THE TEACHING AND LEARNING OF MODERN FOREIGN LANGUAGES IN COLLEGES AND UNIVERSITIES FOR NEGROES
DISSERTATION
Presented In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University
By
i- KENNETH CARSON MILLER, B.A., M.A.
The Ohio State University 1955
■ it * it11 • ' «i * » • • Approved by*
\ j v Adviser I ACKNOWLEDGEMENTS
The author wishes to express his sincere appreciation to those whose assistance made this dissertation possible * to the fifty-five foreign language departmental chairmen who responded to the question naire and supplied the information for the major portion of the data? to the departmental chairman of nine colleges who granted interviews to the investigator with themselves, their staffs and their students, thus providing H on-the-spot" observations and discussions of foreign language programs and problems; to the academic deans of sixty-eight higher institutions for UQgroea W ho sent to the author catalogs of the institutions and the names of the foreign language departmental chair men; to Ambrose Caliver and Walter G. Daniels, Specialists in the
United States Office of Education, who recommended bibliography for the higher education of Negroes; to Professors V. S. Nyabongo and
Napoleon W. Rivers, who sent copies of the studies described in Chapter
IV and who sent letters of encouragement and offers of assistance; to Professor Klein, Dean Etoeritus of Education, and Professor William
Flesher of Ohio State University, who helped with the questionnaire; to Professors Earl W. Anderson and Kenneth Arisman who served on the advisory committee; and especially to Professor ^ames B. Tharp of
Ohio State University, without whose constant encouragement and guidance the work could not have been completed* - ii -
O S S i i V,
TABLE OF CONTENTS
CHAPTER Pag©
I INTRODUCTION...... 1 The Purposes of the Study...... 1 The Need for the Study...... 2 The Scope of the Study ...... 4 The Limitations of the Study ...... 6 The Over-all Design of the Study ...... 7 Criteria for the Evaluation of a Modern Foreign Language Program...... 8 The Committee of Twelve...... 9 The Modena Foreign Language Study ...... 13 Programs of Intensive Study...... 15 The Chicago Investigation...... 17 The National Teacher-Training Survey .... 19 National Survey in Special Methods for Modern Foreign Language Teachers. .... 21 The Foreign language Program of the Modem Language Association of America...... 21
II THE DEVELOPMENT OF HIGHER EDUCATION FOR NEGROES IN THE UNITED STATES...... 24 Introductory Statement...... 24 The Beginnings of Higher Education for Negro©a • 26 The Development of Institutes, Norniai Schools and Publicly-Supported Negro Colleges. . . . 27 Higher Education for Negroes in Recent Times. . 29 Factors that have influenced the improve ment of privately-supported colleges for Negroes...... 29 Factors that have Influenced the Improvement of Publicly—Supported Higher Institutions for Negroes...... 31 The Philosophy of Higher Education for Negroes. , 32 The Historical Development and Present Status of Modern Foreign Languages in Higher Institu tions for Negroos...... 35 Publications Relating to Modern Foreign Languages in Higher Institutions for Negroes in the Present Time...... 39 Iferoer Cook*s Article...... 39 John F. Matheus * Article ...... 41 The Edward A. Jones Article...... 41 Frederick H. Dedmondfs Article ...... 43 What Should Be the Role of Foreign languages in Colleges and Universities for ^egroes? .... 46
- iii - TABLE OF CONTENTS (oont.)
CHAPTER " Page
III THE RECORDING AND INTERPRETATION OF THE DATA. .. . 48 The Questionnaire...... 48 The Study of* Catalogues and Bulletins...... 49 Correspondence with Deans and Department Heads • 50 Visitation to Nine Negro Colleges...... 50 Data on Curricula...... 52 Data on Instruction ...... 71 Data on Administration ...... 97 Data on Psychological Factors and the ifental Abilities of* Negro Students of Foreign Languages...... ° . 108 Miscellaneous Data. . . . Ill
IV THE COMPARATIVE FINDINGS OF THE CURRENT STUDY WITH THOSE OF TWO PREVIOUS STUDIES ON MODERN FOREIGN LANGUAGES IN NEGRO COLLEGES...... 115 The W. Napoleon Rivers S t u d y ...... 116 The Virginia S. Nyabongo Study ...... 122 The Comparative Findings of* the Studies..... 126 Summary of* the ^tems in Common for the Three Studies...... 127 Summary of the -^tems Yfhich Were Not in Common of the Three Studies...... 134
V SUMMARY AND GENERALIZATIONS...... 137 Plan of the Study...... 137 Status and Role of Modern Foreign Languages Negro Colleges...... 137 Enrollments ...... 139 Requirements for ^ j o r s and M i n o r s ...... 141 Teaching Procedures ...... 142 Evaluation ...... 144 Aims and Objectives...... 146 Proficiency in Language Skills...... 147 Activities -Used to Popularize the Programs . . . 148 Failures in Modern Foreign Languages...... 149 Psychological Factors...... »• 149 Formal Training of Teachers ...... 150 Salaries...... 152
iv - table, .oy. c-OBTassar. (cen t.,)
CHAPTER Pago
VI EEC OmENDAJ IONS...... 164 Recommendations Growing Out of* This Study • . 165 Re commendations That Are Pertinent to This Study but ^ot Derived Direotly from the Data Gathered by This Study* ...... * 164
BIBLIOGRAPHY...... - ...... 175 References Cited in the Dissertation...... 176 Higher Education for Negroes...... 178 Research Articles of Foreign Language Teaching and Lgarning in N©gro Higher institutions . 182 Reasons for and Against Foreign Language Study, and Aims and Objectives...... 184 Research Articles and Books on Methodology and Teacher-Training and Qualifications . • 191 General Textbooks on Methodology...... • 198
APPENDICES...... 207
AUTOBIOGRAPHY...... 247
) LIST OF TABLES
TAB IE Page
I LANGUAGES TAUGHT IN THE EIGHTY COLLEGES STUDIED. . 52 / II INSTITUTIONAL REQUIREMENTS FOR FOREIGN LANGUAGES ACCORDING TO NUMBERS OF COLLEGES REQUIRING ONE OR TWO YEARS...... 56
III STUDENT ENROLLMENTS IN FRENCH, SPANISH AND GERMAN IN TEN INSTITUTIONS FOR TEE YEARS 1947 TO 1952 . . 60
IV DISTRIBUTION OF COLLEGES SHOWING THEIR SEMESTER- HOUR REQUIREMENTS AMONG THE EIGHTY COLLEGES STUDIED...... 62
V COURSE OFFERINGS IN MODERN FOREIGN LANGUAGES IN SIXTY-EIGHT NEGRO COLLEGES— SHOWING NUMBER OFFERING EACH COURSE...... 68
VI APPROXIMATE PERCENTAGE OF USE OF METHODS DESCRIBED...... 71
VII CAMPUS-WIDE ACTIVITIES USED...... 83
VIII AIMS AND OBJECTIVES OF FOREIGN LANGUAGE STUDY. . . 85
IX TIME REQUIRED FOR PROFICIENCY IN LANGUAGE SKILLS . 88
X TYPES OF COURSES AND THE YEARS IN WHICH THEY ARE OFFERED IN FIFTY-FIVE INSTITUTIONS...... 90
XI THE SEQUENCE IN WHICH THE GREATEST PERCENTAGE OF FOREIGN LANGUAGE FAILURES OCCUR...... 94
XII THE ADEQUACY OF THE FOREIGN LANGUAGE LIBRARY IN FIFTY-FIVE INSTITUTIONS...... 95
XIII THE TITLES OF THE BUDGETARY UNITS IN CHARGE OF FOREIGN LANGUAGE INSTRUCTION IN THE EIGHTY COLLEGES STUDIED...... 98
XIV INSTITUTIONS FROM WHICH DEGREES WERE ATTAINED . . 101
XV NINE-MONTH SALARIES ACCORDING TO RANK...... 103
XVI THE COMPARATIVE FINDINGS OF THE RIVERS, NYABONGO AND MILLER STUDIES...... 128 - vi — CHAPTER I
INTRODUCTION ......
1. The Purposes of the Study
The purposesof the study was to investigate conditions in the foreign language programs of selected’*' colleges and universities for
Negroes with respect to the followings (l) the languages studied*
(2) the methods of teaching employed* (3 ) the number of students enrolled in foreign language classes* (4) the number of foreign language students who have completed or are pursuing majors or minors in the field* (5) the scope of the program* (6) the percentage of failures in foreign language courses* (7 ) the placement and follow-up of modern foreign language majors and minors; (8) the staff, training, salaries, research contributions and professional activities of the staff in
/ foreign languages; (9) the institutional requirements for foreign languages* (lO) the teaching materials available and used* (11) emphases on the practical, cultural or disciplinary values of the foreign language offerings* (12) the adequacy and suitability of the foreign language library; (13) the existence or non-existence of special problems In connection with the learning of foreign languages by Negro students•
i
See note 6, p* H 2. The Need for the Study * 2 A study of scholarly journals revealc that within the last thirty-
five years there have been only four serious studies of teaching and
learning problems in foreign languages in Negro colleges*^ and only two
scholarly studies that concerned themselves with testing^ (performance*
diagnosis* prognosis or sectioning) of foreign language students in
Negro schools. Furthermore there have been no related studies of such
problems in white schools that would serve the purposes of this study
as bases for comparison.
There is a need for research into the problems of teaching and
learning foreign languages in Negro schools on all levels of instruc
tion. There is also a need to determine to what extent* if any*
attitudes* early school training, placement opportunities * and local
The investigator refers specifically to* Hjapania* French Review* German Quarterly* Moddrn Language Journal * Journal of Negro Education* Phylon* Quarterly Review of Ejjgher Education Among Negroes* and "Negro College Quarterly* * 3 ii - a* John F. &atheus, A Negro College Looks at Foreign Languages," Journal of ^egro Education* VII (April 1935), 155-59. b. W. % r o e r Cook* "The Teaching of French in Negro Schools," Journal of Negro Education* VII (April 1938), 147-54* o. W. Napoleon Rivers* "A Study of the Modern Foreign Languages in^Thirty Nggro Colleges," Journal of Negro Education* II (October 1933)* d. Virginia S. Nyabongo* "Modem Foreign Language Study In Negro 'Colleges,11 French Review* XX (Dec. 1946), 153-585 idem* M o d e m LaPfrUaKe Journal, XXXII (Feb• 1948), 134-39. (Revision) idem* Journal of ^egro Education. XVI (Nov. 1947)* 403-08. ^a. John F. Ma-fcheus, "Correlati on between Psychological Test Scores, Language Aptitude Test Moores, and Semester Grades*" M o d e m Language Journal * XXII (llovc 1937), 104-06. b. Virginia S. Nyat,0ng0> The revised portion of op. cit.* Modern Language Journal* XXXII (Feb. 1948), 134-39. 5 and regional prejudices control or influence enrollments and performance in foreign language -aleasoa• ±n> Bogro* colleges ' This study has sought data concerning such conditions as they are or are not revealed in higher institutions for Negroes*
Although the studies previously cited by Matheus, Cook* Rivers and
Nyabongo were all studies of a scholarly nature* it was determined that this study was needed becauses (l) it is more comprehensive in its scope and provides a larger sampling of Negro higher institutions than any of the others; (2) from the standpoint of recency and contemporary conditions it is fourteen years later than those of Matheus and Cook and nineteen years later than that of Rivers; (3) the Nyabongo study, although published in its revised form in 1947, devoted its greatest emphasis to only one phase of the foreign language learning escperience* testing*
Tho problems of foreign language teaching and learning should have no relationship to black and white, north or south, but should rather relate themselves with the personality and mental differences of teachers and learners. Such problems should be concerned with aims and objectives* with motives and outcomes, with any and all of'a hundred reasons that have no direct relationship to race, creed or color*
However, as long as there are separate colleges for Negroes and 1/Vhites with separate budgets, administrations and philosophies that oontrol these institutions, there will be separate and special problems to plague or to challenge the teachers and learners in them*
This study was needed to investigate conditions in the m o d e m foreign languages in Negro colleges, and to discover the problems that 4
seemed to be the 01081: common and the most detrimental to good foreign language iLhstitetion and-'learning, in, those. Institnhions , I.t, yr*« . hoped that the diagnosis of suoh problems would result In corrective measures being taken. It wa3 recognized in advance that no condition or problem discovered would be peculiar to Negro students or to Negro institutions. It was recognized that comparable problems or oondLi- tions probably-would be discovered in "White institutions of simiT ar
socio-economic calibre if they were sought.
3. The Scopo of the Study
(l) A sir-page questionnaire5 was sent to ninety-seven institu- g tions* The questionnaire inoluded eight main topics* I. languages taught; II. School requirements; III. Methods and materials of teaching employed; IV. The purposes and evaluation of the program;
V. The percentage of failures and the number of students who complete majors and minors in the field; VI. The placement of foreign language majors and minors; VII. The existence or nonexistence of special learning problems for N©gro students of foreign languages; VIII. The personnel of the departments.
5 See Appendix, p. g.13 5. 6 See Appendix, p. . The names and locations were found for 111 institutions supposedly devoted to the higher education of Negroes. Questionnaires were sent, however, to only ninety-seven colleges. Of the fourteen institutions omitted, nine had reported no foreign language study in the initial survey. See list. Appendix, p. • The five others were omitted after inspection of their catalogs showed no evidence of foreign language study in their curricula. See list. Appendix, p * . The ninety-seven institutions comprised, both state-supported and private institutions. Among these wore liberal arts colleges, teachers oolleges and normal schools, religious seminaries, industrial colleges and institutes, two—year junior colleges, and institutions offering 7 ■ggaduata-st.udy on the master’s degree level. Completed questionnaires 8 ■were received from fifty-five institutions. Twenty-two institutions 9 (mainly teachers colleges and theological seminaries) reported that no foreign languages wore offered in their curricula, whereas no answers 10 were received from twenty.
(2) Catalogues and bulletins from sixty—eight institutions were 11 studied, i n ^ d e r to compare the data recorded therein with those included in the questionnaire returns, to furnish data not requested in the questionnaire, and to study the relationships of the foreign language prograni to the institutional program as a whole.
(3) Foreign language journals, education journals, yearbooks, and encyclopaedias dealing with the education of Negroes were studied for the oontributive data they might offer to the study.
7 See Appendix, 8 ' „ See Appendix, p. 9 „ ~ See Appendix, p. 2-*0 ' 10 _ ,. See Appendix, p. • The seventy-seven institutions which replied constituted a seventy-nine per cent return'; of these seventy- seven schools, fifty-five (71.4?Q reported foreign language programs. 11 See Appendix, p. *3./2. • The investigator was able to secure access to only sixty-eight catalogues of Negro higher institutions. Hie requested them from the ninety-seven institutions selected, and studied all those available in the library facilities of the Ohio State University* 6
(4) Foreign language classes of varied levels ■were studied by
'flr o "I** ' .*,...1 * means of visitations in nine institutions. ** The investigator conferred
■with the chairmen and teachers of the foreign language departments and with the deans of instruction of these institutions* H© also examined the library facilities.
4. The Limitations of the Study
The study suffers from several limitations, the most important of which are* (l) The worth of the questionnaire. The questionnaire as a research instrument is generally over—■worked. The one used for this
3tudy was long and detailed, and although no item included should have been omitted, its very length may have been responsible for some of the poor responses. (2) The limited number of visitations. The best means for gathering^ the information desired for this study would have been visitations (on—the—3pot investigation of foreign language olasses, programs, teaching materials and teaching and administrative personnel). The time and money available to the investigator pro— hibited a wider usage of this medium. (3) More valid data on testing, the percentage of failures and the causes for that percentage, attitudes, library facilities, and teachers' salaries, would have improved the worth of this study. (4) Data from 7i/hite institutions of comparable sizes and which vaere influenced by similar socio—economi©
— Since some of the institutions visited requested complete anonymity, a list of these institutions is not provided in the appendix. The nine institutions were chosen as being representative on the basis of the questionnaire returns.
