Describes an experimental French foreign language program in one Italian region's primary schools. Discussion focuses on specific strategies used for developing proficiency at that age level based on the characteristics of French and the nature of language. (MSE)

Language instruction, particularly Portuguese, in the master's degree program in international business studies at the University of South Carolina is discussed, and the Portuguese language program is described. Low student interest in studying Portuguese has plagued the language program, but those students who have opted to study the language…

A review of higher education Portuguese language programs explores the characteristics of these programs between 1945 and 1979 and enrollment in the 1980s. A discussion focuses on how recent developments in French and Spanish applied linguistics and new teaching methodologies and materials will affect the future development of such programs. (CB)

The insularity and preoccupation with Western culture and ideas in the United States presents difficulties for the effective teaching of Eastern languages and culture. Interdisciplinary cooperation at all educational levels is needed to encourage the learning and teaching of less commonly taught Eastern languages. (CB)

Describes the University of Tennessee's experimental program for teaching French to children, using videotape, by teachers with no knowledge of the target language. Rationale, goals, and teaching techniques are described for the generally well-received program. (Author/CB)

New foreign language department chairpersons, although good teachers and scholars, often lack administrative training or skills for their new positions. Critical areas that new chairpersons must tackle include relationships with deans and other administrators, their administrative persona, and their use of institutional and professional…

The relational roles of the consultant, principal, and classroom teacher in Canada's core, extended, and immersion French programs are examined. Discussion focuses on the relationship between professional practice and instructional substantiveness, and it is argued that isolated and uncoordinated professional practice is counterproductive. (32…

Presents responses from four-year (N=1,481) and two-year (N=1,010) higher education institutions to a survey of foreign language entrance and degree requirements. Changes over the years in college requirements are compared, and directories of institutions with language requirements are listed. (CB)

This position statement was developed by members of the National Council of State Supervisors of Foreign Languages to assist school districts as they develop middle school foreign language programs. (JL)

One instructor's experiences teaching French to prison inmates is recounted. Descriptions of the students, instructional environment, limitations of the textbook, and student creativity are accompanied by a quantitative analysis of the inmates' academic achievement. Their grades did not differ noticeably from those of students taught by the author…

The implementation of bilingual and English-as-a-Second-Language programs in public schools was examined as part of a larger study on school district personnel's perceptions of change and roles played in change efforts within school systems. Results suggest a need for more sophisticated knowledge of program implementation techniques. (10…

In an attempt to address diversity, students at the University of California established a task force in 1991 to promote German among students from underrepresented groups. This report outlines the major objectives and achievements of the task force in its first year. (four references) (Author/LB)

To establish preliminary baselines in terms of instruction time and the teaching methodology used, the ACTFL Oral Proficiency Interview was administered as a final exam to all University of Michigan first- through fourth-semester German students. After one and also after three semesters, the majority of students were Intermediate Mid; after four…

Although most colleges appear to offer English-as-a-Second-Language (ESL) courses as no-credit, remedial courses, such classes are not really remedial in nature. Offering credit for ESL classes could increase student motivation and would not devalue or lower academic standards. (CB)

A professionally oriented language course at the University of New South Wales (Australia) is described that is designed for students who have studied German in high school and wish to continue studying it to enhance their employment prospects. Both linguistic proficiency and German business culture are emphasized. (LB)