The globalisation of higher education and the resultant increase in the cultural and linguistic diversity of the student body has cast the spotlight on English language proficiency as never before. How universities best assess applicants' linguistic suitability for their future degree studies, set appropriate proficiency thresholds, and put in…

The authors illustrate models and procedures that can be applied to calculate overall composite scores in order to identify an indicator of English language proficiency, based on composite scores for English learners with 504 or individualized education plans who are missing one or more domain scores on the Assessing Comprehension and…

A number of reports in the US have highlighted the country's need for improved second language skills for both national security and economic competitiveness. The Language Flagship program, launched in 2002, aims to raise expectations regarding language proficiency levels at the post-secondary level and to address structural gaps in the curricula…

The MLA Report on "Foreign Languages and Higher Education: New Structures for a Changed World" has been criticized for focusing its proposals on large German programs. This article attempts to show how some of its recommendations can also be implemented in smaller language programs. These programs exist within a network of relations to other…

This study was conducted to explore the effects of a two-way immersion bilingual program on maintenance/acquisition of Spanish-language proficiency and on reading and mathematics achievement in English over a period of 4 academic years. The researchers used Hierarchical Linear Modeling (HLM) techniques to compare the effects of two different…

The study and appreciation of literature should retain its traditional position at the center of foreign language study. A "problem-centered" model is described for teaching literature in the undergraduate foreign language classroom using texts organized around a series of complex critical problems. (CB)

This report on model learner outcomes for world languages education is divided into five sections. The first describes the values, philosophy, mission, and goals of the Minnesota State Board of Education. The second section provides an introduction to and information on the goals of world languages education. Section three presents a range of…

Explores issues of competency and proficiency in the learning of foreign languages at the undergraduate level, involving competencies currently established for language learning and the establishment of "tracks" in literature, language, and culture. (CB)

Presents a well-defined, goal-responsive curriculum model, derived from the concepts of the American Council for the Teaching of Foreign Languages, which introduces several foreign languages to middle-grade students to begin to construct a foundation for later proficiency in a foreign language and to instill greater cultural sensitivity.…

A study of effective training programs for community and court interpreters is reported. The characteristics of 25 well-established interpreter training programs in North America, Europe, and Scandinavia were examined, and 6 of these programs were selected for site visits. The purposes were to identify outstanding models of interpreter training,…

Numerous reports and articles have decried the mediocrity of U.S. students' foreign language skills and have called for improved language education. One study that looked at foreign language education in 19 countries suggests several characteristics of successful foreign language programs: starting early, providing an articulated framework,…

A proposed program in English as a Second Language (ESL) for limited-English-proficient students at California State University at Los Angeles (CSLA) is outlined. Eligible international students and recent immigrants and refugees would be identified and placed using a test of English for academic purposes. The proposed program would consists of…