bluuebunny/crossref_metadata_2025 huggingface dataset:
An Integrated Approach, through Linguistic and Cross‐Cultural Exercises, to Advanced Conversation*
Authors: Santoni Georges V.
Published: January 2009

ABSTRACT  A great variety of authentic cultural elements may be introduced in the foreign language classroom. The study of such elements must be carefully integrated with the study of language. Cultural content ought not to be presented at the expense of language learning but as an interrelated system. To illustrate, four detailed assignments and follow‐up classroom activities are outlined. They deal with two separate socio‐cultural aspects concerning French white‐collar workers and small shopkeepers. This demonstration in French presents various techniques designed to help the students first comprehend the material, then interact among themselves, using the language within an accurate cultural context. Despite lengthy preparation by the teacher, such structured techniques allow more time for conversation in the classroom and prevent many interferences of both the native language and the native cultural attitudes.
How Defensible is Writing as an Objective in Short‐Term Foreign Language Experiences?
Authors: Troyanovich John
Published: January 2009

ABSTRACT  The overemphasis of writing in foreign language instruction deserves examination. Large segments of time are allotted to writing because, traditionally, grades for written work are often the only ones employed to evaluate achievement. The origins of these practices are to be found primarily in Luther's rejection of the oral tradition of the Church, and in his attempt to transmit the word of God as accurately as possible by returning to the original sources in his bible translation. Luther considered the salvation of the soul to be the most compelling objective of education. The subsequent coincidence of the founding of public schools, which later served as models for our own, and the ascendance to primacy of the written word, conceived the writing bias. As modern educators, we must attempt to de‐mythologize writing by scrutinizing the function of writing in society and in the schools. The majority of our students have neither the psychological nor the practical need to learn to write the foreign language. Speech must be promoted by reorganizing classroom activities around oral exercises and tests, making use of the cassette recorder. These practices will result in a greater sense of student achievement and a proportionate decrease in hostility toward foreign language study.
Expectancy for Successive Elements: Key Ingredient to Language Use
Authors: Oller John W.
Published: January 2009

ABSTRACT  Language is viewed as an abbreviatory system whereby human processing of information is facilitated through sequential coding. The key ingredient to successful use of language is the ability to anticipate elements in sequence. This is true for encoding operations as well as for decoding. It is argued that the element of expectancy is the underlying factor which accounts for the overlap in variance on language tests requiring various modes of verbal processing. The notion of expectancy applies to theories of language learning and methods of language teaching. If the native speaker's knowledge of his language is characterized as a grammar of expectancy that incorporates pragmatic knowledge of the world, the problem of teaching a second language can be defined as providing the student with a corpus of language in meaningful communicative settings. A major objective is to allow the student to take full advantage of previously acquired expectations about situations and events in the world while he is learning a new grammar of expectancy for the coding of information.
Intensive Language and Cultural Immersion: A Cooperative Method
Authors: Lamson Howard
Published: January 2009

ABSTRACT  A foreign language is learned most efficiently through an intensive experience with that language. Intensive language learning does not mean constant exposure to the language, but rather an emotional and critical involvement during the period of exposure. With the aid of well‐prepared student instructors, the faculty coordinator schedules three hours per day of classes for each student in varied group arrangements. All learning is carried on together during these three hours. Student instructors help create an atmosphere where anything is permissible—as long as learning takes place. In order to maximize student involvement, the principal teaching method emphasizes interaction of students, including the use of situations and role playing. Interaction can be a useful tool if students are geared from the beginning to help each other learn. By acquiring a self‐critical and critical attitude toward language learning, where each student is responsible for both his and others' progress, a student becomes totally involved. Once students are involved in the cooperative learning process, situations and role playing can be introduced to engage the student emotionally. This kind of confrontation provides the opportunity to illustrate the similarities and differences between the two cultures, making the student especially aware of his own value system that he takes to the foreign country.
Focus on the Three A's: Accountability, Articulation, Achievement
Authors: Bidwell Jean S.
Published: January 2009

ABSTRACT  Rather than a threat to job security, teacher accountability should be a means to improved instruction and renewed professionalism. Accountability should alleviate problems of articulation between the various levels of a student's foreign language study. Case histories of specific classes indicate that too many students are unprepared for a given level; placed in a ‘sure‐fail’ situation, they have little choice but to give up their study or begin again. In any case, they have not profited or grown as a result of their experience. We can decrease the chances of failure and increase the rewards of study, however, by rejecting the practice of measuring achievement in terms of time spent at a given level and by initiating positive evaluation based on minimal performance objectives. The first step must be the establishment and acceptance of such objectives on an institutional basis. Next, regular communication between schools in the area will insure clear understanding of one another's goals. Optimally, we must aim for the establishment of performance objectives on a broader, statewide basis. Instructional effectiveness and articulation demand honest assessment of achievement in terms of clearly defined goals, and for this teachers at every level must be held accountable.
Peer‐Teaching Helps!
Authors: Semke Harriet D.
Published: January 2009

