bluuebunny/crossref_metadata_2025 huggingface dataset:
Germany in Texas: One Approach to Cultural Education
Authors: Smith Terry L.
Published: January 2009

ABSTRACT  In 1972, 1975, and 1977, Austin College in Sherman, Texas, offered a unique opportunity for German teachers of all levels to encounter German culture without leaving Texas. The teachers attended the Seminar on Contemporary Germany and enjoyed the German environment that was provided by the large number of German citizens attending the concurrent Seminar on Contemporary America. Academically, the seminar consisted of lectures and discussions on contemporary German culture conducted in German by Germans. In addition to these structured sessions, the teachers were encouraged to ‘mix’ with the Germans as much as possible; some had German roommates. This article describes the seminar as a unique approach to cultural education for German teachers and suggests the possible adaptation of this approach for other language and culture groups.
Oral Reading Can Be an FL Motivator
Authors: Binkley Janet R.
Published: January 2009

ABSTRACT  Oral reading presentations in a foreign language motivate students and encourage mastery learning. Details include a point‐count system for evaluating reading, with adjustments for different skill levels; ways to get nonparticipants equally involved and learning; and suggestions for engaging the attention and assistance of the rest of the school, the administration, and the community.
Setting Up an SSR Program in the Foreign Language Classroom: Some Questions and Answers
Authors: Greenewald M. Jane
Published: January 2009

ABSTRACT  An SSR or Sustained Silent Reading program provides a way to upgrade reading instruction by stressing self‐selection, independent practice, and the use of reading as a communication tool. In this article, general guidelines are offered for setting up, implementing, and evaluating SSR programs; specific recommendations are made for building an SSR resource library, scheduling SSR periods, and integrating SSR practice with other language skill‐development activities.
Prelude to Poetry
Authors: Creed Carol L.
Published: January 2009

ABSTRACT  Poetry, largely because of its concentrated form and language, frequently gives students the impression of being a mystery. Long before they encounter it in foreign language study, many have come to regard it with suspicion in their native tongue. For that reason, foreign language teachers need a reservoir of techniques designed to dispel misconceptions students may have about poetry and to lead them step‐by‐step into its study. This article presents learning experiences of such a nature and illustrates how teachers can devise other activities that help prepare students to meet poetry on its own terms.
An Introduction to the Bilingual Method of Teaching Foreign Languages
Authors: Alexander Loren R.
Published: January 2009

ABSTRACT  The bilingual method presents an attractive alternative to other methods. The direct method consumes much time in establishing meaning; the bilingual method establishes meaning immediately through the mother tongue and, in the initial stages, the printed word. It employs the mother tongue to cue foreign language responses, and it uses the printed word as an aid in accurate initial reproduction of the foreign language. Orthographical interference is avoided by never asking the student to read aloud. Experience in classrooms shows that students' motivation increases due to full comprehension, high retention, and flexible procedure. Teachers must be fluent in both foreign language and mother tongue, and must develop facility in the steps of the method in order to provide rapid cuing. The eight steps lead from imitation to free conversation.
Practical Problems and Solutions for Teacher ‘Re‐Preparation’ for Interdisciplinary Foreign Language and Literature Courses*
Authors: Lewis Paula Gilbert
Published: January 2009

ABSTRACT  The preference of many college students for interdisciplinary studies creates problems for faculty members who, trained in traditional methods of teaching and specializations, have to undertake additional study, relearn material, and reorient their attitudes about the teaching of specific fields. Initially, an interdisciplinary approach can be achieved within the framework of a traditional course by using texts from related disciplines and providing socio‐historical context for the literary text. Faculty members within an individual department can also combine their expertise to team‐teach courses in comparative literature. Another solution involves developing a program of studies that combines courses or uses faculty from various departments. Finally, the individual teacher with a commitment to interdisciplinary methods can develop a new course, using literature, for example, to understand social images and trends.
From the Classroom to the World: From Student to Citizen, From Teacher to Educator*
Authors: Strevens Peter
Published: January 2009

ABSTRACT  Written from the standpoint that foreign language education is both practically possible and of great importance for humanity, the article begins by making a distinction between three states of professional development: from instructor to teacher to educator. Next the paper discusses three types of change which currently affect language teachers: changed social needs and educational functions of foreign languages, changed expectations and attitudes on the part of students, changes of approach and methods. It is suggested that through a model of the language learning/teaching process the teacher can find illumination. After discussion of the elements of such a model, the author summarizes the requirements for optimum success: willing learners, skilled and cherishing teachers, a community that gives moral and administrative support, and a profession whose support includes disciplinary contributions and suitable training. These requirements provide the link between the classroom and the world.
Working Together: Guidance Counselors and Foreign Language Teachers
Authors: Loew Helene Z.
Published: January 2009

This publication is the fifty–eighth in the CAL‐ERIC/CLL Series on Languages and Linguistics. The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their judgment in professional and technical matters. Prior to publication, the manuscript was submitted to the American Council on the Teaching of Foreign Languages for critical review and determination of professional competence. This publication has met such standards. Points of view or opinions, however, do not necessarily represent the official view or opinions of either the American Council on the Teaching of Foreign Languages or the National Institute of Education.

