TOWARD THE INTEGRATION OFLITERATURE TEACHING AT ALLCURRICULUM

ONE of the most unfortunate features of foreign ld-suage deparimenE in the universities of !h€ Uniteil Statesis the split bdween language and lilemlure that frequentlyamounts to a split between (language faculty" and "lit,

emlure faculty." Many of us wnse that such a division un-dermines and weakens the enterprise of teachingAmerican students the languages and literatures of other.ations, and yet we haw chosen on the whole to acceptit as a fac! of our profession, working with it or aroundit as best we can. We do so for the very good reason rhatit derives from seemingly intractable problems rooted inthe educational system.

American students often begin th€ir college careerswjlh no preparation at all in a foreien language or elsewilh a !€ry meager high school pEparation. They havelo be rauehr a languaBe i f rheyaretos ludy l iLerature in'ha' IanguaSe This neces\ir) $ould be enlirely obviousto a casual outside observei For the most part, however,lhe professoriat of foreiSn language departments wishesthat it were not sq ihat studenti had learned rhe ldguagebefore they came 10 college or that they couldmiEculously acquire i! at top sp€ed. Then the seater partof the college curriculum could be laugh! at what we allregard as "college lwel," namely, the linguistic level atwhich one can read, discuss, and write about the greatclassics of foreign literalure in the orisinal lansuage. Wewish, in olher words, thal we were dealine with somethingakin to the relatively s€lect group of students from the"lycdes," "licei," "Gymnasien," and so on of WesternEurope, who have been rigoroudy taught a foreien Ian-glage for some fire to eight yean before coming to sit atthe feet of their university professors of lileraturc. Thewish is understandable since, after all, our training, re-search, and interests are primarily in literaturc, not in lan-8ua8€ pedaSogy, but it is surely rather foolhh to build anentire u.iversjly cuficulum on nothing more tangible

Tbe European sysrem rhat nu r ru r es our fan rasres ir intact much more realislic than we are Nowhere in Europeare students dpected to acquire a forcign language atsuch speed with so littl€ intensive concentration and de-velop it to such a high level in such a short time. It is smallwonder lhat the awmee American student does not man-age this feat and that Americans have such a poor repu-tation for for€ign language mastery,

Most of us, as foreign languag€ and literatu.e profes,sors, do not really want 1o talk abour rhis situation. If wewere to admit that four years of intermittent instructionare simply not enough to do what we say we dq lhen

ADFL B@LErN, 18, No. I, SEITEMBE( 1986 29

E st Fedor Hoffnann and Dototht Janes

would we not be cuiting lhe academic ercund from un-der our feet? Would we noi, to lpeak plainly, be thEar-ening our ljvelihood? To the dismay of many, suchquestions have begun to be forced into the open by therecent ferment of activit in foEier laquage irutructionacross the country inspired by the attempt to adapt foracademe the standards of proficienq in active languageuse developed in the professional contnt of rhe US For-eign Seftica Tl.le u€sy peace of many foreier languagedeparhents has been disturbed. Professors have comeback to iheir campus€s from ACTFL and ETS workshopstalking about such things ar lev€ls of functional profi-cimcy, Eting scales, Iinguistic tasks. Their @llegues trar€reacted with prediciable appr€hension, frequently sug-gesting thal such an orientatioD promotes 'tkills" to thedetriment of "literature" Again, an ouhide observerwould probably find this kiDd of dichotomy hard to un-derstand, siven the general assumption tha. withour lan-guage skills, lilerature must remain forever beyondsludents' grasp. An observer, however, would not beworking within th€ {ramework that we insiders know sow€ll, where the ieaching of literature to undergmduarcslegitimizes our standing as professors and the leachingof language does not.