* factors, would have provided bases of comparison. (5 ) The lack of
availability for catalogues and bulletins from all of the. co l U g w
selected for investigation.
5• The Oyer-all Design of the Study
The first chapter consists of an introduction that describes the
need for the study, its purpose, its scope and limitations, its over
all design, and the criteria used for evaluating the foreign language
programs studied.
The second chapter attempts to fix the study within its logical
frame of reference, the l^egro college. To do so, a description of
the chronological development of higher education for ®egroea has
been presented. The second chapter also describes the status and role
of foreign language study in higher institutions for -Negroes from 1365
to 1952. Since there have been little data recorded prior to the
Rivers study in 1930, much of the description prior to that date is
conjectural, and based upon logical assumptions. The third chapter
presents the recording and interpretation of the data secured by
this study. The data were divided and discussed in the following
categories! (l) data on instruction, (2^ data on curricula, (3 ) data
on administration, and (4 ) data on attitudes and mental abilities. s In order to provide a summary of prior studies on this subject,
and in order to show how this study differs from them, the fourth chapter * presents a comparative analysis of the two most significant prior
studies and this one. The fifth chapter summarizes the findings and
presents the generalizations that would seem to be the logical out— growth of the information secured. The sixth chapter concludes the study "with twenty— four recommendations for the impyc vomomt■ cf foreign language teaching and learning in oolleges and universities for Negroes.
Of the twenty-four recommendations, twelve grew from, the data furnished by the study. The remainder are offered by the writer as concomradtant and relevant ideas suggested in the interest of a comprehensive treat ment of the foreign language program.
6. Criteria for the Evaluation of a Modern Foreign Language Program
Good foreign language programs for colleges and universities for
Negroes should be those that are practical, workable, and adapted to the needs of the students that they serve. These programs should be judged as good or bad, suitable or unsuitable, practical or impractical by standards that are objective and universal, rather than by standards that are racially or regionally influenced. Hence, although the investigator suggests by implication that foreign language problems in
Negro colleges might best be solved by considering them as separate from thoso of V/hite colleges, and although he further suggests by implication that the teachers of modem foreign languages in Negro colleges are the logical ones to study, isolate and attempt to solve these problems, he would insist that the evaluative criteria be neither Yinite nor
Negro, but rather universally objective.
To date, there has been no body of scholars who have met, discussed, and thoroughly investigated the position of foreign languages in colleges and universities for N©groos. The most important organization capable of undertaking a projeot of this nature is the College v 15 language Association, composed of approximately 300 teaehers of
English, or foreign, languages' Id c61 leges and universities for ^egroesi.
However, this organization has not attempted suoh a project*
Although the questionnaire used for this study contained questions
on the classical languages, the study was particularly concerned with
the modern foreign languages, Honce, in determining the criteria to
be used for evaluating modern foreign language programs, such
criteria were sought from the findings of nation-wide investigations
of m o d e m foreign language study. There have been three nation-wide
investigations of modern foreign language teaching and learning in
the United States, and there is a fourth in the process of reaching
maturity. Also, there was a nation-wide experiment with intensive
foreign language study. The findings and conclusions of these five
investigations or experiments might well serve as the criteria for the
valuation of good foreign language programs in colleges and univm*3itie
for Negroes• These criteria should be all the more valid because
those studies did not restrict themselves by racial or regional
limitations to arrive at objective standards of excellence,
A. The Committee of Twelve
The Committee of Twelve, appointed by the Modern Language Associa tion of America, with Professor Calvin Thomas as chairman, resulted from the request of the National Education Association, which for some
13 The writer is familiar with this association and its structure and purposes because he has been a member for the past five years. He has attended the annual conferences of the C.Isince 1947, He also served as a committee chairman in the organization* -time had been concerned with a bettor regulation of secondary instruction
in the subjects usually required for admission to American colleges.
It was organized in 1897* and it prepared a circular to be sent to some
2,500 teachers. The resolution under which the Committee was appointed
read as follows:
That a committee of twelve be appointedt (a) to con sider the position of the modern languages in secondary education; (b) to examine into and make recommendations upon methods of instruction, the training of teachers, and such other questions connected with the teaching of modern languages in the secondary schools and the col leges as in the judgement of the committee may require oonsi deration,14
The Committee received such a bewildering barrage of responses to
its circular that it decided that additional time and funds were needed for appraising the problem sensibly. Additional funds were granted, and in 1898, the Committee made its report which became undoubtedly the greatest single influence on foreign language teaching until the in vestigation of 1925. It gave in a brief, concise form (lOO pages) the aims and objectives that were most valid in the teaching of French and
German for that period. Even today, the findings of the report have not been improved upon to an appreciable extent.
The Committee agreed upon three main values of foreign language instruction in the high schools of America. They wares n'l. To intro duce the student to the life and literature of the foreign country;
2. To prepare for intellectual pursuits that require reading the foreign
The Report of the Committee of Twelve of the M o d e m Lsnguafee Association of America, Bostons D, C. Heath and Company, 1901, lOO pp., pp. 1-6. XI language for information; and 3* To lay the foundation for an accoan— ••IS plishmeut that nv^y become useful in business or travel."
The Committee of Twelve recognized the desirability of the four fold aim Of speaking, writing, comprehending and reading the language studied. However, after it had reviewed the methods of teaching modern languages that were in current use during that period they expressed their preference for a "reading method." The Committee judged the
"reading method" to be the most practical one, because not only did the "natural," "psychological" or "phonetic" methods require a more thorough teacher preparation than that possessed by most American foreign language teachers, they also presupposed the longer period of study adhered to in Europe rather than the shorter time granted for such study in American schools*
Cole and Tharp described the reading method agreed upon by the
Committee as follows:
The reading method as outlined by the Report involves a study of texts from the trery beginning of the course, abun dant practice in translation at sight, leading to the abil ity to read the foreign language with ease and enjoyment and without the interposition of English. Grammar and composition are regarded merely as help in reading, and are reduced to the essentials, sometimes, as in the case with accidence and syntax, being learned inductively. Great importance is attaohed to the use of good English; pronunciation receives scant attention, and there is little or no oral exercise.^®
16Ibid., pp. 1-6. 16 Robert D„ Cole and James B. Tharp. Modern Foreign Languages and Their Teaching. New York* Appleton-Century-Crofts, lino., 1937,640 pp., p. 25* 12
This reading method -would please few- foreign language teachers today but
it was much in keeping with the best practice? of that time*.
Cole and Tharp went on to describe the aim of the reading method
as proposed by the Report*
It proposed as standards of accomplishment for the two- year course the ability ’to read at sight a passage of very easy dialogue or of narrative prose,’ but imme diately added as further standards, *to put into French and German simple Knglish sentences taken from the language of everyday life or based upon the test given for translation, and to answer questions upon the rudi ments of grammar as defined below.’*7
The requirements for the ideal preparation of modern language teachers as stated in the Report are as follows*
To be ideally prepared...one should have, aside from the ability to teach and the personal culture neces sary to secure the respect and attachment of the pupils, a thoroughly practical command of the language to be taught, a solid knowledge of its literature and a first-hand acquaintance with the foreign life of which literature is the reflection. To be decently prepared, he should, at least, have read so much in the reoent literature of the language that he oan read about as easily as he would read matter of the same kind in English. He should have studied the principal works of the great writers, and should have taken a oourse in the general history of the litera ture. he should know thoroughly the grammar of the literature in its present form. If he has some knowl edge of the historical development of forms, such knowledge will help him in his teaching... .He should be able to pronounce the language i ntelligently and with reasonable accuracy, though he may not have the perfect ’’accent” of one who is th the manner bora. He should be able to write a letter or short essay In the language without making gross mistakes in grammar or idiom, and to carry on an ordinary conversation in the language without a sense of embarrassment. Even
Rid* ^ pp. 520—21. 13
this degree of attainment will usually require residence abroad of those for whom English is the mother tongue* unless they have enjoyed exceptional advantages in this country. In any case* the residence' abroad.,1s greatly to be dbsired* ®
Cole and Tharp oalled attention to the fact thats
It will be noted that teaching ability is taken for granted* since nothing is said about methodology. Except for the addition of professional courses designed to give some knowledge of teaching techniques this statement* though thirty years old* is acceptable today. None of the writers jsince that time have added anything to its essential features though some have interpreted it in more or loss detail
B. The Modern Foreign Language Study
The Modern Foreign Language Study* more commonly referred to as the Study* was established in 1924. This study marked the second great landmark in the development of scientific and pu rposeful foreign language teaohing. It was financed by funds provided by The Carnegie
Corporation and sponsored by the American Council on Education* The
Study was set in motion by the action of three units* (l) The Committee on Direction and Control was composed of twenty well-known and respected foreign language teachers of both the high School and college levels*
The officers were Robert H. Fife* Chairman, J.P.Vf. Crawford, Vice-
Chairman, and Hayward Keniston* Secretary. (2) The special investigators
Algernon Coleman* C . M. Purin, and C. A. Wheeler. (3 ) V. A. C. Henmon was appointed as Advisor in Educational Psychology.
The Committee on Investigation enumerated a list of seven questions
X8 The Report* pp. 31-32. 19 Cole and Tharp. Op. oit.* pp. 520-21. 14 to be answered for modem foreign language study that guided the inves tigations of the Study and from which grew Ate, ae.ri.es of. public;tions*
They are as follows*
1. "Who should and who should not study modem languages? 2. Mien should the subject be begun? 3. What is the minimum time below which the study of a modern language is unprofitable? 4* "What should be, in language abilities and in other "ways* the specific objectives of the course for the three chief groups involved under present conditions? a* Those who study one year at most? b. Those who study two years at most? c. Those who study three years at most? 5* Miat should be the content of the course by years (grammar, vocabulary, reading matter, cultural oontent) for each of the three groups of students? 6* Miat classroom procedure must be followed in order that the objectives may be attained in the largest number of oases? 7* Miat standards of achievement may be reasonably expected at the various levels?20
According to Handachin, uThe Study made the first national survey of the field, sponsored the publication of a series of professional writings, and also sponsored the publication of a series of teaching experiments and testing programs. The work of the Study has stimulated numerous experiments and studies on the part of others, and its publi cations constitute the most authoritative body of fact yet compiled in modern language teaching* 21
The Study, like that of the Committee of Twelve, pronounced reading
2 0 Algernon Coleman. The Teaching of Modern Foreign Languages In the United States. Hew York: Macmillan Co., 1931, Vol. XII, IPubi'ica- tions of The Study (hereafter PACCMX or The Study), 229 pp., pp. 1-5. Hereafter referred to as The Coleman Report® 21 C. H. Hands chin. Modern Language Teaching® Yonkers-on-IIudson: World Book Co., 1940, 458 pp., p. 55* 15
-bo be the objective of most value to most people and the one most likely to be achieved,,,, The. Coleman Reports, perhaps the moot ■ important volume of all of those published by the Study, set forth a direot—reading method that eliminated the use of translation as was advocated in the reading method recommended by the Committee of Twelve. The Coleman
Report, likewise, summarized the investigation made, and formulated the conclusions accepted by the Committee on Investigation.
In many respects, the Coleman Report may be considered as the first dependable textbook on modern foreign language methodology# It 9 discusses the objectives of modern language study (pp. 7-110), course content (pp. 111-170), organization of classes (pp. 171-233), and methods of instruction (pp. 234-278). Professor Coleman had his critics as well as his supporters. There were those like Professors
Price, Morgan, Mercier and others who challenged the Coleman Report as not being truly representative of the combined thinking of all members who participated in the Study. However one may fee? about the reading method, which was the main source of the controversy, it is undeniable that Volume XII has made a significant contribution to modern language pedagogy, and that time has proved tlie worth of the Coleman Report#
^t is from the seventeen volumes of the Study that the writer will draw most heavily for criteria for evaluating foreign language programs and the adequacy of the training of the teachers in the institutions surveyed#
C • Programs of Intensive Study
In the early days of World War II, it became apparent that there 16
-vrere not nearly enough men and women trained in foreign languages to satisfy this, oftiwfcrj:! s. civilian, and military needs . The' army; i n ...... particular* needed personnel in great numbers with a working knowledge of the languages and peoples of the countries with whom we were either allied or at war. Hence, the General Staff, ably assisted by the
American Council of Learned Societies (members of which had been con ducting an intensive language training program for civilians for two years), included a Foreign Area and Language Study Curriculum (FALSG) in its Army Specialized Training Program (ASTP).
Military personnel with predictable language abilities were selected for training in this new program. The objective of the inten sive training was a command of the colloquial spoken form of the lang-uage, ahd the ability to comprehend the language at the rate of speed in which it was spoken by natives. Spelling, writing or grammar were considered less important, but a functional knowledge of the con struction of the language was deemed imperative. The methodology was not fixed, but the army insisted that whatever methods be used, the above objectives be attained. Honce, the normal procedure was as follows* To each eighty men there was assigned one senior instructor and four drill masters* The senior instructor was preferably a well-trained
American linguist, and the drill masters were preferably native speakers of the language* The classes were small (usually no more than ten learners); the soldier-student attended from four to six classes daily for six days a week, and men studying the same language were quartered and messed together. Within the time space of six to nine months, the majority of the students achieved the command of the language demanded by the army.
During, the. late, sta^s of and immediately after World War II, many;
American colleges began eaqperimenting -with intensive foreign language courses. Such universities as Cornell, Purdue, Michigan, Louisiana
State, Ohio State and Mexico City College attempted ambitious experi ments -with intensive courses with varying degrees of* sucoess. There emerged a large body of supporters of these "speed-up" programs. Many of these enthusiasts were certain that ASTP methods would revolutionize modern language teaching, and make all previous approaches "dated" or obsolete. There was an equally large body of skeptics who doubted that intensive courses would fit either comfortably or profitably into the normal college curriculum, or if comparable results could be expected from civilian students. The scholarly journals between the years 1944 and 1948 are literally paoked with articles describing studies and experiments with intensive courses patterned after ASTP methods.
4. The Chicago Investigation
The Chicago Investigation, made possible by a generous grant from the Rockefeller Foundation to the University of Chicago, began in
1944* The purpose of the Investigation was to study and determine the true status of second language and learning. The time (1944) was con sidered appropriate for such a study because* (1) intensive courses such as those in the ASTP program seemed to have important implications for the whole field of modern language study; (2) the large increase in the Spanish-speaking population of the Southwest was o&using a problem in oammunioation in that area; and (3) courses in English as a 18 foreign language had begun bo become common in many American colie gea wad. usimreitios »......
Under the directorship of Ralph W. Tyler and with the aid of a number of specialists brought to the University of Chicago to help with the Inveatigation, a study wa-i made that claimed coverage of the
"stronger" language programs. The Inveatigation limited its study to
English, French, German, Russian, and Spanish. The study lasted for aomo two years, and the recording of its findings was entrusted to
Frederick B. Agard, Cornell University, and Harold B» Dunkel, The
University of Chicago. Both Agard and Dunkel collaborated on the first op volume of the report, but Dunkel alone assumed the authorship of the p* second volume.
In spite of the admitted limitations of the Chicago Investigation. much was learned and reported in favor of or in opposition to intensive language courses. Certainly, many valuable data were revealed about foreign language teaching and learning in general that may be used as criteria for the judgment of foreign language programs.