ABSTRACT  Through cooperation between language teachers and guidance counselors, the totality of student needs for present purposes and future directions can be served. This article reviews the relationship among counselors, students, and language instructors; describes their common goals, with emphasis on career guidance in its broadest definition; and enumerates practical steps to foster communication between counselors and teachers.
Spanish Cultural Materials with a Local Focus: The Chicano, Cuban, and Puerto Rican Connection
Authors: Williams Shirley Ahlers
Published: January 2009

ABSTRACT  The Spanish language teacher can enrich the study of Hispanic culture by drawing upon local community resources. Suggestions, resource guides, and bibliographies are offered to enable the classroom teacher to utilize local Cuban, Chicano, and Puerto Rican resources in the teaching of Hispanic culture.
The Prospective Foreign Language Teacher and the Culturally and Linguistically Different Learner
Authors: Ford James F.
Published: January 2009

ABSTRACT  The author hypothesized that prospective foreign language teachers would profess significantly more positive attitudes toward American English dialect differences than would prospective teachers of other subject‐matter areas (English, mathematics, and social studies). A secondary purpose of the study was to examine the interaction of the prospective foreign language teachers' attitudes with three additional variables: (1) urban background, (2) experience abroad, and (3) university attended. The subjects (N = 472) were preservice teachers enrolled in institutions representing five different geographical regions. The instrument used was the Language Attitude Scale. It was found that the prospective foreign language teachers (N = 116) did not differ significantly as a function of the three variables considered; however, significant relationships between the major variable, ‘teaching field,’ and the subjects' attitudes were revealed. The significant differences favored the more positive English group over the more negative social studies group. Certain social and educational trends which may be related to the formation of more positive attitudes are discussed, and recommendations for further language attitude research are suggested.
A Marketable Skill and an International Diploma
Authors: Muller Brigitte D.
Published: January 2009

ABSTRACT  The expansion of foreign investments in the United States has prompted the development of a new currriculum in Business French. The program, leading to a major, was developed in two phases and prepares for the Diplôme de Français commercial offered by the Chamber of Commerce and Industry of Paris (CCIP). The functions and resources of the CCIP are explained as well as the curriculum leading to the examination, which is held at many European centers and, since January 1977, at Eastern Michigan University. The author outlines the parts of the written and oral examinations as well as the grading system employed. A similarly oriented high school course could motivate students to acquire a skill marketable in the United States and abroad.
An American Foreign Language Immersion Program: How To
Authors: Jacobs Gabriel H.L.
Published: January 2009

This publication is the fifty‐ninth in the CAL‐ERIC/CLL Series on Languages and Linguistics. The material in this publication was prepared pursuant to a contract with the National Institute of Education, U.S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their judgment in professional and technical matters. Prior to publication, the manuscript was submitted to the American Council on the Teaching of Foreign Languages for critical review and determination of professional competence. This publication has met such standards. Points of view or opinions, however, do not necessarily represent the official view or opinions of either the American Council on the Teaching of Foreign Languages or the National Institute of Education.

ABSTRACT  An immersion program in a public elementary school in Montgomery County, Maryland, uses French as the medium of instruction in all academic subjects. The program is based on the theory that language is learned best when there is a need to understand and communicate in that language. All students are eligible for enrollment in the multi‐age classes. The Montgomery County curriculum is followed using French materials. Standardized test results show the immersion students to be comparable in ability and achievement to their peers in English‐speaking American classes and in French immersion classes in Canada. Parents, other adults, and high school students work in the classroom to assist the teachers and to learn French. The program's only added cost to the school system is for foreign language materials.
Afro‐Hispanic Literature: A Valuable Cultural Resource*
Authors: Jackson Shirley M.
Published: January 2009