As professors i, the Hunter College cerman Depan-nent, we e as concemed about ou srading as rhe ngdprofesor. We are prepared to mise these thomy problemsin public because we can repon that ou om experimentswith the ACTFL proficiency rating system hare rct un-dermined our litemture program, nor have they led us torepiace the t€aching of literature with the teachine of lan-guaee. They have, on the contmry, opened up n€w po$sibilities for making the teaching of cerman lir€rature roAmeri@ undergraduates a lesitimte educationa.l e er-prise, one in which we can face and work wirh th€ realproblems of dweloping highlevel linguistic abiliiy in ashort timg instead of acting as if there problem rcr€ northere. We would like to sugg€st that, far from driving afurlher wedge between the language and th€ literatureteacher, the ACTFL proficiency .ating system can pro-

Both authory arc PNJN6 o! Oeman at flunter Colege ardthe aladuate schooL cnt univqtil' oJ Nee yorh

OU6f.lFOREIGN LANGUAGE ANDLEVELS OF THE COLLEGE

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in prec iselcrms. Aboveal l , thcrc.ould be nodoubl IhaIihclcarncr ofCerna! (or French of Spanish) had to bcxble fi.n ro nadaie and.lescribe past. prcsent. and iu-1u.c cvents and circunsiarces before he or shc could bccxp€cred to speak or$riIe aboni abstfao topics. suplro.ian opinion on iIs intellecltralmerits, orprcsent hypolh-cscs and their fo!sible .onsequences.: Forrunalely, ourexpefience nr discu$ing Iilerarl te\ts in undergradnateand graduaicclasse5 over the years had taughl us soniething else rha!; ob\ious ro e\ery teaclier oflilerarure butlhat gains significance in rhe light ofour new underiandins of!he sequenrialorder of fur.rional niaslery: naDrcly,thar !inple facru quesriois aboxt. rork oflitcratureare nor always easy Io ansrer.

Faclual stateden t! aboll dreconleltof form of a texrcan cover a whole spenrum otdifficulty. Al onecnd oi| . n e 1 , r . J p l t - . ( l n e | ' c c ' n . n l , o r ' e l 1 l i

nom a ditferenl poill of vicF: car erhance the und€rstaDdirrg of nanalirc icchnique, At the oLher end a.en - l , r r o c o . T . r - . n 9 a N r o m p . r . o o r . u b j e _ i \ Flcconnrs rvilh thc objecli!€ facts underlying lhen can,for exanple, bc aD cxcrciseofsone signiiicance in sDchsophisri.ated narari\es as Goethe\ irle//lier Lven a. ! i 9 , r l o { d r d p d r d p I r , . . . u . 1 N d . h " l e L i r orask $hcn thc studcnl is deal ing * i lh a d i f f icu l r poem$ch as a sonnet b,r Rilkc. Thus, while repo.ting or descr ib ingcal ls forarc la l ive ly lo* le le lof lo .e ignla.guaeeproficicncx ii may require a sophisiicated leveloflilerary uDdcrstandiDg. Inverseb! {hile rhe studenr of languase finds it difiicuh Io nasic. hypothcrical s|arenenls,d iereafe " l i rcrary iaskt ' rhat demand rh i ! abi l i ry bur donot dcmand much ljLerary e\pe ise: "What Nould havehapDencd if l-il !le Red Ri.lirg Hood had had bettere,vesieht and had.ecogni^d the solfin -srddmolhefs bed?"

' r ' l ' ' r , r e n . l , o r . 1 , . , " e ' . r ' - J r J l j -ary leveh ofdiffictrlty wfle !ot depe!denI on each other.A siudenfs linired for€ign language skill need not inter' - , - | | h . i , . lh . , h e of 'e l ' , , " . . qL. r 'or 'ask€d. \\'e could set equally challeneine tasks for all sItrl e ' , t - ' ' , - i d t ; r ' b r c n s r s c u o i . -cies {e nerely had Io ask dr ri-Ehl sludenl lhe rieht kind

T l e n ' o b l . . o - . , d . 1 . . ' . { j d c } d i J c r 1 s J c i s r .language skjlls in advarced classes may be pafticrlarly

I e . . i , ro \e\ . \b ' \ . i \ . q l lo , r I rder | . .n . s i 'er .ior of seniof yca. may halc rouehly thc same amount ollirerary traiD ing and unddstandirrg, but t heir knowledeeofrhe ioreign languase ma,v (and u$'ally dos).anec a1ldre vay ftom a fifth sem*ter learn{ (Inrermediate Hieh)to an educated nalive spcakcr (uppcr mngcs ofSupcrior).l l . \ | " , . f p d . , c . J . o . r d - J L ' - p J b . n . . ne . ' . " ' . s r r d e , d j r c . T l e e . r . . r ' \ ' n s d c r e ! " n , j .

particularly in speakins and wiinre abiliiics, and drc crtccl in 1hc clasroom can be dangerously divisite. The' to r r i n u l . Iu" .ne n.c rJcr I r . pc. l "nJ . , r i (in Enslish satislicd no onc ncirhcrstudcnts nor tcachcrlinorving lhe ordcr nr ilhich decisivc lbreien language

o603-3functions a.e acquired and acktrowledeine our freedomto adjusl Iiterary and linguisric dcnr!nds icpr.atel!, wenotr seem to have tlic meaDs to overcome rhis problem.

