Paper presented at the 1972 Summer Seminar of the Association of Departments of Foreign Languages (ADFL) held June 19-23, 1972, at Colorado College, Colorado Springs, Colorado. (DS)

Discusses teacher responsibilities and some aspects of good teaching. Makes specific suggestions about foreign language courses and curricula. (PMP)

Abridged version of lecture presented at an in-service training course sponsored by the Modern Language Teachers' Association (Australia) at Hobart, Australia, July 13-14, 1972. (DS)

An analysis of questionnaires on the teaching of Francophone literature in colleges and secondary schools. Most studied is the literature of West Africa, Quebec and the Antilles. Teacher training in Francophone literature, establishing rationales, needs assessment and selected sources of information on Francophone literature are discussed. (AMH)

Reports on elements unique to foreign language teaching situations and outlines competencies expected for foreign language instructors such as competence in the language being taught, knowledge of its structure, knowledge of cultural traits and cultural activities, i.e. literature, understanding of the nature of language, second-language learning,…

The aim of the conference discussed in this report was to make a critical appraisal of the achievements of language teaching in the polytechnics and similar institutions, and to attempt to suggest lines for future development. All speakers were encouraged to be critical and provocative in order to stimulate conference discussions on how language…

As part of the Goals Clarification topic of the 1975 Northeast Conference, a workshop entitled "The Non-Major Foreign Language Student" was presented. This article contains the workshop's most salient ideas, presented at a time when foreign-language study is in considerable jeopardy at all levels. Offerings are being limited, and highly qualified…

A survey is presented of modern language teaching in Great Britain since the establishment of their Modern Language Association in 1893, with particular emphasis on developments during the past 20 years. The following topics are addressed: the influence of linguistic research on methodology, the situation in higher education and the schools,…

Many junior college foreign language teachers work in schools which serve a large proportion of nontraditional students. A primary reason for low language program enrollments is that these students often believe that foreign language study is difficult, or uninteresting, or they actually fear participation; their cultural and travel experiences,…

Thirty-six problem areas relating to college foreign language instruction are identified in this paper. Most of these problems can be grouped in five major categories--(1) high school preparation and college entrance requirements and placement procedures, (2) faculty training, qualifications, and interests, (3) research needs and the lag between…

A transcript is provided of a radio program broadcast February 24, 1978, on the state of foreign language education. The participants in the discussion were leaders in the field, teachers and students from many parts of the United States and from all educational levels. The subjects covered are: some problems facing foreign language programs; the…

The perennial problem of articulation of foreign language programs between the high schools and the colleges is readdressed in this paper. Six factors are identified as primary in contributing to the problem: (1) instruction is paced too fast, thus encouraging superficial learning and creating a disparity of coverage practices among the many…

INCLUDED IN THIS VOLUME ARE THE REPORTS ON MODERN LANGUAGE TEACHING IN SCHOOL AND COLLEGE DEVELOPED BY THE WORKING COMMITTEES OF THE 1961 NORTHEAST CONFERENCE ON THE TEACHING OF FOREIGN LANGUAGES. APPEARING AS THE FOREWORD IS A STATEMENT DRAWN UP BY NELSON BROOKS ENTITLED "LEARNING A MODERN FOREIGN LANGUAGE FOR COMMUNICATION." BECAUSE…

An informal guide to the self-evaluation of school and college foreign language programs is presented. Its purpose is to suggest guidelines to departments that have not yet developed their own full evaluative procedures. Questions relate to: (1) philosophy and goals; (2) curriculum, methods, materials, and facilities; (3) faculty training and…