bluuebunny/crossref_metadata_2025 huggingface dataset:
Package Them In Puzzles: Vocabulary, Culture, Conjugations
Authors: McElroy Mary E. , Samaniego Fabián A.
Published: January 2009

ABSTRACT This article offers an innovative method of using the traditional puzzles and crosswords in foreign language instruction. Instead of merely providing amusement, the puzzles are carefully designed to assist in the learning of various language skills. Clear directions are given for developing puzzles specifically designed to teach grammar, vocabulary, and culture.
Redirecting Second Language Curricula: Paulo Freire's Contribution
Authors: Crawford‐Lange Linda M.
Published: January 2009

ABSTRACT Literature of the second language teaching profession recognizes a contemporary thrust for taking students and their environment seriously in the development of curricula. This article presents the philosophy of Paulo Freire as a foundation for such existential humanistic curricula. First, Freire's statements on the human person, consciousness, and the process of knowing, as well as his thought on institutionalized education, are summarized as a basis for determining the impact of his philosophy on curriculum design. The remainder of the article translates his philosophy into twenty curriculum design principles relating to the following elements: purpose, objectives, content definition, learning strategies, learning materials, planning, teacher role, student role, and evaluation. The principles are expanded into a sample second language curriculum design which provides a forum for exploring practical and theoretical implications of this Freirean‐based existential humanistic approach to curriculum.
Teaching Writing in the Second Language Composition/Conversation Class at the College Level
Authors: McKee Elaine
Published: January 2009

ABSTRACT Many problems confront the teacher of writing in the second language composition/conversation class. Second language teachers generally view composition writing in a second language as an academic exercise rather than as the communication of a message. Moreoever, the usual arrangement of having composition and conversation combined into one course does not permit the teacher to spend much time on the principles of writing. The heterogeneity of students' interests, abilities, and needs further makes the teaching of writing virtually impossible in the current arrangement. The following article suggests that second language departments incorporate in their programs a writing course, independent from conversation, individualized in format to meet the needs of all students. Such a course must include notional materials to make second language study worthwhile for all students. Many ideas and suggestions used by departments of English may be helpful to second language teachers.
Changing Directions in One Language Methods Class
Authors: Cannon Harold L.
Published: January 2009

ABSTRACT Every future foreign language teacher faces at least one language methods class. This class is usually a bland mixture of the history and philosophy of teaching languages. My experience teaching Education 450F‐Methods of Teaching a Foreign Language‐has allowed me to create a more innovative and practical course for the future language instructor. The content of the fifteen week course falls into three interrelated areas: (1) exposing students to language activities and related programs currently operating in public schools and colleges; (2) engaging students in a microteaching program in which they prepare materials and present them before high school students; and (3) providing discussion sessions which consist of (a) the instructor and microteachers receiving feedback on teaching projects, and (b) the instructor and class collectively exploring theory and techniques utilized in the microteaching projects.
Dewey's Theory of Language With Some Implications for Foreign Language Teaching
Authors: Herron Carol A.
Published: January 2009

ABSTRACT John Dewey is an American philosopher who dedicated much thought to how school subjects should be related and taught. He developed a theory of language and meaning that has been analyzed in various philosophical journals and essays. It is the intent of this paper to extend Dewey's ideas on language into the domain of foreign language teaching. The discussion will focus on (1) the origins of language; (2) the relation between language and communication; and (3) the value of studying a foreign language.

While Dewey did not always intend for foreign language teachers to be the beneficiaries of his general philosophy of language, he did make observations and distinctions from which worth‐while pedagogical inferences can be drawn. Of special significance are the teaching practices that emanated from his theories as they were implemented by foreign language teachers in his University of Chicago Laboratory School. These strategies suggest certain positive directions for foreign language teaching in American schools. In particular, they respond to the imperative for our profession to convert strong arguments for foreign language study into successful programs that merit public support. Not only did the Dewey School anticipate the possibility of attributing communicative and cultural benefits to foreign language study, it organized the curriculum around this objective.
Toward Community‐Wide Interest in Other Peoples
Authors: Nostrand Howard Lee
Published: January 2009

ABSTRACT A nine‐month experiment, “Bonjour Seattle,” suggests the possibility of building community support for the motivation to learn about other peoples. The Community Advisory Board of a multidisciplinary university group started small, and after two years organized a city‐wide program of some 50 cultural and commercial events. Financial contributions and volunteer time totaled more than $135,000. Suggestive for others is the program's experience of different types of events, management with 130 volunteer workers, fund‐raising, and trade promotion.

