Describes the intensive German program at North Texas State University. Shows how the intensive course model may be adapted to tight budgets. (EKN)

Discusses why most colleges have dropped a foreign language requirement and what should be done to reestablish and solidify the place of second language programs in a required curriculum. (EKN)

Reports a survey of postsecondary institutions in the United States. Questionnaires were sent to foreign language departments. A 79 percent response indicated that 60.1 percent of all enrollments were in elementary courses. Information reported concerns languages offered in various types of institutions, institutional factors affecting enrollment,…

Discusses the general education role assigned by many institutions to foreign language departments and the difficulties that these have encountered in adjusting their course offerings and their goals to such role. Expresses the belief that the foreign language classroom is the ideal environment to teach the value of language as a heuristic device.…

Arguments both pro and con about the foreign language (FL) requirement are presented. Negative arguments center on the decreasing value of FL study and the inadequacy of skills developed in a four course sequence. Positive arguments concern immediate benefits to students and the importance of FL study in a liberal arts curriculum. (AMH)

Preliminary findings are reported from a survey conducted to determine the apparent absence of compensation for foreign language department chairs at some institutions. It is noted that, compared to the sciences or humanities, the typical foreign language program has greater and more complex tasks administratively and should, therefore, receive…

It is noted that language teaching in literature departments in many colleges and universities does not confer the same benefits or offer the same rewards as teaching literature. The problems this imbalance creates in academic rigor and continuity and the questions addressing why this is imbalance exists are discussed. (GLR)

Incorporation of women's and feminist issues into foreign language programs has been limited mostly to literature, and not language, courses. Reconsideration of this traditional boundary must seek a greater balance in including women's issues in both foreign language literature and foreign language teaching and examination. (CB)

Describes Ohio University's course sequence designed to teach French and Spanish, through the use of print and broadcast media, to students majoring in journalism and other communication areas. Course development, funding, resources, speakers, and promotion are detailed. (CB)

Explores the role of foreign language programs in higher education and attempts to define, encourage, and incorporate elements of multiculturalism in the entire college curriculum, emphasizing the unique position and inherent cultural diversity of foreign language departments. (23 references) (CB)

Explores issues relating to the formulation of policy for summer programs for language learning, describing one university's experience with student demand, student motivation and progress, course timing and structure, academic staffing, administrative organization, student and staff evaluation, and funding. (three references) (CB)

Argues for the viability of international education as the primary guiding principle for foreign language education, pointing out how foreign language programs can teach about language, history, values, and beliefs of other national groups and foster more effective interactions in political, cultural, economic, and global realms. (15 references)…

Stories are recounted about students enrolled in an intermediate level intensive English program at a university. The stories show how classroom pedagogy can transform students' negative perceptions about their abilities and result in their empowerment as writers. (Contains six references.) (LB)

Describes projects using an Applied Foreign Language Component approach to incorporate foreign language study and enrichment in multidisciplinary studies, including practical guidelines for implementing such programs, forming faculty alliances, modifying courses, recruiting students, and expanding library holdings. (10 references) (Author/CB)

Explores the relationship between foreign language and international studies, focusing on the resulting closer connection between language, content, and context in foreign language departments and courses; cross-cultural components, traditional foreign language instruction, and courses emphasizing cultural awareness. (CB)