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

Considers some of the most common cliches and their implications about foreign language requirements. (EKN)

Strategies for strengthening foreign language departments involve gathering information about proficiency levels, course evaluations, language requirements for entrance, clarifying both student and institutional needs, developing resources, and, sometimes, changing institutional policies. The ways in which these steps may be accomplished are…

Explores factors affecting the successful maintenance of a college-level Portuguese language program, focusing on expansion of course offerings, cooperation with other foreign language programs, responding to student interests, and hiring and retaining instructional staff. (CB)

Explores the concept and goals of a "full-service" college foreign language department, which would offer a wide variety of courses and programs, reach out to a broad segment of the academic community, and attempt to develop collaborative, mutually beneficial programs with other departments. (CB)

Considers where English-as-a-Second-Language (ESL) programs belong and presents responses from several ESL faculty members. Among the topics are ESL in its own department, housed in several departments, outside the departmental structure, within the English department, and within a modern language department. (GLR)

Describes the Foreign Language Center at the European University Viadrina in Germany, asserting the necessity of foreign language training for Europeanization and globalization. Also discusses several ways of structuring foreign language programs. (EV)

Discussion boards as tools in blended "English language" learning programs have unique characteristics when compared to other synchronous and asynchronous communication tools that are different. Therefore, it is important to investigate the way they operate, their role within a given program and the students', teachers' and tutors'…

This article analyzes the findings of a pilot project conducted in 2008-2009 as a partnership between University Studies, Portland State University's interdisciplinary general education program, and the University's Russian Flagship Language Partner Program. The project proposes a new approach of integrating non-English speakers' language skills,…

The present article reports on the findings of a study that explored the effect of explicit language learning strategy instruction on the development of English as a foreign language within a higher education setting in mixed language ability groups. The research results indicate that explicit language learning strategy instruction that aimed at…

This article describes an action research project in which the members of a basic English class for adults over 50 at a Colombian public university undertook the mission of discovering their potentialities as autonomous learners. By means of the reflective use of the language portfolio, the members of this course guided the planning and execution…

This paper considers the problems of the second-year intermediate college language course, the principles that are fundamental to any intermediate class and observations on the content of the course. The limitations imposed by time, the scope of the subject matter, and the varied capabilities and interests of the students constitute the Special…

U.S. schools are emblematic of the increasingly linguistic and cultural diversity present in this country. Despite this well-documented shift, U.S. foreign language teacher education programs have yet to align learning outcomes with the cognitive and affective needs of linguistically and culturally diverse students. Providing educators with…

Describes a restructured first-year college German course which combines the essentials of the conversational and traditional grammar approaches into a program of practical language that can be mastered, not just covered. (EKN)

Describes Five Colleges, Inc., a consortium formed in 1965 by Amherst, Hampshire, Mount Holyoke, and Smith colleges and the University of Massachusetts. Details how the cooperation between these institutions has been successful and describes some obstacles encountered. Focuses on the effects of the cooperation on the schools' foreign language…