The program led to a second‐year phase, concentrating on trade development, French conversation and discussion groups, and as centerpiece, the twinning with a French sister city. This relationship interests the community and the media, and it solves the problem of arousing a reciprocal interest among the French. It gives a role to city and state government, and affords the opportunity for a membership organization.

Understaffed and undercapitalized as it was, the program built bridges between education, business, and government as well as between an ethnic group and a community, and between the Pacific Northwest and France.
Toward Fair and Consistent Evaluation of Essays in Second Language Learning
Authors: Prokopx Manfred
Published: January 2009

ABSTRACT The author discusses existing methods of correcting essays in second language instruction and proposes an approach which takes into account both the grammatical accuracy of the product and the difficulty of the topic set. It is suggested that essays of differing lengths and different difficulty can then be scored more reliably and consistently than standard procedures usually allow.
Why or Why Not Foreign Languages
Authors: Clark Margaret L. , Rudolph Marjorie H.
Published: January 2009

ABSTRACT This article describes the first of three public fora which were designed to give the general public the opportunity to air opinions, both pro and con, on the value of foreign languages in public school curricula. Held in Fayetteville, Arkansas, the fora were videotaped by the Arkansas Educational Television Network and shown statewide.

Expressions from newspaper readers and television viewers, as well as from forum participants, suggested that there is a general belief in the value of foreign language study in public schools and a desire to extend such study, with the recognition that many problems will have to be overcome in order to do so.
Video‐Aided Written/Oral Assignments
Authors: Garber Carole , Holmes Glyn
Published: January 2009

ABSTRACT In the project described in this article, the authors intended to determine whether short video movies could be used to help language students develop their written and oral skills. The authors produced four five‐minute video movies, with no sound, on everyday topics. The students were first asked to write a composition to accompany a film, and then to record the corrected composition to produce a soundtrack for the film. The completed presentations were played to the class for the purposes of comprehension and discussion. The results proved most encouraging.
Language Facility and Use among the Faculty of an American University
Authors: Pietro Robert J. Di
Published: January 2009

ABSTRACT In keeping with the foreign language profession's efforts to bolster student enrollments and to seek more appropriate models of language instruction, a survey was taken of language use of the faculty of a representative American university. It was felt that knowledge of how well educated Americans actually use their foreign language skills would be of value in redirecting our existing programs of instruction toward realistic goals. Eight functional categories were established in order to assess the range of multilingual use in both formal and informal settings. Respondents' attitudes toward foreign language study for themselves and their children were also solicited. The results of our survey strongly suggest that educated professionals, at least in an academic setting, find great value in foreign language study and are likely to support it, especially if it is oriented to specific language functions.
Detecting Grammar in Action
Authors: Perricone Catherine R.
Published: January 2009

ABSTRACT This article presents a method for familiarizing intermediate language students with grammatical concepts through library research. Using recent periodical literature, students are assigned to seek examples of language presented in class and write them on a standard form. Through class discussion of their examples, students discover grammatical concepts in contemporary usage. Simultaneously “detecting grammar in action,” students increase their vocabulary and gain familiarity with conducting library research in a foreign language essential to more advanced work or graduate study. Since this type of assignment requires a careful search and subsequent explanation of the examples found, students intending to become foreign language teachers particularly benefit from this technique.
Viewpoint: We Have Met the Enemy, and He is Us ‐Pogo
Authors: Reinert Harry
Published: January 2009

ABSTRACT Services to the foreign language profession, ranging from work on local committees to national leadership, are performed almost exclusively by volunteers. Attitudes of some members of the profession toward their colleagues, ranging from indifference to callous rejection, pose afar greater threat to the future of the profession than any external forces. The trend to convert the energetic young professional into a burned‐out volunteer and “instant has‐been” must be reversed before the profession can be truly unified.
More on Rules for Rules: Gender in Spanish and the Monitor User
Authors: Doman Mary Gay
Published: January 2009

Abstract  In attempting to perfect rules for use in pedagogical grammars, there is a tendency to rely too heavily on formal criteria, without taking into account actual data about language use. Two sets of rules for determining noun gender and making gender agreements in Spanish are examined critically on the basis of both formal criteria, including frequency in discourse of the items described by the rules, and the notions about the role of rules in second language use formalized in the Monitor Model. Some of the proposed rules prove to be either descriptively invalid or, for other reasons, likely to be of little practical utility to the language user. It is suggested that formal criteria, psychological criteria, and data about actual language use by second language learners should be considered in evaluating the formal rules of a pedagogical grammar.
Foreign Language Attitudes Survey: Georgia Superintendents and High School Principals
Authors: Weatherford H. Jarold
Published: January 2009