Although the major contributions of the projects described below to problems under consideration in this study will not be available in time for inclusion in this dissertation, they are mentioned here for future reference to readers who may find relevant criteria for continu—
^^Frederick B. Agard and Harold B, Dunkel. An Investigation of Second Language Teaching. New York: Ginn and Co., 1948, 344 pp. 23 Harold Dunkel, Second Language Learning. New York: Ginn and Co., 1948, 218 pp. ing ©valuation of the modern foreign language programs in colleges and universities for Negroes,
5, The Habional Teacher-Training Survey
Professor Stephen A. Freeman, in an address titled ”What About the
Teacher,” issued a challenge that was accepted by the majority of the members present at a joint meeting of the National Federation of Modern
Language Teachers Associations, Mew York, December 27, 1948.
Freeman stated that individually, and in groups, mo d em foreign language teachers seemed eager to discuss everything pertaining to foreign language study (objectives, methods, curriculum, equipment, testing)--everything except the one person who must put those things to use* the teacher. He said that as modern language teachers, they had .flagrantly neglected their duty to maintain the standards of the profession on three major counts— the recruiting, the training, and the placement of good teachers,^ He further remarked*
There is in our colleges today no standard training syllabus for the language teacher. On the contrary, there exists an extraordinary diversity of heterogeneous un standardized courses which are accepted for a language major or minor, but which have little value in preparing a teacher,25
Freeman went on to point out that neither a college degree or a given number of semester hours of foreign language courses guaranteed the adequate training of a modern foreign language teacher,
Stephen A. Freeman, ”What About the Teacher?” Modem Language Journal, (April, 1949), pp. 255-267, p. 255, 25 Ibid., p. 261. 20
As correction Tor this fault* Freeman suggested that the well- trained modern language teaoher should possess the following!
... 2. Thorough training, in. prpnw*°i*tipn...... 2. The acquisition of oral facility in the language 3. Familiarity with its grammar and syntax 4. Thorough knowledge of the foreign country and its civilization 5* Courses that stress the development of ideas 6* An introduction to special methods and techniques 7. Continued in-service training
Freeman ended his speech by recommending the creation of a committee on teacher recruitment* training and placement®
At the 1948 meeting* the Executive Committee of the National
Federation of Modern Language Teaohers Associations created the committee and appointed Professor C . M. Purin as the Chairman. Professor Purin was chosen because of his reputation for authority in the field of teacher training and because of his authorship of Volume XIII of the 26 Study. An Advisory Committee and a Steering Committee were entrusted with the conduct of the survey.
Questionnaires were devised by the advisory committee to secure data from all colleges and universities engaged in training modern foreign language teachers for the high schools of America. Data were sought on the requirements for majors and minors^in the languages to be taught* in the professional education courses and in general adminis trative matters such as tenure* sabbatical leave* salaries* retirements* etc®
pg C. M. Purin. The Training of Teachers of the Modern Foreign Languages * FACCML, Vol. XIII, 1929® 21
In each state a chairman sent -the questionnaires "bo •the collegiate * institutions concerned in his state* After many delays, returns have now been received from thirty-two states, and arrangements have been made to collate and organize the data for publication in the near future.
6. National Survey in Special -Methods for Modem Foreign language Teachers .
An important corollary to the Purin Teacher-Training Survey is the 27 doctoral dissertation of Joseph Thomas, whose study of special methods courses offers additional criteria for this study in the rather small degree that data were returned concerning methods courses.
It is expected that pertinent parts of the Thomas study will be pub lished with the Teacher-Training Report.
7 • The Foreign language Program of the Modem Language Association of America »
The Modern language Association of America, aided by a grant of
#120,000.00 from the Rockefeller Foundation, has begun a three-year project "to promote study, criticism and research in modern languages and their literatures." ^nder the able leadership of professor William
Riley ^arker, Secretary of the Association, plans for accomplishing the above-described goals are beginning to become realities. barker des- go cribes the program as one consisting of three stages*
^7Joseph V. Thomas, The %ture and Effectiveness of Special Methods Courses for Teachers of Iviodern Foreign languages. Ihpublished~Ph.t>. dissertation, Ohio State University, August 1952. 28The information concerning this program was taken from an address by ^rofessor barker to the members of the Association, Bostorr, December 28, 1952. Recorded in Publications of the Modern Language Association of America (PMLA), LXVIII (karch 1953), pp. 43-48. The first* which was partly completed by October* 1952* consisted
of* (l) ”The addition of* two full-time persons to the staff in the national offices; and ('2)’ the process o f self—education of the ’members
on the history of the foreign language problem* the facts and figures* the people involved* the questions that need to be asked* and the answers already given.” The first stage was one of organization* collection and analysis of materials and information* and publicity for the program within the profession.
The second stage consists of: (l) the choice of a Steering Com mittee (Professors Freeman, Uarckwardt, Morgan, and Nostrand were chosen); (2) the organization of Liaison Committees; (3) cooperative action with other professional journals; (4) the stimulation of articles that describe foreign language teaching experiments. It is intended that this stage be completed by summer* 1953*
The third stage will consist of: (1) correspondence and confer ences with influential people outside the field (in business* government* education* social sciences* art, journalism.* etc.)* in order to secure their views and advice upon the role that foreign languages should play in American life; and (2) to bring back such advice and opinions to the members of the Association, in order that they may take appropriate potion in accordance with the needs*
In Chapter II an attempt will be made to fix the study within its proper ft*ame of reference by presenting an abbreviated history of higher education for Negroes. It seems logical to assume that foreign language programs in Negro colleges mirror the strong points and weak nesses of the institutions that they serve. If such an assumption is a valid one« then & glance at the chronological development of higher education for Negroes should be helpful in a study of this nature« C HA P T E R II
THE DEVELOPMENT OF HIGHER EDUCATION FOR NEGROES IN THE UNITED STATES ,
1. Introductory Statement
Fred McCuistion perhaps offers -the most adequate, yet; brief description of -the history of higher education for Negroes in the
United States. He describes it as follows*
The history of higher education of Negroes covers a period of about seventy years. The first half of the period vms characterized by: (a) The establishment of a large number of schools; (b) the prominence of the private and denominational schools; (c) enrollment in colleges consisted primarily of elementary and secondary students; and, (d) support was largely from sympathetic individuals and organizations outside the South.
The second half of the period has been characterized by* (a) The rapid development of publicly-supported colleges; (b) substantial growth of the number of college students enrolled and marked decrease in the number of elementary and secondary students; (c) increased appro priations of public and private funds for higher educa tion; (d) marked Improvement in the content offered and in the quality of instruction; (e) a tendency to merge and develop colleges in strategic centers; and, (f) growing neoessity for endowment of the private and de nominational colleges in these centers, due to lack of adequate continuous support from other sources.
Since McCuistion1s article was written In 1933, the writer must add a third paragraph to bring the story completely up to date. Since 1933, changes have occurred that McCuistion must have anticipated. This third period in the higher education of Negroes might well be labelled:
Fred McCuistion. "The Present Status of Higher Education for Negroes." Journal of Negro Education II (1933), 379-96.
- 24 I
25
the Period of Militancy. Prior to -this period, Negro schools had been
the result: of Negro acoept&noe (•willing or reluctant) of what he was
offered in the way Of schools ahct the personnel to man -them. I't was
during this period that Negroes, influenced perhaps most strongly by
The National Association for the Advancement of Colored People (n a ACF),
took their educational problems to the federal courts, and asked for
and received in most instances, judgments forcing the states to make at
least token attempts at the equalisation of eduoational opportunities
for Negro and "White citizens*
To compensate for their unwillingness to accept Negroos -the
state colleges and universities for Whites, many states organized out-of-
state scholarship programs that pay a portion of the extra tuition and
residency expenses for Negro students doing graduate and professional
work in the broader-minded universities of the North, East, Mid—west
and Far West. Also, during this period, regional institutions have been
started, wherein it is intended still to maintain the separation of
the races but to provide nearer approximations of equality, through
the pooling of finances of the several southern states in support of g these regional institutions,
Negroes have petitioned and are still petitioning through the
federal courts, their rights to attend the state higher educational
institutions to which their attendance is forbidden but for which they
are taxed. The results are satisfying. Throughout the South and the
2 This description of the Regional School Plan is an over-simplifi— cation, and only describes one facet of it. There are other features of the plan that are far more democratic and educational^practical* See Appendix, p •
> border states, Negroes in limited numbers are being admitted on an
unsegregated basis to many of the state and privately-supported univer
sities • The zmifiser of N-9g.ro . stbdqntq in these i ps titutL ona ■ £ S' growing
as well as in the number of southern Whites ■who want truly public educa
tion. It is logical to assume that integration on both the graduate
and undergraduate level of studies eventually will be the result. It is
likewise logical to assume that there will remain for many years, both
state and privately-supported higher educational institutions devoted mainly to the higher and professional education of Negro students,
2« The Beginnings of Higher Education for Negroes
The first colleges for Negroes, among which were suoh well-known
institutions as Wilberforce University (Ohio), Lincoln University
(Pennsylvania, then Ashmun Institute), Fisk University (Tennessee),
Atlanta University (Georgia), and Talladega College (Alabama), were
originated either by churches, or by missionaries filled with Christian,
ideals• The early missionaries who founded these schools gave not
only their money but also came to teach and live there. Their children
lived and studied with the Negroes for whom the schools were planned.
Most of the colleges started with a one-room building, few teaching materials and little classroom equipment. These early pioneers kept
higher education for Negroes alive until public funds and those from
philanthropic foundations provided a share of the burden. Many of
these early pioneerw did not live to see the success or failure of
their projects. One of the finer tributes to these missionary teacher-
founders comes from the pen of W. E. B. DuBois* "This was the gift of Now England to the freed Negro; not alms, but a friend; not cash, but character....The teachers in these institutions came not to keep Negroes in their places, but to raise them out of the defilement of the placef 3 where slavery had wallowed them."
The first Negro colleges offered courses of study that were highly academic and patterned in the main afber the private colleges in the
East. Since the majority of the students had had no pre-college train ing, the curricula included courses at both the elementary and secondary levels. A large portion of the students paid for their tuition and other costs by part-time labor at the school or by exchanging farm products for fees, since most of them had little or no money. Along with their academic training, in which foreign language study played a significant part, some of the students were instilled with the same missionary zeal as their teachers, and studied and worked toward the time that they could return to help educate their own people. The critics and champions of this period of Negro higher education have been in constant debate since 1865 to the present. This period at least assured a start and fulfilled a useful function for that time.
3. Normal Schools and Publicly—
Public support for the higher education of Negroes came slowly.
Due to the Negroes1 lack of property and, in most instances, his lack
of voting power, the decisions concerning the quantity and quality o f
W. E. B. DuBois. The Souls of Black Folk, p. 100. 28
education Tor that group cam© mostly from, the Whites. The first public
support came from the Freedman's Bureau, and hence, was federal rather
than state*
Gradually, the states began to contribute to the support of Negro
education* Education for the Negro, not only higher but secondary and
elementary, was a question upon which Southern White opinion was divided.
Tne Civil War and the Reconstruction Era caused wounds that healed
slowly. There wore those who believed Negroes to be uneducable, and
hence, were loath to spend tax monies for such a cause. There were
others who believed that to educate the Negro would mean making him
dangerous to the continuance of TNhite exploitation. There were still
others who believed that all Americans should be educated and that
Negroes could not be considered as exceptions. In the main, the argu ments centered around the type of education to be provided for the Negro.
West Virginia in 1863, was Mth© first Southern state to make provision
in its constitution for the equal but separate education of the
Negro.” The first annual appropriation from the state legislature of
Alabama for Tuskegee Institute was $2,000.00.^
Practically all of the state-supported institutions for the
higher education of Negroes were normal schools, technical institutes
or agricultural and technical colleges. As late as 1933, Morgan State
^E. Franklin Frazier. The Negro in the United States. New ^ork* Ivlacmillan Co., 1949, 767 pp., p. 425. 5 Horace M. Bond. The Influence of Personalities in the Publio Education of Negroes in Alabama.11 Journal of Negro Education VI (1937), X7“29| p* 18# 29
College# Baltimore* Maryland, m s the only state—supported liberal arts college for Negroes in the United States*
Xhvttriobly the name' of the' institution included the caption# ’’for
Negroes.” The administrative offioers were rarely called presidents or deans but rather principals and vice-principals. The institutions that offered the more "practical” programs were those that received better support from the state legislatures. Much has been written concerning the quality of instruction in these schools during this period. Most writers agreed that it was decidedly inferior to that in White institu tions. Much also has been written concerning the inequality of funds allocated to state-supported Negro and White colleges*
4. Higher Education for Negroes in Recent Times
Several factors have brought about changes for the better in higher education for Negroes in recent times. There is a definite trend toward Improvement and growth in most Negro colleges, both publicly and privately-supported. The improvement is in administration, in faculties# in capital investments and, in most instances, curricula*
A. Factors that have influenced the improvement of privately- supported colleges for Negroes*
Constantly growing bodies of alumni are becoming increasingly aware of their obligations to their Alma Mater* Not only do the graduates of private N©gro colleges lend financial support but also they are taking greater and greater interest in the educational programs of such institu*
6 Charles H. Thompson. Journal of Negro Education, II# p* 262* 30
bions• Most critics would agree that some four or five of the larger
private institutions obtain the "elite" of Negro students and N©gr©
- financial. .support*. , v , . ...
Another factor that has helped greatly in the support of private
higher institutions for Negroes has been the moral and financial
support provided them by the General Education Board, Russell Sage
Foundation, Mi 1bank Memorial Fund, Carnegie Corporation of New York,
Phelps-Stokes Fund, Permanent Charity Fund, Julius Rosemmld Fund,
Juilliard Musical Foundation, and ViT. 7I, Kellogg Foundation,
The third factor of importance in the support of privately—supported
higher institutions for Negroes has been the United N©gro College Fund*
The Negro Yearbook provided the brief description of this organization
that follows *
The Nni-fced Negro College Fund, a voluntary organization comprising 33 Negro private colleges, was founded in November, 1943, and incorporated on April 24, 1944, for the purpose of conducting annually a united appeal for funds with which to help meet the current operating expenses of member institutions.
In conducting its appeals, the fund has had the active support of a group of White persons who have sexwed as national campaign officers. These have been John D. Rockefeller, Jr.; Walter Hoving, Now York department store executive; Thomas A. Morgan, President of Sperry Corpora tion; Winthrop W. Aldrich and Frank Ivl. Totton, Chairman of the Board and Vice-president, respectively, of the Board of the Chase National Bank; and William E. Cotter, Counsel for the Union Carbide and Carbon Corporation.
Th© first appeal was made in the spring of 1944 and re sulted in the raising of $900,000.00. The second appeal, made in the spring of 1945, collected $1,069,000.00. During the 1946 and 1947 campaigns, $930,021.00 and $1,032,571.00, respectively, were collected. The 1948 goal was set at $1,400,000.00. « V
31
It is the practice of the fund to concentrate its efforts during a limited period in vftiat are considered major oampaign cities* In 1946* these numbered some 54 cities* mostly outside of the South* It is the objeotive of the organiza tion to appealincreasing number v6x^small givers* especially among Negroes* In 1945* for example* approximately $160,000.00 was raised among Negroes*7
B. Factors that have influenced the improvement of publicly- supported higher institutions for N0groaa#
Some of the factors that have caused and are causing an improvement
of publicly-supported higher institutions for Negroes are the followings
1. The growing power of the Negro vote in the South
2* Increasing numbers of racially unbiased I'Vhites in the South*
3* Influence from northern pressure groups working for racial and religious unity*
4* Increasing national sentiment for complete democracy in education.