ABSTRACT  Modern‐day students of Spanish and other academic disciplines are reaching new dimensions in human understanding through the study of Afro‐Hispanic literature. As more educators become familiar with the large body of Hispanic literature revealing the contributions of various African ethnic groups, opportunities and materials are available to present authentic, positive images. This article presents an approach toward the goal of incorporating Afro‐Hispanic literature into traditional Spanish courses on all levels of foreign language instruction; both prose and poetry are treated. A bibliography has also been provided as a means of introducing materials to those unfamiliar with Afro‐Hispanic literature, while supplying additional sources for researchers in the field.
Occupational English as a Second Language
Authors: Ramirez Alicia D. , Spandel Victoria L.
Published: January 2009

ABSTRACT  The article presents an overview of OESL, its development, purposes, and characteristics, and guides the reader to potential sources of additional information. OESL training, which assists individuals in fulfilling their occupational goals, is a component of bilingual/bicultural education, an ‘umbrella’ term for language programs that help individuals develop bilingual skills and heighten their cultural awareness. Several operational OESL programs are cited as examples, including one by Ms. Garcelon and Ms. Alicia D. Ramirez: EST/AUTO MECHANICS SUPPLEMENTARY LESSONS. Portions of that program are produced to illustrate actual drills and exercises. In a subsequent section, persons within the OESL target population are broadly classified according to need, with an outline of strategies for meeting those needs. Characteristics of successful OESL programs are reviewed, with emphasis on open‐entry/open‐exit, individualized instruction, and a competency based, individualized approach. Preparation of OESL materials is illustrated and the competencies required of an effective OESL instructor are listed. The article emphasizes awareness, empathy, and imagination in designing and implementing programs to meet the diverse needs of OESL populations.
Teaching French via Driver Education
Authors: Berwald Jean‐Pierre
Published: January 2009

ABSTRACT  The subject of driver education has immense appeal for students and offers the foreign language teacher a wealth of instructional possibilities. Such topics as automobile nomenclature, driving regulations, and learning how to drive, when taught in the foreign language, can be used to present (1) vocabulary, (2) grammar, and (3) comparative cultures. Instructional materials—consisting of driving manuals, international road signs, and cars themselves—serve to introduce vocabulary and to stimulate class discussion. The article also touches upon Asher's concept of the Total Physical Response with students responding to foreign language commands by performing actual or simulated driving tasks. A /though the essential aspect of the driving unit is to teach language and culture, a good secondary focus is to help students review for the written portion of the state driving examination.
Another Foreign Language Skill: Analyzing Photographs
Authors: Scanlan Timothy M.
Published: January 2009

ABSTRACT  A step‐by‐step method for the verbal analysis of still photographs in foreign language classes is explained in this article. The extensive analysis of an appropriate photograph and the carefully controlled syntactic manipulation of the material suggested by the picture lead to the improvement of the student's writing, speaking, listening, and even reading abilities. The photograph serves as a vehicle for the introduction of selected thinking skills (such as the differentiation of fact, inference, and fantasy) and impart a heightened awareness of the cultural aspects of the scene depicted as well as of the learner's own environment.
The Lecture — — but They Can't Read It!
Authors: Brooks J. Carroll , Jerrolds Bob W.
Published: January 2009

ABSTRACT  In studying a French lesson, there is a tendency for students to lose the positive effects gained during the listening and speaking phase when they meet with frustration in trying to read the Lecture. In this study, the authors used two readability formulas to examine the Lecture in six books used to teach Beginning French at the college or university level. Results indicated that the Lecture is generally difficult for the student to read and that it is generally not systematically graduated in difficulty through the books.
The Use of a Structured Sequence of Recorded Materials for Language Stress‐Rhythm and Intonation Study
Authors: Mantini Lawrence C.
Published: January 2009

ABSTRACT  Stress‐rhythm and intonation, the prosodic features of language, often elude the language learner's perception and grasp as well as the language teacher's subtlest methodology. Working with recorded materials developed for guided or self‐instruction, students at the University of Minnesota who have undergone the standard pronunciation lessons that begin an introductory language course, have made substantial progress in the perception and production of the stress‐rhythm and intonation features of Spanish. Central to the methods and goals of this language study program is the notion that learning to pronounce a foreign language is largely an auto‐instructional endeavor. Once the study materials have been carefully chosen and assembled, and procedures systematically developed to insure a stable progression of learning events while allowing reasonable descretion in terms of self‐pacing and self‐evaluation, the student's resources and motivation assume control.
Using Videotape to Teach Foreign Languages
Authors: Crouse Gale , Noll Bruce A.
Published: January 2009

ABSTRACT  Although the videotape recorder can be used effectively in foreign language teaching, its versatility has not been fully exploited. This article outlines several projects for integrating the videotape into language activities. The emphasis is on local production, not commercially prepared programs.
An Experiment with Ethnicity and Foreign Languages in a Black College*
Authors: Clark Beatrice S.
Published: January 2009

