Surveyed 49 intermediate-level French-as-a-Foreign-Language college students to determine whether they preferred extensive reading or grammar instruction for language acquisition and practice, and why. Students overwhelmingly preferred reading as more pleasurable and more beneficial for language acquisition. They considered grammar instruction…

Nine comments are offered in response to "Standards for Foreign Language Learning: Preparing for the 21st Century" (1996). Issues discussed include teacher preparation, articulation, standards implementation, and standards in higher education. (Author/VWL)

This paper reports on a research project involving a sample of 19 state-educated students in their first year of a German course at Oxford University. The project is one of a number of research studies into widening participation issues funded by the Higher Education Funding Council of England (HEFCE) and the Sutton trust. The paper describes the…

Indiana State University?s (ISU) foreign language requirement curriculum serves as a model for the 21st century. Unique to the program is an emphasis on integrating the common goals of general education and multicultural studies with the development of critical thinking skills to reach overall objectives of communicative competency, cultural…

Twenty-nine percent of students enrolled in Austin Independent School District were English language learners in 2009-2010. The majority of them (62%) continued to make progress in English proficiency, and their state academic test (TAKS) performance continued to improve over the years.

Developing literacy in adults who speak English as a second language (ESL) means more than rote memorization of letters and sounds, because literacy implies a familiarity with the language and culture sufficient for comfortable interaction and communication of ideas to others. Literacy can be defined as (1) a matter of language, (2) having many…

The first section of this report presents six articles describing FLES techniques. Harriet Barnett discusses the use in FLES of individualized teaching techniques that are in popular use in other subject areas. Yvonne Le Manchec encourages early second language instruction through the use of educational situations in which the child will be…

Trends affecting the shape and scope of foreign language major programs involve: (1) accountability and explicitness of instructional goals; (2) the dichotomy between the pragmatic, market-oriented perception of language and the profession's view of the humanistic value of language study; and (3) a sense of realism in the climate of foreign…

A review of research on foreign language proficiency, constraints of language learning, and constraints of the learner suggests that current oral language proficiency standards and tests are more helpful in evaluating the effectiveness of a foreign language program than in evaluating the achievement of individual students. (CB)

The purpose of this study was to provide information regarding the impact of the new English for Speakers of Other Languages (ESOL) Program at the San Diego Community College District (SDCCD) in California. In fall 2000, the program increased from 5 to 8 courses and went from a 30-unit to a 35-unit program. Districtwide, ESOL Program enrollment…

Enrollment in a foreign language course increasingly is becoming an essential part of college students' programs of study. As a result, there has been an influx of students with diverse backgrounds, interests, and aspirations enrolling in foreign language courses in order to fulfill degree requirements. Unfortunately, many students underachieve in…

One of the problems that continues to plague teachers of foreign languages at the secondary and university levels is the students' use of a "pony," or literal translation, to assist them in completing their translation assignments. Due to the wide availability of such translations and the tendency for students to choose the path of least…

Describes an advanced, nonliterary Spanish course which can be adapted to high school classes. (EKN)

Describes pedagogical experiment with emphasis on the student and his/her specific needs and motivations. Involves self- and group work with teacher support. Individual work alternates with group work, focusing on production of a project or task corresponding to objectives defined by members of group. (Author/BK)

Specific French teaching curriculum goals are suggested for grades 3-5. Several classroom games are presented for motivating students and encouraging use of new structures and vocabulary. Five evaluation techniques are presented; activities for each grade are discussed. (CHK)