The problem of when to begin foreign language instruction is considered. Detailed criticism is made of the conclusions of "Primary French in the Balance." An early start may be favored because of the effect on children's minds, and teaching and school improvements may solve problems of transition to advanced stages. (CHK)

An exploration of the reasons for the failure of former elementary school foreign language programs precedes the identification of issues that should be addressed to ensure the effectiveness of current and future programs. The three basic FLES program models, Foreign Language Experience (FLEX), sequential FLES, and immersion, are described. (CB)

Suggests the following methods for improving university-level German language education curricula: reduce skill-development time through immersion programs, adopt Zertifikat Deutsch als Fremdsprache as the proficiency standard for advanced students, and include literature from a variety of liberal arts disciplines in the reading materials for…

A March 1988 survey concerning the textual materials used and liaisons existing between secondary schools and universities is reported. The university survey focused on a variety of first-year programs, how language departments accommodate students with varying accumulated hours of French instruction, and faculty familiarity with provincial…

Through its nonformal program for teacher education, the Peace Corps has been able to provide central and eastern European countries with more than 600 English teachers in recent years. The paper describes how the Peace Corps trains its volunteers to effectively teach English as a Foreign Language. (SM)

Paper responds to an article on a nonformal Peace Corps teacher education program that prepares teachers to teach English as a Foreign Language in central and eastern European countries, discussing various aspects of the program as important models for accomplishing the more diverse, larger, and problematic preservice education in America. (SM)

Advice for the counterpart, the person undergoing training, and the counterpartee, the expatriate specialist, includes thinking in terms of development rather than training, and involving both parties in designing workable development programs. Suggestions for project planners are offered. (Contains 13 references.) (JP)

Discusses the evolution of comparative literature as a discipline in the 20th century and how comparative analysis has affected other academic disciplines, focusing on the impact of comparative literature and analysis on Russian and East European studies. (Contains 11 references.) (MDM)

Those who actually teach foreign languages and literature, "not those outside the field," should make decisions about language curricula, basing decisions and programs on sound pedagogy. Residual U.S. chauvinism and isolationism must not be allowed to trivialize and marginalize foreign languages and culture in the name of achieving a "competitive…

"Tissue rejection," rejection of an instructional innovation because of poor fit, is analyzed to demonstrate the problematic nature of appropriate information collection and the need for ethnographic "means analysis" to inform project design. Tissue rejection is attributed to informal orders within a host educational environment and communication…

Suggestions are offered for individuals involved in a job search for teaching positions in foreign language departments and who are planning interviews at the Modern Language Association convention. (LB)

Attempts to describe the world market for education in English as a first, second, or foreign language. The total market value for education programs or materials is estimated in the billions of dollars. Particular focus is placed on the English language education markets of the Far East/Australia, North American, Europe and the United Kingdom.…

An adaptable, interdisciplinary project in high schools in Naples, Italy, involves teaching science in French to those who have completed at least three years of language study. Goals are to sensitize students to scientific French and to enrich their understanding through thematically focused work. (CNP)

Describes a Japanese language program at a small liberal arts college in Minnesota that is making connections with the general studies program of the college. Four cultural studies courses are intended to demonstrate to students the symbiosis between language and culture and to provide a context for the students' study in Japan. (Author/VWL)

Describes the implementation of an English Language Center in Esteli, Nicaragua in 1993 and identifies social, cultural, and political complexities involved. Qualified teachers were recruited during the planning phase, and after two months of operation, over 200 students were enrolled. Students paid for classes that were marketed only to those who…