For the specific pupose ofsetting individualized witnrg and speaking goak in lileralure cour\es, we need todistinguish abovc all bet$een rwo groups: rhole sho havero work firsr ar improving thcir abiiil t lo narrate, repofi,a n d d e . _ i b e G r o d p A ) d n J | l ^ c w o " n r p n . o . i rions, lr€senL argumenrs. hypothesize. and so on (erou!B). \Ve can limii ousclvcs io ih ese lwo g.oups, since sludenrswho halenor adieved rlre ability 1,J describe at allshould not be in a litemhtre course l]nd student\ who needI o 1 ' p o ' e r h ( r r d t , r l r r ' o f ( . n r i F d r d d . o r \ ' . i gargumenrs afc rarc, oen among nati!€ speakers. At theAdr2nced level. foreignlanguag€ srudents halr reacheda stagc *hcrc progres! lroft one decisile fxnction to thenextjsslos. sothat a studert will usually lake nore thanonc scmcster ro move ftod one Sroup 1() Ihe olher

oDce \!c kDo* which studena belone in group A,{ f . . l . r r c u p A . a d . , c L a ' . n l ' e f o . o t r o i r .f.om ones.oup to the other, we can lake lhis kDoNledectuIo account as tur as possible in our clas discusions andL c . r . " r f r q , i r p | ' n r p d L \ . n o ' r ' \ r i ' i n o J ' i o nments. Fbr each naper or qaminarion, wc no{ p.eparei\o t],pes ot quesrionsi some direded at g.oup A andothers directed at group B. Usuallynorelhan oneoiea.htypc n supplied, and soh€ can be direcled specially atthc '\traddlen." Students are advised, irdivi.lxallx$hich quenions are nost suitable for rhed. They maydisrceard rliar advicc ilrhey lv;h, bur few do, since thewhole app.oach is explained to them ard mosl respond

An example ofpanllelsets ofqnestions might be: (lypeA) Describe rhe evenL\ in B.enlanos poen "Lofe Lay."Whereand $her does the action take place? How do $cknow? whal arelhe most imporranr eveDis? Orderthcmch.onologicall! and show their conneclion; (lype B)ubuld n hale been betrd ifrh€jLtdee had coldenned h{to death ("deD StabsebrcchcD")? \Vhy (whai souid harrhappened)? why not? What seems to be lhe poefs

All papers are coiiected Nith indicarions of forcien lanB . '9 . p o or ' \ed l r e. r . " . o d ng o J .o |c . . ioncode. R$lritingis reqlired orslggested as seems neces!ary. lhe.onlenl otlhepaper snenelhsand $cakncsscsir dealine lith the liremry topic is comment€d on maFeiDauy as lcu as al rhc cnd. Thesc proce.lu.es renain es-seDtiaily {hal drcy have ahva}s been. Ther€ is. however,o . n d n ; e e \ . - d . 8 d , d o d d ' e _ o " d L - . . l r d e r ' .fton theslu.lenr\ levelofproficieDcyas asscsscd at thebej ' r 13 o ' l 'e en en- . The l ' r $ i e rJDer i.eturnedlo thestudenl wilh astalemenr enttled "GoaB

d ld \e1 <FT. . i e rhe - \ i I 'o c ign " re laec{r i .ing thar Ne exped the stud€nr m altempl during the se-mesler and susgesrs uscful sieps toward lhis goal.\ u b e q . r , e \ . . r J r . ' n u l f o r . r s n l " n - L c - e v o , r d J , 1 lrhe renn and indeed rhar part of the final grade which