ABSTRACT  An experimental program was conducted in college‐level German classes which involved all first‐ and second‐year students in once‐a‐week, small‐group, peer‐teaching sessions, with the second‐year students acting as leaders. Results showed that this approach helps the advanced student, the beginner, and also the classroom instructor.
The 1968 NDEA Philippine Institute for TESL Teachers: A Follow‐Up Evaluation
Authors: Bruck Margaret , Lambert Wallace E. , Tucker G. Richard , Bowen J. Donald
Published: January 2009

ABSTRACT  Four years after an NDEA institute in the Philippines, participating teachers were asked a series of questions about their experiences in the Philippines and the institute itself. In addition, they were asked for their subjective impressions of Americans and Filipinos. These impressions were compared to data which had been collected in 1968 immediately before and after the institute. Lastly, they answered questions concerning recent professional positions and experiences. The results of the followup study show that the teachers have many favorable memories of their stay in the Philippines. These feelings are quite different from the negative views expressed during and immediately after the institute. Opinions are also given about the value of many components of the institute and how these have affected present occupational status and orientation. Lastly, some of the problems that the teachers faced in adjusting to the Philippines are discussed.
The Lab Sheet: Making the Lab Teach
Authors: Quinn David J.
Published: January 2009

ABSTRACT  The lack of quality and variety of commercial tapes for use in the language lab is one of the primary reasons why students have increasingly resisted lab practice. Teachers have also found these tapes boring and lacking in the creative ingenuity which should provide the student with meaningful and productive practice. In order to offer students more stimulating and worthwhile lab learning, teachers at the University of Hawaii have developed the ‘lab sheet’‐a procedure which combines listening and writing skills in the language lab. The procedure may be adapted for almost any text and level of language learning. The lab sheet is intended primarily as a culminating activity covering the major structural concepts and vocabulary in a unit. For those students who have already learned the material, the lab sheet serves as reinforcement and review; it acts as a learning device for those who have not yet mastered the material. With its introduction, lab attendance increased nearly twenty percent during the spring 1973 semester. Student responses endorse the lab sheet as an excellent and profitable learning procedure.
Three Innovative Programs: Comparisons and Conclusions
Authors: Berwald Jean‐Pierre
Published: January 2009

ABSTRACT  During the latter part of the 1960's, a number of schools drew national attention for their attempts to counteract problems that had been plaguing foreign language instruction for years. New programs were being established to attract students of varying interests and abilities as well as to stem the tide of decreasing enrollments. ‘Three such programs were those of West Bend, Wisconsin; Oxon Hill, Maryland: and the McChier High School, Ferguson‐Florissant School District, Missouri. Oxon Hill's program was one of multi‐level grouping, whereas those of West Bend and McCluer were individualized. In order to determine the success of these innovative curricula in terms of student/teacher satisfaction, a survey was conducted using the Jakobovits “Foreign Language Attitude Questionnaire” and a series of in‐depth interviews with members of the instructional staff and randomly selected, second‐level students from each program. The results of the survey show that while strong foreign language students reacted well to multi‐level grouping, the individualized programs of West Bend and McCluer succeeded to a greater extent in providing satisfactory learning experiences to students of varying levels of ability.
Affective Learning Activities (ALA)
Authors: Christensen Clay Benjamin
Published: January 2009

ABSTRACT  The affective domain is essential; people have always relied on it to help explain the realities of life. The affective domain is now considered to be a rich reservoir for producing second language lesson content. The cognitive domain is essential for learning to take place, but the lesson content for language practice is usually more interesting when it springs from the affective domain of the learners. From their personal experiences, learners come to the classroom with an infinite amount of potential lesson material, which, if correctly tapped, may be used to enrich the class and produce an exciting and satisfying experience of language practice. This article suggests that several strategy models exist to facilitate the release of the learners' affective domain. One specific strategy model, the “Situation” is described in detail. It is designed to evoke comments from the learners which will be charged with their personal opinions, values, feelings, humor, or experiences. The part students play in creating lesson content generates motivation in three ways: (1) via the anticipation they feel toward imminent peer responses, (2) via their own creative abilities, and (3) via the trust they build with the teacher who accepts their creative responses.
Second Language Reading: Teaching Decoding Skills
Authors: Phillips June K.
Published: January 2009

