Forthcoming Meetings and Conferences of General Interest

PMLA ◽  
1976 ◽  
Vol 91 (1) ◽  
pp. 137-139
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
General Interest ◽  
Department Chairpersons ◽  
Modern Language ◽  
American Council ◽  
American Council On Education ◽  
The Status ◽  
Teaching Faculty ◽  
Status Of Women

Study iii, undertaken in 1973–74 by the Commission on the Status of Women in the Profession, is the most far-reaching of the Commission's three studies. Unlike Study l and Study n, which were based on responses from selected department chairpersons to a questionnaire prepared by the Commission, Study m is based on responses from individuals in English and foreign language departments. These individuals are in institutions selected by the American Council on Education (ACE) for its study of teaching faculty in American colleges and universities in 1972–73. Like the two earlier studies, Study in examines the status of women in the modern language profession, but it furnishes a more comprehensive profile of the profession as well as comparative profiles of the two major fields within the modern language profession, English and foreign languages.

The Status of Women in Modern Language Departments: A Report of the Modern Language Association Commission on the Status of Women in the Profession

PMLA ◽  
1971 ◽  
Vol 86 (3) ◽  
pp. 459-468
Author(s):  
Florence Howe ◽  
Laura Morlock ◽  
Richard Berk
Keyword(s):  
Foreign Language ◽  
Nationwide Survey ◽  
Women Faculty ◽  
Faculty Members ◽  
Modern Language Association ◽  
Men And Women ◽  
Modern Language ◽  
The Status ◽  
Status Of Women

In the spring and summer of 1970 the Commission on the Status of Women of the Modern Language Association conducted a comprehensive, nationwide survey on the position of women in English and modern foreign language departments. We collected information on types of appointments, ranks, teaching patterns, and salary levels of men and women faculty members and the proportion of women among graduate enrollments and recent degrees awarded. In addition, the Commission asked for information about nepotism regulations and practices of departments in the Association. This report presents some results of the survey.

MLA Foreign Language Proficiency Tests for Teachers and Advanced Students

PMLA ◽  
1962 ◽  
Vol 77 (4-Part2) ◽  
pp. 31-42
Author(s):  
Wilmarth H. Starr
Keyword(s):  
Foreign Language ◽  
American Association ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Language Program ◽  
Modern Language ◽  
South Central

I. Brief History of the Project: Since 1952, the Foreign Language Program of the Modern Language Association of America, responding to the national urgency with regard to foreign languages, has been engaged in a vigorous campaign aimed in large part at improving foreign-language teaching in our country.In 1955, as one of its activities, the Steering Committee of the Foreign Language Program formulated the “Qualifications for Secondary School Teachers of Modern Foreign Languages,” a statement which was subsequently endorsed for publication by the MLA Executive Council, by the Modern Language Committee of the Secondary Education Board, by the Committee on the Language Program of the American Council of Learned Societies, and by the executive boards or councils of the following national and regional organizations: National Federation of Modern Language Teachers Associations, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Spanish and Portuguese, American Association of Teachers of Slavic and East European Languages, Central States Modern Language Teachers Association, Middle States Association of Modern Language Teachers, New England Modern Language Association, Northeast Conference on the Teaching of Foreign Languages, Northwest Conference on Foreign Language Teaching, Philological Association of the Pacific Coast, Rocky Mountain Modern Language Association, South Atlantic Modern Language Association, and South-Central Modern Language Association.

The MLA and the Study of Foreign Languages

PMLA ◽  
1984 ◽  
Vol 99 (3) ◽  
pp. 340-355 ◽  
Author(s):  
Robert G. Mead
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Easy Task ◽  
Modern Language ◽  
Foreign Language Study ◽  
Language Study

In surveying the contributions of the Modern Language Association of America to the teaching and study of foreign languages in our country, especially during the last three decades, I hope to recapture the mood and spirit of past events and to pay tribute to those colleagues who took leading parts in them. This is not an easy task, but it is a welcome and a challenging one. Many of these colleagues are deceased, others are retired, and few if any of us during those intensely active years, I suspect, gave much thought to the task of gathering materials and memories for a chronicle of the MLA's role in the development of foreign language study. But it was an inspired and inspiring time—one happier than the present for education in our country—and I am grateful for the opportunity to set down a brief, personal, and inevitably incomplete memoir.