Abstract  The writer conducted a survey of superintendents and high school principals in Georgia to determine the attitude of school administrators to foreign language study. The results of this study indicate that school administrators in Georgia in general have a relatively high opinion of foreign language study, both in high school and college, especially in the case of those individuals who have studied a language themselves. The findings suggest that foreign language teachers in Georgia need to capitalize on this relatively positive attitude and work with the administrators to reestablish foreign languages as a meaningful component of the high school (and elementary school) curriculum.
Enhancing Second Language Acquisition by a Focus on Listening Comprehension: The Potential of the Cassette*
Authors: Byrnes Adelheid S. , Fink Stefan R. , Roman Aurelia
Published: January 2009

Abstract  Based on extensive insights from the foreign language classroom as well as recent studies in psycholinguistics, neurolinguistics, and semantics, the authors plead for more emphasis on active listening comprehension as a prerequisite for oral communication in a foreign language. The not‐sufficiently‐recognized potential of text‐independent language cassettes for enhancing active listening comprehension is discussed. The paper presents numerous samples of excellent cassette materials and illustrates their varied use at different levels of instruction in French and German. The article concludes with some reflections on expanding and enriching the student's education through active listening in a foreign language.
Some Characteristics of Effective Practice in Second Language Acquisition
Authors: Quisenberry James D.
Published: January 2009

Abstract  This article focuses on the importance of practice as a necessary component in learning a second language. Second language practice is categorized according to four general approaches to teaching foreign language: the grammar‐translation (G‐T) approach; the audiolingual (AL) approach; the programmed instruction (P‐I) approach; and the contextual approach. A distinction is made between drill and practice. A review of research findings in related fields has shown that: (1) repetition as a learning technique is not as effective as current classroom practice implies; (2) the more meaningful the material to be learned, the better the student will learn and retain it; (3) there is a need for great variety within an experiential approach to structuring the learning environment; (4) the use of printed and other visually oriented learning materials should be an integral part of any program of instruction; and (5) the conscious learning of specific grammar rules may not be as important in learning to speak a second language as many teachers believe. The article concludes with the author's interpretation of the research findings and some suggestions for implementation of these in actual classroom situations.
The Videotape Recorder in Foreign Language Conversation and Composition Courses
Authors: Buehler George
Published: January 2009

Abstract  The videotape recorder has become a legitimate, effective teaching device in innumerable settings at all levels of instruction. One area that has been completely overlooked is the incorporation of the videotape recorder into college foreign language conversation and composition courses. It is the purpose of this paper to fill the gap by describing a method by which this valuable teaching device can be used to enhance the oral and written proficiency of foreign language students.
A Survey of Bilingual Employment Opportunities in International Trade
Authors: Hubbard John R. , Ristau Robert A.
Published: January 2009

Abstract  In July 1978, the Department of Foreign Languages and Bilingual Studies of Eastern Michigan University received Title VI funding under NDEA to develop and implement graduate and undergraduate interdisciplinary curricula in Language and International Trade. When federal funding ended in June 1980, the programs were permanently established at the University and have played a major role in helping the Department of Foreign Languages and Bilingual Studies realize a 65 percent increase in enrollments over 1977–78. There are now two hundred graduate and undergraduate majors in the programs, and enrollment continues to grow. The dramatic rise in enrollments also increased the advising load in the department and created the need to identify the specifics of career opportunities for bilingual positions in business; in particular, the nature of entry‐level positions and the nature of potential employer expectations. This led to the decision to conduct a survey of private sector employees in Michigan and some employers in nearby states in order to gather information regarding current and future needs for bilingual employees. This report presents a summary of the findings and offers specific recommendations to persons interested in bilingual careers in business.
The Audio‐Motor Unit in the Language Lab: Time‐Saver and Evaluation Tool
Authors: Bunker Duane F.
Published: January 2009

Abstract  The audio‐motor unit, a successful listening comprehension strategy composed of a series of oral commands which elicit physical responses, demonstrates student comprehension of meaning. The purpose of this article is to describe a new approach to this proven strategy. In order to conserve time and have an objective means of evaluating audio‐motor units, the author proposes a method for using these units in the language lab.
Developing Creative Writing Skills with Picture Packs
Authors: Hartley Ernest B. , Hartley Peggy J.
Published: January 2009

