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

Describes an adaptation of an intensive language (Spanish) program to suit the needs of two-year community college, resulting in student enthusiasm, increased enrollment, and more comprehensive coverage of material. (CB)

One university professor's use of French comic strips as the focus of an advanced, intensive language course is described. The approach addresses the visual and iconic in the comics as much as the linguistic element. (27 references) (MSE)

A study was conducted to identify the beliefs and procedures that place instructors and administrators in between the demands of their intensive English programs (IEPs) and the expectations of the host institution. (Author/VWL)

Adopted a qualitative research method to understand participants' self-efficacy phenomena in their English-as-a-Second-Language learning. The study also used quantitative research to examine the essences underlying participants'self-efficacy and their relationship with participants' achievements. (Author/VWL)

Describes workshop at University of Arizona's Center for English-as-a-Second-Language, at which directors of prominent Intensive-English programs and graduate faculty of MATESL programs across country met to identify and document range of working relationships between IEPs and MATESL programs; compare different relational models prevalent in U.S.…

Describes "Project LEAP," in which English-as-a-Second-Language instructors and peer study-group leaders collaborated with content faculty in development of instructional materials for general-education and linked study-group courses. Presents features of Project LEAP model, implemented at California State University, Los Angeles, an…

Intensive summer language schools are designed to increase student exposure to the target language, both in quantity and type. One way to increase student interest in the input is for a journalism class to produce a daily student newspaper in the target language. Such a project has gained popularity at a Portland, Oregon intensive German summer…

Students in an intensive college-level program of English as a second language were surveyed concerning their perceptions of effective language teacher characteristics and behaviors. The 71 students reprsented 15 diverse native language groups at different English proficiency levels. The questionnaire presented 23 teacher qualities generated in a…

Modifications made to the Dartmouth Intensive Language Model (DILM), an intensive immersion program, resulted in its effective implementation and enhancement of a small-college foreign language program, in spite of such limitations as a very small teaching staff, inexperienced and anxious students, and decreased contact hours for the program. (CB)

The bibliography presents over 100 citations of papers, articles, and reports on diverse aspects of the administration of intensive English language programs. The works are produced by both individuals and organizations. Citations include basic bibliographic information and a brief annotation. Topics addressed include: specific program profiles…

An account of the way the Dartmouth Intensive Language Model was introduced and revised at Washington University. The topics discussed are the class organization, staffing, teaching methods, financing, the summer and year-long study-abroad programs, college administration support, student response, and enrollment trends. (AMH)

Describes how the Internet was used for online interaction in a 10-week English-as-a-Second-Language course. Students were highly motivated and seeking eventual admittance to undergraduate programs through successful completion of International English language Testing System (IELTS) examinations. (Author/VWL)

Suggests a quick and practical supplementary test that can solve many of the difficulties of student placement in intensive English programs (IEPs). Dictation is suggested as an easy and efficient way to gain information about students' underlying abilities to communicate. (Author/VWL)

Reports on a survey of 56 faculty members from nine university intensive English programs (IEPs). The survey gathered information on (1) the experience and relative comfort of faculty in teaching and developing content-based courses; (2) faculty perceptions of the efficacy of the content-based courses; and (3) faculty perceptions of an ideal IEP…