The guidelines offer suggestions for departments, institutions, and faculty members in languages and literatures for valuing and assessing research in the public humanities. Because much public humanities scholarship involves engagement with communities, particularly bilingual and multilingual communities, this document places particular emphasis…

Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily…

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

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)

Describes the 16-week intensive French and Spanish program at Cabrillo College. (EKN)

Discusses, in general terms and in light of the experience of the past four years at SUNY-Buffalo, the advantages and disadvantages of teaching beginning level foreign language three days per week instead of five. (EKN)

Describes how the outdated language lab at Houston Baptist University was renovated and updated. Discusses the university's language internship program which grew out of the renovation. (EKN)

Describes the intensive French program at Western Maryland College. Concludes that the program has helped to reverse some of the dwindling enrollments in French. (EKN)

Describes the intensive German program at North Texas State University. Shows how the intensive course model may be adapted to tight budgets. (EKN)

Describes two options for intensive foreign language study available at Earlham College: intensive study on campus or intensive study on campus leading to an off campus immersion in the language and culture. Gives suggestions for programs of this type. (EKN)

Policy statements of the Association of Departments of Foreign Languages are presented for administration of foreign language departments; use of outside reviewers; and statement of good practice: teaching, evaluation, and scholarship.(LB)

Recounts the decision-making processes involved in the acquisition (or renovation) of a language laboratory for a small college. Of critical importance was the determination of how the laboratory would best be utilized as well as how it would operate. These decisions determined the best choice of equipment. (SL)

Describes a university course on France from 1789 to 1944, a component of the "civilization track" major. Problem- and controversy-oriented, the course follows a chronological order and is divided into 13 units. Course materials include primary texts, slides and tapes, political songs, historically significant documents. (AMH)

Failures and successes in teaching commercial foreign languages will speak for themselves. However, the profession must not foster exaggerated expectations of mastery in such a broad field, but must state honestly and realistically, with clear limits, what the commercial language course's goals are. In a college course enrolling somewhat…