Documenting the decline in foreign language literacy among Americans and the decrease in foreign language requirements in high schools and colleges, the author stresses the intrinsic value of learning languages. He makes recommendations for improving foreign language study and attitudes toward it. (SK)

Examines "trends" in English teaching in four categories: interests, trends, movements, and repertoire. (HOD)

Asks whether the sustained instruction in the "basics" of English, especially grammar, is being unrightfully ignored. Challenges teachers who claim that instruction in grammar is unneeded or ill-advised. Counters such assertions by examining two research studies purportedly proving the ineffectiveness of teaching grammar. (HB)

English and writing teachers are often pressurized to return to the basics of grammar, despite the evidence that drilling grammar does not improve students' writing skills. A great disparity exists between public perception of effective education and the perception of professional educators, which is the main reason why parents and government…

Reading instruction based on the acquisition of basic skills has produced a basic level of literacy in children, but such minimal levels of literacy are no longer sufficient for students required to deal effectively with complicated literary and informational material encountered in upper elementary, middle, and high school texts. Research in the…

Traditional skills of reading, writing, and arithmetic may not be adequate for preparing students to enter today's highly technological and visual society. The role of the art educator is crucial in developing the visual skills which are increasingly necessary in a world of visual communication. (IS)

By understanding the educational policies of the past, we can avoid the aimless, ephemeral quality of educational programs which are directed to the problems of the moment. The current debate over returning to the basics is blinding us to the need to plan for the future and the computer age. (IS)

Argues that a conventional "back-to-basics" classroom structure (with emphasis on drill, recitation, and ability grouping; a narrow view of curriculum; and reliance on comparative marking and grading as the sole method of evaluation) will reinforce racist beliefs about intellectual incompetence of minority children. (RH)

Discusses six steps backward in public elementary schooling: behavior modification, decoding skills, individualized instruction, mastery learning, grouping, and teaching basics. (SR)

Presents the debate on linguistic and cultural diversity within the broader discourse of educational reform across Canada. Argues that issues related to English-as-a-Second-Language students have been marginalized in back-to-basics discourse. Critiques this marginalization and analyzes the inherent contradictions of its champions. (HB)

The issue of what comprises a good secondary school curriculum is still unresolved. The progressive education of the 1960s has yielded to a traditionalist emphasis on a strong liberal education for all students. Future reform will be based on what the present reform movement overlooks--strong vocational programs for students who are not…

Reaffirming Reagan administration policies on education and educational reform, the author proposes three priorities and four performance goals for American education over the next five years focusing on literacy, mathematics skills, civic instruction, the "five new basics," standardized test scores, dropout rates, and professional…

Discusses trend toward minimum competency tests (MCTs) as a requirement for receiving high school graduation. Summarizes criticisms of such testing, and discusses Florida's experience with the MCT, especially in relation to minorities. Concludes that the use of MCTs is potentially discriminatory. (CJM)

Considers the educational views espoused by the Centre for Policy Studies of Great Britain as revealed in recent publications. Examines the strategies used by this group to block meaningful dialog. Argues for a more comprehensive concept of English instruction, and outlines such an agenda. (HB)

The education profession as well as the public do not need exposure to more one-sided opinions about the need for academic preschools, about how to generate higher standards, about how poorly United States schools perform as compared to schools in other industrialized nations, and about other potentially volatile issues. In responding to the…