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 Foreign Language Program in Title III of the National Defense Education Act

PMLA ◽  
1960 ◽  
Vol 75 (2) ◽  
pp. 11-15
Author(s):  
John R. Ludington
Keyword(s):  
Foreign Language ◽  
Strong Support ◽  
Modern Language Association ◽  
National Defense ◽  
Language Program ◽  
Modern Language ◽  
National Defense Education Act ◽  
Title Iii ◽  
Education Act ◽  
Support Research

Only fifteen months ago the President signed the National Defense Education Act into Law. Many of you here know what went into getting that legislation in the form necessary for acceptance by Congress. It is no exaggeration to say that without the Modern Language Association there may never have been an NDEA. Certainly, languages would not have received the attention they deserved without the strong support, research, and testimonial efforts of the MLA and its members.

African-Language Study in the 21st Century: Expansion through Collaboration and Technology

2002 ◽  
Vol 30 (2) ◽  
pp. 42-49
Author(s):  
Sandra Sanneh ◽  
Alwiya S. Omar
Keyword(s):  
Foreign Language ◽  
The United States ◽  
African Language ◽  
National Defense ◽  
Or Education ◽  
African Languages ◽  
National Defense Education Act ◽  
Title Vi ◽  
Education Act ◽  
National Resource

The formal study of African languages in U.S. universities began with the passage of the National Defense Education Act (NDEA) in 1958. Title VI of that act supported the establishment of “centers for the teaching of any modern foreign language [that is] needed by the federal government or by business, industry or education” and for which “adequate instruction is not readily available in the United States.” The act also authorized fellowships for those undergoing advanced training in these languages. Over the next two decades, a small number of universities successfully competed for the federal funding from NDEA and subsequent acts that established Foreign Language and Area Studies fellowships and later Title VI National Resource Centers (NRCs) for African studies.

Foreign Language Offerings and Enrollments in Public Secondary Schools, Fall 1958

PMLA ◽  
1961 ◽  
Vol 76 (2) ◽  
pp. 36-50
Author(s):  
J. Wesley Childers
Keyword(s):  
United States ◽  
Secondary Schools ◽  
The United States ◽  
Foreign Languages ◽  
Current Status ◽  
Modern Language Association ◽  
National Defense ◽  
Statistical Research ◽  
National Defense Education Act ◽  
Education Act

This report is the result of the first of a series of investigations on the current status of foreign languages in elementary and secondary schools and in institutions of higher learning in the United States. It is a part of the Statistical Research Project of the Modern Language Association of America under a contract from the United States Office of Education, authorized under the National Defense Education Act of 1958. Subsequent reports will present data for 1959 on foreign languages in the elementary schools, in public and independent secondary schools, and in colleges and universities.

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 College Teacher of English and Foreign Language Study

PMLA ◽  
1954 ◽  
Vol 69 (4-Part2) ◽  
pp. 22-25
Author(s):  
J.H.F.
Keyword(s):  
Foreign Language ◽  
English Language ◽  
College Graduates ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Standing Committee ◽  
Language Program ◽  
Modern Language ◽  
College Teacher ◽  
Foreign Language Study

Since its organization fifteen years ago, the Commission on Trends in Education, a standing committee of the Modern Language Association of America, has been concerned about the increasingly unfortunate consequences of the monolingualism of most American college graduates. Mastery of the English language and of English or American literary studies must remain forever provincial to those lacking a knowledge of foreign languages, and it is surely important, in peace as in war, to be able to communicate directly with other peoples. The Commission on Trends in Education is therefore enthusiastically supporting the Foreign Language Program of the Modern Language Association in its study of our linguistic inadequacies and its attempt to remedy them.

The Report of the Executive Secretary

PMLA ◽  
1966 ◽  
Vol 81 (2) ◽  
pp. 32-36
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Political Activity ◽  
Modern Language Association ◽  
National Scale ◽  
Language Program ◽  
Modern Language ◽  
Executive Secretary ◽  
Second Year ◽  
To Come

Auspicious is the term by which I would describe the eighty-second year of the Modern Language Association. Our development has been satisfactory and our activities useful. But I have a sense of more important events impending for which the last year and the year or two yet to come are, essentially, preparation. I recall having had this feeling once before, between 1953 and 1955, during the first years of the Foreign Language Program. We had at that time the same stream of new faces through the office, the same effort to establish new lines of communication within the profession, the same struggle to achieve consensus and establish policy. That period saw the transformation of the MLA from a comfortable learned society into a professional association engaged in pedagogical and political activity relating to the modern foreign languages on a national scale. For the last ten years, we have been pursuing the leads and developing the policies laid down at that time. We have grown in the meanwhile from seven thousand to twenty-two thousand members; the headquarters staff has grown from four to forty-four; we have begun to add concern for the curriculum and teaching of English to our concern for the curriculum and teaching of the foreign languages.

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.

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