Advice for the counterpart, the person undergoing training, and the counterpartee, the expatriate specialist, includes thinking in terms of development rather than training, and involving both parties in designing workable development programs. Suggestions for project planners are offered. (Contains 13 references.) (JP)

Discusses the evolution of comparative literature as a discipline in the 20th century and how comparative analysis has affected other academic disciplines, focusing on the impact of comparative literature and analysis on Russian and East European studies. (Contains 11 references.) (MDM)

Explores the role of foreign language programs in higher education and attempts to define, encourage, and incorporate elements of multiculturalism in the entire college curriculum, emphasizing the unique position and inherent cultural diversity of foreign language departments. (23 references) (CB)

Explores issues relating to the formulation of policy for summer programs for language learning, describing one university's experience with student demand, student motivation and progress, course timing and structure, academic staffing, administrative organization, student and staff evaluation, and funding. (three references) (CB)

Those who actually teach foreign languages and literature, "not those outside the field," should make decisions about language curricula, basing decisions and programs on sound pedagogy. Residual U.S. chauvinism and isolationism must not be allowed to trivialize and marginalize foreign languages and culture in the name of achieving a "competitive…

"Tissue rejection," rejection of an instructional innovation because of poor fit, is analyzed to demonstrate the problematic nature of appropriate information collection and the need for ethnographic "means analysis" to inform project design. Tissue rejection is attributed to informal orders within a host educational environment and communication…

Suggestions are offered for individuals involved in a job search for teaching positions in foreign language departments and who are planning interviews at the Modern Language Association convention. (LB)

Argues for the viability of international education as the primary guiding principle for foreign language education, pointing out how foreign language programs can teach about language, history, values, and beliefs of other national groups and foster more effective interactions in political, cultural, economic, and global realms. (15 references)…

Stories are recounted about students enrolled in an intermediate level intensive English program at a university. The stories show how classroom pedagogy can transform students' negative perceptions about their abilities and result in their empowerment as writers. (Contains six references.) (LB)

Describes projects using an Applied Foreign Language Component approach to incorporate foreign language study and enrichment in multidisciplinary studies, including practical guidelines for implementing such programs, forming faculty alliances, modifying courses, recruiting students, and expanding library holdings. (10 references) (Author/CB)

Attempts to describe the world market for education in English as a first, second, or foreign language. The total market value for education programs or materials is estimated in the billions of dollars. Particular focus is placed on the English language education markets of the Far East/Australia, North American, Europe and the United Kingdom.…

An adaptable, interdisciplinary project in high schools in Naples, Italy, involves teaching science in French to those who have completed at least three years of language study. Goals are to sensitize students to scientific French and to enrich their understanding through thematically focused work. (CNP)

Explores the relationship between foreign language and international studies, focusing on the resulting closer connection between language, content, and context in foreign language departments and courses; cross-cultural components, traditional foreign language instruction, and courses emphasizing cultural awareness. (CB)

Describes a Japanese language program at a small liberal arts college in Minnesota that is making connections with the general studies program of the college. Four cultural studies courses are intended to demonstrate to students the symbiosis between language and culture and to provide a context for the students' study in Japan. (Author/VWL)

Describes the implementation of an English Language Center in Esteli, Nicaragua in 1993 and identifies social, cultural, and political complexities involved. Qualified teachers were recruited during the planning phase, and after two months of operation, over 200 students were enrolled. Students paid for classes that were marketed only to those who…