Abstract

I read with great interest the position paper of the MLA Ad Hoc Committee on Foreign Lan guages. The committee is to be applauded for ad dressing issues and suggesting possible solutions that have been an agreed upon mainstay of the professional conversation for many years, though not necessarily at the MLA. In fact, I view this re port as an effort by the MLA to regain a voice in the area of collegiate foreign language (FL) education. It is to be welcomed by anybody who wants to see the MLA as a strong, relevant voice in advocating for (collegiate) FL instruction in the United States. Borrowing a phrase used by the committee, I will be ungraciously blunt in my comments. Criticism, as they say, can be a particularly gen erous kind of praise. But before addressing the content of the report, I want to make these obser vations about its creation. It is unfortunate that

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