This document describes an educational experiment designed to test the proposition that language learning can best be carried on through a program of maximum exposure in the least possible time. An experimental class of 19 average students participated in an eight-week intensive course consisting of four half-hour laboratory sessions; there were…

An intensive course in Spanish is described which met daily for eight weeks from 7:30 a.m. to 3:30 p.m. Time was divided among classroom instruction, native speaker groups, and the language laboratory. (RM)

Details a program of intensive language learning at Kenston (Ohio) High School that begins with a two-and-one-half-hour-a-day class and ends with a three-week homestay abroad on school time. The approach involves using foreign language for communicating about matters relevant to the students combined with a no-grade, no-fail system. (Author/EJS)

A description is provided of Washington State University's undergraduate intensive language course. The course, designed primarily for freshmen, provides classroom instruction for 8 hours a day, 5 days a week during the 8-week summer session. Course goals, content, and methodology are covered. (SW)

Discusses the development, implementation, and progress of the American Classical League/University of Georgia NEH Latin Institute. The major goal of the institute is to train teachers of Latin. (CB)

Describes an adaptation of an intensive language (Spanish) program to suit the needs of two-year community college, resulting in student enthusiasm, increased enrollment, and more comprehensive coverage of material. (CB)

Describes an experiment in which 43 children aged 12 to 13 years were withdrawn from their regular classes to spend a week in a French immersion program. The week was organized around the theme of the French Revolution; a particular part was assigned to each student. All activities were in French. (SED)

Theoretically justifies that the optimum class size for foreign language instruction is between 5 and 9 students. (DS)

Reports the results of an experiment designed to identify and define learning behaviors characteristic of successful adult students in an intensive language program. Findings are interpreted in terms of an information processing model. (AM)

Examines incidental cultural knowledge displays by two nonnative-English-speaking teachers (NNESTs) in their intensive English program classrooms. Focuses on the nature of the discourse produced in English-as-a-Second-Language (ESL) classes taught by NNESTs. Analysis of videotaped classroom data indicates that a wide and unpredictable range of…

The Central Intelligence Agency converted an intensive, two-week, introductory Spanish language course from a classroom course to an interactive videodisk course permitting students to learn the same material in three to five workstation hours, with one additional hour of teacher instruction. The course also integrated other instructional…

One university professor's use of French comic strips as the focus of an advanced, intensive language course is described. The approach addresses the visual and iconic in the comics as much as the linguistic element. (27 references) (MSE)

Presents the results of a study that examined the characteristics and motivation for studying of language students who attended a summer program. The article provides new evidence on the specific reasons students chose to study an intensive short course and their general motivation for studying a foreign language. (16 references) (CK)

A study was conducted to identify the beliefs and procedures that place instructors and administrators in between the demands of their intensive English programs (IEPs) and the expectations of the host institution. (Author/VWL)