ABSTRACT  The teaching of the reading skill has been neglected in foreign language methodology due to inadequate definition of the reading task. Many language activities that purport to deal with reading actually emphasize productive skill outcomes and fail to develop the decoding aspect of the reading process. The goal of the reader is to assign meaning to a printed message, and a delineation of the strategies and skills that enable him to solve that problem will clarify the teaching role. An interview technique that encourages students to think aloud as they read identifies strategies pursued by language learners. Tasks identified as advancing contextual guessing include categorizing words grammatically, interpreting grammatical operations, and recognizing cognates and root words. Reading materials need to be designed that adhere to the nature of the receptive skill so that students receive practice in decoding. Evaluation instruments must stress comprehension factors rather than manipulative language skills.
Meeting the Needs of Children with Diverse Linguistic and Ethnic Backgrounds
Authors: Bouton Lawrence F.
Published: January 2009

ABSTRACT  Meeting the needs of the multilingual student population at King Elementary School posed a challenge. An ESL program met only some of those needs; to meet others, the school adapted the goals and principles of bilingual education. English was the basic language of the school, but non‐English speakers were given language arts, in addition to tutoring in other subject areas, in their native language. They also received ESL instruction. At the same time, native English speakers studied a second language. Interculturai education was also emphasized, with the focus on the cultural background of the children and their teachers. The evaluation of the program showed that these students did as well on standardized tests as children from the total school district, that the King children were more willing to accept children speaking a different language, and that the King parents felt the program was successful. As a result, King School was opened to any child in the district, native or non‐native English speaker, for whom there was room. This paper reports on the first year of the program.
The Role of ESL in Bilingual Education: Objectives and Implementation*
Authors: Lozano Anthony Girard
Published: January 2009

ABSTRACT  This paper focuses on the long‐range (at the completion of grade 12) objectives of ESL in bilingual/bicultural programs. These objectives include: (1) the writing of acceptable prose, (2) reading English at an acceptable level, (3) competence in the analysis of grammatical structures, (4) competence in the art of verbal persuasion, (5) competence in the skills of a coordinate bilingual, (6) functional comprehension of both cultures, and (7) appreciation and use of language variety. Suggestions for implementation accompany discussion of each objective.
A Behavioral Learning System in Foreign Languages at Tarrant County Junior College
Authors: Harper Jane
Published: January 2009

ABSTRACT  Students enter a community college with widely varying backgrounds, aptitudes, motivations, and learning styles. A self‐paced individualized instructional system at Tarrant County Junior College makes it possible for students to succeed in foreign language courses. Learning activities include optional large‐group and small‐group meetings, conferences with peer tutors, and utilization of a variety of mediated resources, such as cassette tapes, slides, and videotapes. Students demonstrate mastery of the objectives of the modules in sequence, each progressing at his own pace and according to his own learning style. Use of the system has resulted in significant increases in the skills of speaking, reading, and writing and in composite language skill.
An Observational Method in the Foreign Language Classroom: A Closer Look at Interaction Analysis
Authors: Bailey Leona G.
Published: January 2009

ABSTRACT  Many classroom observation systems have been developed, including Flanders' interaction analysis. This system provides feedback to teachers about ten teacher‐student verbal behavior categories. Data collected by observers are entered into a matrix which reveals ratios of the categories. Moskowitz's modification of interaction analysis (Foreign Language Interaction or Flint) expands Flanders to twenty‐two categories. Both systems are deficient in accuracy, reliability, and practicality. Many be‐ havior categories are open to multiple interpretations. The number of categories observed, the rapid decisions made about frequently changing behaviors, and the necessity of recording data while verifying the passage of time make the observers' tasks difficult. The manner in which the data reliability is obtained is questionable. Researchers neglect instance by instance interactions; rather, by using Scott's coefficient, only summary data are considered. The time required to master these systems, the complexities of the category ratios and matrices, and the personal biases of teachers who observe themselves are all issues of practical concern. Further, there are serious methodological weaknesses in the research done thus far to evaluate these systems. Practitioners of interaction analysis and FLint must recognize the various problems of these methods before using them in research and training programs.
Learning about Learning: Discovering Our Students' Strategies*
Authors: Hosenfeld Carol
Published: January 2009

