A detailed description of an intensive training course for teachers of English in Kumamoto Prefecture, Japan. (PMP)

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…

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…

This introductory text for Persian was designed for use in intensive Peace Corps training, with emphasis on the field of teaching English as a foreign language. The text includes an introduction which gives the language instructor a brief outline of how to teach the course. Each lesson consists of a dialogue followed by pattern practices of…

This British collection of essays on intensive second language instruction is divided into four groups. A section on intensive courses outside Britain includes: "Intensive Courses in a German Youth Hostel"; "Intensive German from an Austrian Perspective: An LEA Initiative"; and "Integrating Intensive Sessions into the…

This collection of essays gives detailed information about the administrative organization, staffing, program, students, testing, and research regarding intensive English programs (IEP). The following essays are included: (1) "Introduction," by R. Barrett; (2) "The General Administration of the IEP," by R. Daesch; (3) "The Selection of Intensive…

A college language instructor recounts his experience in a retraining program in business German at the West Germany's Goethe Institute. Twenty-eight individuals from the United States and from five European countries participated in a program that offered (1) a 14-day immersion into business-related German, (2) establishment of German business…

THIS REPORT ON INTENSIVE COURSES IN THE UNCOMMON LANGUAGES CONDUCTED AT 22 AMERICAN COLLEGES AND UNIVERSITIES DURING THE SUMMER OF 1962 IS THE RESULT OF A SURVEY UNDERTAKEN BY H.M. HOENIGSWALD OF THE UNIVERSITY OF PENNSYLVANIA, R.B. NOSS OF THE FOREIGN SERVICE INSTITUTE, AND E.N. MCCARUS AND J.K. YAMAGIWA OF THE UNIVERSITY OF MICHIGAN. (BY…

In response to concern among Galang refugee camp students about their ability to interact with Americans in the United States, a social language unit was developed and added to the English-as-a-Second-Language (ESL) curriculum. The unit addresses specific language functions, through syntactic forms, in the context of everyday social encounters…

The Korea Advanced Institute of Science and Technology has developed a five-week summer-intensive course in English to improve students' opportunities for speaking, confidence about, and communicative competence in English. The effect of the program on English teachers' roles and the ways they are perceived by students and administrators is…

The essays collected here describe events, trends, and issues in the development of language proficiency testing for African languages. Papers include: "A Brief History of Proficiency Testing" (Richard T. Thompson, Dora E. Johnson); "The 1986 Stanford ACTFL Training Workshop" (William Leben); "The 1987 Madison-MSU Team…

The relationship between intensive English programs (IEPs) for international students and the American colleges and universities that design, structure, staff, and administer the programs in diverse ways is adversely affected by an absence of policy and the inability of the faculty who teach these programs to participate in the policy-making…

The idea is prevalent that the presence of the language laboratory leads to better instruction. This is because the language lab is felt to further self-instruction and intensive learning. In determining the validity of this statement, various elements need to be taken into consideration, including student motivation and level, availability and…

Peace Corps language training in Spanish at the University of New Mexico is described. Such training features as class size, instructional levels, instructional method, drill, grammar presentation, classroom and laboratory work, review, testing, supplementary materials, use of native informants, teacher characteristics, and practice at mealtime…

This is the final report on the National Defense Language Institute conducted in Germany during the summer of 1963 for elementary and secondary school teachers of German. It is recommended that the program be repeated, with certain adjustments. The Institute held second- and third-level programs. It was concluded that the participants' teaching…