ABSTRACT  This pilot project, funded by the National Endowment for the Humanities in 1978–79, had as its goal the integration of the cultures of French and Spanish‐speaking black populations into elementary and intermediate college language courses. The major activities of the project were: (1) a two‐week workshop for teachers in Afro‐French‐Hispanic literatures and cultures; (2) the preparation of course manuals for French and Spanish language courses by Hampton Institute faculty; (3) the teaching of these materials for two semesters at Hampton Institute. The 15 teachers from historically Black universities and colleges who joined the Hampton Institute faculty during the summer workshop, taught black francophone and hispanophone cultural materials according to their respective textbook and classroom situations. The overall results of the experimental program have been rewarding and positive. Hampton Institute is the recipient of a second NEH grant for the development of modules which incorporate Afro‐French‐Hispanic cultural elements for elementary French and Spanish courses during 1979–80.
Twenty‐Five Pointers on Foreign Language Testing
Authors: Zdenek Joseph W.
Published: January 2009

ABSTRACT  In spite of new methodologies in foreign language instruction, much testing is still of the traditional type, i.e. paper‐and‐pencil tests, and many techers test in exactly the way they were tested. It behooves all of us to remind ourselves from time to time about certain basics of good testing and to evaluate ourselves as test‐makers. Twenty‐five pointers are sugggsted for language teachers on all levels.
A Different Use for French Songs in the Classroom
Authors: Melpignano Richard J.
Published: January 2009

ABSTRACT  A pedagogical resource that has not been investigated in depth but which has great potential for helping to develop students' aural comprehension of French is the transcription of song lyrics. Through a rigorously controlled process, the instructor, by using songs, can help to minimize the obstacles encountered by students trying to understand rapid spoken French. The method is simple and adaptable to third and fourth level students who have already attained a certain level of mastery of French grammar but whose aural comprehension is limited to taped exercises and to the instructor's slow, deliberate speech. The transcription of song lyrics is admittedly a challenging exercise, but it is one which provides the needed practice for comprehending spoken conversational French.
Introducing Chicano Language, Literature, and Culture to Anglos
Authors: Shirley Carl R.
Published: January 2009

ABSTRACT  Interest in Chicano (Mexican‐American) literature has grown in the past decade. Teachers of Spanish, both at the college level and in high schools, should begin to look closely at this new field and to seek ways to introduce the language, literature, and culture of Chicanos to their students. For many teachers, Chicano literature is just as “foreign” as that of Spain or Mexico, since they live in areas of the country with no Hispanic population. This essay is an attempt to share experiences gained from a successful introduction of this material to Anglo students.
An Expanded Look at German Culture Courses
Authors: Livingston Kriemhilde I.R.
Published: January 2009

ABSTRACT  The foreign language field is experiencing a renewed interest in culture and civilization. Language competence and a mere acquaintance with literature are no longer the only desired goals of future foreign language teachers. Culture and civilization meaningfully taught to students at all levels do not only enhance the study of foreign languages but become an important factor of attraction. Careful consideration must be given to three prerequisites for good instruction in culture and civilization: highly competent teachers, either natives or those thoroughly familiar through travel and experience with the native culture; appropriate audiovisual materials; and provisions for exposing students to specific cultural experiences. The strong desire on the part of the future language teacher to be well informed is the ultimate reason for the very existence of culture courses in every foreign language curriculum. This article seeks to examine and reassess the influence of the close relationships of language to social patterns of behavior and the thought processes that influence these patterns. It will provide the rationale for cultural instructions, an overview of the educational needs of language students, and implementation suggestions including a syllabus that can be used in teaching students about German culture.
A Cooperative Bilingual Effort in Michigan
Authors: Giannetti George , Hodes Phyllis
Published: January 2009

ABSTRACT Recent legislation in Michigan made it mandatory for school districts to satisfy the legitimate educational needs of their bilingual pupils. The Oak Park, Southfield, and Birmingham school districts in suburban Detroit, which have many Arabic and Chaldean‐speaking students, formed a tri‐district consortium to work out a bilingual/bicultural program in their target languages with nearby Mercy College of Detroit. Consortium administrators, teachers, paraprofessionals, parents, and community leaders working in cooperation with the Education Department of Mercy College planned and wrote a Model Transitional Bilingual Program which the state accepted. The college was then authorized to recommend for endorsement those teachers who successfully completed these studies. The program is now viable and it may well serve as a model for other school districts facing similar problems. A program overview with detailed exposition of its development, implementation, and evaluation by the community, the school districts, and the college is included.
Implementing the Intensive Language Model: An Experiment in German at the University of Florida
Authors: Johnston Otto W.
Published: January 2009

