An alternative high school for foreign languages and international studies established in 1982-83 by the Louisiana Department of Education in cooperation with two New Orleans area school districts is described. The school was established to provide an intensive foreign language study course and an international perspective on contemporary society…

The 1981 summer intensive American culture course at Ohio Dominican College for students from its Japanese sister college is described. Short profiles of the two colleges are given and the general goals of the exchange program and the course are stated. Overviews including reading lists and notes about field trips, are given of the three specific…

An experimental program in California may offer a potential answer to the nation's acute need for bilingual teachers. In the 1960s and 1970s the number of limited- and non-English-speaking students expanded rapidly, especially among the Hispanic and Asian-Filipino populations. Students with such English-language problems are more likely to drop…

This article gives the perspectives of three teachers of intensive French (IF) as they adjusted their thinking to teaching in a French as a second language (FSL) classroom that was very different from the core French classroom and developed teaching strategies to facilitate effective learning of communication skills by the students. Four major…

This paper describes the development and implementation of an intensive summer course in English as a Second Language (ESL) designed for children aged 4-5. Planning included development of a curriculum and instructional materials based on theory and practice in the teaching of young children, English language learning and instruction, and…

This article discusses the development of English-as-a-Second-Language (ESL) curricula that are consistent across course levels. The article argues that to maintain consistency, teachers must cooperate to form an ongoing, systematic development of subskill-based course guidelines in the skill areas of speaking, listening, reading, writing, and…

A summer intensive English language course is described that is offered by the Chulalongkorn University Language Institute (CULI) in Thailand to university instructors and government officials. A writing program, which constitutes one-fourth of the entire course, consists of 10 units incorporating main functions and topics of English use found in…

The Ohio Program of Intensive English, a version of English for Specific Purposes, is described. The English for Specific Purposes program strives to make international students conscious of cultural differences. Often the students are axious to continue their study of science and technology and have little interest in language per se. However,…

Designed for faculty who are new to the Ohio Program of Intensive English (OPIE), this handbook is intended as an orientation and basic reference guide. The OPIE is described as a program established at Ohio University in 1967 to offer intensive or semi-intensive English language training for non-native speakers who need English for academic study…

A multifaceted approach to meeting the target language writing needs of adult English-as-a-second-language (ESL) students was built on the learners' expertise and experience. The technique expanded learners' knowledge of the written code of government writing and developed their ability to analyze and edit their own writing. (Author/CB)

Describes schedules and activities of the summer and weekend foreign language immersion programs at the State University of New York College at New Paltz. Gives some highlights of last summer's program. (EKN)

The development of an intensive Italian course for science students attending Somalia's National University is described. The historical background for this project, sponsored by the Italian Government and staffed by Italian teachers, is outlined. Course objectives, methods, and organization are illustrated by samples of instructional materials,…

An intensive college-level French language course, based on the principles of immersion and designed to aid students in the transition between intermediate and advanced proficiency levels, is described. Focus is on three course aspects: teacher contacts; meetings with native-speaking students; and use of audiovisual aids. (21 references) (MSE)

Describes an academically-oriented English-as-a-Second-Language program at an urban community college in the Southwest that aggressively recruited international students, particularly from the Pacific Rim. Discusses the differences between immigrant and international students, such as attitudes and motivation toward learning English and…

Curriculum innovations succeed or fail according to the extent to which teachers, and to some extent students, feel that they are meaningfully involved in the process of change. For change to be effective, it cannot be simply imposed from above; rather it depends absolutely on the people who implement it. The innovations described in this book…