In an effort to strengthen teacher training, advanced language learning, and general skill development, one university developed an upper division "internship" in German. German majors and nonmajors were attracted to the course for its emphasis on skills applicable in the job market. (MSE)

Explains FLEX, foreign language exploratory program, a self-contained presequence course which usually involves a multilanguage contrastive approach and which is given in the grade immediately before year in which students may enroll in first year of standard sequence of second language courses. (Author/BK)

Discusses implementation of a FLEX program called Beginning Foreign Language at Mooresville High School, including administrative scheduling, room assignments, budget, general and specific objectives of course, materials, testing, and grading. Concludes positive aspects outweigh unresolved problems. (BK)

Presents a brief history of the status of foreign language instruction from 1953 to 1984. Summarizes research on effects of foreign language study. Describes the foreign language education program at the University of Tennessee--Knoxville, providing an overview of the organization, curricular content, and methodology. Evaluates Knoxville's unique…

Describes development and implementation of Certificate in Translation sequence for second language students at the University of North Carolina at Charlotte. (BK)

Discusses the need to broaden students' perspectives in all areas and suggests teaching literary works written in major European languages by third world writers, in second language classes as one method of doing so. (EKN)

Discusses the development of a notional functional syllabus for university second language classes. (EKN)

Describes some of the responsibilities and common problems, both at home and abroad, that a study abroad director is likely to encounter. (EKN)

Describes the content of and reasoning behind the Spanish commerce course at Douglass College. (EKN)

Discusses teaching foreign language in kindergarten as a way to foster favorable attitudes for serious language study at a later date. Outlines some classroom guidelines and expectations based on experiences in two kindergarten FLES programs. (EKN)

Suggests foreign language teachers can use comparison of physical life in the relevant country with that in the United States as way to sharpen understanding of other cultures and encourage participation in foreign study programs. Uses Germany as an example. (Author/BK)

Discusses the organization of a college German club and gives ideas for social, cultural, and educational activities for a club to sponsor. (EKN)

Presents instructional unit as example of materials developed for use in FLEX programs. Purpose of unit is to introduce students to German and the culture of the people who speak it, with a global perspective. (BK)

Describes suggestopedia and sophrology techniques and shows how to apply them within the limitations of the traditional foreign language classroom. Cites beginning French classes at Scarborough College as an example of these techniques improving class atmosphere and student motivation. (EKN)

Discusses the pros and cons of the Dartmouth Intensive Language Model (DILM) and offers some advice on introducing such a program in any language. Concludes that DILM-trained students do learn to communicate more effectively than traditionally taught beginners. (EKN)