This report is a summary of the review of the Defense Language Institute (DLI) that was made by the General Accounting Office (GAO) at the request of a member of Congress. The objectives of the study were to identify and analyze significant internal DLI problems that diminish the overall effectiveness of the language training provided there.…

At the Institut Universitaire de Technologie in Nancy, France, most English language teaching has been organized on a mixed extensive/intensive pattern. As a result of certain negative effects of the established "session intensive," another methodology was tried, called "session libre." This session involved several techniques:…

A secondary school French immersion program in Montreal is discussed. A research and testing program to evaluate student performance is described. Results show a significant increase in French skills over regular language programs, no decrease in English skills, and no decrease in general academic achievement. (CHK)

Reviewing the President's Commission recommendations, urges language departments to: make language teaching, rather than literary scholarship, their top priority; make intensive or immersion language courses part of the regular curriculum options; develop common standards of proficiency assessment; foster interaction among themselves; support…

This study investigates performance on oral tasks across two groups of francophone learners with different ESL instruction. It reports on second language (L2) ability gains in intensive instruction and regular instruction. To date, gains in oral proficiency have not been reported in such programs, nor has there been a comparison across two…

This publication discusses the use of intensive teaching methods for language instruction, also known as suggestopedia ("suggestopaedy"). The theory of suggestopedia, various methods developed from the theory, and their applications are described. A description of Lozanov's suggestopedic method precedes a discussion about the various…

A digest of the reports, lectures and discussions at a colleges association conference. The program addressed concrete, pressing concerns, such as initiating student exchange in class, intensive language courses, problems posed by literature classes, the role of foreign languages in the curriculum and the outcomes of foreign language study. (AMH)

An overview of how reading has been used in the English-as-a-Second-Language (ESL) writing classroom is offered, example of changes in reading and writing models are examined, current views of the connections between reading and writing are discussed, and application of these connections in one advanced ESL writing class is reported. (85…

Situational leadership can be used in the English-as-a-Second-Language classroom to help students accept and adapt to instructional innovation. Leadership style is determined by the leader's task (directive) and relationship (supportive) behavior and by the classroom environment. Follower readiness is both job-related and psychological. Case…

The expanded foreign study and foreign language programs offered at Dartmouth are examined with emphasis on the influence of Peace Corps language programs during the last half-dozen years on American college campuses. The impact of the programs at Dartmouth since 1964 is discussed in terms of: (1) a brief history of language instruction at…

Description begins with remarks concerning the Institute of Far Eastern Languages, established in 1946, and the early efforts made in intensive language study in the Chinese Language School. The article describes the unique audiovisual materials and techniques used in the schools. Included in the description are: (1) dictation equipment, (2)…

Describes a summer intensive advanced German language program at the University of Texas at Arlington that has been conducted since 1975. Discusses course organization, teaching methods, class activities, testing, and the success of the program in terms of increasingly higher achievement ratings. (MES)

Describes an English for academic purposes program design that uses a content-based, integrated skills approach to prepare learners for the demands of mainstream instruction. (Author/VWL)

This article describes the way in which the curriculum for intensive French was developed. Reference is made to its similarities to and differences from both the multidimensional curriculum proposed by the National Core French Study and the communicative approach. The importance of learning outcomes stated in terms of communicative outcomes…