ABSTRACT  People daily perform tasks and talk about them. What is striking is that, although students perform many tasks in the classroom, they are rarely asked systematically to describe in detail how they proceed in performing them. The author proposes a self‐observation and self‐report procedure that will assist teachers in discovering their students' learning strategies and, as a by‐product, may generate knowledge about the second language learning process. Transcriptions of segments of interviews with four students illustrate the questioning procedure and principles involved in eliciting students' strategies. Analyses of interview segments underscore a lack of congruence between what students are thought to be doing and what they actually are doing.
Career Education and the Teaching of Foreign Languages
Authors: Spiegelberg Mary Feirn
Published: January 2009

ABSTRACT  Incorporating career education in the teaching of foreign languages would benefit both students and teachers. Students would have the opportunity to look realistically at occupations in which languages play an important role. From concrete, first‐hand experience in assessing the abilities required by various occupations, in determining the rewards and satisfactions offered by numerous careers, and in looking at the life styles accompanying certain positions, students could avoid costly mistakes in career direction. Teachers could also capitalize on student interest in that which seems personally useful or valuable. By showing the direct relationship of foreign language learning in the classroom and the everyday exchange of goods, services, and ideas on the international level, teachers could make language learning more interesting and more meaningful to the student.
Achievement and Attitudes in an Individualized Beginning German Program
Authors: Rothstein Gerhard H. , Elkins Robert J.
Published: January 2009

ABSTRACT  The purpose of the experimental German program at the University of Georgia was to assess the effects of individualized instruction in a continuous progress curriculum on (1) achievement in basic language skills, (2) grade point averages, drop‐out and failure rates, (3) students' attitudes toward materials and methods of instruction, and (4) the relationship between Scholastic Aptitude Test scores and achievement in beginning German. Two hundred and twenty‐five students were involved in this study. The experimental group consisted of seventy‐three students and was taught by two teams of two instructors each. The MLA Reading and Listening Achievement Tests and the Modified Illinois Foreign Language Attitude Questionnaire were used to evaluate the effects of the experimental treatment. The means of the experimental group. for the MLA Reading and Listening Achievement Tests exceeded the means of the control group, but the differences were not found to be statistically significant. On the administered attitude test, however, the responses of the experimental group were significantly higher at the .01 level of significance. There was a low correlation between scores on the Scholastic Aptitude Test and grades in individualized beginning German. Concerning the overall performance of the populations, grade point averages were almost even for both experimental and control groups. The experimental group produced a greater proportion of A and B students, while the control group had remarkably fewer failures.
Teaching Culture in English to Motivate Foreign Language Study
Authors: Klayman Norma Enea
Published: January 2009

ABSTRACT  In an era when foreign language study is no longer mandated, it becomes apparent that the profession must find effective vehicles to alert students to the rich experiences to be derived from foreign language study. One approach is the teaching of foreign culture in English to students before the study of foreign language itself. Most civilization courses in higher education are presented in the foreign language and are usually designed for foreign language majors. By offering courses concerning foreign civilization in English to non‐speakers of foreign languages, the profession can reach large groups of non‐majors to motivate an appreciation of the target cultures, and, more important, to demonstrate meaningful reasons for the study of foreign languages themselves. It is conceivable that once inspired via the culture, students will more willingly undertake foreign language study. A course for college undergraduates entitled “Contemporary France: Its Heritage and Its Influence” was taught recently in English on an exploratory basis and was highly appraised by the students who participated in it. It is recommended that similar courses be taught by foreign language departments in high schools as well as in colleges. The length and format can be varied. The author cautions, however, that such courses should be offered to encourage young people to study foreign languages, not as a substitute for them.
Literature in Action: An Und ergraduate Course in French
Authors: Hunting Claudine
Published: January 2009

ABSTRACT  ‘Literature in Action,’ as a method of making the study of foreign literatures more attractive and vital to college undergraduates, is illustrated in the description of a course involving the production of a play in French. Through the experience, students not only come to know and appreciate a work of literature in depth, but also develop attitudes, knowledge, and skills which are highly desirable in the study of French language and literature. The course, entitled French Theater Workshop, offers teaching techniques which are useful in revitalizing foreign language departments with declining enrollments. It proves to have an immediate and growing appeal to language majors as well as to students specializing in other disciplines.
Communication Techniques and Teaching Reading
Authors: Freed Barbara F.
Published: January 2009

