Ahead of the recent wave of social justice movements (e.g., [All] Black Lives Matter (#BLM), #MeToo, #StopJewishHate, #StopAsianHate), in 2019 the American Council on the Teaching of Foreign Languages (ACTFL) declared a stance on diversity, equity, inclusion, and belonging (DEIB) in language education. It affirmed that it "values diversity…

In Swedish compulsory school, students can choose to study a modern language in addition to English, i.e., French, Spanish, or German. Since 1994, instruction time for modern languages has been extended, the learning objectives have been made more attainable, and national assessment materials have been introduced. The government made these changes…

This article presents an approach to literary texts that develops students' language proficiency, content knowledge, and analytical skills through the interweaving of three content areas--literary analysis, stylistics, and culture--at the beginning, intermediate, and advanced levels of the foreign language curriculum. Consistent with…

This paper focuses on the use of Basque as the language of instruction. In the first part of the article the situation of Basque in the Basque Country is briefly described and the different possibilities regarding the language(s) of instruction are explained: model A with Spanish as the language of instruction and Basque as a subject; model B with…

A discussion of university-level FL instruction in Canada. (RM)

This guide is intended to help instructors of business Spanish select appropriate texts for their students. Presenting capsule reviews of 12 of the leading texts currently available in business Spanish, it contains information on the level, focus, pedagogical approach, content, types of exercises, and strengths and weaknesses of each text. (SL)

Describes classes and programs at the Loop College in Chicago, Illinois. Paper presented at the Annual Meeting of ACTFL (American Council on the Teaching of Foreign Languages) on November 26, 1971, in Chicago, Illinois. (DS)

Describes modifications to the four original requirements of the foreign language program at the International School of the Americas, an experimental school located 150 miles from the Mexican border. (SR)

Lake Forest High School in Lake Forest, Illinois, has developed a program for introducing Portuguese in the secondary school. The program is now in its sixth successive, successful year. Instead of being included in the curriculum as a full-time course, Portuguese falls in the category of an "enrichment course." It is abbreviated (the first year…

In 1971 the College of the Holy Cross (Minnesota) set up a summer language and cultural program in Cuernavaca, Mexico for their students of Spanish. After intensive grammar in the classroom students are sent out on "survival" situations involving verbal communication with Mexicans in the market place, schools, prisons, etc. (SC)

Describes pilot classes in culture-oriented French and Spanish instruction conducted over a two-year period. (KM)

THE INCREASING NUMBERS OF STUDENTS WISHING TO STUDY PORTUGUESE, WHETHER AT THE HIGH SCHOOL OR COLLEGE LEVEL, ARE OFTEN MOTIVATED BY FACTORS EXTERNAL TO TRADITIONAL INTEREST IN THE MORE COMMONLY TAUGHT LANGUAGES. THE PROSPECTIVE STUDENT OF PORTUGUESE HAS OFTEN SUCCESSFULLY STUDIED FRENCH OR SPANISH AND PERHAPS HAS EVEN HAD FLES TRAINING IN A THIRD…

The first University of Minnesota Work-In was conducted in 1971 in the belief that specially prepared and appealing materials would motivate students to study foreign languages longer. The preparation of culturally authentic materials was seen as a process of definition of objectives, selection of interesting activities and evaluation of learning…