Examines the contribution that applied linguistics can make to the way we conceive of language, literature, and culture in foreign language departments from a social semiotic perspective. (Author/VWL)

Reports the results of a study into the effect of language study in high school on college entrance examination scores. Tentative conclusions indicate language study is beneficial in proportion to the number of years studied, especially for English scores. (AM)

Examines the elements of a successful intensive language program, including areas such as staffing, scheduling, and recruitment of students. (AM)

Analysis of the American College Test (ACT) scores of 17,451 students applying for college admission between 1981 and 1985 found that high school students who studied a foreign language consistently scored higher on ACT English and mathematics components than did students who did not study a foreign language in high school. (nine references) (CB)

Confirms the advantages of immersion in a foreign language in a study abroad context, but points out some of the problems that arise for individual students. Highlights the difficulties two students encountered in their stays with French families: they were uncomfortable with their hosts, barely spoke French, and were led to misinterpret French…

Reports results of the Modern Language Association's survey of foreign language enrollment in colleges and universities across the United States. Questionnaires were sent to registrars of 2,836 2- and 4-year institutions, soliciting information on credit-bearing registrations for fall 1998 registration in all language courses other than English.…

Discusses the adoption of state standards in New Jersey, which requires all students in Grades K-12 to study a world language. The implementation of these standards has created many challenges for educators in terms of teacher shortages, teacher recruitment, and examination of current practices in both preservice and inservice teacher education.…

Focuses on helping graduate students reframe their thinking about the teaching of literature to undergraduate students in the various roles undergraduates play as language learners and particularly as "nonintended readers" of texts from cultures very different from there own. Suggests students can be led to engage in a dialogue with texts, to take…

The MLA committee on the Literatures of People of Color in the United States and Canada seeks to institutionalize its approach to American literature, culture, and languages and its concerns for faculty members of color by publishing two statements of good practice, which are included. (Author/VWL)

Presents data obtained from a survey of 2,796 colleges and universities regarding foreign language enrollment, focusing on trends in foreign languages at 2-year colleges, language registrations between 1960 and 1990, and less and most commonly taught languages. (CB)

Discusses results of a national study that tracked students from eighth grade through the first 2 years of college. Findings strengthen arguments for working on articulation and advocating early language learning. (Author/VWL)

Ten colleges and universities and the Educational Testing Service participated in a project that involved testing the Foreign Service Institute's French and Spanish oral proficiency test for possible academic applicability. (AM)

A research-in-progress report is presented on how students process second-language reading materials presented to them on the computer. The preliminary findings, based on log records generated by first- and second-semester Spanish students using "Recuerdos de Madrid" lessons, can help focus a research agenda for computer-assisted language learning…

Reports a survey on student perceptions of articulation effectiveness which furnished data on three topics: (1) percentage of students who had to start a foreign language over in college; (2) reasons for dropping back, or articulation problems between secondary and postsecondary education; and (3) placement methods. (SED)

Studied differences in language gain in French among two groups of students, those who studied abroad and those who remained at home to study in the college classroom. Six nonteacher native speakers compared the oral and written fluency of both groups of students. Results show the context of language learning is a factor in what oral and written…