3t

..11.cis langrage are based on rle nrdiriduah adlafcc

So tur this appfoach I'a\ pro\cd sclcmlly su.!e\\luladd has poi cd lhe $?! to ai olerall nnpfo!€lrenr nr Lliequrlir! ofjnfuclion nr ad!!!.ed-lercl Iitcr aturc coxtre\,r o o l ) o c . J ' . " r d " . d r r r u qcally and beeralualed nore iairly in rhel ljleuisric abjltr!. bur also bccaus. the a.lual le\ cl oi mbstanrive Nonthas bccD 'aised. !h. irom inroicringilirh rhe.oni r\ dcnrand s in Iileref! unde^1a ins and de! elotnci I of {iricar awarcness, o!. afprolch ro iutrtrg ercou.agcs lhcless ad!aDc.ds denr Lo rcad car.tirllyand desc.ibc!rcc;el). Then i$iehts into ljteralurc alc likelt ro be morc\alid rhan Nher rh are beire raxed belord rlre; alrili!y ir wriijng a$igrnenls and ar.rcmpted sidflllopar-ror the opiDions of others. Al thc sanrc ride m).ea.irancd srudcnis (niclLdnrg narirc spcakes). who a.el i rs t ie ica l lv capable ot hard l ing ! rgu!r .ar .dd d; ! ru!son, aree\pecr.d ro *orji er thar lerland cNDDorachie\rhigh emdes nrcr.h bt p.ffodri.g cor.ectl\' languagetasks Ihar do nor dc!clop dreir.rirical abilir! and Forers

I t I

Thc placc of lireratr.e in our proficierc! orienLelt culf ic t r iunhas thusEnai ied absolurc ly centra l . Our progran, Jiom tlie fi'sr senelrcr on, h predi.ared on thcar\unrptioD rlrat sone srudents will indeed progrc$lltrough lhc cnlin sequen.e olcourscs to becone a.tiveltlileraie tafijcipaDts nr our mosr advaDc.d ljterarure. ' u - \ i 1 . 1 . I i h . , | . . n ' . , . o , , . i p .' o i - d . " r r r l . . . J i o r o f . , ' . i . n . r , . . o r ' ' iu lLxn mcans an enphasis i ! besi rn ine languaec.o!r$on so cal ted coneersar ional sk i l ls . NoL lha( wc rndursI imare rhe inponancc of conrersat ional sk i l ls : prorer l !dcflned, rhey arc anr ong r he mon diliicuh ro acqujr ardrhe mort cliallerging tu rclch. Dcfinirg Lh€n, as \c do,d " c r i i h a ' , , m . 1 . c J l r l e a p p r , ! n J 9 . ( l ' . r . ' ^ , . i o t o r e o n n j r . . " ( . . t r o r "

taught from dre begiuDirs iD conjuDction $ irh rhc orhclskjl1s a hcrate peBon nceds: rcadnrs. wririig. and aualcompr.haxion. $t usc oralpfoficlencr inlc.vic\rs syslcnatically to check drc spealinre le!€h aacired b! ourstudcnls. I Ihe erd o l thc f i rs t and second ! re.s . ard we. ' e b ( . . n . . r . e o e . ' b L ' r n ( , . p o i . l .thc lhrcc olhe. skilh. At thc samerine, $econdud tradirional achieleme.r Le s, and scahorieoronsl) reach andLen thc kDo$ledee ol Cerman eramnar

$t krow now iiom ou rening e\lericncc thar srudeDrs$ho ha\c bccn laught a l lLhc basicgrarnmar of the Ce.man langu!gc iD Ilie fouFse'ncstcr lbrcisn la!guage re-quiBnenl $ i l l \cr r ' l robably be lnre.dediare-Nt id or- l ' jsh spcakes. whocan, ro bcNr, hold u! Lhe;renl ofelcryda,r face LGfacc enlcsarions bur do so oi1! sirha good dealoIe, i 'mar ica l jna.cuacJ. lh js5eem5robcnor ar unreasoiable achievencnt tbr studens \ho ccare

oGah'tldre l . lo i rn l l s rudy . l cc rmaf a l lh i r to in1 . O. thc o r \e rhand, i f those sxne nudcn ls $ rDt to go or ro u f r r r l . f . l. , , r . . . . n ' ; . l . . . :ca l l y ec . ! re le LargLagr 1 ) f |a t . r i ( imto an l g r . r rn l\ !o rk ib r ihe knrd o i xd \a i i ce n lo rb . h ieh . i l s r l \ o r 'l l r . rac ! l l i a l se \ ! i l l L \D.c t thedr lo dakc . Our o \ rn . . ! rL o o ' l \ r . . . l r " i

sho \s th i r \e .an hard l ! r ro id ed is . r fxnc ! i r iL .d ! ! f .bc rsccn papcr k iou led . lc rnd conrc ,s . r o rx l .b i l i r ! . jthc car lJ ' s lages o f lex rn i rg a lan-eud!c . I r i s i ! rhe uDr r . r -1 -c l courses lha t se hoFe 1o Lc \ i . . th is gap is ne le lp' r ' r 1 . . o \ . . , ' r

