Occupation · SOC 25-1124
Foreign Language and Literature Teachers, Postsecondary
Teach languages and literature courses in languages other than English. Includes teachers of American Sign Language (ASL). Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.
Median wage
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Projected growth
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Annual openings
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per year
Employed (US)
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Job Zone 5
Typical preparation
Extensive preparation
Stackable credential programs
1,618 mapped
Core skills
SpeakingWritingReading ComprehensionLearning StrategiesInstructingActive ListeningActive LearningCritical ThinkingMonitoringJudgment and Decision MakingComplex Problem SolvingSocial PerceptivenessTime ManagementCoordinationService OrientationSystems EvaluationSystems AnalysisPersuasionNegotiationManagement of Personnel ResourcesOperations AnalysisMathematicsTechnology DesignScienceProgrammingQuality Control AnalysisManagement of Material ResourcesOperations MonitoringManagement of Financial ResourcesTroubleshootingRepairingOperation and ControlInstallationEquipment SelectionEquipment Maintenance
Knowledge areas
Foreign LanguageEnglish LanguageEducation and TrainingHistory and ArcheologyPhilosophy and TheologySociology and AnthropologyAdministrativeGeographyFine ArtsComputers and ElectronicsAdministration and ManagementPsychologyCommunications and MediaPersonnel and Human ResourcesCustomer and Personal ServiceLaw and GovernmentPublic Safety and SecurityMathematicsTherapy and CounselingSales and MarketingEconomics and AccountingTelecommunicationsTransportationDesignProduction and ProcessingMedicine and DentistryMechanicalEngineering and TechnologyBiologyPhysicsFood ProductionChemistryBuilding and Construction
Technology & tools
Adobe IllustratorAdobe PageMakerAdobe PhotoshopAmerican Sign Language ASL browserAudacityBlackboard LearnBlackboard softwareCalendar and scheduling softwareCollaborative editing softwareComputer assisted language learning CALL softwareCourse management system softwareDOC CopDesire2Learn LMS softwareEmail softwareGoogle DocsImage scanning softwareLearning management system LMSMicrosoft ExcelMicrosoft Office softwareMicrosoft OutlookMicrosoft PowerPointMicrosoft WordMoodleQuarkXPressSakai CLESkypeWeb browser softwareZoomiParadigms Turnitin
Representative tasks
Training and Teaching OthersThinking CreativelyWorking with ComputersUpdating and Using Relevant KnowledgeOrganizing, Planning, and Prioritizing WorkGetting InformationInterpreting the Meaning of Information for OthersMaking Decisions and Solving ProblemsAnalyzing Data or InformationEstablishing and Maintaining Interpersonal RelationshipsJudging the Qualities of Objects, Services, or PeopleCoaching and Developing OthersCommunicating with Supervisors, Peers, or SubordinatesIdentifying Objects, Actions, and EventsDeveloping Objectives and StrategiesScheduling Work and ActivitiesProviding Consultation and Advice to OthersPerforming for or Working Directly with the PublicProcessing InformationDocumenting/Recording InformationMonitoring Processes, Materials, or SurroundingsPerforming Administrative ActivitiesAssisting and Caring for OthersCommunicating with People Outside the OrganizationDeveloping and Building TeamsEvaluating Information to Determine Compliance with StandardsCoordinating the Work and Activities of OthersStaffing Organizational UnitsResolving Conflicts and Negotiating with OthersSelling or Influencing OthersGuiding, Directing, and Motivating SubordinatesEstimating the Quantifiable Characteristics of Products, Events, or InformationControlling Machines and ProcessesPerforming General Physical ActivitiesInspecting Equipment, Structures, or MaterialsMonitoring and Controlling ResourcesRepairing and Maintaining Electronic EquipmentHandling and Moving ObjectsDrafting, Laying Out, and Specifying Technical Devices, Parts, and EquipmentOperating Vehicles, Mechanized Devices, or Equipment
Competency framework
Skill expectations by proficiency level.
emerging
Course syllabi and homework assignments — draft and format under faculty mentorship for an introductory undergraduate foreign language course.Student attendance records and grade logs — enter and maintain accurately using institutional learning management software during a first teaching assignment.Written assignments and short compositions — evaluate against provided rubrics and return with structured feedback to beginning language learners.Classroom discussions on target-language topics — facilitate introductory exchanges using prepared prompts under the guidance of a supervising instructor.Lecture content on foreign language grammar and pronunciation — deliver to small undergraduate sections using prepared notes and approved course materials.Scholarly literature in the target language field — read and summarize current research to build awareness of disciplinary developments.Examinations and quizzes — compile and administer using department-approved templates and assessment formats in a university language course.Word processing and desktop publishing software — use to produce course handouts, study guides, and formatted reading packets for distribution to students.Foreign language software and dictionary tools — apply to support vocabulary instruction and pronunciation modeling in a technology-equipped classroom.Professional organization membership and conference attendance — participate as a new faculty member to begin building scholarly networks within the field.