5* Federal court rulings and the admission of Negro students to institutions hitherto forbidden in the South and in the border states*
6* The regional education movement*
The above are only a few of the factors that are helping to de
crease the inequalities that exist between publicly-supported higher
institutions for Negroes and Tifaites. Present trends would seem to
indicate that better understanding between the races will bring an
eventual end to the rigidly-segregated higher institutions for Nagroes
and Whites*
Florence Murray* (Ed.)* The Negro Yearbook 1949* New York* The Macmillan Co.* 1949* r
32
4. The Philosophy of Higher Bduoation for Negroes*
It would bo ridiculous "bo assume that thora is *\ny; fixed^ nation-
wide, predictable philosophy of higher education for ^egroes. However,
most students of -the history of Negro education would agree that the
ideas of two great Negro educators^ W. E. B. DuBois and Booker T*
Washington, have come close to providing two philosophies of higher education for Hegroea.
Each of the two has devoted followers, with the large body of Negro
educational leaders taking the "middle-of-the-road" position between
the two* This fusion of ideas from which a philosophy of higher
education for N0groes m a y be derived, has been called the "Washington-
DuBois Controversy." Horace M. Bond describes this controversy as
follows s
Some fifty years ago there raged in Negro educational circles what was known as The YYashington-DuBois Contro versy. Washington proposed the industrial education of the Negro with special attention to the education of the masses for self-sustenance; DuBois arged that em phasis should be placed upon the education of the "talented tenth" of the race, since, in his opinion, the progress of any group stemmed principally from its leaders, distinguished in ability and training*®
This "Controversy" is very reminiscent of the old "Jacksonian"
and "Jeffersonian" arguments in the early days of American education*
Bond goes on to describe the philosophy of the larger body of Negro
educators*
8 Horace M. Bond. Encyclopaedia of Educational Research, Ed., W. S. ^onroe, p* 770* S3
Considered thought today among Negroes recognizes the current fact that Negroes are a minority group occupying an inferior status in the culture. Parallel is the -whole sale acceptance of the theory, ,o£ .demooraoy.''' Qb-^dusljri' ’ ' v the'fa6t1 and'the t h e o r y conflict. A minority cannot change its status by the mere aot of taking thought. Nor can a minority change its schools, as instruments of a theory of qualitarianism, so long as those schools, like the minority itself, are dominated by a majority unwilling to face the prospect of racial equalitarianism.*
E. Franklin Frazier neatly sums up the arguments of both Washington and DuBois by quoting from eaoht
1. Washington’s Argument
For nearly twenty years after the war, (Civil) except in a few instances, the value of the industrial training given by the plantations was overlooked. Negro men and women were educated in literature, in mathematics and in the sciences, with little thought of what had been taking place during the preceding two hundred and fifty years, except, perhaps, as something to be escaped, to be got as far away from as possible. As a generation began to pass, those who had been trained as mechanics in slavery began to disappear by death, and gradually it began to be realized that there were few to take their places. There were young men educated in foreign tongues, but few in carpentry or in mechanical or archi tectural drawing. Many were trained in Latin, but few as engineers or blacksmiths. Too many were taken from the farm and educated in everything but farming. For this reason they had no interest in forming and did not return to it. And yet eighty-five per cent of the Negro population of the Southern States lives and for a considerable time will continue to live in the country districts »
2 . -^DuBois ’ Argument
The Negro race, like all races, in going to be saved by its exceptional men. The problem of education, tho) among Negroes must first of all deal with the Talented Tenth, it is the problem of developing the Best of this race that they may guide the Mass away from the contam ination and death of the "Worst, in their own and other
9Ibid. races. Now the training of men is a difficult and intri cate task. Its technique is a matter for educational experts* but its object is the vision of seers. If we saake. saca©y> the ohject' of1 Daan-ttw.ltta.Kgw «ial'l d^telop money-makers but not necessarily men; if we make technical skill the object of education* we may possess artisans but not* in nature, men. Men we shall have only as we make manhood the object of the work of the schools— intelligence, broad sympathy* knowledge of the world that was and is, and of the relation of men to it— this is the ourrioidum of that higher education which must underlie true life,
Frazier continues in support of DuBois*
But DuBois insisted that industrialism was ''drunk" with its own vision or, success* to imagine that its own work can be accomplished without providing for the training of broadly cultured men and women to teach its own teachers* and teach the teachers of the public schools. Finally* as DuBois pointed out in 1903* Washington through his energy and enthusiasm changed the program of industrial education "from a by-path into a veritable way of life."*0
Actually* DuBois and Washington's beliefs were not greatly opposed
Neither of them would have advocated an educational program of pure mechanics or pure academics. They differed only in their emphases* which is all the more comprehensible when one remembers that each merely mirrored his own higher educational training. DuBois was a product of Harvard; Washington was a product of Hampton Institute* after which he closely patterned Tuskegee. Further* the fact should nob be overlooked that Washington knew that he could secure funds from
White donors (both Northern and Southern) for the industrial education of Negroes that would not be forth-coming for a program of liberal arts
E. Franklin Frazier. Op, cit.* pp. 458-60 5« The Historical Development and Present Status of Modern Forai trn lenguagea in Higher Institutions for ^egroeaT
The study of pwcl^rp, foreign .l*ug.iVNgoo• i'xl' colleges and universities
for Negroes enjoys no clearly defined role or status* Articles dealing
■with this subject over the past twenty-year period all seem to agree
that there is cause for concern, not only for those who teach the
language but also for those T/dio suspect that other subjects might
provide greater benefits for the students of Negro colleges.
Gottin wrote that foreign languages should play the role of
"harmonizing, unifying and beautifying the curriculum.”-^ H© saw the
status of modern foreign language study as an alarming one and warned
against continued talk and little action. It was his opinion that a
knowledge of a foreign language is important for all Americans but
doubly so for Negroes, because he warned that the Negro cannot afford
the TnJhite xnan*s complacency about English being sufficient for his needs. Most of us would probably agree that no American, no matter to which ethnic group he belongs, can afford such complacency*
A. Foreign Language Teaching and Learning in the Early Days of Higher Education for N©gx*oes.
The histories of higher education for Negroes are almost silent on the role and status of foreign languages in the early days of the Negro oolleges. This silence may be the result of several faotors*
1. It is commonly known that the earliest colleges for Negroes all adopted the classical, literary, disciplinary curricula then in vogue
"^John R. Cottin. ”The Role of Foreign Languages in the Negro College*w Journal of Negro Education, 3CVI (1946;, 324—28* 36
in most of the eastern colleges* The missionary organizers and
teaohers of the new Negro colleges trwsferred to thsm not only their
persons* but also their ideas which were those instilled by their own
classical training. Hence, it is very likely that foreign languages
were very much a part of the curricula, with the modern languages re
ceiving less emphasis than the classical languages./ The history of that
period makes off-hand references to Latin, but almost no mention of the
other languages*
2. In the second class of colleges for Negroes, the so-called
"bread and butter" colleges, or agricultural-normal-industrial
institutes, in all probability, there were no foreign languages
offered* Because those institutions were organized, parly in protest
of the "non-utilitarian", classical training of Negroes, and partly as
attempts to placate reactionary Whites, who objected to formal education
for Negroes but who would lend support to the training of Nggyo artisans
and farmers*
3. The role of foreign languages in the early institutions for the higher education of Negroes was such a minor one that it left no
records in history. This premise would seem to be substantiated from the investigator's study of the colleges' early history as recorded in their catalogues and bulletins *■*■**
Since there is no recorded history of consequence on the study
A study of early histories of Tuskegee Institute, Hampton Institute, and some of the earlier state-supported colleges for ^egroes would provide support for this premise. See "Washington-DuBois Contro versy” in Chapter II of this study* 57 of foreign languages in the earlier higher institutions for Negroes, it will be necessary to assume, that such .a history would be similar to that in institutions for Whites of which we possess historical accounts*
The following assumptions are in all probability safe ones:
1* Foreign languages were taught in all of the early liberal arts colleges* with the emphasis being given to Latin, which language then enjoyed the largest enrollments. The next language in size of enroll ments was probably French, because it was at that time considered to be
"the cultured people*s medium," and certainly the richest in literature known to this country. The third language surely was German, because of its reputed advantages for science. It is unlikely that Spanish was taught in any of the new colleges for Nagroes during the first fifty years of their history. It is logical to assume that Spanish received its first serious emphasis after the Spanish-American War as it did in colleges for Whites. It is certain that the Negro colleges had no
Tic tenors, Longfel1 ows or Lowells to fight for the inclusion of Spanish in the linguistic offering of the colleges. This supposition would 13 be in accord with Cottin, who claims that the present language lethargy in Negro colleges is caused by the classical backgrounds of their founders. N© believes that this explains why French and German are still the most popular languages in Negro colleges, when in reality "Russian, Polish, Czech and same Oriental and African languages" should be offered and studied by representative numbers of students.
Cottin, op. cit., p. 326. 38
2. The teaching of foreign languages in Negro colleges in -the early days was essentially the same as in the White colleges of that era*
The large majority of the teachers were' White, and they had received their training from White institutions. It seems unlikely that there were many foreign teachers of languages on the staffs of the earliest colleges for Negroes. The methods used were mainly grammar—translation and sporadic and half-hearted attempts at Natural methods. The texts were those used in colleges for Whites (mostly adaptations of European texts). That there were some Negro teachers of foreign languages, there is little doubt. Frazier records the followings "Probably the first Negro to teach in a tWhiteT university was Richard T. Greener, the first Negro graduate of Harvard University, who was a professor of Latin and Greek at the University of South Carolina during the Reconstruction
Period.” 14 It seems logical to ass vane that other ^egross with training such as Greener*s were on some of the faculties of Negro colleges. Also, during and before this period in Louisiana, it was common for the sons of wealthy "gens de couleur,’1 as well as for the sons of wealthy White fathers and slave or concubine mothers, to be sent to France for their higher education. Very likely some of these came to teach French in the Negro colleges.
3» Course offerings were in all likelihood literary, with the approach being translation. It is unlikely that philology was attempted, that being reserved for those who would go on for graduate study in
' 14 E. Franklin Frazier, The Negro in the United States. New Yorkt The Ataomillan Co., 1949, 767 pp., p. 490. 39
foreign languages. It is almost certain that methodology received scant
if any attention.
4. The learning of foreign languages must have been a dull and tedious process because of the Negroes' laok of pre-college education.
This, however, is highly conjectural, because since most of the earlier colleges for Negroes offered instruction on the elementary and secondary levels also, it is possible that foreign languages were only offered m when and as the students could profit most from their study.
B. Publications Relating to Modern Foreign Languages in Higher Institutions for ^egroes in the Present Time.
As it has been previously indicated, there is no sizeable body of recorded articles dealing with the problem of the teaching and learning of foreign languages in colleges and universities for Negr0es. In view of that circumstance, and in view of the recognized professional
S j ' stature of the few contributors, brief resumes of the contents of their articles may provide the best picture available on the role and status of foreign languages in colleges and universities for NegroeB during these times. They are presented with apologies to the authors for whatever may bo lost in style or content in the interest of brevity for the reader: 15 a. Mercer Cook's Article
Cook proposed that the foreign language problem has three main features: (l) enrollments, (2) popularity, and (3) its place in the
_ __ _ ^ Mercer Cook. "The Teaching of French in Negro Schools,” Journal of Negro Education, VTI (1938/, pp. 147—154® 40
curriculum* He suggested that poor teaching characterizes foreign language study, and that this is true because the teacher is handi capped by the following:
1. There is "hostility, inferrerenoe or lukewarm enthu siasm. in most of his superior officers."
2. Hq has received very little guidance of enthusiasm in his own past foreign language experiences*
3. He teaches foreign languages only until he can prepare himself to transfer to a "vital" subject*
4* He has been poorly prepared for teaching and he "teaches French as a dead language and, to be consistent, he preaches a funeral service over it five times a week."
5* H© ig forced to tolerate excessive teaching loads*^®
6* He suffers low salaries and has few opportunities for travel or study abroad*
Cook offered six suggestions for the amelioration of foreign language study in Negro colleges:
1. Remedy the poor preparation of foreign language teachers*
2. Teach France as well as French.
3. Motivate Negro students through the use of materials that will appeal to their racial pride or that will awaken their curiosity to N0gro contributions to France *
a* Substitute the learning of Lamartine’s ^Marseillaise Noire" for La Marseillaise that is more commonly known*
4* Minimize -fehe teaching of grammar and rule learning*
5* Teachers should keep abreast of current literature and pedagogical advances*
X 6 The investigator recalls that in 1949, he received two applica tions from candidates for positions. Both claimed to be teaching twenty- eight semester hours weekly, and that some of their classes contained fifty students* 41
6. Acquire a deeper appreciation of* the values of foreign, language instruction. 1 7 _____ ...... - . b* ■ John F-. iSfctlaeus’ Article'
NWbheus pointed out that the position of foreign languages in
Kogro colleges owes some of its uncertainty to the fact that the
Morrill Act# which established land-grant colleges# made no provisions
for the teaching of foreign languages. -^e suggested that most teachers
used some form of a direct method and that they all complained of
student deficiency in English grammar. he listed eight main problems:
1. The classes contain many students who are not mentally suited for foreign language study*
2* Many classes are too large for the small classrooms in which they are usually held.
3* There are no provisions in scheduling for club work.
4. There is a lack of proper textbooks*
5* No funds are available for purchasing realia*
6* library facilities are insufficient.
7* There is no scientific selection of students*
8* There is insufficient blackboard space*
18 c. The Edward A. Jones Article Jones wrote that "a return to humanistic education is a must if
we are to achieve a really democratic society, and the study of
modern foreign languages, effectively taught, is one of the surest
27 John F. Matheus. vrA Negro State College Looks at Foreign Languages,” Jouraal of Negro Education, VII (1938), 155-159* 18 — Edward A. Jones. "Foreign Language Study in Education for Democracy.” Fhylon VII (1946), 181—184* 4 2
approaches ho the mutual under standing and appreciation necessary for
international good will and world brotherhood.11 He said fnrtihex that
"foreign language teaching can have but two broad objectives, the one utilitarian and the other oultural. He saved himself* from defending his argument by the happy ohoioe of 11 utilitarian11 rather than "practical,11 because it is the latter objective that few foreign language teachers can defend convincingly.
Jones would be very selective of foreign language teachers. lie averred that: "The study of a foreign language entails the mastery of so many mechanical skills and the amassing of so many facts concerning the background of the language and the people to whom it is indigenous that only those with highly specialized training should venture into language teaching." He further reminded his readers that: "That day has long passed when a college graduate could be entrusted with the teaching of a course simply becauso ho had studied it in college, especiallyi f that course is a foreign language." Pew would disagree with him if he had explained why the intricacies of language teaching demand a knowledge of methodology.
H© offered five suggestions as means of improving foreign language instruction in Negro colleges*
1. Pattern courses after Army methods and experiments. 2. Install and use more mechanical equipment* 5. Provide bettor prepared teachers. 4. Teachers must have knowledge of comparative linguistics. 5. Teachers must be thoroughly informed on the civilization and culture of the countries whose languages are being taught.