' " 1 L

I r shou ld bc !o rcd r Ia r ou .usc . r '11r . \Lor { i l \ rn . r ,on '.lilfer\ iiom rhe nrrch truorc. rdre fre\ailio! ir .rc rs io r o l rhe _ l i ,ndnnra l DLr r jo ra l " rea thn ,g r l r r l . rch .ilhefe 'funclion" car b. aDplj.d Io in! foof ,ii ,rrcrIjon on lhe na.t ol a sfeakcr UoD rh e\U.\i{)ri ol plcitsurc o f sonor ! Lo a . .que\ r 1o pa$ t l rc b r t r . r S ! rh fL rn .r io rs . ho{s r r use lu l the ! . ,a rbc jn tc r .h i lg p r i .L ice , d .no t in l l in to a l r .ece$ary h ien .ch t o fma i re r r The lu , ) itions of froli.ienc! o! icrlcd forcjgr lang!.gc claluarordo , a rd Ihey nrusr be \ iescd tog . lhc r n i rh the r \ !o o r r i . rle t aspcc l j o f Ihe Io taL rnea l ing j rc r lonna.cc : .o rLr . r ' rlrnd accuncr I'rlenediarele!d li,n.riors ftr clariipl.,ashrgand an$r€rireqre{ions cn. b.a(l.q!.tell Fi'oMed nr r l i c ln l .m. . l ia re le \e l .onrc . t aca o f . \e r !

da ! s rn i ra l Iop ics \ i Ih r re lx r i \e l ! L01 lc ! .1 o l s ra r ima l ica l accnra . ! As r r rdenr \ ! roc . .d rh roneh dr .\ d . 1 . . . i o r o "

and ra rnr ing , th r .on tcn t a r .a i r i th sh ich r |e ! .e r i . l c f l'nnftidlend rh€ n€ed lof ac.ur!.j inoc$.s. A( rle! ar-

uoach the St r f e r io . l c !c l . ! rcc (e s r r rnur . l &rnr r . l a i rd

eraDnalical a..u.ac\ brcome indrsIIn\ablc si)r.e ones i 'np l l c inno l pd fon ! Lhc Srp .no l l c lc l l rsk - rn i1h . ! l

Ou ne\!l! r)lanned litc.aturc courss sill, rve hote, d,cou'ale dris kind of lin.r io.a I p, osr.s ard d.r.lo! sdcr ls cu l i r r a l a \a re . .$ as \e l la \ rhe l r L i rc ia l r L rc . r alarec and dnerifie.l \ o.abulx.r, Il ur I h$ i rll rcna ir lir. . . . o I e . . I i r ' . r . . n 9o j l iLera lu rc . lbsuppor l lh .se .ourses .ec . .eno\ ! o ie rn rg sont couNs a I t f t advx .ced le re l l . \ l , i d , Lh ! lou lconccnlmlion is od lang!age u\c.

$hilc n ii rcalisric fo. us to ex!.d tuasonabL] lrd sru-dd , r ! ro .cach ln tc rn .d ia re N i id . r eved l l ig t , i i o ru l

trrc ljci.ncy aitcr our tusI fonrsedreners, d,o\esrricnL-dents cannor !o$iblyeo o! moviDE uf I|.on.sh rhe Le\cl!ar rhe.ate ol onc r scm.srer. The! r'ill nor re.essa.il!eler cross 1hc rln sholtl liom Ilna Ndiarr High in, o Ad-\anced nr oDe or e re ! r \o l ro re I l ' de-h .u . . .u i ses , andLo molc on th ro lgh Ihe Ad\ a rced le \e l to rhe rh .e ! |o ldo fSxFer io r ay Re l l lakc rhc rcn o f rho ic s ru t l c l rs ' .o l -l . cc .aFe6 i . ( ;e .man. Io hc lp our nud.nrs n rake a

oorh and ra r io .a l L rans i ( ion l lon rhc c l lnd l r . r a .din te rmed ia te .ou^es in to rhc l i k ra rLr rc ma jo i re r reolicl nrs ! Ino .ouse \e! u.nt ln adydnccll coDl o salon

l 2

an.l conr|oiiijon ihar mat be (alen iinrulran.ousll wiihouf f l i s r - le leL l i r . .a r r r .courscs . These larguagecourscs. l . . . u . " . o l L . . r r e - m ! J r . ,