Abstract  With many language teachers being responsible for several different levels of instruction and with many teachers teaching more than one language, the need for inexpensive, easy‐to‐develop supplementary materials is very real. Also needed are practical ideas to stimulate interest in writing the foreign language. This article describes the process for developing a creative writing folder, called the Picture Pack, which will be useful in meeting these needs. In addition to specific instructions for creating a Picture Pack, a sample Picture Pack is included.
The Role of Literature in Secondary and Post‐Secondary Language Instruction: Disparity or Unity?1
Authors: Herr Kay
Published: January 2009

Abstract  A consideration of the status of literature in university and secondary school curricula, the degree of student interest in the study of literature, and research activity and teacher training in literary methodology reveals a disparity between the expectations of the university curricula and the role of literature in the other areas. Thus, undue tension is created while the place of literature in our discipline may be misunderstood and even neglected. Yet, literature can have a powerful effect in provoking change in the individual. After a discussion of these considerations, some positive suggestions for lessening this disparity are made with the hope that greater understanding and cooperation between the secondary and post‐secondary levels will arise and that our attention will be redirected toward seeking improvement in the teaching of literature. While this is not a new problem in our profession, all too little is being done about it.
The Hispanic Community as a Resource for a Practical Spanish Program
Authors: Flori Mónica
Published: January 2009

Abstract  The present article explains in detail how a Spanish Practicum course was conceived and functions at Lewis and Clark College. The purpose of the course is to use students of Spanish as English tutors for Spanish‐speaking individuals on campus and in the community. The latter is achieved by working with several agencies which provide services to Hispanics. Besides receiving credit, the participating students benefit culturally and linguistically from their intercultural experience. The Spanish curriculum is also enhanced by the addition of a practical course which establishes links between the department, the school, and a sector of the community.
Foreign Language Week—Celebrate It!
Authors: Allison Mary L.
Published: January 2009

Abstract  There are many ways to observe Foreign Language Week from simple in‐school activities to large, event‐filled, city‐ and state‐wide celebrations. This article presents activities designed to promote foreign language and international studies in schools, colleges, universities, the community, city, and state. Suggestions on how to organize and publicize Foreign Language Week programs are also given.
FLEC Day: Planning a Super Bowl of FL Competition and Fun
Authors: Alsop Thomas W.
Published: January 2009

Abstract  Foreign Language Exploration Competition Day encompasses a wide range of competitive activities for students of French, German, and Spanish. The students may choose from a list of seventeen contests and seven prepared displays. This extensive selection option enables the student to explore by participating in a myriad of events. Each contest or prepared display requires the student to call upon language skills learned in the classroom. Students are rewarded for the competition with certificates and ribbons. The school whose students win the most first place contests in each language is awarded a trophy. Detailed descriptions of how to organize the successful operation of a FLEC day follow.
Who Should Study a Foreign Language? The Myth of Elitism
Authors: Herron Carol
Published: January 2009

Abstract  Sometimes in the history of foreign language teaching, diverse influences beyond the profession's immediate control have shaped the nature and scope of the discipline, including the United States position in world affairs and expenditure of government funds. However, in this paper, a myth is explored that has tended to limit enrollments in foreign language classes and that is within our power to alter: the popular image of foreign language study as being primarily for the academically talented, high I.Q., college‐bound student. It is generally assumed that the long‐held connection between foreign languages and the nineteenth century curriculum theory of mental discipline has affected the type of students encouraged to take a foreign language. However, a study of historical documents shows that quite contrary to this commonly held belief, mental discipline as a motive for language study and elitism do not go hand‐in‐hand. The purpose of this paper is to clarify the origins of the elitist myth and to suggest how contemporary versions of a mental discipline case can support an open‐door rather than an elitist policy toward the study of a foreign language. Strategies are offered to counter an excessive emphasis on the “basics,” a current trend which could undermine the building of a cognitive case for foreign languages in the general curriculum.
Un Fabliau du Moyen Age—De Brunain et de Blérain
Authors: Headrick Robert J.
Published: January 2009

Abstract  One of the most challenging aspects of foreign language teaching at any level is providing rewarding and stimulating instructional units to highly motivated students. This is particularly important at the high school level where initial interest in foreign languages often begins. This unit is designed to present a Frenchfabliau to intermediate French students. After a brief introduction to the historical period and a discussion of the genre (fabliau), the student is presented with a French fabliau (De Brunain et de Blérain). After reading and discussing the fabliau students will find a series of evaluation activities designed to encourage them to write and present a contemporary fabliau. This unit reinforces the four language skills and introduces students to the culture of medieval France.
Schlumpftreffen II: Total Immersion Weekend New Jersey Style
Authors: Oberding Barbara , Onofrietto Mary H. Magee
Published: January 2009

