In recognition of the growing importance of Vocational English as a Second Language (ESL), this master plan for the San Francisco Community College District (SFCCD) outlines program objectives, curricular information, course objectives, and instructional materials for the District's Vocational ESL programs. The introduction identifies the audience…

In response to requests from students for information about the role of women in target-language cultures, a curriculum was developed by the Minneapolis public schools for women's studies in the high school foreign language classroom. The focus was on women in French, German, and Spanish-speaking countries. The role of women in these cultures has…

A summative evaluation of the Drop-in center took place in order to: (1) observe French-speaking monitors during their sessions as hosts; (2) provide feedback on their ability to carry out this role; (3) monitor the implementation of changes previously recommended; (4) assess student reaction to the center programs by questionnaire; and (5)…

A program in English as a second language (ESL) was introduced at the University of Malaya in 1975. The purpose of the program was to develop English skills in the students of the university, with a focus on reading. The present report is a description and evaluation of this program. The following articles are included: (1) "Reading for…

One of 10 studies commissioned to investigate research needs and to stimulate planning activities, this paper reviews program evaluation in foreign language education (FLED), and offers a number of recommendations to improve present practice. It begins by noting that very little FLED program evaluation is taking place today, and by arguing that…

The first step in implementing an intensive language program is a publicity campaign to arouse student interest. The second step involves the employment of some device for pre-enrollment screening. Among screening methods, objective measurements of aptitude or ability have proven useful in the selection process. In addition, objective means of…

Trends in foreign language education in the United States have addressed themselves to the questions "Who?""What?""Why?" and "How?" In the period when the grammar translation method was in vogue, "Who?" was answered by the other three questions, since this approach to foreign language instruction was appropriate only for an intellectual elite.…

A survey was conducted of members of the Ontario Modern Language Teachers' Association, resulting in an evaluation of the core French-as-a-second-language program for grades 7 to 13. Results indicate that the use of video is not a significant part of regular classroom activities, a fact which is viewed as a problem to be overcome. The teachers are…

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…

BY STUDYING VARIOUS FLES PROGRAMS, CERTAIN PROGRAM PATTERNS EMERGE THAT ARE WORTHY OF RECOMMENDATION FOR GENERAL IMPLEMENTATION. FOR EXAMPLE, THE THIRD OR FOURTH GRADE SHOULD BE THE OPTIMUM STARTING POINT FOR FLES, 15 TO 20 MINUTE CLASSES SHOULD BE HELD EARLY EACH DAY, CONSCIOUS ANALYSIS OF GRAMMAR SHOULD BE DIMINISHED, THE THREE-FOLD INTERPLAY OF…

This annual report of the FLES-Bilingual Education Committee of the American Association of Teachers of French begins with a list of National FLES Committee publications. In the first article, C. K. Knop describes ways to publicize FLES and bilingual programs. E. Rainey discusses student produced television programming in her article "Rue Raisin -…

This article is a criticism of the NFER report, which evaluated primary school French in England. The following are discussed: factors not considered in the report, whether the conclusions were justified by the evidence, the validity of the tests, and whether the report really evaluates primary school French. (KM)

Native speakers of English entering kindergarten or grade one of the Cincinnati Public Schools are offered the opportunity to learn French, German, or Spanish. Not only do students learn a second language, but it is also used as a medium of instruction in later grades. (Author/SW)

Examines key descriptors of competency-based education in light of critiques from the fields of curriculum theory, adult basic education, and second-language acquisition theory. Included is a discussion of: behavioral orientation; student-centered instruction; demonstrated mastery; and modularized instruction. (Author/CB)