Descriptor
Source
| NASSP Bulletin | 7 |
Author
| Burn, Barbara B. | 1 |
| Crawford-Lange, Linda M. | 1 |
| Ebel, Carolyn W. | 1 |
| Freeman, L. M. | 1 |
| Gregory, L. L. | 1 |
| Hayden, Rose Lee | 1 |
| McClendon, Lynne | 1 |
| Vik, Phil | 1 |
Publication Type
| Journal Articles | 7 |
| Opinion Papers | 5 |
| Reports - Evaluative | 2 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
Audience
| Administrators | 2 |
| Practitioners | 2 |
Location
| Georgia (Atlanta) | 1 |
| Minnesota | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedFreeman, L. M.; Gregory, L. L. – NASSP Bulletin, 1990
Middle school philosophy requires primary attention to student characteristics and needs when designing language programs. Designers must recognize a need for concrete treatment of subject matter and an integrated, egalitarian approach to instruction. Advice is provided regarding the articulation concerns, program outcome options, and format…
Descriptors: Curriculum Design, Junior High Schools, Middle Schools, Planning
Peer reviewedBurn, Barbara B. – NASSP Bulletin, 1980
Reports on the findings and recommendations of the President's Commission on Foreign Language and International Studies, which was concerned with the elementary and secondary curriculum. (IRT)
Descriptors: Cultural Awareness, Curriculum, Elementary Secondary Education, Global Approach
Peer reviewedHayden, Rose Lee – NASSP Bulletin, 1984
This essay by the president of the National Council on Foreign Language and International Studies cites figures revealing Americans' ignorance of foreign languages and basic facts concerning the rest of the world. A plan of action is outlined for schools. (MJL)
Descriptors: Educational Change, International Studies, Second Language Instruction, Second Language Programs
Peer reviewedCrawford-Lange, Linda M. – NASSP Bulletin, 1985
Foreign language teachers need to provide students and administrators with a more accurate understanding of the nature and value of language programs if the programs are to successfully compete for enrollment. A survey of principals in Minnesota provided data reinforcing these views. (PGD)
Descriptors: Administrator Attitudes, Administrator Role, Educational Attitudes, Language Attitudes
Peer reviewedMcClendon, Lynne – NASSP Bulletin, 2000
Most states have only a 2-year foreign-language requirement for college-bound students. Two 1999 federal initiatives--the Foreign Language Education Improvement Amendments and the Educational Excellence for All Children Act--provide support for expanding foreign-language education opportunities. Four exemplary Georgia middle-school programs are…
Descriptors: College Bound Students, College Preparation, Federal Programs, Graduation Requirements
Peer reviewedEbel, Carolyn W. – NASSP Bulletin, 1985
Discusses the use of cooperative experiential learning as a method to help non-English speakers improve their English communication skills. Cites such factors as the necessity for cooperation and communication among students, the motivational character of natural conversation, and the "mainstreaming" of the limited English speaker. (PGD)
Descriptors: Conversational Language Courses, English (Second Language), Experiential Learning, Limited English Speaking
Peer reviewedVik, Phil – NASSP Bulletin, 1984
Contending that the recommendations of the Commission on Excellence in Education cannot apply to all schools, the author argues against requirements including computer science, foreign language, and additional mathematics and science courses for all students. The quality of United States education is concluded to be higher than recent publicity…
Descriptors: Computer Literacy, Educational Change, Elementary Secondary Education, Graduation Requirements