ABSTRACT  The New Jersey Chapter of the AATG conducted its second Total Immersion Weekend for students of German for the purpose of providing these students with a total German environment. All activities, including hiking, singing, dancing, arts and crafts, and various sports sessions, were conducted in German. Every teacher from the fifteen participating high schools was allowed to bring only five students, and was involved not only in planning the weekend but also in conducting at least one workshop. Detailed evaluation forms filled out at the end of the purely‐for‐fun German weekend proved that everyone involved found the experience truly worthwhile and exciting.
The Cities of the Western Hemisphere and Spain: Some Global Activities for Spanish
Authors: Rissel Dorothy A.
Published: January 2009

ABSTRACT  This article describes the findings in foreign language research and the goals of global education that motivated the use of cities as a point of departure for activities and materials development. The cities of the western hemisphere and Spain are focused on as a context for the Spanish class, but the approach is applicable to other areas and languages. Suggestions are made for integrating city‐based contextual information into activities for introductory classes and sources of information and topics for study at intermediate and advanced levels are identified. The paper closes with a call for the establishment of a clearinghouse to facilitate the acquisition and distribution of global materials for language teaching.
Language Study Abroad for High School Students: Indiana's Program for Proficiency and Recruitment
Authors: Armstrong Gregory K.
Published: January 2009

ABSTRACT  This article examines the impact of Indiana University's twenty‐year‐old intensive program abroad on the second‐language skills of advanced high school Spanish students. Using a pretest/posttest design, investigators tested 60 program participants in listening, speaking, reading, and writing. Evidence indicated that resulting skill gains exceeded those which might be expected in one full year of high school language instruction. Another interesting finding which could have far‐reaching implications for recruitment is that following high school graduation one‐third of all program participants matriculated at the sponsoring institution, enrolling in upper level Spanish courses.
Suggestopedia, Sophrology and the Traditional Foreign Language Class
Authors: Bancroft W. Jane
Published: January 2009

ABSTRACT  In French classes for beginners conducted at Scarborough College, University of Toronto, in 1979 and 1980, essential elements of Suggestopedia and Sophrology were utilized; in particular, the soothing teacher's voice and the relaxation session for unconscious assimilation of the lesson material. Those students who achieved the best results in both written and oral work were those who: (1) relaxed the best (which improved memorization of vocabulary and lesson texts); and (2) had good training in English grammar (which meant they could do well in the required grammatical exercises on written tests and examinations). In the author's opinion, suggestopedic/sophrological techniques definitely improve the class atmosphere and student motivation even when these techniques are limited to (or by) the traditional foreign language classroom.
State of the Art of Foreign Language Education in the People's Republic of China
Authors: Moffett Oren E.
Published: January 2009

ABSTRACT  Foreign language education in the People's Republic of China was profoundly affected by the Cultural Revolution (1966–1976), and the current state of the art must be viewed against that backdrop. Foreign language pedagogy has made a remarkable recovery since the overthrow of the Gang of Four in 1976, and educational institutions have made great progress in meeting the desperate needs of the nation for linguistics despite serious handicaps. A concerted effort is being made to overcome shortcomings and to modernize foreign language teaching methods. Given the progress made since the Cultural Revolution and the momentum built up thus far, and barring further major political upheavals, the People's Republic of China should achieve recognition as a leader in foreign language teaching methodology before the turn of the century.
Assessing Support for High School Foreign Language Programs: The Tennessee Model
Authors: Campana Phillip J.
Published: January 2009

Abstract  In their efforts to promote the study of foreign languages, teachers require various types of supporting documentation, including statistical information, as a base for presentations to administrators, legislators, and civic groups. This article describes a comprehensive report on Tennessee secondary schools and uses a simple formula to determine the support for foreign languages in individual schools, school systems, counties, and congressional districts. It also describes the use of some of the linguistic maps and statistical tables contained in the report and the possible applications for teachers in other states.
The Undergraduate Internship in the Foreign Language Curriculum
Authors: Henderson Ingeborg
Published: January 2009

Abstract  Current student needs and interests are forcing the foreign language profession to strengthen and diversify course offerings at the undergraduate level. This article describes a highly successful undergraduate internship course and discusses its considerable benefits to all course participants in the critical areas of teacher training, advanced language learning, and general skill development.
Title Pages: A Simple Device For Cultural Consciousness‐Raising In The Teenaged Student Of French
Authors: Wilkes Helen
Published: January 2009