developing
Course syllabi and assignment sequences — design independently, aligning learning objectives with departmental outcomes for multi-level undergraduate language courses.Student grade records and performance data — maintain systematically using database and calendar scheduling software, meeting all institutional reporting deadlines without oversight.Class work, essays, and research papers — evaluate with nuanced written commentary that addresses both linguistic accuracy and cultural content for undergraduate and graduate students.Seminar and lecture discussions on language, literature, and culture — initiate and moderate with reduced supervision, adjusting facilitation strategies to diverse student engagement levels.Lectures on cultural aspects and sociolinguistic contexts of the target language region — prepare and deliver to undergraduate classes, incorporating current scholarship and multimedia resources.Original research findings — draft and submit to peer-reviewed scholarly journals, contributing to knowledge production in the foreign language or literature specialty.Disciplinary developments — track consistently by engaging with current publications, attending departmental colloquia, and participating actively in at least one professional organization.Examinations including oral and written components — compile, administer, and grade, adapting assessment formats to measure both communicative competence and literary analysis skills.Learning strategies differentiated by proficiency level — apply in course design, selecting instructional methods that accommodate heritage speakers alongside novice learners.Graphics, photo imaging, and music or sound editing software — integrate into instructional materials to produce culturally authentic multimedia content for language and literature courses.
proficient
Course materials across the full undergraduate and graduate curriculum — design autonomously, mapping syllabi and assessment instruments to program-level learning outcomes in a research university context.Complex student performance patterns across multiple course sections — monitor using institutional data systems, identifying at-risk learners and adjusting pedagogical approaches without supervisory direction.Graduate seminar papers and capstone projects — evaluate with expert critical feedback that situates student work within current theoretical and disciplinary debates in foreign language study.Advanced graduate discussions on literary theory, linguistics, and cultural studies — facilitate with intellectual authority, drawing out original student contributions and managing competing scholarly perspectives.Specialized lectures on literary movements, historical contexts, and philosophical dimensions of target-language cultures — deliver to graduate audiences, synthesizing interdisciplinary scholarship fluently.Peer-reviewed articles, book chapters, or scholarly monographs — produce and publish independently, establishing a recognized research agenda in the foreign language or literature field.Non-routine curricular challenges such as low-enrollment language programs or interdisciplinary course proposals — solve through critical analysis, stakeholder consultation, and evidence-based decision making.Comprehensive examinations for graduate students — design, administer, and assess, evaluating mastery of language proficiency alongside depth of literary and cultural knowledge.Computer-based training and information retrieval software — deploy strategically to differentiate instruction and support independent research skill development in graduate seminars.Field developments in foreign language pedagogy, literary theory, and area studies — synthesize through ongoing reading, conference presentations, and peer collaboration to keep courses at the scholarly frontier.
advanced
Language and literature program curriculum — lead comprehensive review and redesign, setting the intellectual direction for the department's undergraduate and graduate offerings at an institutional level.Junior faculty and graduate teaching assistants — mentor in course design, classroom facilitation, and scholarly writing, shaping the pedagogical identity of the department over time.Departmental assessment frameworks and grading standards — establish and institutionalize, ensuring coherent evaluation practices across all instructors and course levels within the program.Scholarly discourse at the intersection of foreign language, cultural theory, and interdisciplinary humanities — advance through distinguished publication record and national or international conference leadership.Strategic faculty hiring and curriculum development decisions — inform through expert judgment on disciplinary trends, aligning departmental growth with institutional mission and evolving student needs.External grant applications and funded research programs — lead to secure resources that sustain laboratory language facilities, faculty development, and community language initiatives.Professional organizations and editorial boards in foreign language and literature — serve in leadership roles that influence scholarly standards, publication norms, and disciplinary policy nationally.Institutional language learning technology infrastructure — evaluate and advocate for, guiding procurement and integration decisions that affect teaching quality across the college or university.Collaborative cross-departmental and international academic partnerships — initiate and sustain, expanding study abroad programs, joint degree pathways, and research exchanges in target-language regions.Departmental response to complex, systemic challenges such as declining language enrollment or accreditation review — lead with vision, marshaling data, faculty expertise, and administrative resources toward durable solutions.
Also known as
51 alternate job titles map to this occupation.
Adjunct InstructorAdjunct Spanish InstructorArabic InstructorArabic Language InstructorArabic ProfessorArabic TeacherAssistant ProfessorAssociate ProfessorBiblical Languages ProfessorBilingual InstructorBilingual TeacherChinese InstructorChinese Language ProfessorChinese TeacherCollege Faculty MemberCollege ProfessorEnglish for Speakers of Other Languages Teacher (ESOL Teacher)ESL Instructor (English as a Second Language Instructor)Foreign Language InstructorForeign Languages ProfessorFrench InstructorFrench ProfessorFrench TeacherGerman InstructorGerman ProfessorGerman TeacherGreek ProfessorHebrew ProfessorHebrew TeacherInstructorItalian TeacherJapanese ProfessorLanguage Arts TeacherLanguage InstructorLanguage TeacherLanguages ProfessorLecturerModern Languages ProfessorProfessorProgram Instructor