Discusses the organization of a college German club and gives ideas for social, cultural, and educational activities for a club to sponsor. (EKN)

Describes the programs, goals, and global approach of a magnet high school in Atlanta, GA. (EKN)

Considers some of the most common cliches and their implications about foreign language requirements. (EKN)

Describes the leadership efforts in international education by the department of International Communication and Culture of SUNY College at Cortland. (EKN)

Examines role of ESL teacher in implementing "Language across the Curriculum" as a program for action. Discusses roots, benefits to the ESL program, the teacher, the learner, and others. Believes it is the responsibility of the teachers, departments, consultants, board personnel, etc. to press for changes they feel are in the best interests of…

Discusses implications for future school board policy for second language programs in Western Canada. Includes discussion of environmental influences, international factors, federal factors, Quebec's influence, provincial factors, neighboring school divisions, and socio-political realities, etc. (AH)

Presents instructional unit as example of materials developed for use in FLEX programs. Purpose of unit is to introduce students to German and the culture of the people who speak it, with a global perspective. (BK)

Identifies, using the Monitor Model, the problem of teaching English as a second language (TESL) as managerial and presumes that it does not indicate a lack in the underpinnings of the TESL fields. Proposes that the solution is to integrate TESL programs with larger resettlement programs. (Author/MK)

Presents case in favor of the teaching of foreign languages at all educational levels based on humanistic concerns. Calls for creation of language-centered liberal arts program to be installed in schools and colleges. (BK)

Encourages a reduction in the number of Ph.D. programs in English and foreign languages and the raising of standards for admission to graduate programs. (DD)

Describes the threshold-level movement in European language teaching. Objectives are not defined in terms of what material is to be covered but in terms of what behavior is desired. The movement's application to Australia is discussed from three perspectives: (1) social justice, (2) linguistic resources, and (3) multiculturalism. (PJM)

Strategies for strengthening foreign language departments involve gathering information about proficiency levels, course evaluations, language requirements for entrance, clarifying both student and institutional needs, developing resources, and, sometimes, changing institutional policies. The ways in which these steps may be accomplished are…

Explores factors affecting the successful maintenance of a college-level Portuguese language program, focusing on expansion of course offerings, cooperation with other foreign language programs, responding to student interests, and hiring and retaining instructional staff. (CB)

Middle school philosophy requires primary attention to student characteristics and needs when designing language programs. Designers must recognize a need for concrete treatment of subject matter and an integrated, egalitarian approach to instruction. Advice is provided regarding the articulation concerns, program outcome options, and format…