Abstract  Despite general agreement that the study of culture should be an integral part of language learning, beginning language programs at the pre‐college level still place primary emphasis on linguistic skills. The title page provides a simple vehicle for the immediate introduction of surface culture. It can provide the means for cultural consciousness‐raising in the teenager and set the stage for subsequent forays into deep cultural awareness.
Sociolinguistic Dimensions of Foreign and Second Language Teaching
Authors: Nussenbaum Gladys
Published: January 2009

ABSTRACT  While foreign and second language teachers have devoted their efforts to the development of the linguistic competence of their students, not enough attention has been paid to their communicative competence, which is the ability to adjust their language according to social context. This paper briefly describes those findings in sociolinguistic research that can be used by language teachers to elicit from their students meaningful and authentic communication.
The Reader: A Coordinated Approach
Authors: Lopez Katherine
Published: January 2009

Abstract  Through a three‐part method, the reader can be used to promote conversational and writing skills as well as reading. Variations on the traditional techniques of oral presentation and written summary provide a basis for student dialogue, an individualized approach to grammar review, and development of the ability to manipulate language.
Student‐Perceived Communication Needs: Infrastructure of the Functional/Notional Syllabus—Spanish Point of View
Authors: Lacasa Judith N. , Lacasa Jaime
Published: January 2009

ABSTRACT  Interest in a more pragmatic approach to foreign language instruction through curricula structured upon a functional notional syllabus led to a survey in beginning French classes at Purdue University. The purpose was to ascertain student‐perceived communication needs in order to identity priorities in languuge functions that could serve as the infrastructure of a more relevant foreign language instruction syllabus. The results of that survey appeared in the February 1980 issue of Foreign Language Annals. With the purpose of taking steps toward verifying the general applicability of these results, a survey was conducted at Iowa State University among students of Spanish. A questionnaire with the identical functional notional categories and descriptive statements was used. The article presented here shows the ranking of notional functions of language usage by Spanish students at Iowa State, and compares them with those of the French students at Purdue. The similarity of results of these two surveys not only gives further strength to those of the French study, but is another step toward establishing an infrastructure for a functional/notional approach to syllabi composition.
Teaching without Grammar: Title XII Experience at the University of Delaware
Authors: DiLaura S. J.
Published: January 2009

ABSTRACT Speaking proficiency became an urgent goal for scientific personnel at the University of Delaware preparing themselves to engage in various projects of technology transfer with countries of Latin America. Funds from the University's Title XII program were set aside to establish the needed instruction in the target language. The course of instruction employed the principles of the Stategic Interaction (SI) approach. Rather than follow a syllabus of sequence structures, this approach is built around the use of “scenarios” which require students to work through communication problems. The success of the course indicates that SI methods may be especially well‐suited for all short‐term courses aimed toward training professionals to gain working knowledge in specific fields.
Utilizing Community Resources: The Conversation Lab
Authors: Kurtz Don L. , Luna Anne M.
Published: January 2009

ABSTRACT Most innovative pedagogical approaches have focused on the classroom, with little attention being paid to the practical use of language study. Utilizing volunteers from the local Spanish‐speaking community, the conversation lab was developed in order to provide students with a safe environment in which to consolidate interactive skills. In the conversation lab described, a group of Spanish‐speaking senior citizen volunteers met with first‐ and second‐year students twice weekly on a one‐to‐one basis for unstructured conversation. Both students and staff benefitted from the program, and results indicate the practical value of incorporating the conversation lab into the regular foreign language curriculum.
Attitudes Toward Languages for Business at Two South Florida Universities
Authors: Grosse Christine Uber
Published: January 2009

ABSTRACT This study compares and contrasts the Aattitudes of business and language professors at two florida universities toward foreign language forbusiness courses. It presents the results of questionres distributed to one hundred and thirty‐seven business faculty and thirty‐one foreign language professors at the two institutions. The findings proe information about how the two groups view other, and the reasons why business schools be opposed to having language requirements. The results also reveal several problems in communication that exist between language and business faculty at the two universities. The purpose of the study is to gather and analyze information about how language and business faculty perceive each other in order to further mutual understanding, communication, and wider accepce of language for business courses.
Acquiring the Dialogue: Providing Input by Using a Fusion of Skills Technique
Authors: Smith Alfred N. , Rawley Lee Ann
Published: January 2009

ABSTRACT Recent research in language acquisition suggests to the second language teacher new directions which focus on the importance of an extended period of listening and meaningful communication. The authors have developed a technique for teaching the dialogue which provides copious pre‐production input and acquisition experiences through which students create the dialogue lines. This technique is composed of the following steps: 1) pre‐narrative activities; 2) the narrative; 3) contextual expansion of the new vocabulary; 4) reading input: the cloze; 5) dialogue construction from visual cues; 6) dialogue recreation; 7) interpretive comprehension.
Concrete Poetry: A Linguistic Technique for the Foreign Language Classroom
Authors: Brod Evelyn F.
Published: January 2009