ABSTRACT Dartmouth Professor John Rassias has received substantial publicity from the national wire services for his classroom presentations in advanced level seminars in French literature. However, considerably less attention has focused on the lower level courses which Rassias has restructured according to an innovative blueprint: the intensive language model. From June to August 1978, the Department of Germanic and Slavic Languages at the University of Florida sought to implement this model in Beginning German. Student enthusiasm, good press, and a public relations campaign encouraged university administrators to fund the experiment beyond the initial stage. By adding scenarios tailored to student interests and needs, the Department hopes to maximize flexibility in the language learning process.
Foreign Language Teaching and Bilingual Education—A Natural Alliance
Authors: Nussenbaum Gladys S.
Published: January 2009

ABSTRACT This paper is a call to second language teachers in the United States to help promote a multilingual, multicultural American society by actively supporting and participating in effective bilingual education. The author describes a successful reciprocal bilingual exchange program between Anglophone fourth‐year students of Spanish in a high school in New York and younger, native speakers of Spanish in a nearby bilingual elementary school. The weekly interactions serve as a sociocultural and linguistic bridge between two groups of Spanish speakers who would otherwise never know each other.
A Natural Approach to the Teaching of Verb Forms and Function in Spanish
Authors: Terrell Tracy D.
Published: January 2009

ABSTRACT A radically different approach to the teaching of verb form and function is proposed. The acquisition of the ability to use verb forms in communicative situations is seen as a gradual process facilitated by involving the student in Affective Acquisition Activities of various sorts rather than through traditional cognitive grammar‐focused ‘explanation‐practice‐application’ paradigms. One affective acquisition activity model, the Association Model, is proposed to focus the student on verb acquisition. In this model the students learn the meaning of a large number of verbs in a single form before they learn to control a person‐number paradigm. In addition, it is proposed that forms be taught according to communicative need, i.e., the substitution of semantic criteria for grammatical ones. In particular, the student will not learn paradigmatic forms, but rather will acquire certain tense forms before other person‐number forms. A teaching order is proposed.
German Cafe—Theater: A Venture in Experiential Learning
Authors: Semke Harriet D.
Published: January 2009

ABSTRACT After eight years, Cafe‐Theaterabend (Cafe‐Theater Evening) has become a tradition at Westmar College. It is an application of the theory that the goal of public performance can be used as a motivating tool in foreign language learning as well as in extracurricular activities. Skills are developed and strengthened through planning, rehearsing, and performing. Participation in this special event increases the identification on the part of students with the target language group. The inclusion of this type of activity as an integral part of the curriculum is both justifiable and advisable. An additional benefit is that on‐campus visibility of the German program is increased, stimulating enthusiasm and helping to maintain enrollments.
The ACTFL Survey of Successful Programs
Authors: Hammond Sandra B. , Sims William D.
Published: January 2009

ABSTRACT The results of the ACTFL Survey of Successful Programs will be published later this year in a sourcebook of program profiles entitled Prescriptions for Success. As a second preview — the first appeared in the April FLA — we offer the following description of the language program at Hinsdale (IL) Central High School.
My Experiences with the Lozanov Method
Authors: Schaefer Dolores A.
Published: January 2009

ABSTRACT An instructor of French discusses her introduction to the Lozanov (suggestopedic) approach to learning and teaching. For five weeks she observed a highly trained instructor teaching an introductory French class at McGill University in Montreal. Using the suggestopedic approach, she eventually taught the same level in an American liberal arts college under the supervision of the Canadian teacher. This holistic method uses long dialogues, communication activities, songs, and games in a relaxed, non‐threatening atmosphere, and baroque music is played during the presentation of new material. Careful orchestration of these elements favors group interaction, development of creativity, and growth of human memory.
Defending the FL Requirement in the Liberal Arts Curriculum
Authors: Bugos Thomas J.
Published: January 2009

The writer recently sat on a university committee formed for the express purpose of considering the role of modern and classical languages as a required part of the liberal arts core curriculum. The arguments here presented—both pro and con foreign language requirement—reflect the ideas and opinions primarily of colleagues outside the foreign language profession and provide numerous insights into the thoughts of those very individuals to whom we must repeatedly justify the foreign language requirement. An awareness of these arguments can prove most beneficial to foreign language teachers, administrators, and researchers at virtually every level of education.
Don't Hesitate—Articulate!
Authors: Ervin Gerard L.
Published: January 2009

