oc,q- |LANGUAGE ACQUISITION AND SYLLABUS DESIGN: THENEED FOR A BROAD PERSPECTIVE

THOSE who develop and direct foreign and secondldnsudse' t r r ru- ior i r t l i rcd5rcre,por 'econdary:n-. r ' r ! r 'on. maJ choo.e e i rher srdmma, - o. ,ommunicdiion basedcurricular nodels. A1l."ast rhre approachesmeril discussion: rhe slructural (or srammarical) ap-proach, the situational approach, and the norionaliunctional approach.

The struciural syllablrs. slill the mosl widely used,breaks lansuace down into small granmatical componenls and presents them in strictly controlled seque,re,buildins languace compelence throush knowledee andinlernalizlion of linsuislic rules ((nop). In Wilkins'words, the theoretical principle underlyinc rhis approachh that "you facililale learning ifyou presenithe leener*irh pieces o I lancuase rhar have been pre-digesred ac-cording ro the categories found in a description ol !nlan|.uase (Not iohtl Slllabuses 3). Cramna! makes upthe core of the syllabust grmatical patterns are clearlymore important than vocabulary or the meaning ex-pre$ed by exanpls.

Many learnine principles inplicit in a structural approach are sound: simple structures precede lhe morecompler; those struclures with iewer exceplions to theru le are inr-oduced before parrern, q i rh more devia-lionsi pallerns follow a sequence of relative frequencyin lanslase use and proceed from the fmiliar 1o theunfamiliar according to a contrastive analysis betweenlhe nalive tongue and the rargel language- The struc-tural syuabus aho oflen th presumed advantage thatleachers reed not be fluen! in the languag ihey 1each,{nce crammarical e\p lara ion ' a ld dr i l l , do nor reqJi rca hich level of lansuase proficiency. Teaching andlesling are relatively sinple, because we deal wrthdiscrele-point knowledge and skills. Bur few. il any,Iearners ar able !o sain Iancuaee proiiciency throughdiscrie poini melhods of teaching (Oller 229).

Proponents otcommunicarive approaches to syllabusdesjgn maintain that a crammatical syllabus is neilhernece$arv. ef t jcre l t , nor e l fecu\e in languase lerrn inc.The shortcoming of the structural model is thal languageforh takes precedence over meaning. This nodelempha. i /es l ingui . I ic (omperen.e o\er communicar ivecompelence dd offers language samples outside thejrsocial and culturalconlexls, naking transier of learn-ing from the classroom to the real world ralher difficuh.A iurther drawback, as Wilkins points ou!, is iis effecton rnotraron. q h i le some lea_ne\ m,ehr :ee rd lue Inlong termgramnar study for lhebenefit ofiuturepeFlbrmance. many studenh wan!an inmedialerelu.n fortheiJ efforts (Notional St abuses 3\.

The. i ,ud, ional , ) l labu. recosnte. hc la lELdse i .ADFL BuLLErrN, 15, No. .1, MAxcE 1984

Renate A. schula

dls av. u.ed rn a.ocrc l conre\r , \dr in f ren.e. me"nrncand therefore uses a series of siruations (usually rndjalosue form) rhat the learne.s are mosl likely ro en-counte. when rraveling abroad, such as finding a room,orderins a meal, buyins stamps, lraveling by rrain, o,geiling around town. Wilki.s considrs this type otsyllabus nore efficienr and more morivalins than rhesrammarical syllabus because it centes on practicalreed. rdrhe hdn db.rac ' rnc ly . t r lne J of lcot r inBof fie approach. however, as Wilkins poin$ out. is thata physicalsilLralionalsetting su.h as ",A1rhe Posr Ofrice" or "In a Restaurant" does not necesarily prediclrhe lancuase io.ms thar will be used (NorrcralS///ar6er 3). One rnayco inlo aresmuranl not 10 orde.a meal bul to ask diredions to a nearby museun or toc h a r g e m o n e J i o a r e e p h o n e . d l l . u h i l e c e r ' d ' nIansuage functions willmosr likely occu! in ce.tain siluational settings, physical serting cannot reauy predictlanguaee use. A iurther problem. nor inherenr in lhesituarionalapproach but caused by irs srong lies 10 thegranfi'atical syllabus in rnany existing materials, ap-pears 'n the "seeded" dialogues, shich both illustraterecurent granftalical patterns and presenl p.actrcalphrases for a situaiionalcontext. Often tbese dialoguesinclude discouse that would nver be used in narurallanguage. Thus,lansuage as pracriced in thecla$roonand lansuace as spoten in the real world often have ljrtle

