The paper builds on ethnographic fieldwork in a Language Introduction program for recently arrived students in an upper secondary school in Sweden. In a short period of time, this program prepares students for using Swedish as an academic language, in order to enter a national program. One response to this challenge is that schools allocate the…

Self-assessment for accreditation purposes requires follow-up of graduates and feedback with academic programs. As part of the improvement actions, this study was done to characterize graduates' methodologies in English language teaching. The data, gathered through questionnaires, showed that graduates privilege the communicative and eclectic…

Feedback provided by ILTLP Project team members to participants in Phase 1 is analysed to provide insights into the process of developing programs. The questions provide a starting point for considering current programming practices in developing units of work and long- term programs to support intercultural language learning.

The significance of questioning in intercultural language learning was highlighted during Phase 1 of the project as project team members worked with teachers preparing units of work and long-term programs. This paper explores the types of questions asked by team members to elicit teachers' thinking regarding students' learning and teachers' roles…

During Phase 1 of the Intercultural Language Teaching and Learning in Practice (ILTLP) Project Nhu Trinh, a teacher of (Mandarin) Chinese, was one of a number of teachers who worked with project team members in a feedback process to develop intercultural units of work and longterm programs for their classes. The changes to Nhu's programming that…

Provides examples of locally developed programs in Hawaii, describing the K-12 Hawaii English Language Program (HELP) started in 1966 and listing (with brief annotations) 17 other programs. Discusses advantages/disadvantages of locally developed programs and suggests development of programs in such areas as political/cultural studies of the…

Nationwide problems leading to lack of competency in foreign languages in the United States are discussed. The goals and procedures for national criteria and a national assessment program to rectify this deficiency are outlined. (PMJ)

States that the major challenge for language educators and educational policymakers is how to implement a national language policy in Australia. Suggests avoiding past mistakes, such as the adoption of a major educational innovation without the concurrent development of the training of personnel, the development of necessary curricular resources…

Spontaneous movements in second language instruction are contrasted with instructional projects designed to address specific issues or problems. Canada's proposed National Core French Study is discussed in this context. (MSE)

The United States' colleges and universities can promote the use of languages to develop understanding of other cultures by using languages in interdisciplinary modes, by studying the role of bilingual education in meeting language needs, and by helping with accurate assessment of national language needs--the basis for language policies. (JHZ)

Proposes a National Foreign Language Center which would develop a comprehensive national policy on foreign language teaching and would provide guidance in research and instruction. Its primary goal would be to promote the improvement of foreign language competency of Americans. (LMO)

Canada's Summer Language Bursary Program is a joint national-provincial effort providing immersion in French- or English-as-a-Second-Language to Canadian students. Despite 18 years of success and the benefits gained at small expense, the program is not well-known and risks losing funding. Self-promotion and lobbying are necessary. (Author/MSE)

Outlines national language policy for Australia, taking into account the culturally, ethnically, and linguistically diverse society, as well as role of English and uses of other languages in the community. Since English is the dominant language, all citizens and permanent residents have a right to learn it to level of proficiency that meets their…

Advocates national policy of multiculturalism and multilingualism, acquired through cohesive use of a common language (English) spoken by all Australians, yet retaining and incorporating the more than 20 major languages presently in use. Suggests provisions for efficient teaching of English and encouragement of all other community languages,…