Describes the techniques used by Dr. John A. Rassias, professor of romance languages and literature at Dartmouth College, in teaching intensive foreign language courses. (RK)

Examines the elements of a successful intensive language program, including areas such as staffing, scheduling, and recruitment of students. (AM)

Discusses aspects of the intensified foreign language program at the People's Universities, on the basis of a summer program in Mainz. This course drew more men than women. There was a higher percentage of students finishing than in regular courses. Occupational and educational motives predominated. (Text is in German.) (IFS/WGA)

A semester-long intensive language learning program for American students in France is described. The students lived with French families and were given three hours of audiovisual instruction in the morning and three hours of practical instruction in the afternoon. (RM)

This article describes an eight-week study program in Germany directed by Lawrence University. The program includes intensive language training, home stays, seminars and travel. (CHK)

An intensive French course, offered as an experimental summer course at the University of Tennessee at Knoxville, was a learning experience in which students were intrinsically motivated. Assumptions of Frank M. Grittner concerning motivating students in language programs are discussed. (SW)

German weekends in New Mexico are designed to expose high school and college students to German language and culture and to increase language skills and interest in German. Seminars, discussion groups, films, singing, dancing and meetings, all conducted in German, are part of the program. Organization and costs are discussed. (CHK)

An intensive course in Spanish is described which met daily for eight weeks from 7:30 a.m. to 3:30 p.m. Time was divided among classroom instruction, native speaker groups, and the language laboratory. (RM)

A description is provided of Washington State University's undergraduate intensive language course. The course, designed primarily for freshmen, provides classroom instruction for 8 hours a day, 5 days a week during the 8-week summer session. Course goals, content, and methodology are covered. (SW)

A teacher describes an intensive Spanish course and the methods used to create the kind of exposure to total culture a student would have visiting a Spanish country. Pronunciation and speaking are practiced through use of songs, records, tapes, and poetry; students write essays; and language and culture are interrelated. (CHK)

The Middlebury Undergraduate German Language Program is described as a model for a Total Immersion Foreign Language Training program. German is the language of communication, both in and outside of the classroom. Lesson structure, materials and testing are described. (CHK)

Describes the genesis, development, and implementation of a Spanish language course geared to English speakers who work with or aid members of the Hispanic population who have settled in the United States. A text prepared for the course, "Applied Spanish for the Social Services," is described. (DB)

A two-year master's degree program in international business studies was initiated by the College of Business Administration at the University of South Carolina to educate the business manager who will deal with foreign countries. The language component comprises an important part of the program. (SW)

A digest of the reports, lectures and discussions at a colleges association conference. The program addressed concrete, pressing concerns, such as initiating student exchange in class, intensive language courses, problems posed by literature classes, the role of foreign languages in the curriculum and the outcomes of foreign language study. (AMH)

A program of the University of the Pacific established a cluster college to integrate a non-Western perspective into the curriculum of a liberal arts education. Study in India, Japan or Taiwan includes intensive language courses and working internships. (CHK)