ABSTRACT  Concrete Poetry is a visual poetry form which may be used in the foreign language classroom. It is an ancient form popular still in modern times and in all languages. This article explains what concrete poetry is, and discusses how to teach the creation of a concrete poem to foreign language classes. It begins with an introduction of how concrete poems were presented in various language classes, continues briefly with the history and background of concrete poetry, and concludes with techniques for implementation.
Poetic Games: Fruitful Language Activities for the Intermediate French Class
Authors: De Méo Patricia P.
Published: January 2009

ABSTRACT  Poetic games have received little attention in North American journals devoted to teaching French as a foreign or second language. Widely used since the early 1970's in France and Quebec in French classes for native speakers, poetic games aim to sensitize students to the potential richness of language through activities in many cases derived directly from practices of modern poets. These poetic games explore not only phonological and graphic components of words and texts, but also personal and collective (cultural) associations and connotations. As such, they can play an important role in maximizing the affective dimension of foreign language learning. An inventory of poetic games is included, with examples in French and English. These activities would be equally valuable for teaching other languages.
Asking Directions: A Thematic Development for the Foreign Language Classroom
Authors: Carton Dana
Published: January 2009

ABSTRACT: The topic “asking directions” may be productively used in the language classroom as a basis for a variety of real‐life simulations and lively personalized conversations. The activities suggested here encourage immediate student employment of the target language in a range of meaningful contexts. Exercises are accompanied by guidelines for productive classroom utilization. All class members participate simultaneously in exercises evoking total student involvement. This session may be used with any target language, including ESL. Vocabulary lends itself to ready modification to suit the needs of any class level in any instructional setting, from high school through university or adult education. The stimulating change of pace provided by these exercises is an effective student motivator. This lesson may be used in entirety or in segments at any point in the language program, to introduce or review some highly practical target language vocabulary.
Attitudes of Secondary School Counselors and Superintendents toward Foreign Language Teaching: A Descriptive Study
Authors: Beard Joe Leonard
Published: January 2009

ABSTRACT: This study, conducted recently in the State of Illinois, describes the attitudes of public secondary school superintendents and guidance counselors toward the study of foreign languages. Concluding statements based upon the analysis of the data revealed that: 1) the majority of superintendents and counselors generally do support the study of foreign languages in the public schools; 2) secondary school counselors exhibit a significantly more favorable attitude toward foreign languages than secondary school superintendents; 3) attitudes toward the study of foreign languages do not vary with the size of school districts; 4) the majority of the two groups of educators believe that every student should be “encouraged” to take a foreign language; however, most educators believe that every student should not be “required” to take a foreign language; and 5) the majority of the secondary school educators believe that cultural understanding is the major justification for taking a foreign language course.
Using English Language Newspapers in First‐Year Foreign Language Classes
Authors: Smith Mary F.
Published: January 2009

ABSTRACT: Innovative methods to encourage students to apply and extend their foreign language learning are important to all educators. The author describes a flexible strategy for associating Spanish with the daily English language newspaper interests of junior and senior high school students. The strategy is adaptable to other languages, is especially suitable for classes with students of different ability levels, and is one which allows all students to be adequately challenged.
Shared Nomenclature: An Analysis of Students' Communicative Strategies in a Foreign Language
Authors: Allen Edward D.
Published: January 2009

ABSTRACT A research project on the communicative strategies of secondary school language students indicates that even those in their second year of study are able to understand one another as they ask and answer questions in French or Spanish. Though they make errors in grammar and vocabulary, they begin at an early stage to use paraphrases and circumlocutions in the second language. Longer sequences of study clearly enable students to express themselves with ever increasing precision and depth.
Using the Overhead Projector for Homework Correction
Authors: Pfanner Beverly Radcliffe
Published: January 2009

ABSTRACT While teacher‐made transparencies for the overhead projector have become commonplace in the foreign language classroom, student‐made ones are less frequently found. A very efficient method for checking homework assignments employs student‐made transparencies of the assigned exercises as the working model in the classroom to be corrected or discussed as necessary. Procedures and suggestions are presented, as are advantages and disadvantages of the system.
Gaining Successful Writing in the Foreign Language Classroom
Authors: Tabor Kenneth
Published: January 2009

