This study investigated foreign language teachers' beliefs about the research-pedagogy link by focusing on research-oriented universities. Participants (N = 107) held different roles at their universities: graduate students (n = 17), full-time second language (L2) instructors (n = 69), and language program directors (n = 21). Data were collected…

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…

We present results of 2006 and 2008 replications of the 2000 General Social Survey (GSS), which included nine questions on languages other than English (LOEs) spoken (Robinson, Rivers, & Brecht, 2006). In 2000, 26% claimed they could speak another language, with 10% saying they could speak it "very well." In 2000, foreign language…

This article reports the results of a national survey of LSP offerings in U.S. higher education conducted during 2011. The survey updates one carried out by Christine Uber-Grosse and Geoffrey M. Voght in 1990. The data provide: (a) a profile of institutions that offer LSP; (b) an overview of the number, type, level, and enrollment in LSP courses;…

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…

Proposes a three-phase agenda including an awareness campaign for teaching of culture; realignment of programs and courses; and establishing research agenda, developing model programs, and writing exemplary materials to integrate culture into K-12 second language education. (BK)

Describes a survey designed to gather information that would: (1) present a summative view of secondary school administrators' perceptions of foreign language programs, (2) provide a picture of the status of the language department within the total school environment, and (3) suggest specific actions to improve foreign language programs and their…

Suggests foreign language teachers can use comparison of physical life in the relevant country with that in the United States as way to sharpen understanding of other cultures and encourage participation in foreign study programs. Uses Germany as an example. (Author/BK)

Presents case in favor of the teaching of foreign languages at all educational levels based on humanistic concerns. Calls for creation of language-centered liberal arts program to be installed in schools and colleges. (BK)

Offers some insights into why students rarely attain proficiency in a second language. Suggests organizing a second language program in such a way as to encourage students to spend the time required to become proficient. (EKN)

Outlines the foreign language requirements of the University of Michigan's Residential College, including the five-part proficiency exam, covering all four language skills. (EKN)

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"…

A discussion of Krashen's monitor theory and its applications to foreign language teaching includes consideration of the very important role input plays in language development and examination of the relationship between the development of grammatical competence and traditional instruction in grammar. (CB)