A siruational syllabus, panicularly ifit is not tied toa crammatical pros.e$ion, is probably most app of i r re fo! .horr rerm .pe. ,d l -purDo e cour .e, : g i \ -ing prospective tourisrs survival!kilh or preparing servicepersonnel, such as waites orwailresss. to dealw lrrouline requests or ft fishtes ro handle emergencysitualions, It has limited porential for lhe languagelearner in leresred in acquir ine g lobal languasc

The nolional-functional syllabus is primarily basednot on a linguistic analysh but on an analysis of learn6'social and,/or vocalional communicalive needs. The

The auth.r is PrcJaat aJ aeman at the uniretsitr of ari.uauand Editol olDieu errichisvats, This anicle is bosed ona prcyntation deljveted at ADFL Snin wen, hetd at theDelense Lauuase Institute and Asilonot ConJetence Centeran coli|otnio's Montuey Peninyto, 27 30 Jun. 1983.

060q - znolon" un.ronalconceprorrgrndredint r ropernrhe

Some o\e?ealou rdeisr lanclage edlcrrd\ sho

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only an acadenric envnonmenr all cane from lansuaseDrogranr that enher sere taughr b) innrucros qhorhem\cLves had nor auaincd sranmarical nanery of (he'arse l "ns ' ,sc qnd \1 . r ' . d \L o t , dd \d istuden6 into.orecr usa8e-or br_ i.n.lctos Nho had

.ore.r (hei r r rden. ' m.ncl ,e Iphi losophical , merhodolos ical . o .pe{onalrea3ons (68)

we should lemernber, ho$ever, that an arglnent canaho be made against thc grammarical sy11abu5, since thcoral proiicicncy of fes languase learners who havelearned through a nruct ural approach bur who lack anexperience abroad exceeds a rarine of 2 or 2+ on thcInterasency Language Roundrable (lLR) proficiency

I asree s i rh Guntennann and Phi l l jps lhar '1he mona p p r o p r i a r e a p p o a . l - l o . o t r n L l i 3 i e . o u e d " i gis probably one that appl ies fDncr ionaloperar ions to acentral framework of erammatical form and srruclu.e"( ' .ommunicd i \e .ou ' .e De .sn l20) su-h an i r -tesrated approach, *hich b.ings lhe besr eranftaticaland funcrional rnodels to second language reaching andlear.ins, would permir immed iate lancuage use in com-municarivc siruatjons bur uould not disadrantage thoselea re . +L1o { h , . bF.ome f luenr in he "o e icnlanguage. Unforrunately, fe* commercially avaitable in. r 'Jc ' ional md'er iah tdc i l i r " re adopr ion o l .uc l a1 ' .tgrated cuficulud design. lndividuals in charge oflanguaCe prosrams musr s i i l ladapl and adjust ex is t inemarerials to include borh slrucrural and notional'funct ional components. t

But, aside lrori th riix ofgranmatical andnotionaffunctional content, orher issues need !o be addressedin. r r icu lJm de, isn. The ldnsuase ledrn ins proce. , i .slrangly neglected in theprolific discussions of th prosand cons of various curicular modeh. We hear abouranalyses ol language funclions, of grabmar, ot communicalive constraints, and so on, but seldon do thediscusions include psycholinsuisric conside.ations suchas secondlaneuaselearning procsses and slrategies andconstrainls within the learning situalion that affec!

Krashen's Monitor Model. for instance, has impor-tant inplications for curiculum desisn foradult secondlanguage learnen in formal insrrucrional settircs (Second Lansuase Acquisition). Krashen naintains lhat 1woapproaches areavailable for gaining proficiency in a secold Iarguage: Iancuage learn ing and language acquj . ition. "Learning" is a conscious, slow processins ofstruclural rules that usuauy takes place in a tormalclassroom selting. "Acquisition" refers to the sub-conscious mechankms throush which children learnrLei ndr ive ro lgue. Acqu' . i r ion doe' no, rece. . i ra elimited input of sraded srammalical sequences, al-thoush there is evidnce that not all srammalical paFrerns are md(re ed , :nufaneoudy drd hdr rhere . . r 'fairly stable order of mastery of s.ammadcal srruclures.

o60q ^ 3A.quisirion rakes place in "natural" environments, tharis, in conmunicative situations outside the classroom.Comprebensive input (exposure ro neaningful lansuaseur in communicarive inleractiont is considered themost crucial ins.cdieni fo! laneuaee acquisition.