ABSTRACT  Much of the current emphasis on communication techniques has been reserved for oral work in the language, although many researchers and practitioners in second language instruction are faced with the concern of reading acquisition along with the acquisition of the spoken language. This paper relates work on oral communication to reading. For this purpose, communication is defined in the information theory sense of ‘shared information.’ The activity described activates the reading process by obliging students to use written information which is of immediate importance to their task. The technique involves presenting each student with a written clue from a mystery story which is pertinent to the solution of the mystery. Sustained student interaction is required in that the problem cannot be solved without the participation and cooperation of all class members. This joint problem‐solving endeavor requires students to use both oral and written linguistic skills.
An Experiment Using Programmed Self‐Instruction and Performance Objectives in First‐Year University French
Authors: Carter Thomas P. , Ginsberg Raymon E.
Published: January 2009

ABSTRACT During the academic year 1973–74, the authors initiated an experimental program in first‐year French at Dalhousie University. A self‐instructional, programmed text was used, and performance objectives were set for each unit of work. Students were responsible for their own learning, proceeded at their own rate, and were allowed repeated attempts to meet the minimal requirement of 75% mastery. The role of the instructors was to offer individual help where needed, usually in the form of additional explanations and controlled practice, to evaluate each student's progress through frequent quizzes for listening comprehension and separate tests for oral and structural accuracy, and to be available for informal conversation in French. Regular ‘communicative activities’ were required of all students in which they were expected to express themselves entirely in French on a variety of topics and in a variety of ways, some suggested by the instructors and others designed by the students themselves. Comparisons with control groups at the end of the year indicated a significantly higher level of performance for the experimental students but considerably less material covered. Student attitudes toward the experimental conditions, as evidenced in the results of a detailed questionnaire, were judged to be encouragingly positive. No general conclusions can be drawn without oversimplification, but the tentative results indicate that, under appropriate conditions and with suitable students, this type of learning can be an effective alternative in foreign language education.
An Experiment in Creating Language
Authors: Hodge James L.
Published: January 2009

ABSTRACT This article reports on an experimental seminar in language given in spring 1973 in the Senior Center Seminar program at Bowdoin College. The thirteen students were from various major fields, but all had had some foreign language. The instructor had no special credentials in linguistics. De Saussure was the only required reading. Assignments drew on previous language training and imagination to explore the nature of word‐formation, grammatical structure, and idiom. The final project was creation–in groups of four or five–of an artificial language. The languages had to have a demonstrable grammatical form, some idiomatic content, and a clear orthographic and phonetic system. Results are analyzed, and excerpts are given from one highly successful project which integrates cultural myth with origin of semantic values and borrows from several languages.
Differential Response to the Same Message Delivered by Native and Foreign Speakers
Authors: Raisler Iren
Published: January 2009

This study seeks to determine the average American's attitude toward faultless English spoken with a foreign accent. The results seem to indicate that the attitude is negative and that it influences not only the listener's reaction to the accent but to the speaker's general abilities as well. A major point of interest is the possible link between this attitude and the unpopularity of foreign language study in the United States.
Conclusions from the British FLES Experiment
Authors: Kunkle John F.
Published: January 2009

ABSTRACT This article questions the validity of many of the conclusions of the ten‐year experiment with teaching French in the primary schools in England and Wales contained in the report, Primary French in the Balance. The answers to the original questions posed by the Schools Council in 1964 are frequently based on fairly restricted opinion which either conflicts with other opinion or with the actual data in the report. Certain parallels are drawn between this report and the ‘Pennsylvania Project’ of several years ago in such areas as the correlations between pupils' fluency and the teacher's language proficiency.
For and Against an Early Start*
Authors: Lee William R.
Published: January 2009

ABSTRACT In considering the problem of when to begin foreign language teaching, we are necessarily involved in questions concerning the content of a basic education. Early introduction of foreign language teaching has often rested on the belief that younger children are especially good language learners, as in some respects they probably are. However, even if they were not, this would not be a valid reason for beginning later. (Detailed criticism is made of the conclusions of Primary French in the Balance.) An early start may be favored because of the effect on the children's minds at the time of learning. Improvements in teaching and the development of a middle school may help to solve some of the problems of transition to the more advanced stages. Experiment with the timetable and with intensive teaching is also desirable, at primary as at other levels.
A Program for Teaching French in Grades 3‐5
Authors: Wallace Judi Lawson
Published: January 2009

