Describes how one university's change from a seat-time to a proficiency-based foreign-language requirement affected foreign-language programs and instructional approaches, and focuses on the reasons for the change, student and instructor attitudes, and administrative changes. (CB)

Describes the University of Arizona's plan of action for defining and testing second language proficiency at the fourth semester level (a college requirement). Tasks include (1) reviewing proficiency literature; (2) redefining the second language requirement by using the ACTFL proficiency guidelines; (3) developing testing techniques; and (4)…

Trends in college foreign language requirements and enrollment are reviewed, and the experience of Carleton College is outlined. The college's efforts to strengthen languages' role in the upper division curriculum have included special efforts to create interesting courses and incentives for further study, extracurricular activities, study abroad,…

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…

The University of Pennsylvania's foreign language requirement self-study resulted in re-evaluation of the existing language program. It revealed that most freshmen were not exempted from college second language study by standardized test scores and that the university's required courses were not producing the desired results. These findings…

Issues and arguments leading to reestablishment of a foreign language requirement at Iowa State University are outlined, and the role of foreign language faculty in the process is discussed. Some personal predictions are made about the role of foreign languages in the college curriculum and beyond. A memorandum to the faculty senate is appended.…

The proficiency-based German program in the School of Foreign Service at Georgetown University occupies an essential and integral but not central role in the overall foreign service program. It includes three years' instruction, in addition to the two years required for admission. Three levels are offered, and although students may take the…

In 1980, Oregon State University began a program going beyond the usual procedure for students of English as a second language (ESL), which involved putting them in intensive English programs until they could pass the Test of English as a Foreign Language and then sending them on to a regular academic program. It was found that this traditional…