This study investigated the nature of progress made in learning Chinese as a Foreign Language by adult learners in an intensive summer program in an American university setting. Chinese language ability of 22 students was measured by a multiple choice test and an interview test. Data are interpreted and discussed in terms of implications for…

Compares the French language competence of Ontario high school immersion graduates with that of core program graduates of a six-week summer course in a francophone environment. The immersion graduates performed functions well, but at the expense of accuracy, while summer students showed fewer discrepancies in speaking skills. (Author/CB)

A description is provided of Washington State University's undergraduate intensive language course. The course, designed primarily for freshmen, provides classroom instruction for 8 hours a day, 5 days a week during the 8-week summer session. Course goals, content, and methodology are covered. (SW)

Describes intensive, community-based, experiential foreign language course titled "Spanish in Ohio" implemented to meet needs of nontraditional students bound to campus and unable to participate in study abroad opportunities. The course, offered during the summer at Ohio State University, is conducted entirely in Spanish, requires…

This article describes using dialog journals as part of a teaching-methods course in a summer program in Spain. Participants were teachers of Spanish with a range of experience and language proficiency. (JL)

Discusses diffusion-based electronic mail instruction integrated into summer institutes attended by foreign language educators. Findings reveal that diffusion-based instruction was effective in encouraging participants to use electronic mail more frequently than comparable foreign language teachers who did not attend the institutes. (30…

Describes and critiques a National Endowment for the Humanities-funded summer graduate program at the University of Minnesota for preservice and inservice teachers of French, German, and Spanish. The program combines a language immersion approach in content-based classes with a pedagogical component. (Author/JL)

Investigated linguistic and affective outcomes of summer study abroad participation by 25 college French students. Sought to determine if significant changes occurred in two linguistic factors--oral and listening French skills--and two affective factors--integrative motivation and language anxiety after study abroad. (Author/VWL)

Describes the projects of the Alabama Commission on Higher Education's (ASHE) Foreign Language Consortium, established through federal funding in 1985 to enhance teacher training programs. The impact of the Consortium on foreign language instruction in Alabama is discussed. (Author/CB)

Describes the various steps taken to organize and implement a five-week French summer institute for secondary teachers of French, involving a three-week stay in France. The article details program objectives, course content, administration of the Institute, budget considerations, participants' progress, the evaluation process, and the…

Describes the "International Potpourri" two-week residential summer enrichment program for gifted and talented ninth and tenth grade students. The program combined the best elements of foreign language camps and international festivals through a variety of activities including beginning conversation, songs, dances, crafts and food…

A description of the twenty learning center units for advanced classes developed by the French and Spanish teacher-participants. Learning centers permit students to work independently at well-defined tasks. The units deal with housing, shopping, cooking, transportation, sports, fiestas, literature, history, architecture, painting, and music.…