While acquisirion is rhe only sl.!:m alailabl tochildren in learnins then nalive iongu or any secondlanguage, adulls have both systems available iordevdopins scond language ability. Krashen poin$ our,howver, that although only acquired language can beused sponlaneoudy in communication, conscioudylearned lansuage rules can serve as monitors for self'

Monitor use depnds on personal variabls oi thelearnes. Therede moniror olerDsers, thosepoor, con-scicntious, and inhibited souls who are petrified olmaking a misrake and who subvocauy recile conjuca,tion patterns before usins a verb or if rhey do dareto say somelhing-constantly correc! their output sorhat il is dillicuk !o keep lrack of lhe message they wantro convey. And weee also fmilid virh moniror underuses, those happy go lucky creatures who couldn'! careless abou! case systems.lenses, adjective endings. synractical patrerns, or other erammalical pdaphernalia.They conley theii nessags by spaking in infinitivesand nay indicate past events by nolioning backwardswith rheir hands. They consistently llunk grmmd testsbut have few problems s!.vivins in a nalu.al lansuage

Krashen hrpothesizes rhal formal and informal en-vironments conlributelo mastery in different ways andthat rhe besr settins for aduh lansuage learning is onethat offe6 both learning and acquisilion- We knowthroush experince thal iearnins alone (i.e., the crammarical syllabus) is insufficieni for gaining languagemastery. Experience aho telk us thai exposure alone,withoul fornal inslruclion and corredion, is insutficient for adults dd often leads to eror fosilization andprdernraron o l a l .ncrdee I f . ho{erer . rhe learnrneenvironment provides sufficien! time, opporlunrlres.nareriah, and acrivnies borh ior formal learning andfor rhe L.e of ldnsLase.n narLrd l .ommL,nicar \e. Iuations, adult language learners can achieve high profi-ciency in a ssond Ianguage. Krashen maintains that ac-quisition occurs to the extent th target laneuage is usedrealistically in rhe classroom. While learning inc.easesthe grmmatical accuracy ola communicative exchange,semanlic fluency develops only through acquisilion.

One major tencl o lKrashen\ Moni tor Model is thalcomprhension may be at the hean ol the language ac-quisition process; therelore, proficiency is dirctlyrelated to rhe anount oi comprehensible inpur provided.Youns children learnins a second lansuase in a natu.alen|or ner u 'ual ly \dve no problen serr ins hd i r -pu

. l or ddlL. IJrn! r . rhe nr rdron I dr f le 'enr , rn.emosr cultures frown on free inleraction among adultst.ancers. Further. young children, when acqunins then

native languacc and usually also when suddenlv m_mersd in a torign lancuase environmen!, "gothrougha \ilent pcriod' durins which they build up acquiredcompdence through aclive thtening" ("Ap!itude andAtlilude" l5?). what factors besides Krashen\ modelmust be considered lor sound svuabus desien? I see a!leasr fou.:1ime, amount oimaterial, skillsequence, andrhe need o re. i . le m" endl ro lac i l t rdre a.quFir ion

Languase learning. parlicularly in a seiting*here thelanguage is not naturally used as the language ol conmunicalion, is a dow process. In canoll\ words "a!_laindenr of still in a foreign lansuase is a function ofthe amount oftime spent in irs sludy" (137) Civen rhelimited line ar our di!posal. inslru.rional eiieciivenesand efficiencr be.ome maior considerations for svllabus