ABSTRACT The foreign language teacher in an elementary school is faced with such problems as scheduling difficulties, short class periods, few specific materials, and a lack of clear‐cut curriculum goals. Ranking these problems often means that the solution of the first can lead to resolution of the others. In planning the curriculum objectives for several elementary grades, continuity is important, but excessive repetition should be avoided. Specific curriculum goals are suggested for grades 3‐5. Several classroom games are presented which can be effective in motivating students and encouraging them to use new structures and vocabulary. Since most traditional testing methods are inappropriate at this age level, five evaluation techniques are presented which relate more directly to the abilities of the students and the skills taught at this level. A number of activities for each grade level are discussed, showing how such a variety can provide exposure to different skills and enhance language study. Imagination and the inclusion of enjoyable activities can help to increase motivation in elementary language programs and enrollments in upper‐level courses.
FLES Methods Courses Now?… Yes, More Than Ever!
Authors: Moskowitz Gertrude
Published: January 2009

ABSTRACT Despite the fact that so few FLES programs are in existence, colleges should offer a FLES methods course. When there was a demand for FLES, we were unprepared to fill many positions with qualified teachers, and the results did not further the cause of FLES. A first‐hand experience in FLES can benefit any foreign language teacher. Many foreign language teachers know very little about FLES or the special satisfaction of teaching it. A necessary component of a FLES methods course is teaching experience with young children. Through this contact, foreign language teachers encounter typical favorable and unfavorable situations with administrators and classroom teachers. The methods course should provide techniques, materials, and assistance with ongoing problems. Readings, discussions, demonstrations, resource people, and films should also be included. From this exposure, secondary school foreign language teachers become enthusiastic about the merits of FLES and tend to focus more on arousing interest, being more creative, and introducing new techniques into their regular classes. They also come to understand FLES and are willing to support it rather than compete with it. A backlog of teachers trained in FLES can then be available for use in bilingual, ESL, and future FLES programs.
Bulletin Boards That Get Students Involved
Authors: Reseigh Donna J.
Published: January 2009

ABSTRACT In many foreign language classrooms, bulletin boards are merely decorative additions, rather than a part of the learning experience. By actively involving students in their preparation, bulletin boards can become highly motivating learning activities. Examples are given of several activities which have been used successfully at the beginning and intermediate levels in the secondary schools.
A Self‐Instructional Language Program on the High School Level
Authors: Pontillo James J.
Published: January 2009

ABSTRACT One of the more challenging aspects of language teaching at any level is providing rewarding and stimulating study to highly motivated and gifted students. This is even more acute at the high school level, where good students and their needs are often ignored in the administrative shuffle of scheduling, attendance registers, the needs of less‐gifted students, and the general lack of classroom time. Many of the better students become bored with language learning and ‘drop out;’ others channel their energies into other areas. A self‐instructional language program, although relatively uncommon at the high school level, can offer these students a challenging approach to language learning. Such a program can also provide the high school student the opportunity to study a language which might not be available in the curriculum.
The 1976 Western Workshop for Language Teachers: A Report to the Profession1
Authors: Eddy Peter A.
Published: January 2009

ABSTRACT This report describes the rationale, approach, and design of a four‐week workshop conducted at Western Washington State College in July‐August 1976. The fifty‐six participants, teachers of French, German, and Spanish from Idaho, Oregon, and Washington, were selected with the help of the state foreign language associations of these three states. Daily activities included a language class, a course in cross‐cultural communication, and instruction in ‘non‐traditional’ methods of language teaching (including adaptations of Counseling Learning and the Silent Way). Participants bad access to numerous campus resources which are described in the report. In an attempt to multiply the benefits derived from this workshop, twenty‐five school administrators were invited to participate with the language teachers in a two‐day mini‐workshop as part of the project.
Evaluation and Assessment: An Introduction to This Thematic Issue of FLA
Authors: Jorstad Helen L.
Published: January 2009

It is clear that the discussion included in these two issues of FLA leaves untouched an equally wide range of assessment issues, including classroom testing of basic instruction, practical and day‐to‐day evaluation of student learning, reporting systems, and other measures of teacher proficiency. It is hoped, however, that through this thematic issue, open communication about the concerns may be initiated. Finally, we ask that readers respond to this theme through letters to the editor and through reports of their own research in this area.
Post‐Evaluation Practice
Authors: Briscoe Laurel A.
Published: January 2009

ABSTRACT Learning is not maximally efficient from an instructional sequence in foreign language teaching without intentional practice following tests that evaluate student achievement of an instructional objective. This posttest practice must be provided to accomplish two important goals of instruction. First, post‐evaluation practice must be provided at ever‐increasing intervals in order to maximize student retention, so that lengthy rest periods (e.g., the summer recess) will have little effect on memory. Second, provision must be made for non‐alerted practice, i.e., students are not made aware at the beginning of practice of the content focus. This latter practice is necessary for the achievement of automatic language usage. Arguments are made for post‐evaluation practice, a distribution schedule is exemplified, and various types of practice are suggested and illustrated.
Evaluating Foreign Language Proficiency of Prospective French and German Teachers Using Standardized and Native‐Rater Instruments*
Authors: James Charles J. , Jorstad Helen L.
Published: January 2009