Hilh nrd Ad\!rced loch inspeakirg and wrning. Hcr€,a( i. rae lir..alu.ccours.s, r. \ofk iori a. LaacL knorvledee o i r Ic ; iuden l r ' k lds o f p 'o f i c iency jn Lhese sk j l l s ,a id \ rc Dro \ idc indn idna lsoah and gu ide i in$ lo r s r r rr!.lerrl. The co ui sc nutcriah areorganired a.ound two! reL lo { l \ . fh . on .a iDs a t l rcc i ie par re rned h .nery o lspe.iii. lnrgui5ri. rasks and cniphasiz.s e.c!.ac]. I lrco lher ! . !o lv . ! no .c o fcD ended a . r i \ iLy on !hciL l i c l io ra l .oL ionaLnode l \ tudcDts a re nor cons t ra , ' , cu

0 1 o i r . i r ' . \ t , . . | . J r , , r ig ianr r i r i .aLx .c rLrac) b r ( a rc g ! ided iD de le lop i ig bcy . �o rn i l a l a ! i l r ( ln i . tua lp r t . Th . .n r t t ras is i s on s ide . -

: d ,^ . , 1 .1 . . . E , .oa lLe i r t l ! a l n rorc co ! r f l . \ u [e ra . t ' ,

l .a lc i in thc na jo ' cour5e sequencc , and.oord inared\ I l r our l , re l , .n 1 . \e l l i re rarure .ourses , \ r o f te r an advai i.cd Gcr lra D s radmer .ouhc. Hcrc, in keepine n irhIhe necds d th . nnde i ls sho a lp i r . (o Supcr io r leve l

fioncicnc)t rhe .on.enr.arion is on ac.umclr \!e Lloi krn a q l i rc o ld fa -drnr .aL $ay N i th n rch rh ings as thenen io . rTr t ion o f p r i ! . i !a l par15 o f s r rong verbs(ach ie !eJr )enL 1$rcd) , bu t rc ihon. t \ us ! !c . wh i ldheconple\ g(mmari.al ibnns neded fo. Sup{ror l.velarB ln lcnLa.dLaugnr andDrac l i ccd , rhe&r t r \edoesnor loses ieh t . f r ie reed ro conso l idar . rhe Ad\anccd- lc lc l i iu ,cr lon o l n i . r r i ron i r a l l t ine t ian ts t r lnoughout th . sc. res lc . Lhe \ tud . . t \ $ r i t c .a rarnB, le l l io . i$ in c la$ ,rDd re le l l s lo , ie ! rhar havc Iccnora l l y 0 resenLcd. Thcro !cof gr!nr nari.al xccur ac] in lr!.al and Fadine comprehens ion n a lso rake . i r ro !ccoLur l . For Fad ins con ip rchensnn, \ 'e ana l l ze in de la i lpo , r jons o f te \ r - ( be i rg .ead inLh! par !11 .1 u f reJ l seL L i r . .a rurc cours$ , us in .s , fo r e \ -anrp1., porlioDs oftorranc's Ittotset l1/ itrrn!.tt Nhetl.\anrinin! Ihe snrnha ( ical coDsfi !ction ofexrendcd ar' i L . . I | . r ' , d , t l . r . c , . . ' r r . r ^ r '

.l kalka\ Ocl P/oi.ss rhen dealing snh tbc usc oi drerub iundt rc . ln rh is couse, es in ou . cn t i rc p fogra l r , l i tc re rurc ind l .ner iee -so hrnd i r haDd.