5nmeuher i r r "e odr l pa ' r or qmer ican lure iC'laneuage ducalion ihe nyth ot the t{o_vear languaeecuriculun vas born.r Ir has held on tenaciouslv eversince. Althouch the Coleman repon (1929) made so'tresensible recomnendations about shat can be accom_pl i .nea 1 'qo icar \ o lorergn l .nguagc ' l ldv in aschool sertins. the report was (and is) largelv isnored,and unrealistic, unfealizable promises of "masterv" or,,proficien.y" in the four skilh (listenine comprehension, speaking,.eadinc comprehension. and writins) stillhead rhc list of many dpartmental goal stalements.Even if we fofgol aboul our humanistic soals tor theliberalarts requirehenr (e.s.. cultural awreness, inlercultural snsitiviry. insighls into language svslems andrhe process of communicarion) and could focus exclusively on skilh development, rwo hundred clockhou6 (i.e., four lourcredit semester couBes or 240L r r ) m r n u e D e o d r o r c l a * , o o r r n ' t r r c t o n a r e i n _sufticienl for all blt basic survival skilh We have toconvince administ.aiors, students, and lhe generalpublic rhat aninstrucrional setting and a time allolmenlappropriate lor leaching history, mathematics, orgeosraphy are not ncessarily appropriate lo! gaininsproliciency in a foreien latsuage. A number ofsludisand reports show thal the nonlraditional time a.rangem.ts in intensive or immersion insl.uclion aremore ,u. .p* 'd l r r developing pror i ienc) rhdn rLe 'ad 'tional one hou.-per day curriculum."

Relared ro rhe need tor d i r lere l r ime pdramerer . i 'the ned to .eassess the amount of conlent in terms ofknowledge and skills maslervweexpect lrom sludents.Davies Iikens our conrinuins search for ne* methodsro lne e l lor r o l r ,y i re ro - tdm 3 quarL of veserdbls inroa pint pot and-when unsuccessful-looking for a nesmerhod o l pdclaerng r46l b7) . He l i le o lher 'ore icnlanguage educalore, believes that *e are trving lo accomplish too much in too little time Gee valddan andwdriner). He adlocates thai, inslead ofreducing lean_ins oDjec i \e . d. ro* rhe board. qe 'hould Eivep, io i ry dr ler ' r du ' rne In i t ra l Iansuage'n{rJct .on10 developing recptile skills. Psycholinguisls have tor

06Dc( 1years poinred 1o a nalural sequence in language learning, emphasizing lislenine comprehension as a p o.'lvskill. Bui onl) in ftepast decade have experimental etfolts invesligaled ihe effecr of a receptive-to-product'veskills sequence on second l4guage acquisition All poinlro d posi rNe re lauon berqeen languaBe comprehensionand laneuage production (see Asher, Gary, Postovskv,and winiu). lnded, Nord warns thai our prematureemphasis on languase production miehl have detrimen-tal effects on lansuage mastery. (If amount ol com-p.ehensible input is amajor variable affecling lluencv'this has selious implicadons for teacher certificationThe lack of fluent leachers larticularlv but no! exclusively on the secondary level-approaches the

lf we accept the imporlance ofconprehension traininc in loreign and second language learninS, we must.estrucrure our syllabi 10 develop ihe .eceptive skillsearly. bu! we must slrictly cont.ol the laneuage *e elicitfor production, sitce "premalure immersion of a stu-dent into an unslructured or free conversadonal seltinebelore cenain funddental linguistic strucrures ae moreor less in place is no1 done witbou! cost" (Higgs andClifford 74). Althoush nativelanguage interlerence isnowbelieved to play a lesser role in sludenl eron than*as lhought during lhe heyday of audiolinsualisft, researches maintajn that such inlerierenc isstrongwhenlearneB are called on 1o produce lansuage patterns lhevhave no! ye! 4cquired GeeKrashen. "Apritude and Ar-itude," and Newmark).

In e$ence, then, we ned to leach siudent a recep-tion grammd (sufficient rNosnition ofpattrns to avoidinlerlerence with comprebension oi a nessage) and aproduclion grammar (patterns for active use in oral orsrittn commuication). The receptiv Srmmar can betaugh! morequickly and in ereater depththan the Pro'

lhe ld . r .onlde arron concern) r ran ' formins abaricauy sequential cudculun @anicularlv ifit tollowssrudural principlet inio a cyclical or concentric modelCo.der nakes a mos! convincine case sben he slates

I n lansuase, nothins is learnerl complelely u n til everfhi nsn le.med. If this n so, then no simple linear sequencefor a syllabus n apprcpriale. A lo8ical solution lo rhkp r o b l e m n s h e e m r o b e a ) c l i c . o r . p r a l ' t r t J r e .{h ' . h requ' red rhe learr . r 'o 'e turn I m. and r ime aBdi lio some aspect oflanguage structure,languaae proce$'o ' dond, l o lansL.Se u .e , in o roe o d i \ !o \e r ho$ irelates and is inrcsrated *ith sone difielenr part oilansuase. Foreier language is not just cumularive,1t isan inresarive pr6e$, (See also Cuntedo. and PhillipsFtnctianal Notional Concepts, and Brunfit.)

