Intensive Language Course Research Articles

The Navy Language School Program and Foreign Languages in Schools and Colleges: Aims and Techniques

Author's Summary— A first‐hand description of an intensive language course with the traditional four‐fold aim given at the Navy Language School; the significance of the aims and techniques of this course for the teacher of civilian language classes.

A Young Man's Chances in the Latin American Field

language spend at least one term in a special intensive course, unless they can demonstrate by examination or otherwise that they have already had preparation comparable to that afforded by a year of intensive study at Yale. For a second term these students should be provided with a special intensive course in literature (20 course). 4. That students successfully completing either of these programs be qualified to enter courses in literature conducted entirely in the language in question (present 40 courses). It is believed that these courses could continue with the present allotment of three class-hours a week. 5. That the intensive beginning language course (10), or the special intensive language and literature course (20), taken for a full year count for two courses in credit, and that the successful completion of either of these courses satisfy the modern language requirement of Yale College. 6. That intensive language courses be allowed ten hours per week; in general, two regular class-hours and four sessions of two hours each in drill, and that this count as two-fifths of the student's program. 7. That every effort be made to encourage students who have completed an intensive language course to make use of the language in courses in literature, area courses, in science, or research in the humanities. 8. That the administration of this program be entrusted to an inter-departmental Committee consisting of one representative each from the departments concerned, and one representative from the Department of Linguistics. It will be noticed that in the matter of time the Committee has departed from the recommendations of the memorandum of the linguistic teachers. The reasons are mainly those of expediency. It would be practically impossible to fit into the present undergraduate schedules a course requiring three-fifths of a student's time during one term only. The Committee, however, has a good deal of confidence in the intensive method, occupying the greater part of the student's time, and suggests that the University in the future might well arrange for such courses in the summer ... NORMAN S. BUCK WILLIAM C. DEVANE HARRY M. HUBBELL