Apropos of the last suggestion, Jones was convinced that: 43
These courses, -which provide the linguistic and cultural background needed for good foreign language teaohing as well as training in teaching techniques, are far more vain— able to the language teacher than graduate work in the usual American University leading to an advanced degree in some phase of research and not necessarily implying a practical mastery of the language,
Jones expressed regret that language study begins so late for most
students. He believed that it should begin either in the late years of elementary school or the earliest years of high school* It was his opinion that from four to six years of foreign language study should be experienced by the students before they enter college. He would be very selective of the students who take foreign languages, and he would have the foreign language teacher be the staunch ally of English teachers*
Finally, Jones wrote a two-pronged challenge;
1, "The challenge to our "modern” teachers of modern foreign languages is, therefore, to reexamine and reevaluate their objectives and methods in the light of the demands of this new day, and to fall in line with progressive language teaching,"
2. "To administrators and supervisors of language in struction it is a challenge to see that the best possible staff and equipment are provided for language instruction, and that the results of their investment are measured by the new and broader objectives of foreign language teaching,"
19 d, Frederick H. Dedmond's Article
The problems discussed by Dedmond are not only those pertaining to
Spanish, they are those troubling the teachers of all the modern
19 Frederick H, Dedmond* Some Problems Facing the Teacher of Spanish, Unpub 11 shed paper read at The Eleventh annual Convention of the College Language Association, Morgan State College, Baltimore, Maryland, February 24, 1951, 11 pp* 4 4
languages•
Dedmond. asked, and then offered answers to the following
1* Who should study a modem language? 2. Which language should he study? 3* When should the course be undertaken? 4. How long should it be pursued? 5. Hhat "should be the contents of the course? 6. How should it be studied and how should it be taught? 7. What objectives, both inmediate and ultimate, should be set for the learner? 8* What contribution to the total development of the learner may be expected from the achievement of the objectives? 9* Is it possible for the same contribution to be achieved with less effort and energy?
Professor Dedmond showed apprehension over the fact that most
college language teachers still study feverishly "...in search of some
new construction on a troublesome word in the Poema del Old, but show
little concern over the more immediate problems of teaching and learn
ing a modern foreign language."
Preference was shown for the careful selection of foreign language
students. It was his belief that all students are not equally suited
for foreign language study and that some students might spend their
time more profitably in other subjects. 2o However, he believed that
the foreign language department should be In charge of the selection of
it s own s tude nt s•
The author deplored America’s tendency toward language isolationism,
especially in view of the increasing need of Americans for bilingualism.
He reproached the ’’professional educationist” and the ’’layman" for
The writer would take issue with Dedmond on this point* The writer believes foreign language study to be profitable for all students, pro vided the instruction is adjusted to the interests, needs and abilities of the students as individuals* 45
insisting upon practical -values for a cultural subject.
Dedmond -warned that student® in choosing and teachers, in advising
which language to study are too susceptible to the American mania for
"neat segmentation and pigeon-holing." H© wrote* "The answers come neatly wrapped with all the proficiency of mass production. You’ire
going in for business and commerce? Step up and drop your slug in the
slot— it comes out Spanish. Get in the French line if you go for social
studies. Those stiff German courses are designed to harmonize with the back—breaking courses in the natural and physical sciences."
H© expressed concern over the expectation of the students to learn without effort and the sacrifice of time, and over the demands of the curriculum committees for proficiency in foreign languages with less and less time devoted to their study. He criticized the "endless anarchy of foreign language instructional methods" and expressed a preference for each teacher's devising his own "electic"method. Demond took vigorous issue with making reading the primary objective, and in particular lie questioned the educative values of extensive readings in foreign languages. He felt that foreign languages need to be the
"humanistic" integrator of the curriculum, and he champions the usage of every available audio-visual teaching aid.
In summarization he wrote*
To summarize, we point out the necessity for acute awareness, on the part of Spanish teachers, along with teachers of other foreign languages, of the problems in herent in selection of a given language for a given student, in choosing materials, methods and objectives that will serve moat effectively in achieving the highest possible development of the student. We need— and we need it now— concerted deliberation on such questions as student mentality in language study, public 4 6
and professional opinion on the value of languages. And after deliberation, ws shall need action. In brief, ■we can ill afford to be dead teachers of living languages*
C. What should Be the Role of Foreign Languages in Colleges and Universities for Negroes?
In the preceding pages, an attempt has been made to show the role
of foreign language teaching and learning in the institutions of higher
education for Negroes In the early and contemporary times. It would
be difficult to avoid the surmisal that neither what has been nor what
is presently, is a satisfactory role for modern foreign languages to
assume in such institutions. *t would be presumptive for the writer,
or any one else, to predict the future status and role of modern
foreign language study in Kegro colleges. However, if the teachers of modem foreign languages in these institutions hope to see an
improvement of present conditions, and to see modern foreign language
study fill the role suggested by Cottin— that of ”harmonizing, unify— 2i ing and beautifying the curriculum" — the writer offers the following
over-simplified suggestions that might be pertinents
The teachers, departmental chairmen and program-planners of modern
foreign language study in Hegro colleges should:
1. Study the problem in their institution;
2. Select the foreign language courses and the methods of instruction that fit their institution;
3. Retain the courses and procedures that have proved to to be profitable%
21 Cottin, op. cit., p. 326* 47
4* Reject -fahe courses and procedures -that have not proved to be profitable, no matter how much they are liked by the instructor!
, , 5.® . Ad4.the courses attd procedures that are needed to vitalize their programs*
Chapter III •will contain the data gathered in this study* The writer suggests that the findings be considered from the standpoint of how well or how poorly they supply answers to the following questions2
1* How well are modern foreign languages taught and learned in Negro oolleges?
2* How well—prepared are the teachers of foreign languages in Negro colleges?
3. Do the students of foreign languages in Negro colleges compare favorably with those of White colleges in per formance and proficiency in usage of the language?
4* What are Negro students of foreign languages being trained to do with their foreign language skills? Can they find jobs in their fields?
5* What are or what should be the aims and objectives of foreign language study in Negro colleges?
6* Should foreign language courses be required or electives?
7* In what college year should foreign language study begin, and how long should the study be pursued?
8* TAIhat language offered has the most practical values, and what language offers the best likelihood of mastery and use? Vuhicjs language or languages deserve the most emphasis, or which should be retained if the college is too small to offer a varied language program?
9* Granted that foreign languages are a vital and neces sary part of the curricula of Negro colleges, and if they are not being taught and learned successfully, just what is needed to make such study a profitable educational experience in these institutions? CHAPTER III
THE RECORDING AND INTERPRETATION OF THE DATA
The data gathered are the result of the use of four media*
(l) the questionnaire; (2) the study of catalogues and bulletins from sixty-eight higher institutions;* (3) correspondence with the deans and the foreign language departmental heads of the colleges
surveyed; and (4) visitation to nine institutions of higher learning
for Negroes®
1* The Questionnaire 9 The questionnaire* in lithoprint* consisted of three sheets printed on both sides* containing thirty-four items* the majority of whioh could be answered by checks (X)* numbers* or letters which were the abbreviations for the grades of a three—point or five-point scale*
There were* however* some items that demanded a referral to college or departmental records* but in these Instances* the respondent was asked to offer approximate figures if exact ones were not immediately available to him* The questionnaire was aooompanied by a definition sheet* a self—addressed, stamped envelope* and an Introductory letter which requested cooperation and stated briefly the purposes of the study* Four follow-up letters were sent* Responses were received from seventy-nine per cent of those to whom questionnaires
i See list* including the institution* its location and its enrollment* Appendix* page ^See Appendix* page s See Appendix* page - 4 8 - 4 9
■were sent*
3 csne respondents sent; enclosures that Included additional in—
foimtion not requested in the questionnaire. Others sent letters
of encouragement and offers to assist* in any way at their disposal*
in the completion of the study. There -were a few who refused to
cooperate in the study and expressed skepticism as to its worth or
importance• All of the items in the questionnaire did not receive the same careful consideration* There were some items that seemed to offend some of the respondents who returned responses to such items in ways that indicated their displeasure or annoyance*
2. The 3tudy o f Catalogues and Bulletins
This medium of data—gathering likewise provided gratifying
rewards* in view of the fact that it supplied information pertinent to the study from some of the colleges that did not return question naires. The study of bulletins also brought information regarding forty—three institutions from which responses were received. The study of catalogues and bulletins was most valuable in providing data in the following areas* (l) personnel* (2) foreign language requirements* (5) aims and objectives of foreign language study*
(4) course offerings (often including the textbooks employed)* and
(&) the history of the institutions. This perusal also provided a basis of comparison between what was printed in the catalog for a particular program as opposed to what was answered in the question naire. A discussion of the items concerned follows later in this chapter* GO
5* Correspondence with Deans and Department Heads
Much information was gained from this source. In some of the
questionnaires the data on certain items that were completed unsat
isfactorily, due perhaps to a misinterpretation of the quest!on(s),
were obtained ly correspondence between the respondent and the
investigator* The deans of many of the colleges supplied the names
of the department heads end the titles of the budgetary tmlts respon
sible for foreign language instruction. Thus, questionnaires were
sent directly to the department heads in most instances* The deans
also offered their services in helping to expedite responses from
department heads who were slow nr unwilling to respond. Letters also
from Ambrose Caliver and Walter G. Daniel, specialists for higher education in the Federal Security Agency, were valuable for offering bibliography for the study of higher education among Negroes* Letters to Virginia Nyabongo and Napoleon Rivers made possible the comparative study inoluded in Chapter IV* Some department heads sent letters advising the investigator of new developments that had occurred in their programs after they had completed the questionnaire*
4* Visitation to Nine Negro Colleges
The visitation provided opportunities for on-the-spot observa tions of foreign language classes in the Institutions visited*
Although the conditions observed may in no way be considered typical, they did provide chances to observe the methods and techniques em ployed in foreign language instruction in those schools* Interviews with the Instructors, students and department heads provided infor— 61
nation of a semi—confidential nature that could not be obtained in
writing. The -visitation also provided opportunities to investigate
library facilities and teaching materials*
For the purpose of this study, it seems unwise to separate the
data from the questionnaires and those from the catalogue study*
Such a separation would cause needless duplication and would make the
report uxmeoessarily lengthy* Hence, the investigator refers spec
ifically to questionnaire responses when he writes "colleges or ;
Institutions surveyed,” whereas, he makes no distinction in data
sources when he writes "colleges or institutions studied."
The data gathered may logically be plaoed into five categoriest
(A) curricular, (b ) instructional, (c) administrative, (D) psycholog ical factors and mental abilities, and (E) miscellaneous data* A description and discussion of the findings follow with the categories considered in the order written above* 62
A« Data on Curricula
The languages taught
A8 Table I indicates, French la -bhe moat; popular language in colleges and universities for Negroes. It la offered in all but tuo of the colleges studied* The above table Aoes not really show the over-whelming popularity of Frenoh as vividly as does the data on foreign language enrollments shown later*
TABLE I
LANGUAGES TAUGHT IN THE EIGHTY COLLEGES STUDIED
No* of Colleges Languages Taught That Offer French 78 Spanish 59 German 50 Latin 8 Italian 6 Greek 4 Portuguese 2 Hebrew 1
The possible reasons for the popularity of French are as follows* (l) the availability of teachers of French; (2) the prevalence of the idea that French is the "cultured people*a speech medium," and that no one is really educated unless he has a knowledge of la belle laungue; (3) the partiality of advisors^ In departments other than foreign language who advise their majors to take Frenoh
In conferences with department heads in the colleges visited, one of the almost universal answers to the investigator*s question* "■What do you think is wrong with your department, if anything?" was the following* "The meddling and interference of our colleagues outside the department hinders the effectiveness of our program*0 55
or Gorman, sinoo they are the so—called "culture-bearing” languages$
(4) a "carryover" from -the earlier academic curricula in Negro higher institutions* and (s) the requirements, effective until very recently, of most graduate schools in the United States of a knowl edge of Frenoh or German for admission to candidacy for graduate degrees*
The second language in popularity as shown in Table I is Spanish.
Spanish is being hard pressed, however, by German in popularity, and if the present trend toward German continues, it appears a matter of a very short time until Geman will supplant Spanish in popularity in
Negro colleges. The probable causes for the popularity of Spanish are estimated to be: (l) its reputed value as a tool-subject
(commerce, industry, diplomacy, use In the professions)} (2) hemis pheric solidarity and the Fan—.American and good-neighbor movements}
(5) the proximity of Mexico and Cuba, which offer opportunities for visits within the economic means of the "average man”; (4) the ease and simplicity of learning to pronounce it; (5) the motivating factors o f the availability of movies and radio programs in Spanish, and the opportunities for speaking it; and (d) the availability of teachers of Spanish*
German ranks third in popularity as is shown by Table I* The demand fbr German is steadily increasing. If this study were to be made a year later, it is probable that German would rank second in popularity*® The main causes for the trend toward German seem to be
®An appreciable number of oolleges not offering German presently, reported that it would be in their program for next year* 5 4
its reputed value for science and. mathematics and as a "research"
language* Some of the hindrances to its being offered in many colleges are probably the smaller supply of teaohers of German the supposed difficulties in learning its syntax and pronunciation*
Latin ranks fourth* acquiring this rank mainly because of the number of theological colleges included in the study. Only one Negro oollege offers an undergraduate major in Latin, or has a department devoted to classical languages and literatures.
Italian ranks fifth* being offered possibly because of pressures from mnsio departments iftiloh request it for their students of voice*
Greek is sixth* receiving this rank thanks to the number of theological colleges in the Investigation.
Portuguese is offered in only two schools* probably because of the lack of teaohers of Portuguese* and possibly because of the lack of realization by most Americans that almost half of the people of Latin America speak Portuguese*
Hebrew is offered in only one college, and that oollege is one devoted to training for the ministry*
2* Foreign language requirements
Question II—1 on school requirements was poorly worded and 58 arranged in the questionnaire* , The majority of the respondents answered it as completely and as well as possible* but the question did not achieve the results for which it was intended* Fortunately* the study of Negro oollege catalogues and bulletins proved to be profitable in this area* The information not furnished by t he questionnaire was almost invariably provided by the catalogue data*
Hence* the figures included in Table XI present a fairly acourate account of institutional requirements for foreign languages in the eighty institutions studied*
Twenty—one of the colleges studied had no Institutional require ments fbr foreign languages* No reasons were given for the lack of foreign languages in their ourrlcula* but such a currioular gap may be explained by the fact that most of the institutions with no foreign language requirement were either theological seminaries* teacher-training institutions or agricultural and technical colleges*
g Sec* II* No* 1* Check which foreign languages are required for students who take majors in the following areas2 (Place X in the appropriate column*)
French Spanish German Others None Science Mathematics______Social Science Music Industrial Arts Fine Arts Humanities English E d u c a t i o n ______Nursing Medicine ______Law 5 6
T A B L E II
INSTITUTIONAL REQUIREMENTS FOR FOREIGN LANGUAGES ACCORDING TO NUMBERS OF CC&LEGSS REQUIRING ONE OR TWO TEARS
Institutional Requirements for One Two Item. Foreign Languages Tear Years 1 No institutional requirements (21 oases) 2 For all degrees 9 20 5 For all Bachelor of Arts degrees 1 8 4 For majors in English or Humanities 2 14 5 For majors in Mathematics or Science 5 11 6 For majors in Education «e — 7 For majors in Music or Art - 2 8 For majors in Social Science - S 9 For degrees in Liberal Arts only - 2 10 For all degrees except in Education — 5 11 For all degrees except Home Eoononiica or Industrial Arts 5
Such institutions In this study usually ware small in enrollments, operating budgets and teaching staff, with curricular stress given to the practical and technical subjects in which they specialized. It is possible that such schools considered foreign—language study to be a luxury that they oould ill afford.
Table II shows that twenty colleges required two years' study of one foreign language for all students working toward any degree*
Nine colleges required one year's study of one foreign language for all students working toward a degree* In almost all instances the students, with the approval of their major advisors, could choose
Frenoh, Spanish or German for fulfilling the language requirements*
Almost universally, however, French was preferred for majors In
English or the humanities and German for majors in mathematics and the soiences* In no instance cited was the guidance of students* choices 57
for a foreign language "the responsibility of the foreign language
departments. The majority of colleges with foreign language require
ments for all students were those with apparently ,r strong" liberal
arts programs*
Bight oolleges required two years of study of a foreign
language for all students working toward, a B.A* degree. One college
required only one year*s foreign language study for such a degree.
