The guidelines presented here consider important questions of English language proficiency for foreign students entering colleges and universities in the United States. Several problems are discussed: admissions, measurement of proficiency, responsibility of the institution, administration of the English-as-a-second-language (ESL) program, ESL and…

Proposes a four-semester plan for a foreign language program designed to fulfill degree requirements. The plan emphasizes audiolingual and reading skills and attempts to provide students with at least a minimal level of proficiency. (AM)

Discusses the problems of teaching Russian in American universities. (LG)

Address given at the Northeast Conference on the Teaching of Foreign Languages held in New York, New York, on April 14, 1972. (DS)

Discusses strategies designed to cope with problems encountered at the college level that are caused by students' diversity in background and levels of competency. Alternatives to the lock-step method of instruction, with applicability at both the college and high school level, are described. (EJS)

English-Russian translation at the beginning level is defended if both languages are presented and used realistically and idiomatically. Students using this method attained a good knowledge of Russian and a respect for both languages. (CHK)

Based primarily on observation of university English courses in Ethiopia, this article concludes that service courses in English are ineffective. ESL courses in Hawaii and California are compared with Ethiopian programs for learning time and results. (CHK)

Concentrates on the problems arising at the undergraduate level concerning elaborating strategies to teach interpreting skills. (CLK)

A set of language laboratory materials currently being tested in eight Scottish universities is described. The aim of the completely self-taught course is to increase the student's exposure to the language as a whole. The unity of each tape is based on the communicative function of the introductory text. (AMH)

Describes a teaching experiment in intensive French language courses at Southern Illinois University, Edwardsville, Illinois. (DS)

THIS EXPERIMENT TESTS CERTAIN INNOVATIONS IN THE PRESENTATION OF A FRENCH COURSE. THE COURSE COVERED, IN ONE SEMESTER, THE MATERIAL NORMALLY GIVEN IN TWO, AND WAS INTENDED TO IMPROVE THE STUDENTS' PROFICIENCY BY INTENSIVE CONTACT AND STILL MAINTAIN THE STANDARDS OF FORMAL EXPRESSION AND GRAMMAR. IT WAS GIVEN TWO SUCCESSIVE HOURS PER DAY FOR FIVE…

This paper investigates the difference in achievement among 20 University of Utah students of modern standard Arabic. One group of 11 students followed an intensive eight-week summer course, and a second group of nine students studied the same course during a regular academic year. Also reported on is the correlation between achievement and…