are on a 100% teaching assignment. These expectations are generally not determined exclusively by the LPD, so communication with department and college administration is essential to ensure that assignments are appropriate for the program and for the individual. The MLA has published a number of reports, policies, and position pieces that offer useful guidance for initiating these discussions. 

The role of the language program in the institution may differ according to the type of college or university, the presence of any language requirement, whether majors and minors are offered, etc. Regardless, the LPD needs to understand where and how the program fits in with the broader landscape. Many language departments still maintain the “bifurcated” structure (MLA, 2007) that separates lower-division courses from upper-division courses, leading to an artificial dichotomy between “language” courses on one hand and “content” (e.g., literature or culture) courses on the other, as well as between those who teach in the lower division (often graduate students, non-tenure-track faculty, and part-time instructors) and those in the upper division (usually tenure-track faculty). These structures can make managing the program difficult. 

The LPD cannot single-handedly dismantle this structure but should work toward a continuous curriculum that promotes language and content across all four years. The LPD can establish program priorities that emphasize “translingual and transcultural competence” (MLA, 2007) and prepare learners for further study. In fact, the lower-level courses can and should serve as feeders for upper-division courses, although frequently they are viewed as existing only to allow students to complete a language requirement. A successful LPD will design their language program to maximize its potential contributions in and beyond the unit. 

It can be useful for LPDs, especially newer hires, to talk to senior faculty, department chairs/heads, LPDs from other departments, and deans/associate deans to understand how the language program is viewed, and what options there are to highlight and strengthen the program’s offerings. Further, understanding the availability of resources and the potential for growth will help guide the LPD in determining where and how to spend their time and resources. Building alliances with other programs across campus can open up new opportunities for languages, whether that be through a co-taught course investigating the chemistry behind cooking Latin American recipes, a virtual exchange with engineering students in Ghana to identify and solve a real-world problem, or collaborating with journalism students to develop brochures for the language majors. Initiatives such as these not only help your programs, but also remind the rest of campus of the importance of linguistic and cultural competence.