0Goturh our dcpartnlent $eare, as q! havesai.l, in thecaflr''

stages ol our cu.ricular refonn. \\te arc nakine senous. " " r r ' , o h n , r . o - r e ? d u e , a e r r v l n o ! c . lous kro$ledgc oicennan to a levcl of lilreuisric abiliiygerninely con nersurate $'ith th€ collcgc lerelstudy oll i leraMe.Thercsuf tswi l lbemeasLmbk,aDdperhap!rcshalllajl. Ccftatuly wehale nor succeeded in rhe past byIurnnrg a blind ete to the prcblen! in!olvcd. Equallt.eFti!ri!, our goah $ill not be a.hielcd scparalelt in language ,. Ii(eraiure clas$, by ]anguagc or tireraLure1ea.hes. I he crtcrprise is one.l

\OTFS

' t t ' O r . t i . 1 , ) t p r . . \ l a . a L B . r t Iln Ihe l9i0\, tic nrdiew \yi(b ir relat.d scalcbe.afre rre u'c!i reuse b l the forc isns fv ieLode ic r ibc thc langu iseab ihyorborh rludenr !ndciroiie lainins at drc Foreisn Service tn-n i ru re and o thers .u t in the r je l l ( j )

j The ACTFL Prat N.,.t Pto!i.i.,o. a;rrenrer proyrdclaneL,!e \ferilic des.ri|aio.s lbr ce.man,ljr.nch, and Span-t t t . T r l , o ^ " o . . . : r . , . .

' $t a.kno\rledge Nith thanks rhc sunno( oitle ^rdr.\! \l.\4ellon |oundarion !nd lheNational Endo\menr for rhc Humani t i cs inhc lF in rLscaryout rbc \orkderc r ibed in rh isan,ri. Orr lindings as satcd here do not ne.esarily .eDresem rhcyB*enher of tb..\.d,.B $'. Nlellon loundarion or orrhc,\d,ri.dil Frao\rment for dr. Hunanities.

\VORKS CITED

'i985 D,aAP,/ ionatshefte DirectoryThc ,,1.1r,1.1onat5h. ftc, irectary ofG.nnan Deparlnlenlt, Genrt, Strln:s racult| drd Prcgturts in tleLl,t.d.Su//ri /985 rs no\r akilabl.. This il5r page urrdatcd and exFanded\ers ion o l rhe l9E0 cdi t ion l isrs anddescfibcs 2ll Geirlan dcparrmen$ or secrioDs and 2,1j0iacult) and snffInelrbe6. The li(irg inchdes l,J2.1lac-uhJ nedrber an ' . ] l9 l orhe. sra l l ncnbos i r cerrarr' , J 6 r _ ' . , . n i J . \ i r ' ' e t r _ n . J o " . e . r r e . . e

n' or hcr ficids. Full entriei of irdivid!al (iernan facuftvi, cmber proyide I h e ibilo$iIg i! iornarion: bjrrh daia,desre€! eaincd, cnploynenL hisior,, reaching and research a.ea\, tcxtbooks, rransla!ed books atrd scholarly

Ahert.n Council on rhe lt.chin! of |ori!. La.gonges.ICTFL Prcfr.r.,.! ori.k/ti?r. llaninc+on Hudin:

| ' 1 1 P o . . r ' 1 . . . , ' . - . . J r t , . r soi Hud\on: {CTFL, 193:

Caiioll.Iohn B. 'l.breign La.guage Proflcienrr t \clsAunineaby Larrua!. \lljois near GEduari.. l;ofr Colieee , F,reryn LanEuag. Annu\ 1\1961): \ll 51.

Fducrtional lasnrr S.i\,ce. EIJ OnlPra|icien.r Te.hE Ma*lal Prin.erotr: ETS, 1982.

booksp!b l ishcd,ar ic le10pics, cd i tor ia lacr iv i r ies, oL,ceslrcld, arvar.ls, an.lvisitile appoinilrcnrs. Enr.ies ibf facultr mcmbers {i!h Clcrman srudies *pe be oulsidc ceFman depar ldents Ci !e in formar ion about nue,.lcpartmenl, highesi deefee, specializarior, and impol' r r b u n . . T l - . r / , r / r ' . l . o n , ' d , . J . o r n : . 'oreaDizations and compl€te alphaberical indqes ofunivcrilies and names. Edited by valters NollcDdorfssith Karl F.Irarksnl dre Dr'l"./o,:f is published $ith r]lelinarcial supporr ol DAAD, Monatshefte, AArc. anJrhe Clerman Srudies A$ociation. Toobrainacopy. sendS3 rol).1,1r./Monarshetc,rie.ro'], Dept. of cernLax,\ " n l r ' . H . . 1 . I n o \ . . c o ' , i , \ 4 c d r o n l r - r , o

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