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THIS INSTRUCTIONAL MANUAL WAS PREPARED FOR COLLEGE ADMINISTRATORS WHO WISH TO ESTABLISH AUTOINSTRUCTIONAL PROGRAMS IN LANGUAGES NOT OFFERED IN THE REGULAR CLASS SCHEDULES OF THEIR INSTITUTIONS. SUCH PROGRAMS WOULD EMPHASIZE INDEPENDENT STUDY WITH COMMERCIALLY AVAILABLE TEXTS AND TAPE RECORDINGS, AND PRONUNCIATION DRILLS SUPERVISED BY NATIVE SPEAKERS (FOREIGN STUDENTS). OVERALL EMPHASIS WOULD BE PLACED ON LISTENING COMPREHENSION AND SPEAKING, WITH SECONDARY IMPORTANCE GIVEN TO WRITING. FIVE SUCH LANGUAGE PROGRAMS WERE SET UP AND EVALUATED FOR FIVE ACADEMIC QUARTERS AT KALAMAZOO COLLEGE IN MICHIGAN. AN EVALUATION OF THIS "NEGLECTED LANGUAGE PROGRAM" (NLP) CAN BE FOUND IN ED 010 401. (JH)

A SIMPLE, INEXPENSIVE, AND LARGELY SELF-INSTRUCTIONAL LANGUAGE PROGRAM WAS ESTABLISHED AND EVALUATED FOR FIVE ACADEMIC QUARTERS AT KALAMAZOO COLLEGE IN MICHIGAN. THE PROGRAM WAS CALLED THE "NEGLECTED LANGUAGE PROGRAM" (NLP) AND OFFERED INSTRUCTION IN MANDARIN CHINESE, JAPANESE, HINDI-URDU, PERSIAN, SWAHILI, AND BRAZILIAN PORTUGUESE. ITS PURPOSE WAS TO LAY A FOUNDATION OF ORAL COMPETENCE IN THE LANGUAGES ROUGHLY EQUIVALENT TO THE BEGINNING THREE TERMS OF FORMAL INSTRUCTION ELSEWHERE. STUDENTS WHO ACQUIRED THIS BASIC COMPETENCE WOULD THEN BE ENCOURAGED TO CONTINUE THEIR LANGUAGE STUDY AT AN INSTITUTION WHERE FORMAL INSTRUCTION COULD BE OFFERED. DURING 5 QUARTERS, 23 CAREFULLY SCREENED STUDENTS PARTICIPATED IN THE PROGRAM BY TAKING, FOR REGULAR ACADEMIC CREDIT, FROM 2 TO 4 QUARTERS OF ONE OF THE LANGUAGES OFFERED. WORKING AT THEIR OWN SPEED WITH COMMERCIALLY AVAILABLE MATERIALS AND WITH FOREIGN STUDENTS (ACTING AS PRONUNCIATION DRILL MASTERS, NOT AS INSTRUCTORS), THESE STUDENTS CONSISTENTLY DEMONSTRATED THEIR ABILITY TO KEEP UP WITH FIRST- AND SECOND-YEAR SPOKEN LANGUAGE CLASSES TAUGHT BY LIVE INSTRUCTORS ELSEWHERE. SELF-INSTRUCTION IN THE WRITING SYSTEMS OF THE LANGUAGES ALSO YIELDED SATISFACTORY RESULTS, BUT PRIMARY EMPHASIS CONTINUED TO BE PLACED ON LISTENING COMPREHENSION AND SPEAKING. REFER TO ED 010 402 FOR A MANUAL PREPARED FOR DIRECTORS OF SELF-INSTRUCTIONAL LANGUAGE PROGRAMS. (JH)

The National Council of Associations for International Studies, composed of 11 regional associations encompassing over 400 U.S. colleges and universities, has published this revised edition (see ED 010 402 for first edition) for two reasons: (1) the self-instructional approach to language teaching represents a significant breakthrough in the ability of institutions to offer "critical" languages as part of their regular academic programs; and (2) the National Council is sponsoring a nation-wide program of self-instruction in critical languages with the author (director of the Center for Critical Languages, SUNY at Buffalo) as general consultant. The author prepared this manual for college administrators who wish to establish auto-instructional programs in languages not offered in the regular class schedules of their institutions. Procedures for selecting languages, ordering materials and equipment, recruiting native speakers and students, orientation and observation of students, testing, and other activities related to the implementing of the program, are discussed. Also included are data on texts, tapes, tests, and reports. A December 1969 listing of 44 institutions offering self-instruction in one or more languages (Chinese, Greek, Hebrew, Hindi, Hungarian, Japanese, Korean, Portuguese, Serbo-Croatian, Swahili, Arabic and Vietnamese) concludes the manual. (AMM)

First report of this program, supported by a U.S. Office of Education contract, appeared in the January 1966 issue of Modern Language Journal." (DS)