scholarly journals Transdisciplinarity across two-tiers

AILA Review ◽  
2018 ◽  
Vol 31 ◽  
pp. 29-52
Author(s):  
Chantelle Warner
Keyword(s):  
Foreign Language ◽  
Applied Linguistics ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Affective Labor ◽  
Modern Language ◽  
Language Pedagogy ◽  
Language And Literature ◽  
Status Differences

Abstract In the ten years since the Modern Language Association published their report, “Foreign Languages and Higher Education: New Structures for a Changed World” (2007) dissatisfaction with the “two-tiered configuration” of US foreign language departments has become increasingly vocal. While the target of the criticism is often the curriculum, it has often been noted that programmatic bifurcations mirror institutional hierarchies, e.g. status differences between specialists in literary and cultural studies and experts in applied linguistics and language pedagogy (e.g. Maxim et al., 2013; Allen & Maxim, 2012). This chapter looks at the two-tiered structure of collegiate modern language departments from the perspectives of the transdisciplinary shape-shifters who maneuver within them – scholars working between applied linguistics and literary studies. These individuals must negotiate the methodologies and the institutional positions available to them – in many instances, the latter is what has prompted them to work between fields in the first place. The particular context of US foreign language and literature departments serves as a case study of the lived experiences of doing transdisciplinary work in contexts that are characterized by disciplinary hierarchies and the chapter ends with a call for applied linguistics to consider not only the epistemic, but also the institutional and affective labor needed to sustain transdisciplinary work.

English as the nativized foreign language and its impact on Serbian

English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Tvrtko Prćić
Keyword(s):  
Foreign Language ◽  
American Studies ◽  
First Language ◽  
Foreign Languages ◽  
Official Language ◽  
International Conference ◽  
The Past ◽  
World Communication ◽  
Expanding Circle ◽  
The Status

The concept of English as the nativized foreign language – or ENFL, for short – was first proposed in 2003, at the 13th International Conference on British and American Studies, in Timişoara, Romania, in a presentation entitled ‘Rethinking the status of English today: is it still a purely foreign language?’, and subsequently published as Prćić, 2003 and 2004. Identified and described in these papers are new, additional properties of English, which have developed over the past few decades, concurrently with the establishment of English as the first language of world communication and as today's global lingua franca (for accounts of this phenomenon, see Jenkins, 2007; Mauranen & Ranta, 2010; Seidlhofer, 2011). Viewed from the perspective of the Expanding Circle (Kachru, 1985), English can no longer be considered a purely, or prototypically, foreign language, usually characterized by three defining properties: not the first language of a country, not the official language of a country and taught as a subject in schools (cf. Richards & Schmidt, 2002). Three newly emerged defining properties of English, over and above the three customary ones, set it uniquely apart from all other purely foreign languages and they will be briefly summarized below (for more extensive discussions, see Prćić, 2003, 2004, 2011a: Chapter 2, 2011b, 2014).

The Foreign Language Program in 1964

PMLA ◽  
1965 ◽  
Vol 80 (2) ◽  
pp. 29-32
Author(s):  
Donald D. Walsh
Keyword(s):  
Foreign Language ◽  
The United States ◽  
Foreign Languages ◽  
Modern Language Association ◽  
National Defense ◽  
Language Program ◽  
Modern Language ◽  
National Defense Education Act ◽  
Title Vi ◽  
Education Act

Our major activities this year, as in each of the past five years, have been undertaken either with foundation support or through contracts with the United States Office of Education under the National Defense Education Act. In February John Harmon became Director of the Materials Center, changing places with Glen Willbern, who became Director of Research. Under Mr. Willbern's direction and through a government contract we have just completed a survey of modern-foreign-language enrollments in junior and senior colleges as of the fall of 1963. We are currently negotiating several contracts through Title VI of the National Defense Education Act. The first is to gather statistics on offerings and enrollments in all foreign languages in public and non-public secondary schools. The second is to make a survey of current college enrollments in all foreign languages. Since gathering statistics on the classical languages is not a justifiable expenditure of national defense funds, the Modern Language Association will pay out of its own funds the proportion of the total cost needed to gather the facts on Latin and Greek in schools and colleges.