ABSTRACT While helping students achieve a variety of goals, many foreign language teachers want their students to write well, to enjoy the experience, and to demonstrate a willingness to write again. This article relates a process which can be used to help students write successfully in the target language and leaves them willing to write again. Pre‐writing stages of the process concurrently develop reading, listening, and speaking skills while preparing students to write well. As the article illustrates, successful student writing is not accidental, but requires specific teacher responsibility. It points out several specific activities which the teacher can use in order to elicit desired results.
Planning A Radio Broadcast—An Opportunity to Increase Interest in Foreign Language Courses
Authors: Alsop Thomas W.
Published: January 2009

ABSTRACT The following article describes the planning, script writing, and producing of a radio broadcast in the foreign language. The script and broadcast were completed by intermediate and advanced Spanish students at the senior high school level. Increased student, parental, and administrative awareness of Spanish were immediate by‐products of the broadcast. Multi‐school involvement at various student levels of Spanish occurred. Spanish enrollment increased the next year. Students were able to utilize Spanish in a practical and enjoyable manner. Possible alternatives for use of a broadcast for schools without radio stations are mentioned in the article.
Problems in Language Instruction: Eclectic Methodological Suggestions
Authors: Inman Sys Strandnes
Published: January 2009

ABSTRACT Some traditional problems in language instruction include competing methodological approaches, excessive cognitive content, and ineffectual roles of teacher and student in the classroom. The author suggests the use of an eclectic methodological approach to alleviate these problems. Combining ideas from the cognitive, direct, and confluent methodological approaches, the author seeks to more efficiently utilize classroom time for “acquisition” activities, reduce grammar learning requirements, and employ a more effectual role for the instructor and student through structured activities in student groups. Specific examples in Spanish and English of activities for student groups are provided in the appendices.
Twenty Minutes to Mastery of the Cyrillic Alphabet
Authors: Leaver Betty Lou
Published: January 2009

ABSTRACT Every teacher of Russian knows that sooner or later the Cyrillic alphabet must be taught in all elementary Russian courses. Unfortunately, the process of teaching and learning the alphabet for many is dull and time‐consuming. But teaching and learning the alphabet need not be simply an activity to be tolerated. Alphabet acquisition can actually be achieved rapidly, enjoyably, and successfully. How? Through the application of mnemonic research. The method described in this article teaches students to recognize the entire Cyrillic alphabet in twenty minutes. The syntax of the model is based on Lorayne and Lucas's Memory Model of Instruction. Within the syntax are five phases: attending to the materials, developing connections in class, practicing recall, using the information memorized as a basis for acquiring new information, and testing recall over time. The success of the model stems from the fact that the syntax is based on current, very convincing theories of information processing, many of which originate with Piaget's work in mnemonics and learning. The differences between long‐ and short‐term memory and their significance for alphabet acquisition are discussed. The syntax of the model also takes into account other key information processing concepts, such as the dependence of memory on understanding, a variable of which is age, and the enhancement of memory by heightened awareness. A letter presentation order and accompanying suggested word list is given, as well as a sample in‐class or homework exercise.
A Status Report on the Testing of Prospective Language Teachers for Initial State Certification
Authors: Johnson Carl H. , LaBouve Bobby W.
Published: January 2009

ABSTRACT This survey reflects work done for a task force on language proficiency, a project undertaken for ACTFL by the Southwest Conference on Language Teaching. Information was sought from each state on the current status of language proficiency testing requirements at the state level for persons seeking certification in languages. The results indicate that an increasing number of states are presently requiring tests or considering them for adoption in the near future. In addition, each state was asked to describe its communications network for getting information to the state's language educators. This information helps us know how we may most effectively keep the profession informed as to the developments in teaching and testing for language proficiency.
Listening Comprehension and the Young Second Language Learner
Authors: Met Myriam
Published: January 2009

ABSTRACT Research suggests that the primary mode of language acquisition is listening. There is evidence that promoting listening comprehension skills before focusing on oral skills results in increased acquisition. Therefore, teachers should structure classroom activities so that students first understand before they speak. Activities in which students make aural discriminations are beneficial in developing and practicing receptive mastery of new material. Activities in which students are asked to follow directions, use aural cues, and use visual media are all helpful in developing and reinforcing students' ability to comprehend their new language.
The Rationale for Defining and Measuring Foreign Language Proficiency in Programs for Business
Authors: Buck Kathryn , Hiple David V.
Published: January 2009

ABSTRACT This paper summarizes a presentation for the 1983 Conference on Foreign Languages for Business and the Professions at Eastern Michigan University. The authors discuss the origin of language proficiency assessment in government, its adaptation for use in academic contexts, and one example of the potential of proficiency‐based learning and its applications in an international corporate context.