Language program evaluation is a pragmatic mode of inquiry that illuminates the complex nature of language-related interventions of various kinds, the factors that foster or constrain them, and the consequences that ensue. Program evaluation enables a variety of evidence-based decisions and actions, from designing programs and implementing…

This article examines Languages for Specific Purposes (LSP) in New Zealand and Australia (Australasia) and Europe in recent years, focusing on the creation and implementation of curricula in these contexts. The examination draws on themes distinguished by Grosse and Voght (1991) in their discussion of the emergence of LSP foreign language programs…

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…

In foreign language education where culture has been integrated as a core curricular component, a "categorical approach" to the concept of culture has been the mainstay. Depending on the orientation of the times, academic debate has been focused on what category of culture should be emphasized in the second language classroom. "Behavioral culture"…