Enrollment in the Foreign Languages in the Secondary Schools and Colleges of the United States

Hispania ◽  
1929 ◽  
Vol 12 (4) ◽  
pp. 431
Author(s):  
Alfred Coester ◽  
Carleton A. Wheeler ◽  
V. A. C. Henmon ◽  
Hayward Keniston ◽  
C. M. Purin ◽  
...  
Keyword(s):  
United States ◽  
Secondary Schools ◽  
The United States ◽  
Foreign Languages

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.

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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