The guidelines offer suggestions for departments, institutions, and faculty members in languages and literatures for valuing and assessing research in the public humanities. Because much public humanities scholarship involves engagement with communities, particularly bilingual and multilingual communities, this document places particular emphasis…

The Accrediting Council for Independent Colleges and Schools (ACICS) supports the concept that periodic evaluation entered into voluntarily by institutions and their peers enhances the quality of the educational process and demonstrates that self regulation of a profession is superior to outside regulation. The federal government, for purposes of…

Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily…

Discusses the need to broaden students' perspectives in all areas and suggests teaching literary works written in major European languages by third world writers, in second language classes as one method of doing so. (EKN)

Describes the content of and reasoning behind the Spanish commerce course at Douglass College. (EKN)

Discusses the organization of a college German club and gives ideas for social, cultural, and educational activities for a club to sponsor. (EKN)

Describes suggestopedia and sophrology techniques and shows how to apply them within the limitations of the traditional foreign language classroom. Cites beginning French classes at Scarborough College as an example of these techniques improving class atmosphere and student motivation. (EKN)

Discusses the pros and cons of the Dartmouth Intensive Language Model (DILM) and offers some advice on introducing such a program in any language. Concludes that DILM-trained students do learn to communicate more effectively than traditionally taught beginners. (EKN)

Describes the 16-week intensive French and Spanish program at Cabrillo College. (EKN)

Discusses, in general terms and in light of the experience of the past four years at SUNY-Buffalo, the advantages and disadvantages of teaching beginning level foreign language three days per week instead of five. (EKN)

Describes how the outdated language lab at Houston Baptist University was renovated and updated. Discusses the university's language internship program which grew out of the renovation. (EKN)

Describes Spanish practicum course at Lewis and Clark College in which students of Spanish act as English tutors for Spanish-speaking individuals on campus and in the community. Students benefit culturally and linguistically and Spanish curriculum is enhanced. (Author/BK)

Describes the intensive French program at Western Maryland College. Concludes that the program has helped to reverse some of the dwindling enrollments in French. (EKN)

Describes the intensive German program at North Texas State University. Shows how the intensive course model may be adapted to tight budgets. (EKN)

Describes two options for intensive foreign language study available at Earlham College: intensive study on campus or intensive study on campus leading to an off campus immersion in the language and culture. Gives suggestions for programs of this type. (EKN)