Of the eight colleges* one required that students with majors in
one of the m o d e m languages take twelve hours of Latin to complete the
language requirement* Fourteen oolleges required two years of foreign
language study fbr students who majored in English or the humanities*
Two oolleges demanded one year of such study for English and humanities majors* Eleven oolleges required two yearn of foreign language study
for students who major in mathematics or science* and three oolleges
require on® year's study of a foreign language. Invariably, Gorman was recommended*
No oollege studied had a foreign language requirement expressly for majors in education. However* In the oolleges that required the study of a foreign language by all students working toward degrees* students of education were thus included. Only two oolleges required foreign language study of majors in music or art* and only three oolleges required foreign language study for majors in one of the sooial sciences. Two oolleges demanded foreign languages only for liberal arts students® Five colleges required two years of foreign languages for all students except those majoring in education* and three oolleges required such study of all students exoept those major— 58
isie; in sooial science*
Table II indicates that -the study of foreign languages is re*
oeiwing most support from the areas of English, humanities, mathe
matics and soienoe, whereas least support is coming to it from art,
xb$is1 o , sooial soienoe and education. For what over significance it may
impart, practically all of the larger and ”prestige-bearingn private
and state—supported oolleges and universities for Negroes have a two— 7 year foreign 1 anguage requirement,
3, Enrol lament a
The question on enrollments, II-2 of the questionnaire, was a 8 difficult one for the respondents. It was stated suooinotly enough,
but it requested them to provide annual enrollment figures from 1947
to 1952, Approximate figures were requested If they had not the
exact ones at their disposal. The question, if the answers were to be valid for the purposes for which the question was intended, sup
posed the department head to have kept accurate records of foreign
Promises for anonymity for both institutions and individuals prohibit providing a list of these colleges, ®Write in the number of students enrolled in all courses of the following foreign languages in the years listed below. If enrollment figures are impossible or diffloult to obtain, give approximate figures. Indicate if the figures are approximate or exact. 1947 1948 1949 1950 1951 1952 Frenoh Spanish German Latin Others language enrollments or to have a good approximate knowledge of what
his enrollments were then, and had been over a period of six years.
In Lieu of departmental records or good memories, it was hoped that
the respondents would seoure auoh figures from the registrars of
their institutions. This last hope was realized in many of the
completed questionnaires* Others were returned with sketchy figures,
incomplete answers, or no answers. The question was intended to
determine the extent of increase or decrease in foreign language
enrollments over the period 1947-52. This period was assumed to be a
significant one, sinoe it began at a time when war hysteria had
oeaaed to cause students to study foreign languages and ended at a time when Americans from all walks of life were pandering the prob
lems end implications of more, less or no foreign languages in the public schools*
The questionnaire returns on this item left much to be desired but indicated three significant trends * (l) a large increase in enrollment in German, with an appreciable number of schools having added it to their curricula within the last six years, and with others planning to include it in theirs in the very near futuref
(2) a large decrease in enrollment in French, although it still remained the most popular of the foreign languages offered, and (3) an even larger decrease in enrollment in Spanish, with an appreoia~ ble number of schools having dropped it from their curricula, and with the former Spanish students probably turning to German. (See
Table III, next page*) 60
TABLB III
STUDENT ENROLLMENTS IN FRENCH, SPANISH AND GERMAN IN TEN INSTITUTIONS FOR THE TEARS 1947 TO 1962
Institution 1947 1948 1949 1950 1951 1952 F 4 2 0 4 1 0 2 8 3 2 3 8 2 2 3 N.G. AS 2 5 7 2 1 8 1 8 7 1 5 9 1 4 3 n G 4 2 9 4 3 2 5 7 1 3 9 3 2 3 6 it
F 1 9 0 2 0 0 2 5 0 2 7 5 1 8 5 9 9 B S 5 5 4 0 4 5 5 9 8 0 5 0 G 2 0 1 5 2 0 3 0 j. 4 5 5 4
CF 2 3 5 1 8 0 1 6 5 1 2 0 1 0 0 9 7 S G OO 6 7 6 6 9 2 7 0
D F 528 510 278 261 208 2 2 9 a 6 8 6 5 6 5 5 6 4 1 3 8 G O 0 2 5 2 8 2 0 3 0
F 1 7 6 1 8 7 1 2 6 1 5 9 1 1 0 7 1 B S 2 3 2 2 3 8 1 5 4 1 6 5 1 2 3 1 0 8 G 8 8 1 4 4 1 2 5 1 3 4 9 4 7 7
F 1 4 2 0 1250 1045 861 3 8 6 N.G. F 3 5 5 4 4 0 8 5 3 4 2 4 9 1 3 5 n G
F N.G. 1 7 5 1 7 6 1 6 0 1 4 0 N.G. GS ti 1 5 0 1 5 0 1 3 0 1 1 0 tt G t» O O 1 7 2 2 3 8
F N.G. 1 9 7 2 2 3 2 1 4 N.G. 1 1 4 H S n 2 2 1 8 5 n 1 2 G M 1 1 9 5 9 6 7 n 6 7
F 1 6 0 1 0 0 9 0 1 0 0 9 5 HO I S 0 1 2 1 8 2 2 2 0 9 G 1 5 2 0 2 4 2 5 2 4 2 6
F 1 2 2 6 6 5 6 1 2 4 7 6 N.G. it J S 1 9 8 1 8 5 1 0 9 7 4 9 2 G 4 8 8 0 6 7 1 8 7 1 1 5 n
* Not given by respondent* 61
The figures shown In Table III do nob accurately portray the trends listed earlier in this chapter. They do show decreasing enrollments in Frenoh and Spanish, and In most instances, increasing enrollments in German* However, the best indicators to the trends listed ore found in the enrollment data from the smaller schools*
The above enrollment figures were oho sen from data received from, thirty of the larger oolleges* These figures are also considered to be the most representative of foreign language enrollments in the larger institutions for Negroes* Institution F has courses in
Gorman, but enrollment figures for that language were not given*
Institution C has never offered oourses in Spanish, but it plans to do so in 1955* Moreover, it has not previously attached importance to the training of majors and minora in foreign languages* This, too, is within the plans of the department for 1955* It may be noticed that instruction in German began in 1949 in Institution D and in 1950 in Institution G* It Is apparent that the instances where decreases in enrollments in German are noted happen in institu tions that have had courses in German prior to 1947*
4* Semester-hour requirements
The following table will show the differences that exist between the institutions surveyed in their semester-hour requirements for modem foreign language majors, minors, non-specialists, and for those students who will be certified to teach a foreign language* 62
TABLE nr
DISTRIBUTION OF COLLEGES SHOWING THEIR SEMESTER-HOUR REQUIREMENTS AMONG THE EIGHTY COK1EGES STUDIED
Requirements in Semester hours 45 35 30 24 20 18 15 12 lO 6 Majors 1 4 30 14 Minors 7 11 28 7 1 Certification 17 1 21 2 7 Non—specialists 7 35 4 lO
Majors Minors Certifioation Non—specialists Data not given 2 2 29 25 Institutions not offering majors or minorv 30 24 --
As Indicated in Table IV, the most common semes-ter-hour roqui re— 9 ment for majors is -thirty. Five oolleges require more preparation
■with one of them requiring forty—five hours, and the other four
requiring thirty-five hours. Fourteen oolleges require twenty—four hours of preparation for majors. Thirty oolleges do not offer majors in foreign languages.
Table IV also shows eighteen semester hours to be the most oonsnon requirement for minors; there are twenty-eight oolleges 'which require this amount. Seven oolleges require twenty-four hours of preparation for minora, and eleven require twenty hours. Seven oolleges require fifteen hours, whereas one requires only twelve.
Twenty-four oolleges do not offer minors in foreign languages.
Q Although, some of the oolleges studied operate on a quarter system, all returns have been plotted on a semester-hour basis. Two semester hours are considered the equivalent of three quarter hours. 68
The mo at caramon requirement for oerti fl oation to teaoh Is shown
to be eighteen semester hours* with twenty-one oolleges demanding
that amount of preparation for prospective teaohers* Seventeen
oolleges have a oertifioation requirement of twenty—four semester
hours* and one requires twenty hours. Two colleges require fifteen
hours* and seven require only twelve. Certifioation requirement
figures were not given for twenty-nine of the oolleges surveyed*
The most common requirement for non-speoialists in foreign
languages Is twelve semester hours. This would seem to indicate
that most of the Institutions deem two years of foreign language to
be the minimum amount of study neoessary for acquiring some usable
foreign language skill. In many of these oolleges* the skill con
sidered most likely to be achieved or considered of most value to
the student Is reading* Many of the catalogues states ” ... twelve
hours* or two years of the study of one foreign language, or the
amount of study neoessary for passing a oomprehensive reading knowl
edge examination in the language studied.” Seven colleges require
fifteen hours for non-speoialists, four require ten* while ten
oolleges require six* or only one year of foreign language study*
The category labelled Hot Given* containing twenty-five oolleges*
generally may be Interpreted to mean that those institutions do not have a foreign language requirement for students who do not specialise
in a foreign language*
In general* the data in the Table show that the requirements for minors coincide with those for certifi oation to teaoh in the public sohools* I&kewiae* the oolleges requiring only twenty-four hours 64
ftor Qftjora la general OBtablishing tho requirwaonts demanded by
the state for publio school foreign language teachers. Many of these
oolleges advise students to prepare in two minors in a foreign
language rather than in one major and a minor that would not provide
them with certification in the second foreign language. An appro—
oiable number of schools offer majors in Romanoe languages rather than
in Frenoh or Spanish, in order to assure their students of credit
hours sufficient for certification in two languages.
By limy of a supplementary statement about Table IV, it may be
reported that all of the colleges offering majors offer them in
Frenoh. No more than half of the oolleges offer majors in Spanish, and only a few of the larger colleges offer majors in German. None of the oolleges studied offers either majors or minors in Italian or
Portuguese. Only one oollege reported the possibility for study toward a major in Latin. None offers either majors or minors in
Greek.
5. Majors and Minora in Training
The question on the number of majors and minors in training received full responses concerning majors, but many respondents oould provide only approximate figures on the number of minors. Many replied that the responsibility for helping foreign language minors choose their courses was that of the $epartment in charge of the major. Hence, the foreign language department kept no records of the progress of such students. Information on majors and minors of
"junior standing" was requested beoause it was felt that such students indicated a reasonable likelihood of completing their 65
majors and minors* Data on majors and minors were secured only from
fifty1-five collages* The data supplied by the fifty-five oolleges are as follows* • • • • •
1* Majors in training
Frenoh— — — — 152 Spanish— — 55 German— — ---- 1
2« Minora in training
Frenoh— — — — 200 Spanish— —•— 24 German— — 12
The figures above clearly illustrate the popularity of Frenoh in colleges and universities for Kegroes. It is logical to assume that two main factors are responsible for the students' ohoioe of
French in preference to Spanish and German in such institutions*
(1) the availability of courses and opportunities for specialization*
(2) the students' opportunities for placement in their field of speoiall zatlon*
Question V—3 of the questionnaire had as its purpose the dis covery of the number of students of foreign languages in Negro higher institutions who had prepared themselves for careers in foreign languages. The respondents were asked to report the number of graduates with majors or minors in a foreign language during the years 1948-52* The returns are as follows*
1952 1951 1950 1949 1948 1* Completed majors 75 86 65 68 65 2. Completed minors 124 115 98 114 93
The above figures were provided by twenty-seven of the fifty—five aohools surveyed* Twenty-eight of the schools reported that they had graduated no majors or minors in foreign languages within the last five years* In the majority of instances, this may be inferred to
mean that their foreign language programs are of two years duration*
and henoe* oourses are not available for the preparation of majors or
minors. The number of minors is* in all likelihood* less than the
true number of minors graduated* because some of the respondents
reported that their departments had no oontrol over or records on
students other than their majors* None of the respondents stated
whether or not the figures returned were actual or approximate*
6* Institutions Offering Graduate Degrees in Foreign languages*
Six of the fifty—five Institutions surveyed offer the Master of
Arts degree with a major in one or more foreign languages. In only
one institution can the graduate work in foreign languages be con
sidered as comparable to that offered in unsegregated graduate insti tutions or in those serving non-Negro students only*
7* Graduated Majors or Minors who Have Pone or Are Doing graduate WOrk in Modern Foreign Languages.
It was hoped that investigations could be made of the comparative performances of graduate students of foreign languages who had taken their pre-graduate studies in Negro higher institutions and those who had done so in White higher institutions* The question was poorly asked* and henoe* all that these data provide is the approximate number of majors or minors who received at least the impetus to a more serious study of foreign languages from their training in oolleges and universities for Negroes. The data reveal that presently there are forty—eight such students pursuing graduate degrees in 67
foreign languages. It may be supposed from -these data that If the
majority of these students complete their work successfully, and if
this number (48) la representative of future or past five-year
periods, and if it is probable that most of these students will
ohoose college teaching for careers, there should be an. ample
available supply of well-trained foreign language instructors for
oolleges and universities for Negroes*
The following list of specialized courses was taken from the
sixty-eight oollege catalogs and bulletins studied**0
Table V would seem to indicate that there is a wealth of course
offerings from which the students in Kegro colleges can choose.
Most of the courses listed are for three semester hours or five
quarter hours of credit* The question that constantly disturbed the
investigator, as he compared the courses offered with the personnel
of the department, was not what was taught but how well some of the
courses were taught, and how appropriate they were to the needs of
$he students, to the objectives of the institutions, or to the
limitations of the department* The suspicion of oatalog ”padding
or dressing—up” could not be avoided in many instances. One depart ment, for example, offered eleven courses in French, nine courses in
Spenish, and six courses in Gorman. The personnel of the department consisted of one individual, with a bachelor's degree and one summer's study in a French-speaking country* There were other in-
1 0 Specialized courses are considered to be those other than elementary and intermediate grammar and composition, elementary and intermediate reading, literature survey and literature* 68
TABLE V
COURSE OFFERINGS IN MODERN FOREIGN LANGUAGES IN SIXTY-EIGHT NEGRO COLLEGES— SHOWING NUMBER OFFERING EACH COURSE
Title of Course Colleges FRENCH Conversation and Composition 20 Phonetios 20 Methods and Materials of* Teaching** 20 Syntax 9 Civilization and Culture 8 Scientific 8 Explication d© textes 7 Cours da style 2 Cultural Materials for Teachers 2 Baitan Life and Customs 1 Thesis Seminar 1 Orientation (For all Frenoh 1 students— no credit) Foreign Travel and Culture (2 credit hours for teaohers) A — (Required— no credit— 6 sem* hrs. for students 'with no high school French) 109 (All three languages) Prep* for Graduate Students Pronunciation and Diotion (Phonetics only a part of the course) Romance Linguistics 1 Contemporary Catholic literature 1 Total U\nnb©r of Different Courses 1*8
SPANISH Conversation and Composition 18 Commercial and Correspondence 6 Explioacion do Textos 4 Syntax 4 Mexican Civilization and Culture 2 Latin American History (taught In both English and Spanish) 1 Two-hour Workshop Courses for Teachers 1 The Negro in Latin American Civilization 1 Civilization and Culture 1 Total number of Courses 9
GERMAN Scientific 11 Conversation and Composition 6 Civilization S Medical 1 Total Number of Courses 4 *♦No^’dSetinioWnn has been made between Phonetids and" Methods courses for the languages ether than French* In the majority of instances* such courses serve for all the languages taught* (in six institutions# methods courses for Spanish and Frenoh are separate.) 69
staneos of somewhat similar nature. The investigator mondere too
the content, of the twenty methods courses taught and- at the competence
■with vftioh they are taught It was not possible to determine the
nature of the preparation for the master of arts degree. It was noted,
however, that of the doctoral degrees from American institutions, of
the personnel of the departments reporting, not one toss in pedagogy.
