This article addresses the question of whether the existing approach to EAP delivery implemented at the University of Northumbria is supporting the learning needs of the international student body. In addressing this the article documents the background, research and preliminary findings relating to provision of an in-sessional English for…

Using a new model of subject delivery, the University of New England (UNE--Armidale, Australia) offers specialist subjects at partner or host institutions. The model is a modified version of distance education. It is designed to meet the needs of on-campus students who wish to study a subject that their university is unable to offer as a full…

Recent accounts of college-level English language teaching in China describe environments that, although constrained by the College English Test (CET), are undergoing changes in a number of curriculum areas, including recognition of the need to incorporate communicative approaches and the assessment of practical language abilities. In such times,…

This article describes an action research experience carried out in an advanced English as a foreign language classroom of the language program at a university in Bogotá, Colombia, in 2010. The study proposes the inclusion of authentic literary texts in the English as a foreign language classroom through the implementation of four constructivist…

This study investigated the effect of teacher codeswitching on second language (L2) vocabulary acquisition during listening comprehension activities in a lexical Focus-on-Form context. To date there has been research on teacher beliefs about first language (L1) use, its functions and its distribution in the interaction, but little on its effect on…

An intensive Russian language program emphasized listening comprehension before developing reading and speaking skills. Task performance verified comprehension in early stages. Program results included minimizing task overloading, increased student motivation. (CHK)

This article discusses the nature and problems of group interaction among American students participating in overseas study programs, with specific reference to a Junior Year program offered by the University of Connecticut in Rouen, France. (CLK)

This article outlines the classics courses offered at four New Zealand universities and the philosophies directing their progress. Both language courses and courses taught in translation are discussed, along with the question of advanced study and research. (CHK)

American students enrolled in a beginning Spanish program in Mexico were tested to see whether they benefitted from the foreign study; this premise has been questioned in the past. Results indicate that the group learned three semesters of Spanish in 3 1/2 months. The need to communicate forced students to learn. (CHK)

Language study may be professionally valuable to engineering students in their future careers. (CK)

Describes a technique for involving students in the selection of course materials and presentations in a beginning language course. (CK)

A brief analysis is made of the teaching of Italian literature in the United States with special reference to course work and language proficiency in the doctoral program. Mention is made of the choice of texts in undergraduate language courses. (Text is in Italian.) (AM)

The author argues that the undergraduate German major must be seen as a liberal arts major and that treating it as such requires a general shift in emphasis from form to content and from training to education. (PP)

Discusses the problems of teaching Russian in American universities. (LG)

Describes a second-year integrated French program at Carleton College. (PMP)