Ihe r ru ( Iu re o l rhe r rad i t rona l lansuaee.ur i i culum-and each coune within it-suggesls that lan_guage learnins is slrictly sequential.In each chaplerweteach, praclice, tesl, and assume that sludenrs will

"know" and remember forver a number of carcfullysequencc.l ptuases, vocabutary items, and saruclurs.

Elsewhere I hav writrcn:

ln a$Bsing srudcnt .chid6neDt, we {., ufonuEE,

ly, t@ oftcn colfronr.1 wilh rh. ed di$ov.ry rharlechd inpur dd studnt oulDur arc nor idcntical Gefi9, l), Allhoud our raching mardjats and r6ting pro-edur! do nol ofrd Ffl6r rhar frr. l.nsuaSc l@lins13 tror imc y a rqu.nrial procs, Fisurc 2.tlcnDt! loshoe rh.r it rcscnbLs mo.e a spiral, conc.nrric procs,{hd. 6npomr. de .dlraltty !!{r!rd, rdivld.at ryd upon (forgou.n). rnlded. rvi.wcd, .nlargeduponi qc. Ou kachine a! w.tt as ou tBrins ncd lo lakcrhs r.arrylrflie{/syn$.lis proc.ssing in targlag sc.quNnon 'nro ac@uDr. C.T6rins" Ar5o)Notional syilabi ca. perhaps be most

ffectively usedin this .ecycling proc$s sinc, according to Wilkins. myi.nd tDhslves parlicularty ro a cyclic apDroacb aimedatexpandiDg progrdsively rh leamr's semantic reper_roie (Notio,tol Srllabuses S9l.

In rh final analysis, given rhe diversiry of ourlarners, rheir needs. ard rhe avaitabte insrrucrionaltime, one sylabus or on curricular model b inadauak.HigAs and Clifford sugacst that

Whfi my b. n.ded is a rwo-track arricdun, wirh tuumbalh.rIy @mmudtive rtllabus for 3tuddt5 eholEteniMl obj.cd! is ro rurdior rurrinaly wcl in rhc

oGof- 5tarst langlasc, and . tinguistic conlatuc rr.ct rorthosc Dno spire ro Bing tb. tangug. profdionsly.

The authors wam, howevcr, of a darger in such a lwo-track approach by iointing our that

a rtudmr sho @nDtde ln.116bmuiriv. rr&k,t Mhd bsne gnuio.ty qcired abour lb. rar8Er td8urgcroy xnd tr upG!'blc ro ,witch ov.r. Bvidmc. !ugg6!sln rou sm6t.B of isrrudion ar. Gooug[ !o producca Lmiial profilc, dd rh. tih. ac.dd My in fer bGev.n Lss rhln rlEr. e'_j6)Obviously, in ordr ro mak rh crucial dccisions

necessary for soud syllabus desig4 ducaro$ in chas

ot devising and coordinating languagc i[strucriona.l pro-grams must bc awarc of the many factors thar influflceforeign language leaming.

NOTESrFor flrrh.r informarion or th. d.v.lopEcnt ot .n

lotionqlfun don.l approach in Europ., sd WilkDs,"Liiguistic atrd Situadonal Conronf'; esn Ek, IrMlrold

' For . lcnhriv. caralos of norions aid fundiom, saWil\in{ NotioMI S! abaat2t-j4r: tor rct{riv.ly cohpq.

