Abstract
ABSTRACT Many high school students do not continue their foreign language study beyond the second year. A major cause of this is schedule conflicts. With a mini‐course system, such conflicts can be minimized: students are not locked into a full‐year commitment, courses are independent and flexible, and individualized learning programs can be readily organized. However, mini‐course systems initially require much work, make continuity difficult, and often demand materials that students have to buy. Among the sources which can help a teacher to set up a mini‐course system are materials on hand, materials catalogues, and students. The plan should involve the administration, a school‐wide public relations program, and continual evaluation. In one school the advanced class enrollment tripled within five years after establishing a mini‐course system.
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