Describes a method of lesson planning that allows teachers of multisectional introductory college language classes room for modification and individualization but at the same time ensures that all class sections are working toward the same goal. (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)

Discusses the need to be flexible and restructure foreign language departments and courses to meet student needs. Describes a four-year, second language program with a nonliterary emphasis, designed for nonforeign language majors as one way to do this. (EKN)

A survey designed to collect, analyze, and present information about the position of Spanish for business in the contemporary modern language curriculum showed that business Spanish is a growing field of particular interest to language and business majors. (EKN)

Describes steps taken at the University of Pennsylvania to change foreign language requirement, including studies of student achievement by administering CEEB Language Achievement Tests and FSI Oral Proficiency Interview and the development of performance standards by faculty in order to make requirements proficiency-based. (BK)

Reports on survey of beginning German at colleges and universities in the U.S. Results show grammatical knowledge is most important objective followed by speaking, listening, and reading comprehension, cultural awareness, then writing. Results indicate growth within the profession. (BK)

Describes two NEH sponsored workshops for the development of foreign language and literature programs which took place at the San Francisco and Houston MLA meetings in 1979 and 1980. Resulting efforts to strengthen foreign language programs as essential components of humanistic education are illustrated by reports from 1979 workshop participants.…

Describes Emory & Henry College's adoption and succesful use of the Dartmouth method based on attraction of students to program, retention of students, enthusiasm of college community and improved performance of students when compared to proficiency of students in simultaneously taught traditional courses. (Author/BK)

Discusses an introductory course in basic conversational Spanish that raised enrollment. It is noted that the course interested students who desired a basic knowledge of spoken Spanish and those students who feared failure in regular courses. It was found that some students later enrolled in regular courses. (Author/AMH)

Discusses what the college language department needs to communicate to the dean about what it does, including the substance of language, literature, and culture and the disparate teaching demands they create. Focus is on how realistic current staffing patterns are and how they may have to change for language departments to be allocated adequate…

Analysis of the responses to a survey regarding the instruction of language for specific purposes indicated that this instruction was an established part of the foreign-language curriculum at most of the responding four-year institutions. Courses were most likely to be at institutions that had professional schools, entry or exit foreign-language…

Reports on a survey of the textbooks used for first- and second-year German language instruction at 44 Canadian universities and colleges. (Author/MSE)

Describes the roles and intellectual contributions of foreign language methodologists in order to help other foreign language faculty work with them and understand their primary research interset in developing techniques and approaches that enhance language teaching. (CB)

Reviews research about orality and literacy. Since foreign language students are already somewhat literate in a first language, the traditional orality-based foreign language teaching should be revised to first teach reading and writing, the literacy skills. (DJD)

Briefly discusses the theoretical and empirical literature regarding the "negotiation of meaning" as a construct, presents and discusses selected findings from a longitudinal study of an intact Spanish conversation course at the college level relative to learner-to-learner conversation and the "negotiating of meaning," and…