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The Preparation of College Teachers of Modern Foreign Languages

A Conference Report Prepared and Edited

Published online by Cambridge University Press:  02 December 2020

Archibald T. MacAllister
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Extract

The conferences on which this report is based were financed by a contract between the MLA and the U. S. Office of Education. The Advisory Committee of the FL Program, at its November 1963 meeting, recommended that the report be published in PMLA as a thoughtful consideration of an important problem.

Type
Research Article
Information
PMLA , Volume 79 , Issue 2 , May 1964 , pp. 29 - 43
Copyright
Copyright © Modern Language Association of America, 1937

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References

1 Bernard Berelson, Graduate Education in the United States (New York, 1960), p. 50.

2 Distributed by the Cooperative Test Division, Educational Testing Service, Princeton, N. J.

3 Although a discussion of programmed instruction is beyond the scope of this study, it should be noted that experiments in this area are being conducted in foreign languages. If successful, they would obviously have a powerful impact on the subjects just treated.

4 Needless to say, all discussions of possible achievement within given periods of language study, as well as the programs later predicated upon such assumptions, are intended to apply only to the common Western languages. In the case of other languages, especially those which do not use an alphabetic system of writing, comparable levels of achievement would require many more contact hours. For students of such languages, intensive summer courses would seem indispensable. See A Survey of Intensive Programs in the Uncommon Languages, Summer 1962, by Hoenigswald, McCarus, Noss, and Yamagiwa, prepared under contracts with the U. S. Office of Education.

5 Administered by the Educational Testing Service, Princeton, N. J.

6 Oliver C. Carmichael, Report of the President of the Carnegie Foundation for the Advancement of Teaching for 1948.

7 From a 1925 address by Raymond Hughes, then president of Miami Univ., quoted in Berelson, pp. 28–29.

8 This statement of qualifications was officially endorsed in November 1963 by the Advisory Committee of the FL Program.

9 “Six Cultures (French, German, Hispanic, Italian, Luso-Brazilian, Russian): Selective and Annotated Bibliographies,” in Reports of Surveys and Studies in the Teaching of Modern Foreign Languages, 1959–1961 (New York: MLA, 1962), pp. 253–275. See also “Culture in Language Learning,” Northeast Conference on the Teaching of Foreign Languages, 1960.

10 Publications of the American and Canadian Committees on Modern Languages, xiii (1929), 9.

11 Since 1958 the term “institute” has been associated with training programs for elementary- and secondary-school teachers. With no thought of depreciating the work of those institutes, but for administrative convenience as well as to emphasize the different character of graduate-level programs, the term “seminar” is proposed for the latter.