The road to foreign language competency in the United States: A leadership perspective

2010 ◽  
Vol 4 (3) ◽  
pp. 6-22
Author(s):  
Shakoor A. Ward
Keyword(s):  
United States ◽  
Foreign Language ◽  
The United States ◽  
The Road ◽  
Language Competency

C. Sharon Advisor Dov Weisglass, Remarks on Relations with the United States, Disengagement, the Road Map, and the Possibilities of a Palestinian State, Tel Aviv, October 2004 (excerpts)

2005 ◽  
Vol 34 (2) ◽  
pp. 203-207
Keyword(s):  
United States ◽  
National Security ◽  
Full Text ◽  
Prime Minister ◽  
The United States ◽  
Sharp Contrast ◽  
Tel Aviv ◽  
The Road ◽  
Road Map ◽  
The Relationship

Ha'Aretz's lengthy interview with Dov Weisglass, Prime Minister Ariel Sharon's ““point man”” with Washington and probably his closest advisor, was conducted by Ari Shavit and published first in excerpts and two days later in its entirety. In addition to bringing into sharp contrast the contradiction between Israel's declaratory policies and assurances and its actual policies and intentions——and in so doing eliciting a swift ““clarification”” from the Prime Minister's Office——the interview also conveys a sense of the intimacy and easy camaraderie that characterizes U.S.-Israeli interactions. The full text is available at www.haaretz.com. Tell me about the dynamics of the relationship between you [and U.S. national security advisor Condoleezza Rice], and whether it's an unusual relationship.

The Telephone Problem and the Road to Telephone Regulation in the United States, 1876–1917

1991 ◽  
Vol 3 (1) ◽  
pp. 42-69 ◽  
Author(s):  
Jeffrey E. Cohen
Keyword(s):  
United States ◽  
Interest Group ◽  
The United States ◽  
Policy Outcomes ◽  
Policy Outcome ◽  
The Public ◽  
The Road ◽  
Telephone Companies ◽  
Private Interests ◽  
Multiple Interest

Between 1876 and 1917, government philosophy toward telephone regulation began moving away from laissez-faire and toward some kind of involvement in economic affairs. However, while some early studies of regulation suggest business hostility to that policy, AT&T actively sought regulation, jogging government and the public in that direction. But this study is not just a restatement of the interest-group-capture theory, as offered by such economists as Stigler or historians as Kolko. Regulation resulted from the convergence of interests of many affected players, including residential and business telephone subscribers, the independent telephone companies that competed with AT&T, and the state and federal governments, as well as AT&T. I employ a multiple interest theory to account for telephone regulation, but unlike other studies using such a framework, I suggest that government is an independent actor with impact on the final policy outcome, and not merely an arena where private interests battle for control over policy outcomes, as is so common among other multiple interest studies of regulation.

Of frameworks and the goals of collegiate foreign language education: critical reflections

2012 ◽  
Vol 3 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Heidi Byrnes,
Keyword(s):  
United States ◽  
Foreign Language ◽  
Language Education ◽  
The United States ◽  
Learning Goals ◽  
Educational Goals ◽  
Modern Language Association ◽  
Multiple Literacies ◽  
Performance Development ◽  
Viable Approach

AbstractThe paper suggests that among reasons for the difficulties collegiate foreign language (FL) programs in the United States (and most likely elsewhere) encounter in assuring that their students attain the kind of upper-level multiple literacies necessary for engaging in sophisticated work with FL oral and written texts may be the fact that prevailing frameworks for capturing FL performance, development, and assessment are insufficient for envisioning such textually oriented learning goals. The result of this mismatch between dominant frameworks, typically associated with communicative language teaching, and the goals of literary cultural studies programs as humanities programs is that collegiate FL departments and their faculty members face serious obstacles in their efforts to create the kind of coherent, comprehensive, and principled curricula that would be necessary for overcoming what are already extraordinary challenges in an educational environment that provides little support for long-term, sustained efforts at language development toward advanced multiple literacies. The paper traces these links by examining three such frameworks in the United States: the Proficiency framework of the 1980s, based on the ACTFL oral proficiency interview, the Standards framework of the 1990s, part of a more general standards movement in U.S. education, and the most recent document, by the Modern Language Association (MLA), which focuses on the need for new curricular structures in collegiate FL education. Specifically, it provides an overview of the U.S. educational landscape with an eye toward the considerable influence such frameworks can have in the absence of a comprehensive language education policy; lays out key characteristics that would be necessary for a viable approach to collegiate FL education; probes the complex effects the three frameworks have had in collegiate FL programs; and explores how one department sought to counter-act their detrimental influence in order to affirm and realize a humanistically oriented approach to FL education. The paper concludes with overall observations about the increasing power of frameworks to set educational goals and ways to counteract their potentially unwelcome consequences.

scholarly journals English-Polish contrastive grammar at Polish universities

2016 ◽  
Vol 2 ◽  
pp. 126-138
Author(s):  
Elżbieta Mańczak-Wohlfeld
Keyword(s):  
United States ◽  
Foreign Language ◽  
The United States ◽  
Second World War ◽  
Foreign Languages ◽  
World War ◽  
English Departments ◽  
History Of ◽  
Contrastive Linguistics ◽  
Second World

Although contrastive studies do not enjoy great prestige among linguists, they have a very long tradition dating back to ca. 1000 A.D. when Ælfric wrote his Grammatica, a grammar of Latin and English. Even then he must have been aware of the fact that the knowledge of one language may be helpful in the process of learning another language (Krzeszowski 1990). Similarly, it seems that throughout the history of mankind teachers of a foreign language must have realized that a native and foreign tongue can be contrasted. However, contrastive linguistics only came into being as a science at the turn of the 19th and 20th centuries. The first works were almost purely theoretical, and it is worth emphasizing that among the first scholars working in the field was Baudouin de Courtenay, a Polish linguist, who published his contrastive grammar of Polish, Russian and Old Church Slavonic in 1912. The outbreak of the Second World War was a milestone in the development of applied contrastive studies since a need to teach foreign languages in the United States arose as a result. The 1960’s is considered a further step in the development of contrastive grammar since a number of projects were initiated both in Europe and in the U.S.A. (Willim, Mańczak-Wohlfeld 1997), which resulted in the introduction of courses in English-Polish contrastive grammar at Polish universities. The aim of the present paper is to characterize and evaluate the courses offered in the English departments of selected Polish universities and to suggest an “ideal” syllabus.

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