ABSTRACT This summary of two dissertations done at the University of Minnesota in 1973 involves a comparison of two procedures for measuring speaking and writing proficiency in French and German. Both studies used the MLA Cooperative Foreign Language Proficiency Tests (Form HA) and rating scales for speaking and writing devised for use by native speakers to rate the performance of prospective French and German teachers. The data were compared on the basis of correlation coefficients generated. There were twenty subjects in the French study, twelve in the German. Major findings indicated a strong relationship between native‐rater speaking scores (based on three videotaped microteaching sessions in the target language) and scores on the MLA speaking test and its three parts. However, in terms of writing skills (three compositions rated by native speakers vs. the MLA writing test and its two parts), the relationship was stronger in French than in German. One interesting correlation indicated a stronger relationship between native ratings on three written compositions and the MLA writing test. The studies suggest that no one instrument is totally effective in measuring proficiency in language use, that the studies be extended into actual French and German classrooms to determine the kinds of language used by teachers in real teaching situations, that the scorers of such tests (preferably native speakers) be carefully trained and rigorously controlled, and that work should continue on developing other tests of productive proficiency.
Textbook Analysis of Surface‐Structure Difficulty
Authors: LaVergne Marcel
Published: January 2009

ABSTRACT Every sentence in the first ten lessons of a high school French I textbook was examined to determine the extent to which the textbook writers did or did not control the French syntactic surface structures in terms of their differences with the English equivalents. The results show that students were exposed to many sentences which exhibit L1‐L2 syntactic differences prior to any explanation of these differences–in some cases with no explanation at all. It is argued that such sentences will cause difficulty for students in the form of linguistic interference, and that they should not be included unless they are explained. Sentences should not be used only as a vehicle for certain patterns to be taught; rather, every sentence should be viewed in light of the total L1‐L2 situation.
Gaps in the Preparation of Foreign Language Teachers*
Authors: Herold William R.
Published: January 2009

ABSTRACT  Thirty‐nine foreign language teaching authorities responded to an invitation to indicate the ‘gaps’ they felt existed in the training of foreign language teachers. This article summarizes their responses. In the main, the gaps in foreign language education are found where they have always been–on the college and university levels. Secondary schools are innovating to such an extent that methods teachers are hard pressed to prepare their students for all the new trends. Although the language proficiency of graduates is improving, many critics feel that a year of study and travel in the target culture is the only way for them to gain real mastery of the four skills. Moreover, residence abroad would put them in a better position to interpret the deep culture of the country to their future students. Films and tapes of excellent teaching should be readily available so that cadet teachers may analyze them and learn why they are models. Haphazard student field experiences must be more tightly organized. It would be well for the profession to form a consensus on optimum practices in teacher training institutions and publicize the statement. With the knowledge explosion that is taking place, teachers probably need five years to acquire all the necessary competencies.
Observing Foreign Language Teaching: A New Method for Teachers, Researchers, and Supervisors
Authors: Bailey Leona G.
Published: January 2009

ABSTRACT  Numerous methods of evaluating language teaching and learning are in common use. One accurate method is direct classroom observation, the most widely used form of which is interaction analysis. Since interaction analysis and FLint have been found wanting (lack of reliability, observer bias, multiplicity of categories, cumbersome recording system), the time‐interval recording system (a method employed in social science studies) is offered as a practical and reliable alternative. Features of this system include: describing behaviors to be observed, recording occurrences of behavior in a time interval (usually ten seconds), drawing up an observational code, assessing accuracy by deriving inter‐observer reliabilities, plotting data collected on a progress chart, and interpreting findings. Teachers, supervisors, and researchers may then effect changes in teaching procedures and programs based on their analysis of classroom observations.
Foreign Language Teachers' Attitudes: A Strategy for Exploration and Change*
Authors: de García Rebecca , Reynolds Sue
Published: January 2009

