Describes the intensive French program at Western Maryland College. Concludes that the program has helped to reverse some of the dwindling enrollments in French. (EKN)

Describes the intensive German program at North Texas State University. Shows how the intensive course model may be adapted to tight budgets. (EKN)

Calls for reexamination of English courses, as to content, organization, and procedures. Adds a report of experience with language workrooms at "general education schools" in Bremen, and some suggestions regarding intensive courses. (IFS/WGA)

A week-long intensive Spanish course for 15 advanced students, at a residential center is described. The advantages of this type of program are noted. (SJL)

Reports on an experiment, conducted on 63 students of English, which sought to determine whether certain students within heterogeneous population groups can be expected to make significantly more rapid gains than others, and whether scores on a standardized proficiency test can identify students who will make greater or lesser gains. (Author/AM)

Teaching Russian to scientific students calls for the minimum of studying to yield the maximum reading ability. Optimization of learning can be accomplished with attention to procedures outlined here. Problems of syntax, morphology and lexicon in technical Russian are discussed. (CHK)

A discussion of computer software evaluation for second-language instruction concludes that it is important to match the purpose of the software with the teacher's goals, have good instructions, receive clear and appropriate feedback, and promote productive interaction with the student. (11 references) (MSE)

Roles and responsibilities of intensive English program (IEP) administrators are discussed. A dozen suggestions for enhancing effective relationships with senior-level administrators and for developing faculty development programs are offered. (Contains 18 references.) (LB)

Adults participating in an Ulpan method Welsh program were surveyed to determine their motivation for learning Welsh and for choosing an intensive course. Integration was found to be the major motivating factor for studying Welsh and the students believed that an immersion setting would result in superior language learning. (JL)

Research on Arizona State University's intensive English program indicates that the majority of students learned about it through family, relatives, or friends in the local community, not through its extensive overseas recruiting techniques or electronic technology. Local recruiting strategies include local English media features and advertising,…

Examines the role of tension in the process of instructed second/foreign language acquisition on the basis of findings from a comprehensive ethnography of the 7-week intensive beginners' class in the summer French School of Middlebury College. This project completes and challenges the current research paradigm on language anxiety as it shifts the…

This study investigates the motivation for learning French, the ethnic identities, and the decision to pursue post-secondary education in French of anglophone graduates of intensive French language programs in high school. Sixty-two graduates of either French immersion, Advanced Placement French, or the International Baccalaureate French program…

Describes a college Spanish program consisting of a ten-week, intensive language course on campus and a ten-week, cultural immersion program in Mexico. (KM)

The paper reviews the selection and use of the Dartmouth Intensive Language Model at Western Maryland College. The purpose was to produce a student who could read, understand, speak, and write French easily enough to make a foreign language major attractive and less formidable. The program proposed a three-semester sequence of intensive French…

These dictation materials in Mandarin-Chinese are intended for use by the instructor. The instructor reads the selections out loud while the students write down what they hear. (NCR)