Abstract
N THE field of education, as in nearly every other aspect of American life, the past quarter-century has produced truly significant changes. The same pressures which urged us on with desperation in the areas of science and mathematics have been at work also-though with somewhat less urgency-in the field of foreign language teaching and learning. Vast sums of money have been expended by the federal government through the National Defense Education Act (NDEA) and its successor the Education Professions Development Act (EPDA) in efforts to up-grade our profession and to provide truly meaningful and relevant foreign language learning experiences for the children of our nation. The ultimate success or
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