ABSTRACT The article suggests that the initiation of school/college articulation efforts does not need to be considered the exclusive domain of college foreign language departments. It sets forth and illustrates a three‐stage program that a secondary school teacher can follow to establish and maintain contact with a nearby college department.
Foreign Language Study in the U.S.
Authors: Bouffard Edward N.
Published: January 2009

ABSTRACT The Report of the President's Commission on Foreign Language and International Studies has made a number of costly recommendations to improve foreign language instruction. Strangely, the report jailed to hit the nail on the head! Therefore, there is a good possibility that much of the proposed funding will be misspent. In looking at the national problem, the Commission overlooked the basic cause of that problem—the needs of the individual student. Related to these needs are: student motivation; knowledge “explosion;” unsatisfactory curriculum design (related to a poor teaching philosophy); a clear definition of proficiency and what it means; and employment opportunities using the language. What is worse is a failure to recognize that mandatory language instruction is completely out of date. The author's experience with three languages indicates that a six‐year program of coordinated language instruction is within the realm of educational possibility, would be relatively inexpensive and would accomplish the result desired by the Commission.
Assessing the Assessment: A Review of the President's Commission Report
Authors: Putnam Constance E.
Published: January 2009

ABSTRACT  The work and published Report of President Carter's Commission on Foreign Language and International Studies have been the subject of considerable discussion in the foreign language profession over the last two years. This review puts the whole project into some historical perspective, and while some skepticism and disappointment with the way the Commission worked is expressed, the review ends on an optimistic note about where the Report can lead.
Teaching Vocabulary, Listening Comprehension, and Reasoning by Means of Analogies
Authors: Plaister Ted
Published: January 2009

ABSTRACT  This paper describes a language teaching technique which uses analogies such as are found on the Miller Analogies Test and makes the claim, based on classroom testing, that students enjoy and learn from the intellectually challenging aspects of working through analogies under the guidance of a teacher. The technique involves the students in vocabulary development, listening comprehension, and reasoning. In order to solve an analogy the students must not only understand each word in the analogy, but more importantly the relationships between the words, thus giving them insights into the semantic network of the target language. Much of the work, that is the decision‐making, is the direct responsibility of the student and thus the technique is in keeping with current, more personalized and humanistic trends in language teaching. Fifteen different kinds of analogies are listed with appropriate suggestions for class presentation.
Language Learning Stations
Authors: Strauber Sandra K.
Published: January 2009

Abstract  Using learning stations at the elementary and secondary levels can be one method to solve problems related to individual learning styles, wide ability ranges within a class, and enrollment. Vocabulary, grammar, conversation, listening, reading, and culture stations are explained in this article; categories of materials, manipulable materials, and equipment are described for each station. Sample projects for interdepartmental stations are suggested. Management concerns, including behavior, record keeping, and testing are discussed. Methods of evaluation other than tests are suggested. Finally, suggestions are made for using stations in a traditional program.
From Language to Literature: Teaching Figurative Language in the College Foreign Language Class
Authors: Spinelli Emily , Williams Shirley A.
Published: January 2009

Abstract  College foreign language students frequently face a difficult transition when they move from the grammar text to the literary anthology. Many college students now study serious literature for the first time in the foreign language class. The instructor may find that, for these students, the introduction of the figurative language inherent in the study of literature frequently represents a greater language barrier than the foreign language itself. This article presents classroom techniques for introducing figurative language and literary analysis in the college foreign language class.
Communicative Competence and Ancillary Conversation Courses in French
Authors: Buscaglia Michael , Polly Lyle R.
Published: January 2009

Abstract  This article describes an innovative curricular program which allows students to opt for more oral practice of a modern foreign language in real communication situations. It also discusses classroom procedures and provides specific information as to materials and methods used in these courses. The results of this curricular alternative include increased student enrollments.
Foreign Language Circles of Knowledge
Authors: Schiffer Deana
Published: January 2009

Abstract  An excellent means of engendering excitement about foreign language learning is through the use of Circles of Knowledge, a technique which offers opportunities for individualizing instruction, and which enables students to respond without fear of failure, with the cooperation of peers. Among its many advantages is its highly effective use for reinforcement and review. This article includes practical guidelines for utilizing, organizing, and implementing foreign language Circles of Knowledge.
Teaching Discussion Skills: A Pragmatic Approach
Authors: Kramsch Claire J.
Published: January 2009

