This study sought to: determine foreign language enrollments compared to total humanities and total college enrollments in two-year institutions; examine foreign language course offerings in 1975 and 1977; and determine if institutional size is related to the range of foreign languages offered. (SW)

The design of language courses for college students with little previous study of languages is discussed. Language courses for students preparing for professions other than the teaching of a foreign language are outlined for each instructional level. Suggestions are made for increasing public awareness of foreign language study. (SW)

One answer to this question is the teaching of subjects other than literature, particularly in "intermediate French." Instruction in Franco-American relations is culture. Topics discussed are: establishment of precise objectives, limiting topics, access to documentation, teacher preparation, teaching methods. Examples of projects are given. (Text…

A model for second language teachers includes the definition of basic content for all students, diagnosis, and a series of reinforcement and enrichment activities. Variation of the basic model are applied to three levels of instruction. (Author/SW)

The final (high school graduation) examination in French is uniform throughout West Germany, but the states have autonomy in building their course plans. A comparison of curricula reveals many differences, resulting in a difference in the proficiency of graduates. Their final examination scores are not comparable. (Text is in German.) (IFS/WGA)

Career-related courses in German have focused on scientific German and German for business, and emphasis has been on the training of management-level personnel. Suggestions for instructional programs in German are offered. (SW)

Outlines a high school or college level course involving the combination of literary texts and commercial films. A selected list of films suitable to such a course is also included. (DB)

This article claims that a distinction should be made between the teaching of a foreign language and the teaching of foreign language literature. Three principles are suggested for restructuring the curriculum in foreign language departments taking this distinction into account. (TL)

Describes in detail the planning of the courses, division of the material into segments, and the sequence of their introduction. A measure of flexibility is seen as necessary. (Text is in German.) (IFS/WGA)

Proposes that foreign language honors courses prepare students for occupations as well as for higher education. Discusses various items of content and emphasis for honors courses, changing roles for teachers, integration of the students' fields of study, and honors courses in late-beginning foreign language instruction. (Text is in German.)…

Language teaching and learning methods are not satisfactorily developed. This article explores ways in which language instruction and several other disciplines are interdependent. Understanding this intertwining can facilitate learning in all these areas. (CHK)

Investigation of the extent to which the 20 most populous states had secondary school programs featuring foreign language for business covered state policies, curriculum guides, teachers, and courses. Results, which indicated that few states offer foreign language for business at the secondary level, are presented for each state. (CB)

Considers some important arguments in favor of the vigorous promotion of greater literacy in foreign languages, including analysis of how several essential components of GCSE syllabi can be applied to such instruction. (CB)

Reports on a survey of modern languages students at one school in Great Britain. The responding students were doing at least one foreign language to A level and were applying for courses in universities, polytechnic or colleges of higher education that involved the study of foreign languages in their degree courses. (SED)

Suggests that those involved in foreign language education need a greater understanding of technology in order not to fall behind the fast moving pace of the microelectronic revolution. Cites inadequate teacher-training programs and a general passivity towards the "electronic learning age" as two of the major obstacles which need to be overcome.…