The titles of the doctoral dissertations were ascertained for most of
the teachers possessing the doctorate, and all titles suggested
studies that were literary, philological or socio-cultural.
Some of the course titles in the catalogues suggest an emotional
appeal to racial pride for N © g r o students. The fault in these
courses would seem to be that only advanced students are able to take
them, since most of them are offered with instruction in the foreign
language and not in English. The large number of Explication de
textes or Explioacion de Textos courses would seem to show the
European training of some of the foreign language personnel. All things considered, it seems reasonable to suppose that most of the
foreign language programs in Negro colleges offer as wide a variety of courses as the financial and personnel limitations of their
departments will support. The investigator recognizes the apparent excellence of some of the programs and the departments that are well prepared to execute them* Only his promise of anonymity for all
^ P o r tli© moat current and autho r it at ivo work on Methods Courses and those who teach them, see Joseph B. Thomas, The Nature and Effectiveness of Special Methods Courses in the Teaohing of M odem Porelgn langiaages, Xhipubllshed Ph.P. dissertation. The Ohio State Bhlverslty, 1952* j
■ V individuals and institutions prohibits bin* tram, citing the names of suoh programs and departments. His generalisations,,'with idiai;ey^^rJ criticism that may- be implied, are directed only toward those depart ments and programs advertising "bargain basement sales without any stock.* 71
B. Data on Instruction
1* M»-fchoda and Materials of Teaching Employed
In securing data "that would, asoertain the methods and materials
most commonly employed by teachers of foreign languages in colleges
and universities for ^egroes* a check list containing fifty-three
items^ was included in the questionnaire to forestall the easy and
uncompromising answer of "eclectic" to the questions "What method
do you use in teaching foreign languages in your institution?” In IS addition to the check list,, a definition sheet accompanied each
questionnaire* In this sheet were Included brief descriptions of
the identifying features of six commonly known methods of teaching
foreign languages. The investigator then requested the respondents to
appraise and label the methods used by him and each member of his
teaching staff* The results were as gratifying as could bo expected
from such a complicated question. Table VI provides a picture of
the data received in the returns*
TABLE VI
APPROXIMATE PERCENTAGE OF USE BF METHODS DESCRIBED
Approx* Percentage Approx• ^ercentage Using Method on Using Method on Title of Method Basis of Testimony Basis of Appraisal of Respondents of Techniques on Check List Direet-^ral 6 5 2 0 Di rect-Writlng 16 35 Direct-Reading 10 io Series or Psychological 5 10 Grammar-Tronslation 5 2 5 Intensive Oral-Aural O 0 (Adapted ASTP ^Jsee questionnaire* Question III, Appendix, p* 2 See Appendix* p* 72
As indicated In Table VI, there is a wide discrepancy in most
of -the met;hods employed in teaching foreign languages as reported by
the respondents and as determined by the investigator on the basis of
the respondents* choices in the check list. The discrepancy in no
way implies dishonesty or even superficiality in completing the
questionnaire on the part of the respondents. On the contrary, this
section of the questionnaire seemed to attract the interest of the
greatest majority of the respondents. The discrepancy in percentages
of method usage is explained by the following* (l) the similarities
in the features that distinguish the several methods; (2) the dif
ferences in appraisal of emphases on one or another identifying
feature as determined by the respondents and the investigator; (s) the length and complexity of the check list and definition sheet; (4) the
Insistence implied in the question for the respondents* naming one method, rather than suggesting the more logical, "mostly this or that”; and (5) the unwillingness, perhaps, of the i*espondents to accept the investigator’s definition or description of the method.
As it stands, the data on the methods used by teachers of foreign languages may be interpreted as follows* (l) Approximately seventy- five per cent of the teachers employ an "eclectic” direct-method, with occasional use, in most instances, of translation to English to determine the students* visual comprehension of the lessons. The greater emphasis, if any, among the direct methods described, would seem to be that of direct-writing. This method makes use of the principles of direct-method presentation and practice while giving priority and stress to the skill of writing in praotioe and test 73
procedures. (2) Approximately twenty—rive per cent of* the teachers
employ a "modernised," "eoleetic" grammar-translation method that
contains varying amounts Of* use of* direct-oral and direct-writing
techniques. A direct—oral method obviously gives priority and stress
to activities of* speaking and listening.
2. The Amount and Type of Grammar Taught, and the Methods Snployed in Its Teaching - - ■
For determining the amount of* grammar taught, and the importance
attached by the teachers to a knowledge of the structure of a
foreign language, the respondents were asked to check their ohoice between much, moderate and almost none. Of the fifty-five foreign
language programs surveyed, twenty-four checked moderate; seventeen checked much; fourteen made no response, and no respondent Indicated that he placed so little emphasis on grammar as to cause him to mark almost none.
In order to determine the type of grammar taught, three arbitrary types were given, and the respondent was asked to choose the type to Triiloh he most adhered in his instruction. Fourteen respondents checked recognitional (as for reading); thirteen checked formal
(analysis and drill); thirteen checked functional (organization and practice), and fifteen made no response.
In attempting to determine the methods employed in teaching grammar, the respondents were asked to check if they taught it induetively, deductively or by natural observation and usage. Twenty responded that they taught grammar inductively; six reported that they teach it deduotively; nine indicated that they taught it by 74
natural observation and usage; five responded that they taught grammar
both induotively and deductively* and sixteen made no response*
Hence* it ean be determined that the amount and type of graimnar
taught* as -well as the methods used in its teaching* vary from
oollege to oollege. No predictable pattern may be deduced from the
data secured in this study*
3. Methods Raployed in Teaching Pronunciation
The respondents were asked to'^^iSttftfeate their preference for
teaching pronunciation (l) by phonetics (phonetic symbols and
physiological analysis)* or (b) by mimicry (analysis without s y m b o l s ) *
This question was intended to discover which of two methods for
teaching pronunciation was used most widely in colleges and universi
ties for Negroes. The question was inefficiently posed* in that it
did not make the presupposition that praetically all advocates of
teaching pronunciation by phonetics also utilize the students1
natural tendency to imitate. Hence the question should have made pro
vision for determining which of the two mis emphasized when both
methods were employed. Also* the question should have been asked in
a way that would indicate if one or the other method was used most 14 with a particular language* The results of the question were as
follows* Twenty-two respondents expressed a preference for teaching pronunciation by mimicry; fifteen indicated their adherence to the use of phonetics; eight professed impartial usage of both* and ten
It is generally conceded that learning to pronounoe correctly in Spanish or Italian is much simpler than learning to pronounoe correctly the less phonetic French* 75
made no response -bo -the question.
4. tfe>tfaods Used for Teaohinp; the Aural or Visual Comprehension of Voo abula ry
In this question* -the respondents were asked to choose the
techniques or naterials that; they used regularly from five possible
procedures listedr English meanings listed ( ), parallel or inter
linear English text ( ), pant canine (objects, actions, pictures, etc.)
( ), dramatisation ( ). The fifty-five respondents made the
following selectionss
1 • English, meanings listed 25 2. Pantomine (objects, actions, pictures, etc*} 17 3* Dramatization 11 4* No response 11 6* Parallel or inter-linear English text 3 6* Four respondents added translation 4
Twenty-three respondents reported the use of texts where in
English meanings are listed* Seventeen make regular use of pantomine for understanding on the part of their students, and eleven use dramatization. The use of inter-linear texts is the least popular approach* From the few comments that were offered apropos of this item, most of the teachers believed that such texts provided a linguistic crutch that the students would use so long as it was handy* Several respondents suggested texts with "Dutch door” vocabularies*^5 S^loven respondents made no choice between the five items.
Hi ipiii ■ i tn i" u ' Tr1<,“T1 " " l r t The "Dutch door" language texts, published by the Dryden ^ress, include an alphabetized vocabulary at the bottom one-fourth of the page, in an arrangement similar to a "Dutch door," rather than plac ing it at the back of the book, so that the pages of the text and the pages of the vocabulary (1/4—inch gap) turn independently* 76
5* Methods for Testing and Practicing Language Usage
The respondents were asked to choose from fire techniques those
that they employed Regularly, and to write into the spaoe titled
Others techniques which they used regularly that were not included
in the list* The responses were as follows *
1* Questions and answers 32 2* Translation into English 30 3* Completion or substitutions 22 4. Multiple-choice questions 17 5* Paraphrase or resume 16 6* True-false questions 11 7• Others 2 8* No response 14
As the above figures indicate, the device of questions-and—
answers is the most popular technique for appraising the students*
comprehension of foreign languages in the colleges surveyed.
Translations into English rank second in popularity, which is hardly
in accord with most of the teachers’ insistence that they use "direct”
methods* Completion of phrases, wherein key words are laoking or
substitution of words in their correct form (recall or mutation),
is the next popular device used* Seventeen respondents showed a
fondness for the use of multiple-choice questions (selection), and X6 sixteen indicated their regular usage of the paraphrase or resume*
Eleven respondents indicated their usage of the true—false technique*
Only two respondents offered suggestions in the spaoe marked Others♦
Normally, an abbreviated rephrasing of the passage studied* Supposedly, the student will write or recite it in his own words, using his memory of the passage studied as an aid in providing the necessary words and construction patterns* 77
Their suggestions -were* (l) "dictations,” and (2) "translations t©
the foreign langua ges ." Fourteen of the r espondents made, no res - ... ponse to this question*
6* Procedures Used to Test Student Proficiency in the language "L *7 For this question, four testing techniques were offered as
choices • The respondents were asked to check those they employ
regularly and to write in other techniques in the spaoe provided for
them* The answers were as follows:
1. Objective examinations 32 2 * Subjective examinations 27 3* New—type examinations 17 4* Standardized examinations 17 6 * Others (Oral examinations) 1 6 . No response IO
As shown in the figures above, objective examinations are the
most used of the testing techniques (thirty-two colleges)* The
second most used technique i r subjective examinations (twenty-seven
colleges)* New-type and standardized examinations are equal in
popularity of usage (seventeen colleges)* In the space marked
Others, one respondents wrote oral examinations, which should have been one of the ohoioes included in the questionnaire* Ten depart ments made no response* This question was not well stated, in that it made no provision fbr investigating the names of the standardized tests in use* Further, it would have been oontributive to the study to have discovered why standardized examinations were not used by the
17 See Definition Sheet, which explains each of the testing techniques, Appendix, p* 78
other thirty-oight of the fifty—rive oolleges participating in the
study. . It would hevc- boon- helpful ts' kaor'il? w . t s of the Stan
dardized examinations or skepticism as to their worth cause them not to he used in thirty-eight colleges fbr tasting proficiency in the
foreign language*
7• Methods by Which Cultural (Sociological Sense) Information of the Foreign Countries is Being Taught
The following check list was provided in the questionnaire for securing from the respondents the methods by which cultural infor mation on foreign countries is taught to students*
Responses
1. In English Cultural readers 23 Supplementary readings 25
2. In the foreign language Cultural readers 36 Supplementary readings 31
3. Incidentally* by means of literature in the foreign language that is rich in information of that nature 23
4. lectures By the instructor 51 By guest authorities 17
5. By a course in the foreign language geared principally toward that purpose 24
6* N0 response 4
The above figures need little explanation. Twenty-three of the respondents reported that they teach civilization and culture of the countries whose language is being studied by means of cultural readers written in English. Twenty-five use supplementary readers in 79
English -bo help ho achieve such information. A larger percentage of
respondents prefer the acquisition of cultural or civilisation informa-
tion through the media of hooks written in the language being studied*
Thirty—six use cultural readers, and t hi rty- on© employ supplementary
readings fbr the purpose. Twenty-three respondents indicate that
they attempt to help their students achieve this knowledge inciden
tally by means of their readings in purposefully selected literature*
Thirty-one respondents attempt to teaoh cultural information by
means of lectures by the instructors, and seventeen make use of guest
lecturers who are authorities on the life and customs of the coun tries being studied. Twenty—four colleges have foreign language
courses that are planned specifically for providing cultural
information. Four respondents did not check any item on the check
list*
8. Possession and Extent of Use of Teaching Aida
The following directions accompanied Question III—7* ”Indicate in the spaoes below, by using the following scale; YM (very much),
M (much), (none), the extent of use of the following materials and equipment; if you neither possess nor have available for use such items, place 0^ In the appropriate spaoe.” By requesting use of the scale VM, M, K, 0^ it was intended to discover not only the owner ship or availability of^the teaching aids included in the list, but also to dot ermine the extent to which they were used. The responses received to the question were disappointing. Over eighty per cent of the respondents merely checked the items that they used, without 80 regard -bo the scale requested In the directions* No more than a few
respondents used jVt© indicate the lack of ownership or the unavail ability of an item. In most of the returned questionnaires, the items that indicated aids as either unavilable, unused or considered
of little value, were all left blank. Henoe, the data secured in answer to this question show only the order of preference in the usage of the items, bub provides no indication as to ownership or the extent of use of the teaohing aids inoluded in the list. The list is as follows!
Responses
1. Phonograph SI 2. Maps 29 3. Periodicals 26 4. Charts 24 5. Free materials from Pan- American Union or foreign or domestic tourist agencies 24 6. Recordings 24 7* Reference books 23 8. Pictures 23 9. Film strips 21 10. Radio 20 11. Films 20 12. Posters 19 13. Disc recorder 16 14. Tape recorder 16 15. Slide projectors 13 16. Foreign language laboratory 11 17. Felt boards 10 18. Flash cards 10 19. Ulire recorder 9 20. Dictaphone 4 21. Others 7 Foreign embassies ”Fraotured French” 22. No response 7
The above figures indicate that, in general, the teaohers of foreign languages in colleges and universities f o r Kegroes make good 81
usage of the teaching aids at their disposal.
The most popular, or as tha Qwejnay be, the most available aids
wares phonographs (31), maps (29), periodicals (26), charts (24),
recordings (24), and reference books (23). Eleven of* the fifty-five
institutions surveyed possess and use a foreign language laboratory
(in most instances, shared -with English for corrective speech and
reading). Sixteen colleges possess disc recorders, and fifteen have
tape recorders. Film strips (21), films (20), and slide projectors
(13) are used in their respective foreign language programs. Twenty-
four respondents reported that they take advantage of the free
pictorial and printed materials offered by tourist agencies, the Pan-
American Union, the foreign embassies, and commercial companies*
The following comment is a typical one from departments that do not possess much realia, but would like to moke wide usage of thorns
"Foreign language study here is on a very small scale. For instance, the language budget is but $50.00. (Supposedly, the annual budget for materials,) Mot much °an be obtained thereby. 1% seldom go beyond the first two years. Now and then, a major comes along for whom special courses must be offered. We would like a laboratory, recorders, etc., for language instruction.**
Likewise, the reverse is true. Several respondents indicated their scorn of such instructional aids. In an interview, one depart ment head told the investigator1 "X do not see that those materials could help our program in foreign languages appreciably. That sort of thing is typioally American. Such materials are not used in teaching foreign languages in Europe, and in my opinion, a better job 82
la being done over there." In another interview, the investigator was aaked to help plan for a foreign language laboratory. Funds had, been made available fbr the laboratory, but the department head had no knowledge of how to equip and use such a valuable instructional aid.
From the answers to the questionnaires, correspondence from
departmental heads, and from interviews, it seems logical to assume that teaching aids, and a knowledge of their effective use, is vitally needed in the foreign language programs of many colleges and universitd os for Negroes.