Dv..tori6 of la4uage{Fcific notions atrd funcrioN, s.r ye

l l

5 E g . Eq z o a a

- INPUT

+t i l i+i l t i l{ f t t I t++

000

- O U T P U T

Flgu. I

5

CoNenttlc Modl ol L.ngu.8. L'rrtinl

o

,r,

2, lnd --).j "o

*,rs(tNEStc,PARALINC FACTORS

\"",r/t 6ro-7."^ '4t-e

,z

//'- "*\

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0 ao4-b

= learner proc.ssing eith.onstatrt !c enlrv and revicw of linsuis$c nructlrdin cobmunicatio. Dr&tice as {ctl as rn tcsls'

Flg{r. 2

E|', Thtahohl Lev.l Iot Mode Laryusge LenrizE ins.roolr; Munbv: Baldcssd; cskl aid slalr4. .,''

ii"-ion*i syutu*. ror insLane. will'n! li!6 53possibilili* for r.questing p'mssion o ae fie l'kpnoner60-61).'-;;'Hiess

"nd Clir fo'd Tht FSI oral inr'rvts i! r'tcd on" '.ii-i'i'' *. t". o.n"icncv !n th' ransuase) ro nv'rducard n.livc ProficicncY).'

rTh Inr.ra$rcy Lansu.Sa RoundtabL promors coopss-,"' *.i" ,i! ""i-' i"ai 'g'rci's rhar e langu'ge sr'ini,*.rs a onri.'ine sanar,Uiation or rhc ' c't' ued bv rhe*acenoes S.e also oller od Caroll'-"ii.

"..inr io, u.eioni"e -ch inLesaLion of rotional andltru(unl principk\ inr.tcnd rcadcb dbltt *atrl to r5oCu.Grmdn ad Phrllips F/nctional-Notional (:oncepts' a\wll .s th lansuagesp.cific inv'nbri'! list'd in Bard's3'ri"^" J*, ini*i.ri t'i,a n, u..tem LMsMse L@mina inscroot: CosG; MunbYi and sl4t'r'--il;,;;;.;,

moacin taneuaee cour* t the non rnu.iiiJ j"iJ r"""""e..a*"'ion co be traced balrro r8er'i. f.*"-*a.ti"' uv ,t'" c"nmiRr or Tcn of rh Nation'lEduc.tion A$oci.Lion lthust. hos'v'r' b poinr'd odr rhatrh. comnrtta r.@mmmd'd a r'adrns ptoficicrcv sdl ratn'r,i"n an orat proncicn.v goat for such a cous' s+ z'vdel-

ii"i " ,*i.*" . -'. "r rhesc prosrah5 se schurz''ra.osi'c ranerae. tnv*n'on." and B'ns'ler and Schulz'

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B.m;l, J.nry. "Notional/Frnctional Appro'chcs " In "r'-

nuol R.ti.w oJ Applie.l Lin$u6li'r' Ed Robrt KaplanRmdalt L, Jon6, sd C Rich&dTuctd Rowl', MNlNNbury Hou6e, 1980. 4l-57.

BcMlr. David P , and R@G A SchulT "re6De foteiSrLazsuae. Couts langtage in Edu@rion| Th'ory 8ndPr;ie: ls wshin4on. D.C: Cntcr rot Appt'd un'lukdcnERlc Clariryboc on LanguaSes dd Linrui$iics. l9?9.

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cokn;n, Afscnon. I@.,itrs oJ Mo'tet| FoNEn Lonz@E si, h. inited stats. N.w vort: M'cmillsn' l92e

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5

Ek, JlanlA., van rre lrfrrold lewl. Stasbourg: Coln.il

Gary, Judnh Ollmncdl. wh) Spcak IlYo! Don l NeedTo?T L e a " . e o 4 . , r e r I C A p p o d . l o a " B i r | ' S r o - q o 'Languase Learning " In Second Laryuaqe A.qustionResearch: hsues ontl Inpli.orr6. Ed. \\. C. RitchreNew York : Acaden ic . l9?8 185-99.

Cerfraine, Claude. The !uncrional Approach to Lansuascr.achina. ' Madern LanstdEe lott.ol66 (1982):49 57.

G , ' r q r d - ' , C d . I l J r o e K P h i l l i p ' . r m r n n a . i . eCouEe Desi8n: Derelopins Fun.tional Abiliry in A1l FourSk\lls " Canadian Madern LanqudEe R.riee 31 ll9Al):129 43.

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-. Setond LdEuEe A.quhn)on ond Se.ohd LontuoEeld,f,i8. New York: Persanon, 1931.

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A / A A )u@L/ | - r

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ADFL SUMMER sEM1NAJRsSeminar East: 5-8 June, New York City

Host: Hunter College, City Uniuersity of Netu YorkSeminar Westi 20-23 June, Austin, Texas

Host: Texas Association of Departments of Foreign Languages

Brochures sl ing sped\ers topics, and acconmodal io"s are lorrhcomrng.