A DESIRABLE SEQUENCE IN LEARNING A FOREIGN LANGUAGE AT ANY INSTITUTIONAL LEVEL IS (1) THE AURAL SKILL, (2) THE LINGUAL SKILL, (3) THE READING SKILL, (4) THE WRITING SKILL, (5) CULTURE, AND (6) LINGUISTICS. AS EACH NEW SKILL IS ADDED, IT EMPLOYS AND PERFECTS PREVIOUSLY LEARNED SKILLS. THERE IS EVIDENCE THAT LEARNING A SECOND LANGUAGE FACILITATES…

Briefly summarizes the history of language instruction in the United States, and offers statements and recommendations with regard to language instruction at the university level. (AM)

Argues for cooperation between university language departments and Self-Instructional Language Programs (SILP) coordinations, as well as for the recognition of the National Association of Self-Instructional Language Programs (NASILP) as a valuable center for standardization and evaluation. (AM)

Presents an overview of the Dutch language instruction situation in universities outside of the Netherlands and Belgium, touching upon teacher statistics, students' reasons for studying Dutch, materials available for the study of the Dutch language and culture, and certification programs. (AM)

Curricular changes at all levels of foreign language education provide alternate ways to provide valid learning experiences. There is new freedom for students to explore varying time arrangements, different learning styles, diverse content, and various locations for instruction. A discussion of student learning styles concerns individualization,…

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)

Foreign language graduate assistants usually lack adequate teaching experience, yet must somehow repay their university for assistantships needed to remain in school. Such neophyte teachers rarely inspire students to continue language study. But the more experienced staff must teach upper-division courses for these same students and the graduate…

Presents some of the factors responsible for increased foreign language enrollments at one university. (AM)

Describes a French diction and oral communication course conducted at Franklin and Marshall College. Originally envisioned as a "necessary evil" to train students to write and deliver seminar papers, the course unexpectedly appealed to students as a practical experience while developing increased student interest in French language and literature.…

Describes organization of a one-semester oral/aural skills course which was oriented around the commercially available tape of 25-episode serialized suspense story. The appendix lists examples of support materials that were coordinated with the stories episodes to provide aural, oral, visual, and written reinforcement. (EJS)

THIS STUDY IS DESIGNED TO GIVE A WELL-ROUNDED AND CONTINUOUS HISTORY OF THE TEACHING OF ITALIAN IN THE UNITED STATES. AFTER PRESENTING A BRIEF PICTURE OF EARLY BRITISH INTEREST IN ITALY AND ITALIAN, THE REPORT TRACES THE CONSEQUENT DEVELOPMENT OF THE STUDY OF ITALIAN IN THE STATES FROM THE COLONIAL PERIOD TO THE PRESENT DAY. AREAS DISCUSSED IN…

Discusses reasons for enrollment growth at institutions of higher learning, including instructional quality, departmental diversification, instructional innovation, and publicity and recruitment. (AM)

Examines the following factors, cited as important for building enrollments in a report on successful slavic language programs: (1) speaking and listening skills; (2) individual attention; (3) outreach activities; and (4) extracurricular programs. (AM)

This collection of papers from a conference on languages less commonly taught in Britain is concerned with administrative and material problems of teaching these languages. Contents of the publication are: an introduction by G. E. Perren; "Practical Needs" by Anthony Crane; "Problems of Producing Printed Materials" by Rosemary…

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)