ABSTRACT  In our search for the ‘right’ method or approach, we often forget that the teacher's own growth and development are of ultimate importance. This article presents a rationale for ‘humanizing’ teacher inservice education and one values clarification technique–an attitude survey–used to assist teachers in their growth. This survey was developed to aid teachers in exploring their own attitudes and beliefs about foreign language learning and teaching. The attitude survey is comprised of fifty‐three questions which deal with a variety of ideas on the philosophy of language teaching, techniques, innovations, learning behaviors, etc. A scoring section and an explanation of the scoring procedures and their meanings are included, the function of which is to provide for discussion of values as related to the teaching profession.
A Training Program for Teaching Assistants
Authors: Kaufman Margo R.
Published: January 2009

ABSTRACT  This article describes the training program for teaching assistants in the French Department of the University of California at Davis. The program consists of a one‐week orientation workshop, continued supervision and evaluation, supervision in the language laboratory, and assistance in testing and evaluation of students. The program pertains to the lower‐level curriculum, i. e., the first and second years of language study.
A Day at the Bullfight: A Viable Alternative to the Language Fair*
Authors: Jackson Gordon L. , Hatton Robert W.
Published: January 2009

ABSTRACT  At present the foreign language profession must find ways of attracting and motivating students. Since students are typically interested in the foreign culture, we would do well to capitalize on that interest. The authors believe that an excellent way of accomplishing this is to hold a festival in which the activities for all or part of a day are organized around the theme of the bullfight. In this article the reader will find general guidelines for planning such an event, as well as recommendations for specific activities.
Activities to Generate Student Participation in University Foreign Language Classes
Authors: Stanley Margaret P.
Published: January 2009

ABSTRACT  Experimentation reveals that there are a number of ways to individualize and personalize instruction in the university foreign language class even under conditions of traditional scheduling and large class size. Efforts in this direction have generated enthusiastic response on the part of teachers and students and have served as a stimulus to further experimentation. Techniques such as directed small‐group work, field trips, and lively oral presentations give students an opportunity to use the target language in a meaningful way and make the learning experience practical and enjoyable.
Publicity: Key to Higher Enrollment
Authors: Bryant William H.
Published: January 2009

ABSTRACT In spite of the development and application of new methods and approaches in our profession, foreign language enrollment trends have progressively worsened; the future looks even less promising. Internally, we must continue to modernize and refine our product through constant research and development. Externally, we should: (1) through paid lobbyists, try to foster greater government and business interest in our cause; and (2) launch a major, professionally directed, nationwide radio and television campaign to acquaint the American public with the nature and values of learning a foreign language. Televised testimonials from prominent Americans in different fields could be solicited which would emphasize the practical, occupational value of knowing how to communicate in a foreign language. A publicity fund, jointly administered by the professional leadership of various organizations (e.g., ACTFL, the AATs) could be financed by voluntary, individual ‘self‐assessment.’
Students' Beliefs on the Importance of Foreign Languages in the School Curriculum
Authors: Papalia Anthony
Published: January 2009

ABSTRACT  The purpose of this investigation was to provide some empirical evidence on the importance of foreign languages in the secondary school curriculum. All language students and an equal number of non‐language students in grade nine of School District No. 1 of Erie County, New York, were surveyed with an attitudinal questionnaire. Students' responses tended to indicate that foreign languages are useful, play an important role in the school curriculum, and help in understanding foreign cultures and one's own language better. Almost a majority believed that mathematics and science were the most important subjects in the school curriculum; however, foreign language students liked studying social studies and foreign languages most.
Your Foreign Language Program: Telling It—and Showing It—Like It Is*
Authors: Griffin Robert J.
Published: January 2009

ABSTRACT  Foreign language teachers have long faced the problem of an elitist image, a problem which has grown even more acute in recent years due to many colleges dropping their language requirement for admission. In a project carried out in Parchment (Michigan) High School, a sound and slide program was produced to show the community foreign language learning in their own school system. The presentation delineates: (1) how foreign language study implements each of the stated goals of the school's philosophy of education, (2) what constitutes the classroom learning experiences of foreign language students, and (3) what values the students believe are inherent in foreign language study. This approach attempts not only to portray the nature and goals of the local foreign language program accurately, but also to increase support for and enrollment in that program.
Boosting Enrollment Through a Departmental Activity: Foreign Language Week
Authors: Keyes Marilyn , Larsen Roger
Published: January 2009

ABSTRACT  Enrollments are a concern to all foreign language teachers, since national figures show a decline in the number of students taking foreign languages. However, there has been an increase in the number of foreign language students at Fremont Senior High School, which can be attributed, in part, to the significant role of Foreign Language Club activities. By involving students, faculty, and parents, these activities have resulted in a positive attitude toward languages and the language program. A Foreign Language Week is one example of a combined effort to promote the program in the school and community. A format is provided for using this successful promotional activity.