to everything yet are prevented by a two to three year implied limit from doing very much of anything. Recently, American legislators and educational policymakers at the state and university levels have been revising ideal curricular requirements once again to include the study of FLs. The views of these public figures appear in local newspapers, in high school counseling office posters, and in credentialing requirements for many universities. Little is known, however, about the explicit perceptions of entering university students concerning this educational thrust. What, if anything, do college-bound high school students hear, remember, or believe about the curricular arguments that reverberate around them as they register for courses that will ensure that their graduation requirements will be met? Does past experience in high school FL study affect their perceptions? When given an openended opportunity to discuss the importance of FL study, what arguments and opinions do they offer? OVERVIEW
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