NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Clausing, Gerhard; And Others – Foreign Language Annals, 1973
Evaluates student achievement in second year individualized language programs at the University of California at Berkeley and contrasts data with results of student achievement in basic courses. (RL)
Descriptors: College Language Programs, German, Individualized Instruction, Language Instruction
Peer reviewed Peer reviewed
Clausing, Gerhard; And Others – Foreign Language Annals, 1972
Descriptors: College Language Programs, German, Individualized Instruction, Individualized Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Anton, Marta – Foreign Language Annals, 2009
This article reports on the implementation of diagnostic assessment in an advanced Spanish language program at the university level. Particular attention is given to the use of dynamic assessment practices as a way to assess language abilities, intervene in learning, and document learners' growth. Dynamic assessment is conceptually based on…
Descriptors: Majors (Students), Advanced Students, Second Language Learning, Diagnostic Tests
Peer reviewed Peer reviewed
Blanco, Marjorie Beatty; Charro, Mary English – Foreign Language Annals, 1972
Descriptors: Autoinstructional Aids, College Language Programs, Experimental Teaching, French
Peer reviewed Peer reviewed
Johnson, Otto W. – Foreign Language Annals, 1980
The initial phase of an intensive language proqram relying on emotional involvement and close, interpersonal teacher/student contact is described. For duplication elsewhere, an overview is provided of the curriculum, syllabus, Master/Apprentice teaching team, student input, teacher evaluations, and funding. (PMJ)
Descriptors: College Second Language Programs, German, Intensive Language Courses, Modern Language Curriculum
Peer reviewed Peer reviewed
Freed, Barbara F. – Foreign Language Annals, 1987
Reviews effects on faculty, teaching assistants, curriculum, and students of the proficiency-based foreign language requirement instituted at the University of Pennsylvania. Although important and valuable changes have occurred in the language learning and teaching environment, caution is urged in creating realistic and well-understood standards…
Descriptors: Academic Standards, College Faculty, College Second Language Programs, Graduation Requirements