Showing papers in "The Modern Language Journal in 1967"

A Position Statement

Abstract: A broad based baccalaureate education 1 is warranted given the:  increasing complexity in nursing and health care;  rapidly expanding body of nursing and health-related knowledge;  rapidly expanded use of digital technologies in knowledge transfer and use in the provision of care;  need for “life-long” learning in order to adapt to these changes and to provide a basis for advanced nursing education;  accountability to the public for safe, competent, ethical, and effective nursing care;  need to understand and practice nursing within the pluralistic social, cultural, and political contexts of Canadian society; and  diversity across Canada including: demographic, socio-economic, cultural and geographic diversity.

Dispelling the Myth

Abstract: UNTIL we know more about speech psychology, applied linguistics, and the ultimate processes of language study, it is doubtful whether we can embody in the form of a set of concrete principles the subject treated in this paper. The following considerations are submitted with a certain pique caused by the naivete about linguistic pedagogy among the lay public and even in our own profession. There still exists a related group of harmful and persistent myths about the relative difficulty and values in learning certain foreign languages. Some of the major contributors to and even perpetrators of these myths are many of our own American teachers of German and French. We refer here to the notions so often expounded by these teachers that German, for instance, is harder to learn than Spanish and, therefore, that it must be taught in a different way. Another is that German is, per se, such a difficult and complex language that even the native Germans cannot write it well. Still another and perhaps the most harmful is the myth that German is more important and, consequently, a better language to study with regard to literature, history, and science. Those who hold to the last notion often go so far as to say that the world's best literature, philosophy, drama, history, art, science, etc. is written in French or German. These myths even include our foreign language students in their assumptions. It is often surmised that only the brighter students take these languages of "diplomacy" and "science," while the less intelligent ones take an "easier" language like Spanish or Italian. To avoid attempting too broad a scope for a short paper, most of the examples and comparisons from this point on will be between German and Spanish and limited mostly to the linguistic aspects of the prob em. It is our purpose here to see if we can bring ome of the sacred cows of our modern language studies into a more reasonable perspective or perhaps even into clear focus, and also to make some resulting suggestions toward a better methodology. A good place to start might be with the linguistic aspects of the teaching of German as compared to the teaching of Spanish to speakers of American English. It is a well-established linguistic and commoi-sense fact that the Eskimo language is not difficult for the Eskimos, Russian is not a hard language to learn for the Russians, and so on down the list of the approximate 5000 languages of the world. Since it is a distinguishing mark of the Homo sapiens to communicate orally, what the linguist must make of the above fact is that no one particular language is more difficult to learn than any other for normally-functioning human beings. Indeed, linguists have long argued that no single language is more primitive 23

Myth and literature : contemporary theory and practice

Abstract: "Parts I and II are substantial and useful surveys of cultural and literary theory and its development, and are pretty well packed with suggestive general ideas. But for many readers the twenty-one essays of Part III, dealing with specific and more of less familiar works, may be the most provocative. These studies exemplify mythic criticism in action, in interpretations of a wide variety of authors and works, mainly of prose fiction...This volume helps to consolidate the value and the diverse uses of myth for both artist and critic...[Professor Vickery's] book should appeal both to the large body of the sophisticated and to what one may imagine as an also large number of people who have known that 'myth' has been very much in the air but have not been initiated into either philosophic theory or critical practice."--Douglas Bush, Harvard Educational Review. "A collection without parallel...Whether for historical interest in the fads and fashions of literary study or as the best single source for an overview of the best that has been said about the subject in the past 20 years, this collection is without peer."--Choice. This collection of thirty-four major essays devoted to the theories, methods, and problems of myth criticism offers a convenient and substantial introduction to one of the most distinctive trends in contemporary literary study.

Le Roman de la Rose

Abstract: Apres une premiere partie reproduisant la fin du texte original, B. Di Rosa s'est essaye ici a proposer une suite au celebre Roman de la rose en respectant la forme du vers. Le passage d'un auteur a l'autre se fait en douceur, malgre les huit cents ans qui les separent. Electre 2014