ABSTRACT The emphasis on real communication in the classroom calls for a reevaluation of the student's role and needs as conversational partner. This article explores the verbal and behavioral strategies needed to participate with ease and confidence in conversation. Observation and analysis of seminar‐type discussions between native speakers and listeners serve as a basis for a tentative classification of discussion functions and their rhetorical markers. The article gives suggestions for applying these observations to the teaching of discussion skills in both French and German classes.
Meaningful Practice on the Computer: Is It Possible?
Authors: Schaeffer Reiner H.
Published: January 2009

ABSTRACT This study investigated the effectiveness of structural and semantic computer practice across two levels of verbal aptitude. The experiment was conducted at the United States Air Force Academy in Colorado with students enrolled in beginning college German who had had no previous high school language training. Subjects were randomly assigned to one of three groups: (1) Structural Practice, (2) Semantic Practice, and (3) No Practice (Control). Groups 1 and 2 practiced a specific grammatical concept on the computer utilizing structural and semantic exercises, respectively. A structural exercise could be accomplished based on knowledge of structure alone, while a semantic exercise could be successfully completed only through understanding the meaning of the item/problem. The control group had no practice. All three groups were administered a 40‐item posttest consisting of both a structural and a semantic measure. The results of the study support previous research on the importance of meaningful (semantic) practice in the second language learning process. This study further suggests that the advantages of meaningful language practice are evidently independent of interpersonal interactions. In short, it seems that what goes on directly between student and material is an extremely important factor.
Audio‐Lectal Practice and Fluency Acquisition
Authors: Hieke Adolf E.
Published: January 2009

ABSTRACT Conventional foreign language programs commonly fail to lead to fluency because their sequential (cue‐and‐response) approach provides insufficient access to the natural flow of language. A novel technique introduced here can offer systematic and controlled practice in connected discourse while emphasizing the oral discourse features of the target language: rhythm, tempo, and pausing, as well as the alternation of suprasegmental patterns and contours typical for connected speech. A simultaneous mode of cuefeeding makes it possible for the learners to listen to, read along with, and imitatively record texts concurrently. The resulting discourse practice helps them assimilate and gain familiarity with the properties of fluent speech in the target language. The paper explains the principles of Audio‐Lectal Practice (ALP) and the fifth skill required to master this technique, and it discusses how such a program operates. First test results on the effect of imitative speech practice on spontaneous speech and its fluctuation in fluency are cited from an experimental ALP program at the University of Tuebingen.
Index Cards: Computer‐Assisted Instruction for Financially Deprived Schools
Authors: Chardkoff Joan Corb
Published: January 2009

ABSTRACT Index cards provide an inexpensive and readily available alternative to computer‐assisted instruction. This article describes a method of using index cards to teach both vocabulary and grammar. The cards have a question on one side and an answer on the other, so that the student receives immediate reinforcement. Various types of exercises that can be utilized are described, and suggestions for use of index cards are given. Some sample index cards are included.
World Languages and Trade Opportunities
Authors: Dugan J. Sanford
Published: January 2009

ABSTRACT Students with a strong career orientation toward business are realizing that foreign language skills are a desirable asset in seeking employment. Before committing several years of study to acquiring a foreign language, they may seek measures of the economic activity and population distribution of world languages as well as information on the extent of possibilities for trade abroad in various languages. This paper presents an analysis of the population distribution and Gross National Product per capita of leading world languages and reviews briefly several readily available reports on world trade.
An Exploratory Study of Characteristics of Gifted and Talented Foreign Language Learners
Authors: Paul Regina H. , Carlson Nancy N.
Published: January 2009

ABSTRACT The purpose of this investigation was to study the characteristics of students who are gifted and talented foreign language learners. A survey instrument was developed and sent to selected foreign language teachers to determine how they perceived the characteristics of these students. Three preliminary lists of characteristics were established, describing students of French, German, and Spanish, respectively. To rank order these characteristics, the lists were sent to selected professionals who had been identified as knowledgeable in the field of gifted and talented in foreign language education.
Leading Student Groups to the Soviet Union*
Authors: Winokur Marshall
Published: January 2009

ABSTRACT Student tours to the Soviet Union are a refreshing alternative to Russian language study programs in Moscow and Leningrad. In the first place, everyone can participate in a tour, regardless of previous Russian language training. In addition, student tours are shorter and therefore less costly, more leisurely, and the itinerary and dates are flexible.

