A summative evaluation of the Drop-in center took place in order to: (1) observe French-speaking monitors during their sessions as hosts; (2) provide feedback on their ability to carry out this role; (3) monitor the implementation of changes previously recommended; (4) assess student reaction to the center programs by questionnaire; and (5)…

The study and appreciation of literature should retain its traditional position at the center of foreign language study. A "problem-centered" model is described for teaching literature in the undergraduate foreign language classroom using texts organized around a series of complex critical problems. (CB)

The undergraduate French major at the University of California at Davis was recently restructured from a dual-track program, with emphasis on language or literature, to a single major combining both disciplines. (CB)

A survey of college students' attitudes toward use of the language laboratory found that an initial positive attitude toward the laboratory in the first semester becomes more negative during the second semester, suggesting that new instructional materials are needed to maintain the initial favorable attitude toward the laboratory. (CB)

Discusses the development, implementation, and progress of the American Classical League/University of Georgia NEH Latin Institute. The major goal of the institute is to train teachers of Latin. (CB)

Discusses some problems experienced by doctoral degree foreign language graduates in seeking fulfilling career positions and suggests some aspects of the employment market and position search process that the graduate should consider when seeking a position. (CB)

Delineates the decision and priority-choosing processes inherent in the hiring of higher education foreign language faculty. Appropriate expectations and responsibilities of new faculty are presented, suggesting that the major hiring goal should be to attract not only the most promising individual but also the person who will benefit most from the…

Explains how traditional materials available to most teachers can be a point of departure for a program which focuses on communicative competence and suggests ways of incorporating computer programs, slide/sound presentations, and conversational activities into the curriculum. (EKN)

Describes a program that has been a requirement for Hofstra University students majoring or minoring in French for six years. The program offers 20-25 minutes per week of individual conversation sessions with native level speakers. Criteria for selection of personnel and diagnosis of each student's needs are discussed. (MES)

Describes experiment at Trinity College in Dublin in teaching Russian to future language teachers with objectives of sensitizing future teachers to problems of language learners and research. (BK)

Provides a synoptic history of African language programming in the United States and follows with an exploration of the design, properties, and national impact of a National African language Resource Center. (Author/VWL)

Presents the results of a study of student perspectives on the state of the art of undergraduate courses in French culture taught in American colleges and universities. Results from 28 questions are reviewed. The questions deal with the student's profiles, knowledge of facts, and their opinions about France and French. (28 references) (GLR)

Language instruction, particularly Portuguese, in the master's degree program in international business studies at the University of South Carolina is discussed, and the Portuguese language program is described. Low student interest in studying Portuguese has plagued the language program, but those students who have opted to study the language…

A review of higher education Portuguese language programs explores the characteristics of these programs between 1945 and 1979 and enrollment in the 1980s. A discussion focuses on how recent developments in French and Spanish applied linguistics and new teaching methodologies and materials will affect the future development of such programs. (CB)

The insularity and preoccupation with Western culture and ideas in the United States presents difficulties for the effective teaching of Eastern languages and culture. Interdisciplinary cooperation at all educational levels is needed to encourage the learning and teaching of less commonly taught Eastern languages. (CB)