The Role of Intercultural Approach in Teaching Foreign Languages at the University

2018 ◽  
Vol 7 (5) ◽  
pp. 65-70 ◽  
Author(s):  
Л. Иванова ◽  
L. Ivanova ◽  
Е. Лукомская ◽  
E. Lukomskaya
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Modern World ◽  
Mutual Understanding ◽  
Modern Language ◽  
Cultural Approach ◽  
The University ◽  
Different Cultures

The article deals with a new trend in foreign language teaching based on the cross-cultural approach. The challenge for teachers today is to develop students common, communicative and language competences which are essential conditions for the realization of such a task of modern language policy as the establishment of mutual understanding between different cultures. The components of communicative competence are established. The development of communicative competence is considered to be an obligatory condition for mutual understanding between nations in modern world.

scholarly journals The Linguistic History and the Ideological Inhibitions in Foreign Language Context in the Post-Independence Algeria

2020 ◽  
Author(s):  
Soufyane KHELLOUL ◽  
Fatima Zohra Benneghrouzi
Keyword(s):  
Foreign Language ◽  
Decision Makers ◽  
Foreign Languages ◽  
Speech Community ◽  
Higher Education Reforms ◽  
Linguistic History ◽  
The Status ◽  
The Government ◽  
Teaching Learning ◽  
Language Context

The issues addressed in this work concern primarily the linguistic history and the different language policies that have been adopted from independence till today. Through this paper, the author aims to tackle the status of foreign languages in the Algerian educational system and the extent to which English has been promoted on the expanse of French. Henceforth, the higher education reforms and their influence on the process of teaching/learning English as a foreign language. Mainly, this study intends to uncover the ideological inhibitions exercised by the government to model up a citizen meets the requirements that it needs but not the requirements of the 21st century. More specifically, it exposes the trends of the Algerian decision-makers to maintain a position of a particular foreign language –French- over another foreign language, which is English among the Algerian speech community. This study will contribute to the reconsideration of the language policy of the government, the status of English as a foreign language, and the foreign language curricula. Yet, it bears a particular significance to the sociolinguistic situation in Algeria and its relationship to English as a foreign language context. It suggests the importance of promoting English to meet up the escalating waves of globalization.

Philosophia Regina

PMLA ◽  
1958 ◽  
Vol 73 (1) ◽  
pp. 1-5 ◽  
Author(s):  
Whitney J. Oates
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Modern Language ◽  
Bear Market ◽  
Classical Philology ◽  
Foreign Language Requirement ◽  
Language Requirement ◽  
The Many ◽  
American Philological Association

Mr. Chairman, President Fred, President Starck, ladies and gentlemen of the Modern Language Association: I suppose on this occasion, as a member of the American Philological Association, I should be tempted to reflect upon the event in the year of the great schism, 1883, when forty youthful modern linguists, smarting under the tyranny of classical philology, struck their historic blow for freedom, and formed the Modern Language Association. Suffice it to say that after years of rivalry, we have all come to the realization that we are allies in a common cause, not only within the conventional humanities but also with our colleagues in the other areas of learning. No doubt the sense of kinship between classicists and scholars in the modern foreign languages has been enhanced by the experience of adversity. Certainly a classicist has had to learn to live with, and ultimately profit from, a perpetual “bear” market. But, happily, in recent years, the whole strategy of fighting defensive rear-guard actions has been abandoned, and a new spirit of confidence has appeared. A case in point is William R. Parker's excellent piece entitled “Why a Foreign Language Requirement?” There are also the many classicists who have sworn a mighty oath never again to utter a word of apology for the classics, but rather to start from the assumption that any intelligent and sensible man knows how important they are.

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