Ml Abstracts: Authoritative Abstracts From Modern Language Periodicals Designed to Keep You Abreast of International Research and Opinion Relevant to the Teaching of Modern Languages From Kindergarten to Ph. D. Issued by the Department of Foreign Language and Literature, Orange County State College, Fullerton, Calif.; Oral French Programme (Book I) by Florence E. Bradford and Mar- Jorie J. Findlay. Books II & III by Florence E. Bradford, Longmans, Canada, 1960, 1961. A Lively Conversation Course for Elmentary School Pupils; On Parle Français; Un Peu De Français; Encore Un Peu De Français by Florence E. Bradley. Longmans CanadaML ABSTRACTS: Authoritative abstracts from Modern Language periodicals designed to keep you abreast of international research and opinion relevant to the teaching of Modern Languages from kindergarten to Ph. D. Issued by the Department of Foreign Languages and Literature, Orange County State College, Fullerton, Calif. Subscription rates for 4 issues: $2.00.ORAL FRENCH PROGRAMME (Book I) by Florence E. Bradford and Marjorie J. Findlay. Books II & III by Florence E. Bradford, Longmans, Canada, 1960, 1961. A lively conversation course for Elmentary School pupils.ON PARLE FRANÇAIS; UN PEU DE FRANÇAIS; ENCORE UN PEU DE FRANÇAIS by Florence E. Bradley. Longmans Canada, 1960, 1961.

1962 ◽  
Vol 18 (2) ◽  
pp. 88-88
Author(s):  
G.A.K.
Keyword(s):  
Foreign Language ◽  
International Research ◽  
Orange County ◽  
Foreign Languages ◽  
Modern Language ◽  
State College ◽  
Language And Literature

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.

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.

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 Quelle pragmatique enseigne-t-on en ce moment (2017) en Roumanie en filière LEA?

2018 ◽  
pp. 75-85
Author(s):  
Florinela Şerbǎnicǎ
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Description Language ◽  
Undergraduate Level ◽  
Teaching Aids ◽  
Traditional Courses ◽  
Language And Literature ◽  
Il Y A ◽  
The University ◽  
Selection Of

En Roumanie, l’enseignement du français langue étrangère au niveau de licence se réalise dans le cadre des deux filières: Langues et littératures ainsi que Langues Étrangères Appliquées (LEA). Initiée il y a plus d’une vingtaine d’années, la filière LEA a connu un réel succès auprès du public étudiant roumain et fonctionne actuellement dans plusieurs universités à côté de la formation littéraire traditionnelle. A travers une analyse panoramique de quelques documents de référence utilisés dans les universités roumaines (plans d’enseignement et fiches des disciplines), nous nous proposons de parvenir à une meilleure projection du cours de Pragmatique que nous assurons dans notre université, avec une sélection des contenus, méthodes et supports didactiques qui illustre mieux les principes de la filière LEA et qui offre à nos diplômés des compétences professionnelles appropriées au marché du travail actuel. Ce travail liminaire est une première exploration des fiches de formations dans lesquelles on retrouve des thèmes liés à la pragmatique. What pragmatics are we currently teaching (2017) in Romania in applied foreign languages study programmes? In Romania, French as a foreign language at the undergraduate level is taught in two study programmes: Languages and Literatures and Applied Foreign Languages (LEA). Initiated more than twenty years ago, the LEA programmes have been a real success with Romanian students and, alongside traditional courses in literature, are currently implemented in several universities. Having analysed some key reference documents of Romanian universities (mainly syllabi and course descriptions), I propose how to achieve better results in a course on pragmatics offered at the University of Piteşti. My proposals focus specifically on the selection of contents, methods and teaching aids aimed at equipping our students with professional skills appropriate to the current job market. Key words: course description; language and literature; LEA; syllabus; pragmatics.

scholarly journals THE INFLUENCE OF EVALUATION ON STUDENTS’ MOTIVATION TO LEARN A FOREIGN LANGUAGE

2019 ◽  
Vol 31 (2) ◽  
pp. 575-578
Author(s):  
Biljana Ivanova ◽  
Dragana Kuzmanovska ◽  
Snezana Kirova ◽  
Violeta Dimova
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Evaluation Methods ◽  
Foreign Languages ◽  
Language Knowledge ◽  
Language And Literature ◽  
Different Types ◽  
Initial Hypothesis ◽  
Level Of Motivation

Motivation has inspired а lot of authors to identify its characteristics. It has also inspired students and teachers to learn and teach foreign languages through its different types and provide different results in teaching and learning the language. This is closely connected to how evaluation has the potential to influence students and motivate them to learn a foreign language and how teachers should find easier or more difficult ways of evaluating them depending on what kind of motivation is involved during the class. This paper deals with the issue of how different evaluation methods provide opportunities for students to meet different motives. The students do that by answering a questionnaire, which is the initial hypothesis of it. The target groups are third year students, 15 of each one, from the departments of English language and literature, German language and literature, and Macedonian language and literature at the Faculty of Philology, Goce Delcev University – Stip. The students answer 15 questions concerning the different methods they are evaluated by. They provide their answers by answering the questions and they give their opinion about the different types of evaluation methods. The results are used to give us an insight into the influence of the different evaluation methods on students’ motivation, so we can see whether they are actually the main reason why students learn or do not learn foreign languages and an inspiration to teachers to be familiar with which types of evaluation methods decrease or increase the level of motivation while learning a foreign language. As a result of that they are able to use those methods in future in order to improve the level of foreign language knowledge that the students should possess and gain.

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 Cold War and Beyond in East Asian Studies

PMLA ◽  
2002 ◽  
Vol 117 (5) ◽  
pp. 1261-1266
Author(s):  
Norma Field
Keyword(s):  
Native Americans ◽  
Foreign Language ◽  
Foreign Languages ◽  
Colonial History ◽  
Santa Fe ◽  
Asian Studies ◽  
Body Of Knowledge ◽  
Language And Literature ◽  
East Asian Studies ◽  
The Cold War

Just before coming to the conference on the Relation between English and Foreign Languages in the Academy, I saw an exhibit at the Institute of American Indian Arts Museum in Santa Fe titled Who Stole the Teepee? Combining historic with contemporary objects, the exhibit probed not only the theft of tradition announced in its title but the possibility that “we” (Native Americans) or “our ancestors” had been more than willing to sell it. Such speculative reflection resonates with the way in which we who study East Asia have dealt with our relatively stable isolation: while complaining of language and literature colleagues' indifference, if not contempt, toward our endeavors, we have also prided ourselves on the difficulty of our languages and the ancientness of our civilizations, the source of an arcane body of knowledge requisite for even basic literacy. If all foreign language and literature scholars feel subordinate to the empire of English, East Asianists are not only beyond the pale but are often proud of it. Underlying this orientation is an important historical feature: even allowing for the mixed case of China, this region was not colonized by Great Britain. This has meant that it lacks a bourgeoisie that grew up speaking English. I shall return to colonial history below.

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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