Most collegiate departments where one can find Spanish, French, German, and other non-English disciplines are referred to as "language departments," either formally or informally. Such designations are interesting as they suggest to the outsider (i.e., non-language person) that these departments consist of experts in language. In this…

I begin this article by briefly explaining why I think CercleS should encourage university language centres to align their courses and assessment with the proficiency levels of the "Common European Framework of Reference for Languages" (CEFR) and why they should use a version of the European Language Portfolio (ELP) to support the…

Brigid Burke is the program coordinator of World Language Education at her university, which is housed in the College of Education and Human Development. Since obtaining this position 4 years ago, she has become most concerned about certain recommendations that were made by the American Council on the Teaching of Foreign Languages (ACTFL) in 2002,…

In her paper, Burke questions whether top-down proficiency mandates will positively impact teacher practice. Her main argument is the following: The requirement that foreign language (FL) teachers demonstrate an advanced level of proficiency does not guarantee that they will be more effective K-12 FL teachers; on this point, the author agrees with…

Recent years have seen the emergence of Web2.0, in which users are not only passive recipients of the featured content, but actively engaged in constructing it. Sites such as "Facebook" and "Myspace" are typical examples of this, as are blogs that allow users to present themselves online, to write about their daily lives or even to establish…

There are many analogies between the teaching of music and the teaching of foreign languages. First, the subjects themselves are similar: both are associated with culture, both involve a notational system, both represent a means of communication, and so on. The learning processes associated with music and language are similar, as well. Both are…

Discusses student constituencies, general education programs, institutional niches, and general education and niche expansion. Makes suggestions for ways in which foreign language study might be subtly unavoidable in general education. (BK)

Considers some of the most common cliches and their implications about foreign language requirements. (EKN)

Reviews the present situation of foreign languages in the U.S. and discusses the prospects for their future. Sees reasons for believing that the near future may bring a resurgence of interest in at least some modern languages and advocates intimate knowledge of a foreign language and culture for its humanistic value. (MES)

Discusses the art and ethos of chairing or governance and all of the duties and responsibilities in being a department chair. The chair develops multiple personalities as administrator, mediator, visionary, and entrepreneur. Eight important tools are identified that a chair has at hand to carry out the multifarious work and maintain an effective…

A one-semester course in Schwyzertutsch is described. The Swiss German dialect is taught as the twenty-sixth language in the noncredit extension service of the University of Queensland. (LB)

Argues for the inclusion of courses in phonetics and phonology in college Italian programs, claiming that the myth of Italian as a phonetic language blurs the clear need for such training and that students actually require advanced coursework in phonetics and phonology to improve their articulation and pronunciation. (43 references) (Author/CB)

Examines the difficulties students face in making the transition from skills acquisition courses to the study of literature in college foreign language programs. Proposes the creation of a series of courses that emphasize the development of both communicative skills and the analytical tools needed for the study of literature. (SED)

Claims traditional study abroad programs are impractical for today's student; suggests creating more short-term academic programs abroad in 1980s. Suggests factors to consider: reasons for particular groups' interest in short-term programs, home institutions that are more receptive to shorter programs, ways to gain colleges' acceptance of…

Responds to an article by F. Levy on the feminine attributes of the learning of French as a foreign language in the United States offering nonneutral comments on the feminine-masculine debate, the dominance of literature over language in the teaching of the French language in the United States, and the difficulty of deploying more practical…