Among the barriers facing refugee-background students (RBS) in accessing Higher Education (HE) in the UK is reaching the required academic English standard, and accessing courses to support them with this (Ashlee & Gladwell 2020: 13). In response to these barriers, the Universities of Leicester and Leeds (both in the UK) have developed the…

The incorporation of intercultural competence (IC) in higher education (HE), through the internationalization of the curriculum (IoC) faces challenges associated with policy and programing, levels of support, staff and faculty preparedness, and skill development opportunities for students. The premise is that IC can be better integrated in IoC…

The underlying methodological approach of the CEFR is defined as being "action-oriented" and task-based (Council of Europe. 2001. "Common European Framework of Reference for Languages: Learning, teaching, assessment." Cambridge University Press: 9), although it explicitly leaves room for a variety of approaches, since the CEFR…

This document is a report on the research which was designed to evaluate the affirmative action policy for ethnic minorities in Georgia. The mixed research methods were utilized in the study. Specifically, the following research methods were used: (1) Survey of 12th graders in non-Georgian schools; (2) Survey of the students in the One-Year…

Nearly two decades have passed since Kaplan and Baldauf [1997. "Language planning from practice to theory." Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a…

This volume offers research-based studies on English for Specific Purposes in higher education from across the world. By drawing on international studies, the book brings together diverse ESP practices and aspects of relevant issues in the development of ESP programs, teachers and learners in a coherent fashion. There is a growing need for…

This report of one program and one person highlights several successful initiatives that resulted in the growth of the German Program at Muskingum College in New Concord, Ohio. While the ideas reflect common best practices of many successful programs seeking to maintain their profile in today's educational environment, the energy, commitment and…

A discussion of articulation in second language education programs looks at issues in the transition of language learners from one educational institution to another, particularly from the secondary level to higher education, and proposes a process-oriented model for addressing these issues. It first defines the terminology of articulation…

This paper describes the evolution of African language instruction at the University of Wisconsin, examining how faculty and staff have utilized state and federal funding to promote the national capacity in African language proficiency. Six sections describe the program's evolution: "Language Instruction at Wisconsin"; "Origins of…

Currently the National Endowment for the Humanities (NEH) is reaffirming its commitment in supporting projects dealing with foreign language and linguistics. Advice is given on how to better acquire NEH funding, and contact information to the Division of Education Programs of NEH is provided. (GLR)

Suggests that support from the institution receiving a foreign language program grant is essential to the program's life and longevity and that institutions should be encouraged by the funding agencies to meet their expressed, supportive commitments. Suggestions are given on how to make a grant-funded curricular project work. (GLR)

Claims traditional study abroad programs are impractical for today's student; suggests creating more short-term academic programs abroad in 1980s. Suggests factors to consider: reasons for particular groups' interest in short-term programs, home institutions that are more receptive to shorter programs, ways to gain colleges' acceptance of…

The University of Calgary's response to requests from the Canadian Parents for French for a review of bilingual opportunities at the institution is chronicled. The response is analyzed in terms of the financial and pedagogical problems operative on the postsecondary level. (MSE)

Recommends that foreign language courses in college be restructured to provide separate tracks for students pursuing language study for different purposes. The tracks are: (1) for language majors, (2) for students preparing for international professions, and (3) for students who need to fulfill foreign language requirements. (SED)

Addresses the need of devoting, during the next two years, more time to a special kind of foreign language departmental planning. This planning may determine the strength of foreign language programs at colleges and universities at the turn of the century. (GLR)