THE LACK OF UNIFORMITY IN TEACHING PRACTICES, COURSE CONTENT, MATERIALS, AND TEACHER PREPARATION HAS HAMPERED ACHIEVEMENT IN FLES PROGRAMS AND PRODUCED MANY UNSTABLE PROGRAMS. THERE IS AN URGENT NEED FOR OBJECTIVES TO BE CLEARLY DEFINED AND CRITERIA TO BE DEVELOPED FOR JUDGING THE EFFECTIVENESS OF SERIOUS FLES PROGRAMS. WITH PROPERLY SEQUENCED…

Despite much rhetoric, foreign language teacher education lacks a substantial research base. Teacher education programs in general consist of subject-matter coursework, general education requirements, and specialized educational content, domains that have remained relatively unchanged in two decades. However, recent reform movements may have a…

Discusses a graduate course that prepares language teachers by emphasizing ways to tailor instruction to learners' needs and demonstrates multiple forms of collaboration. Course participants discuss their collaborative learning experiences and their expectations for using such approaches in their own teaching. (14 references) (Author/CK)

Describes the various steps taken to organize and implement a five-week French summer institute for secondary teachers of French, involving a three-week stay in France. The article details program objectives, course content, administration of the Institute, budget considerations, participants' progress, the evaluation process, and the…

The existing methods for the teaching of literature in colleges and universities in India are summarized with reference to the aims of such programs. Lectures, tutorials, and seminars do not promote the learning of literature or critical thinking because teachers are not adequately prepared to be specialists in different periods or styles of…

The ideal linguistics course for undergraduates planning to teach a foreign language is one taught by a specialist thoroughly familiar with the linguistic problems of the language in question. The specialist should also be aware of the comparative problems of the student's native language. American students expecting to teach a foreign language…

A course in technical Russian is shown to differ from the usual language course in aims (translation, not oral skills), rate, caliber and motivation of student, demands on the background of the teacher, and material used. A sample outline of class procedure is included. (GK)

Discusses the need to polish the foreign language skills of second-language teachers during their professional training. This training should concentrate primarily on the improvement of confidence in spontaneous target language use and grammatical accuracy and should also emphasize pedagogical development and reflection. (one reference) (CK)

A guide developed by classroom teachers of foreign languages is presented. It is intended to be a practical tool for the teacher who wants to develop in students a set of skills which are sequentially presented. It is also directed to administrators and supervisors so that they too may participate in the development of a vital foreign language…