Summary Report for:
25-1124.00 - Foreign Language and Literature Teachers, Postsecondary
Teach courses in foreign (i.e., other than English) languages and literature.
Sample of reported job titles:
Professor, Spanish Professor, French Professor, Spanish Instructor, English Professor, German Professor, Modern Languages Professor, Instructor, Foreign Languages Professor, Foreign Language Instructor
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Evaluate and grade students' class work, assignments, and papers.
- Prepare course materials such as syllabi, homework assignments, and handouts.
- Initiate, facilitate, and moderate classroom discussions.
- Maintain student attendance records, grades, and other required records.
- Compile, administer, and grade examinations, or assign this work to others.
- Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
- Prepare and deliver lectures to undergraduate and/or graduate students on topics such as how to speak and write a foreign language, and the cultural aspects of areas where a particular language is used.
- Maintain regularly scheduled office hours in order to advise and assist students.
- Select and obtain materials and supplies such as textbooks.
- Keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional organizations and activities.
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Knowledge
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| Foreign Language — Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation. |
| Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
| History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. |
| Philosophy and Theology — Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. |
| Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. |
| Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
| Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
| Geography — Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life. |
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Skills
| Instructing — Teaching others how to do something. |
| Speaking — Talking to others to convey information effectively. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
| Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Writing — Communicating effectively in writing as appropriate for the needs of the audience. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. |
| Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
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Abilities
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| Speech Clarity — The ability to speak clearly so others can understand you. |
| Written Comprehension — The ability to read and understand information and ideas presented in writing. |
| Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Written Expression — The ability to communicate information and ideas in writing so others will understand. |
| Speech Recognition — The ability to identify and understand the speech of another person. |
| Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. |
| Near Vision — The ability to see details at close range (within a few feet of the observer). |
| Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
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Work Activities
| Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used. |
| Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people. |
| Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. |
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Work Context
| Electronic Mail — How often do you use electronic mail in this job? |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
| Structured versus Unstructured Work — To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Telephone — How often do you have telephone conversations in this job? |
| Public Speaking — How often do you have to perform public speaking in this job? |
| Duration of Typical Work Week — Number of hours typically worked in one week. |
| Coordinate or Lead Others — How important is it to coordinate or lead others in accomplishing work activities in this job? |
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Job Zone
| Title |
Job Zone Five: Extensive Preparation Needed |
| Overall Experience |
Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job. |
| Job Training |
Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training. |
| Job Zone Examples |
These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, aerospace engineers, physicists, school psychologists, and surgeons. |
| SVP Range |
(8.0 and above) |
| Education |
A bachelor's degree is the minimum formal education required for these occupations. However, many also require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree). |
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Interests
Interest code: ASI
| Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. |
| Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
| Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. |
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Work Styles
| Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| Integrity — Job requires being honest and ethical. |
| Independence — Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. |
| Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. |
| Initiative — Job requires a willingness to take on responsibilities and challenges. |
| Persistence — Job requires persistence in the face of obstacles. |
| Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems. |
| Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
| Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
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Work Values
| Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. |
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
| Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. |
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Related Occupations
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Wages & Employment Trends
National
Employment data collected from Postsecondary Teachers.
| Median wages (2007) |
$53,610 annual |
| Employment (2006) |
1,672,000 employees |
| Projected growth (2006-2016) |
Much faster than average (21% or higher)
|
| Projected need (2006-2016) |
662,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2007 wage data
and 2006-2016 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.
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