A tour to the Soviet Union has its rewards for both students and director: (1) For those students who have only seen textbook Russian, a trip to Russia will be the high point of their language study. (2) For the leader, a tour enhances Russian language skills.
Anglo‐Americanisms in the French Sporting Vocabulary
Authors: Rosoff Gary H.
Published: January 2009

ABSTRACT This article shows the influence of Anglo‐Americanisms on the French sporting vocabulary. The first large influx of English sport terms dates from the advent of the Industrial Revolution which favored the development of team sports and athletic associations in England. Soccer was the first English team sport introduced into France. Other Engish, and then American sports, like rugby, basketball, volleyball, golf, boxing, and tennis followed in rapid succession. Each new sport brought with it a plethora of foreignisms. Most underwent varying degrees of change in French. Some retained their Anglo‐American origins; others have been replaced. Still others, while keeping their orthographies, have undergone peculiar changes in meaning and function. The author concludes that because many sports have become increasingly popular in French society, the replacement of Anglicisms will be virtually assured. Other, more “elitist” sports like polo and golf will not encourage such replacement.
Pantomime in the Foreign Language Classroom
Authors: Carels Peter E.
Published: January 2009

ABSTRACT Through pantomime, language learners can be encouraged to participate orally in classroom activities without feeling the pressure of having to perform. The teacher, in acting out simple situations before the class, assumes the role of the performer. The students work together to interpret the gestures, losing their sense of individuality in their intense concentration on the action. The immediacy of the pantomime experience guarantees spontaneous utterances of authentic communicative value.
Second Language Reading: A Curricular Sequence for Teaching Reading Strategies
Authors: Hosenfeld Carol , Arnold Vicki , Kirchofer Jeanne , Laciura Judith , Wilson Lucia
Published: January 2009

ABSTRACT This article presents a sequence of activities to teach reading strategies. In implementing the sequence, the classroom teacher will carry out the following steps: (1) teach students to think aloud while reading; (2) identify students' reading strategies; (3) help students to understand the concept of “strategy” and to recognize that some strategies are successful, some unsuccessful, and others only “seemingly” successful; (4) help students to identify strategies thaat they use to decode native language texts containing unknown words; (5) help students to identify strategies that they can use to decode foreign language texts containing unknown words; (6) provide instruction/practice/integration for specific reading strategies; and (7) identify students' reading strategies and compare them to the strategies students used before instruction. Suggestions derived from the authors' experiences with the activities are provided.
Helping Students to Make Inferences About Location
Authors: Tuttle Harry Grover
Published: January 2009

ABSTRACT In order for students to become independent readers, they need practice in understanding the numerous inferences which authors employ. Classroom techniques which assist students in developing their ability to discern inferences of location through transportation, landmarks, elements, actions, smells, and shapes are presented.
Efficient Presentation of Grammar
Authors: Wherritt Irene M.
Published: January 2009

ABSTRACT Often in second language teaching an instructor is obligated to use a certain textbook or materials. If the text is deficient, there are definite steps which can be taken to streamline the use of the materials without rejecting the majority of the text. The study suggests that through rearrangement and deletion of grammatical items, a more useful and native‐like language can be presented. Criteria for inclusion and early appearance in the sequencing are frequency of occurrence in the native language, ease of acquisition of the morphology and syntax, and most useful skill and style for the learner. Items which appear earlier in the syllabus are reentered throughout the course in new and meaningful contexts.
The Infusion of African Cultural Elements in Language Learning: A Modular Approach
Authors: Clark Beatrice S.
Published: January 2009

Abstract  During the academic year 1979–80, Hampton Institute, along with four other colleges and universities of Black heritage, infused Afro‐French and Afro‐Hispanic cultural materials into introductory French and Spanish courses. Fifteen modules were developed and taught by selected staff from Howard University, University of the District of Columbia, Morgan State University, and Morehouse College. This curriculum project was made possible by a grant to Hampton Institute from the National Endowment for the Humanities. The premise of the approach is that Black collegians will appreciate more fully the value and relevance of their foreign language classroom experience through an introduction to the cultures of Black hispanophone and francophone peoples of Africa and the Diaspora. These modular curriculum materials are also perceived as a means of orienting students at the college level to non‐European francophone and hispanophone cultures. Although the data already gathered is not conclusive, there are strong indications that the use of these cultural materials motivated students in their study of foreign languages and contributed to the development of their global perspectives. It is anticipated that these materials will be published, and that further field‐testing will take place through additional funding.
Behind the Survey's Findings: Beware of Statisticians Bearing Enrollment Data
Authors: Jenks Frederick L.
Published: January 2009

Abstract  The non‐technical article attempts to uncover some hidden gaps in the design of enrollment surveys in general and foreign languages in particular. Numerous caveats pertaining to interpretations of the data are offered: what is the enrollment “universe”? Did all reporting agencies gather the data in the same fashion? Who isn't included? The main objective of the article is to provide teachers with a non‐statistical, logical approach to determining the relevance of enrollment studies to their particular school systems.