Spanish American Literary Bibliography—1969*

Abstract: L ATIN AMERICA is a complex and extensive area which offers a real challenge in the collection of bibliographic information that accumulates in the course of a year. If we can properly speak of the "population explosion" or the "social revolution" in Latin America, we can just as appropriately refer to the "publishing explosion." Arthur E. Gropp's A Bibliography of Latin American Bibliographies (Metuchen, N.J., The Scarecrow Press, 1968) adds nearly 5,000 entries -115 in Spanish American literature alone-to monographs in updating the second edition-the first was published in 1922-which was compiled by C. K. Jones in 1942. The revised compilation demonstrates conclusively the extraordinary growth in publishing in Latin America in the short span of 3 years while it gives at the same time an idea of the difficulties encountered in keeping abreast with bibliographical data. Gropp has collected 300 additional imprints since the cut-off date of January 1, 1965; fortunately for us, he intends to include them along with others in a future supplement ("Bibliographical Activities of Special Libraries in Latin America," International Library Review, 1969, I, 376). "It is estimated that more than 20,000 publications in monographic form and an equal volume of periodical titles are published annually throughout the entire area" (Ibid., 375-378). The publications of Libros en venta en Hispanoamerica y Espaiia, prepared under Mary C. Turner's direction (New York, R. R. Bowker, 1964), which contains 87,750 entries in Spanish, and the Suplemento (Buenos Aires: Bowker Editores Argentina, 1967), which covers the years 1964-1965-1966 and lists 30,000 new titles from 1,000 publishers, pinpoint new information about books currently available; it makes one wonder if Spanish American authors are not in danger of being overwhelmed by the sheer number of volumes that they produce. The University of London's Institute of Latin American Studies founded in 1961 (31 Tavistock Square, London WCI) brings out annually a list,

The Effect of Foreign Language Study in the Elementary School Upon Achievement in the Same Foreign Language in the High School

Abstract: THIS study was concerned with achievement in French made by two matched groups of pupils at the intermediate level of instruction. One group of pupils had the FLES experience and the second group had the one year of elementary French which customarily precedes the intermediate level. The study sought to determine what effect, if any, a FLES program in French had on later study in that same language in high school and whether or not pupils who had experienced a FLES program were more proficient in the foreign language than pupils experiencing the more traditional high school foreign language sequence. Of primary importance in conducting this study were several basic considerations. These included identifying and establishing the experimental group, insuring a compatible control group, and selecting a valid and reliable instrument.

Norwegian English Dictionary

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Micro-Teaching: A Promising Medium for Teacher Retraining

Abstract: Micro-teaching is a recent development. To this author's knowledge, Robert L. Politzer is the only one to have discussed its use in the training of language teachers.1 A modified2 version of micro-teaching was used during the 1966 NDEA Institute for Advanced Studies in French at the University of Michigan. This Institute was designed to equip the high school language teacher to meet some of the problems he faced in teaching advanced level courses dealing with literature, style, and culture.3

Aspects of the Theory of Syntax

Abstract: \"Linguistic theory is concerned primarily with an ideal speaker-listener, in a completely homogeneous speech-community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitations, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of the language in actual performance. This seems to me to have been the position of the founders of modern general linguistics, and no cogent reason for modifying it has been offered. To study actual linguistic performance, we must consider the interaction of a variety of factors, of which the underlying competence of the speaker-hearer is only one. In this respect, study of language is no different from empirical investigation of other complex phenomena.\

A Realistic Look at the Training of College Foreign Language Teachers

Abstract: T HE training of college foreign language teachers, just like that of all college teachers, has been neglected until quite recently. Now, in the last few years, the matter is finally getting the attention it needs and deserves. Leaders in the profession have not stopped with mere criticism of the state of affairs but have made concrete recommendations for systematic programs for the training of present and future college teachers. The problem naturally is particularly acute in the large institutions. When we look at the teaching ranks of most good-sized public and private universities we are faced with the uncomfortable fact that a large proportion of the undergraduate instruction is now in the hands of inexperienced teachers-the graduate teaching assistants. Perhaps the easiest course to follow would be to continue the time-honored tradition of casting blame on the next academic level down: graduate schools on the undergraduate colleges, colleges on the high schools, and so on. We might decry the fact that so many of our graduate students do not yet have satisfactory control of the language when they get to us, nor 209

The Plateau; or the Case for Comprehension: the “Concept” Approach

Abstract: thus far has been concerned with current practices in teaching based on the audio-lingual method and/or the grammar-translation method. Despite evidence and counter evidence in favor of one method or the other, the total effort made to improve foreign language learning has produced favorable results. In fact, one might say that the state of foreign language learning has never been so good. Yet few can deny that there is still room left for improvement.