9. Activities ^aed for Popularizing Foreign Language Programs
It is generally conceded that any program requires a certain amount of favorable publicity for attracting to it the students that it hopes to serve. Six media of achieving such favorable publicity were chosen as those most commonly used, and the respondents were asked to check those which they used, and to write in the space provided any other media which served them for such a purpose. The data secured from the questionnaire (fifty-five colleges) are those shown in Table VII and discussed in the pages that follow.
The most popular medium for popularizing the foreign language program is foreign language clubs (thirty-two sohods), as indicated in Table VII* Most of the colleges using thi3 device had clubs for eaoh language offered In that institution. Two colleges reported that club membership was mandatory for majors, and that course credit was granted for such activity. One oollege restricted olub membership and participation to majors and minors. An appreciable number of respondents expressed skepticism as to the contributive value of 88
TABLE VII
CAJBPUS-WIDE ACTIVITIES USED
Number of Colleges Aotivlt ie s______that ^ae Them Clubs 32 Chapel programs 30 Plays 23 Folk—danoing 8 Radio 7 Publications 6 None 8
foreign language clubs. Moat respondents expressed the preference that only the language being studied be spoken or heard during the meeting of the club. Five institutions sponsor international clubs* with the communication medium being English* and with frequent guest lecturers who are foreigners or who hare travelled or studied abroad. Two of the international clubs were co-sponsored by the departments o f social science of their institutions.
Table VII shows that the second ranking medium of foreign language publicity is chapel programs (thirty colleges). Few oomments were written in the returned questionnaires that might explain the popu larity of this medium* but interviews with department heads during the visitations of the investigator revealed that many foreign language departments had regularly scheduled chapel programs each year in order to let the students of the entire institution know some thing of the advantages of foreign language study. The popularity of plays (twenty-three eolleges) is partially due to the wide usage of chapel programs* because most department heads who were interviewed 8 4
expressed the opinion that atudent interest; in departmental programs
naa obtained best by means of skits or plays * Most department heads
agreed that lectures on the advantages of foreign language study
■were very Ineffective as media for attracting students to the foreign
language program*
Seven departments use radio as a means of publicity; eight make
use of folk—dancing; and six departments have publications that help
to popularize their offerings. Nine colleges use none of the media
suggested In the questionnaire* None of the nine institutions
furnished comments for the apace titled, Others *
The most persistent devices described under Others are the
following* declamation contests, visiting lecturers, movies,
international correspondence by mail, songs, and posters. Under
Others, one respondent wrote the following* "Activities in the inter-
school student center* The Center shows a foreign film every Sunday
(this Is the 6th season), Many lectures By foreign visitors, dis
cussions, panels, etc., are scheduled in tho Center." Another res
pondent writes* "Christmas programs, French Night, Spanish Night,
Inte raaii onal Ni ght. "
10* The Purposes of the Programs (Aims and Objectives)
Each respondent was asked to check the objectives, of the seven that follow in Table VIII, which most nearly approached the aims and objectives of his own foreign language program. Most of the res pondents checked more than one but some checked only one objeotive of the seven which were listed. In addition, he was asked to list 85
-bliose aims and objectives of his department which were not included
in the list provided in the questionnaire. The answers are shown in
Table VIII*
TABLE VIII
AIMS AMD OBJECTIVES OF FOREIGN LANGUAGE STUDY
Number of Programs Striving to Attain Objectives______this Objective 1. The ability to read, write, speak, and comprehend aurally the language 37
2. Knowledge of culture of people who speak it 33
3* The ability to read (comprehend visually the language) 21
4* The integration of a foreign language with other curricular offerings 21
5. The improvement of English 20
6. An under standing of ’’One World’’ philosophy 18
7. Ability to read and write the language 7
8. No response 3
9. Others* 8
♦All other objectives listed were restatements of those above and hence are not included*
Table VIII shows that thirty-seven programs attempt to achieve the fourfold objective of reading* writing, speaking and understand ing the language, whereas only twenty-one programs establish as a
goal the passive skill of reading. These figures illustrate the popularity of the oral-aural approach to language learning. They
further illustrate the preference of foreign language teachers in 86 these schools to teach speaking rather than reading alone. Indirectly, these figures further reveal the objectives which are desirable of attainment rather than likely of accomplishment, because at least half of the respondents who checked this objective are from foreign language departments that offer only two years of foreign language instruction. On© program has only one year of foreign language study* (ironically enough, objective number one was the only one checked by this respondent, who has only one year to try to attain it.) Also, the first objective was the only one checked by a respondent whose program is one of those which consists of nine areas of study that are supposed to produce an integrated general education program. This "wishful thinking," "get on the band wagon" philosophy may well be another of the causes for decreasing foreign language enrollments*
Thirty-three respondents ohecked the objective of "a knowledge of the culture of the people iho speak the language." Eighteen respondents checked "an understanding of "one world" philosophy*"
These two sets of figures would seem to indicate the humanistic goals attempted for foreign language study in colleges and univer sities for ^egroes* In particular, the thirty-three choices of number four would seem to imply that these respondents adhere to the belief that to learn a language, one must likewise learn of the people who speak it*
Twenty-one respondents showed their concern for a foreign language contribution to an integrated program for the institution, and twenty indicated their departments* aim of improving the coon— 87 muni Dative powers of their students in -the native vernacular.
Comments that accompanied this latter choice stated that this
objective also was more attempted than attained*
Table VIII shows that only seven respondents checked the
objective ”the ability to read and write the language,” probably because most of the respondents had already marked the fourfold aim and were not content with this two—phase skill. On the other hand, twenty-one respondents chose the objective of reading* showing that a modest ntimber were realistic about the single skill most easily attained by most students*
Three respondents checked none of the Items In the list of objectives. Eight respondents wrote additional objectives In the space marked Others, but all of them were no more than restatements of the objectives included in the questionnaire list*
11 • Time and Study Required for Achieving Student Proficiency in the Language Skills
As shown in Table fifty—five respondents gave their opinions concerning the amount of study required for reaching pro ficiency in the four language skills*
In reading, ten respondents believed that one year would suffice* thirty—six believed that two years were sufficients five believed that three years’ study was necessary, and two believed that four years of study was needed for proficiency in this skill. Two res pondents did not answer the question* 8 8
TABLE IX
TIME REQUIRED FOR PROFICIENCY IN LANGUAGE SKILLS
No Not Skills Eeply 1 Yr. 2 Yrs. 3 Irs • 4 Ira. Attained Reading 2 io 36 5 2 - Aural Compre hension 2 4 14 10 15 10 Writing 2 4 5 15 19 - 10 Speaking 2 2 5 18 18 10
For proficiency in aural comprehension, four respondents marked
one year; fourteen marked two years; ten marked three years; fifteen
marked four years; ten wrote their beliefs that such skill was never
attained during the students1 exposure to their program, and two
questionnaires were returned unanswered for this Item.
For skill in writing, four respondents established one year’s
study; five chose two years; fifteen chose three years; nineteen
cheoked four years; ten believed the majority of their students never
achieved such skill, and two respondents did not answer the question.
In establishing a study period for proficiency in speaking a
foreign language, eighteen respondents selected three years as the necessary study period, and the same number decided in favor of four years. Two respondents believed that students can be taught to speak a foreign language well in one year, and five believed such pro ficiency possible in two years* Ten believed that their students never reached proficiency in speaking, and two respondents offered no
opinion.1®
l®The two respondents who did not answer were not the same two in all instances in the question on proficiency. 89
To summarise the data gathered as ■bo -bhe leagth of study time
required for soquiriag p ro fi o±enoy In reading, aural comprehension* writing and speaking* the majority of respondents seemed to agree that* (l) reading proficiency is achieved during the first two years* (2) aural comprehension during the second and third years* and
(3 ) skill in writing and speaking during the third and fourth years of foreign language study*
12. The Years in Which the Types of Courses Were Offered
A question was included in an attempt to secure opinions as to the most logical times for offering the following types of courses*
(l) grammar and composition* (2) literature survey, (3 ) literature,
(4 ) conversation. In the space marked Others * it was intended to dis* cover if and when methods courses or other courses of a specialized nature were offered. This question did not have as a purpose the study of specific courses. It was felt that data on that subject oould best be secured from the study of catalogs and bulletins.
A discussion of course offerings, as such, follows in a later portion of this chapter. In the table that follows, which is patterned after the oheck list used in the questionnaire, no implication was intended by the investigator that courses should be offered in the sequence listed. Apparently, no respondent was influenced by the arrangement* Table X shows the variety of opinions that exist as to the sequence of courses* The greatest degree of agreement among foreign language teachers in colleges and universities for Negroes is reached 90 in courses of grammar and composition. Forty-four respondents chose the first year as the most logical time; six chose the second year; one chose the third year* and four did not respond to the question.
TABLE X
TYPES OF COURSES AND THE YEARS IN WHICH THEY ARE OFFERED IN FIFTY-FIVE INSTITUTIONS
1st 2nd 3rd 4th ■Not Courses Yr. Yr. Yr. Yr. Offered* Grammar and Composition 44 6 1 .. m m Literature Survey 2 23 15 3 8 Literature - 8 29 3 11 C onversation 16 12 10 5 8 No response 4
j-'j. _*■ ; ■" — v TiJ T i * . 1. . . r h
Concerning the time when literature-survey courses should be offered, twenty-three established the second year as the proper time, fi fteen chose the third year, three marked the fourth year* and eight programs do not offer such courses. Two chose the first year* 19 and four respondents did not answer.
A relatively high point of agreement was reached among the respondents concerning the time to offer literature courses.
Twenty-nine respondents advocated starting the study of the foreign literature in the third year; eight agreed on the second year; three preferred to wait until the fourth; eleven programs do not contain literature oourses; four respondents did not answer, and no respon dent indicated belief that literature courses could be offered
19 Obviously & misunderstanding, because no student could possibly "survey” during the first year. 9 1
profitably in the first year* The high percentage of programs not
offering courses in literature is due to the number of colleges that
offer only two years of foreign language instruction*
Table X. shows the wide variety of opinions concerning the time
for courses in conversation. Sixteen respondents chose the first
year* but that number has little significance as it is recorded
actually* it indicates the number of respondents who advocate
incidental use of the language throughout the entire foreign language
study period* This deduction is made because of the large number of
II comments such as* All our courses are conversation courses”* and
"Our conversation is taught incidentally throughout*” Twelve res
pondents chose the second year as the proper time for such coursesj
ten preferred the third years five chose the fourths four respon
dents did not answer, and eight advised that conversation courses, as
such* were not offered in their programs. Some of the respondents
expressed doubt as to the -worth of conversation courses. Some of
these latter wrote that in their opinions such courses were* "push-
overs,” ”time—wasters" or "fill-in” courses. One respondent commented
that it was ridiculous to expect students to "converse without words."
Among the Other courses listed, translation was offered in the
second year* methods courses in the third and fourth years, and culture and civilisation courses in the second* third and fourth years* 92
15. The Percentage of Failures In Foreign language Courses
The respondents were asked to supply the annual percentage
figures of failures in all languages offered in first, second, third
and fourth semester classes, and for advanced classes between the
years 1947 and 1952. They were asked to give approximate figures
for those years if actual figures were not readily available. The
question proved to be one of the most unpopular ones of the question
naire, and the returns were disappointing and inconclusive. % a y
respondents seemed to resent the question and wrote comments that
expressed their displeasure. Others either did not answer the
question, or made half-hearted entries in the spaces provided,
with ridiculously low percentage figures being the norm. Some did
not complete the question as it was posed but wrote that there were
practically no failures in their foreign language classes since*
(l) the classes were small, and much individual instruction was
provided; (2) foreign language courses were electives, and hence,
only those students with avid interests in foreign languages chose
them; and (3 ) only the students with the highest mentalities and
with the most serious motives were permitted to take foreign
languages*
Of the usable returns, which were really too few to be consid ered as valid evidence, the percentage of failures for first semester
oourses varied between a high of sixty per cent to a low of five per
oent. The approximate average percentage of failures as determined by the usable returns, was as follows*: 95
1* For first semester courses 25 per cent 2. For second semester courses 15 per cent 3* For -third and fourth semester courses 5 per cent 4. For advanced courses 1 per cent
The Investigator learned from interviews with teachers, students and department heads, during his visitations, that the above figures were very much in accord with the actual percentage of failures in fbreign languages in the nine colleges visited. Dis cussions on this problem seemed to offer no embarrassment to any of those interviewed, which would seem to imply that most foreign language teachers in the schools surveyed are hesitant about giving failure percentages in writing* ^t would further seem to Indicate that these teachers believe a high percentage of failures to be an indication against their ability to teach.
14• The Language in Tftiich the Highest Percentage of Failures ^cour
To secure answers to this question, question V—2 of the questionnaire was written as follows*
In which language did the greatest percentage of failures occur French ( ) Spanish ( ) German ( ) Latin ( ) Others ( )?
Table XX, shows the answers reoeived.
Table XI shows that the percentage of failures in French is far greater than that of either Spanish or German. However, little importance maybe given to the returns from this question. Certain assumptions may be made, but they will have no real validity because of the following reasons* (l) almost fifty per oent of the respon dents made no answers to the question; (2) in many of the colleges 9 4
TABLE XI
THE SEQUENCE IN WHICH THE GREATEST PERCENTAGE OF FOREIGN LANGUAGE FAILURES OCCUR
No* of language Instit uti ons 1 • French 22 2* Spanish 5 3* German 2 4• Latin O 5. Others 0 6• No response 26
surveyed, French is the only language -taught, and in all of them, it is the language -with the largest enrollments. Hence, it is reasonable to assume that numbers of individuals became oonfused with percentages when the respondents were making their appraisals*
To justify the validity of figures showing a higher percentage of failures in Spanish than in German would be more difficult because the figures for both were too few to be valid. The only clue offered by the questionnaire data would seem to be that it is the students of science or mathematics, the more serious students, and the upper classmen (juniors and seniors^ who are most attracted to German*
15. The Adequacy of the foreign Language library
"In the spaces below lines) indicate the extent to which you think that your library is adequate for the reference needs of the students of foreign lang uages* Briefly indicate your judgment in the spaces that follow. If possible, use some standard list as a basis of comparison.**
The above directions introduced the question concerning foreign language libraries* Most respondents answered this question con scientiously and completely* In the interests of brevity, the invest!gator has placed the answers into four categories for the
purpose of appraising the responses* They are categorized in
Table XXX.
TABLE XII
THE ADEQUACY OF THE FOREIGN LANGUAGE LIBRARY IN FIFTY-FIVE INSTITUTIONS
No. of Catego x y Responses Adequate 21 Barely adequate 12 Less than adequate 8 More than adequate 7 Excellent 3 No response 4
As it has been stated previously, this question was answered well by the majority of the respondents. Of the twenty-one respon dents who declared their libraries to be adequate, these were those who explained that their undergraduate program made small demands on library facilities. There wore other respondents whose libraries were adequate because of inter-library exchanges and loans* Some wrote that although the libraries were adequate for student need3, they were inadequate for the reference needs of the instruotors•
Of the eight responses marked ‘'inadequate,” some were like wise very descriptive. One respondent wrote that his institution's foreign language library consisted of twelve antiquated texts of varying levels in French and one dictionary for which he had no respect. Other comments were less graphic but equally critical* Of the twelve respondents who classified their foreign
language libraries as being barely adequate* there were those who wrote* "but growing," "but being built-up," "but funds for new books are expected soon," and "but something must be done soon if it is to be of value to our students."
Seven respondents answered that their libraries were more than adequate for their foreign language needs. Some of them wrote of anticipated additions, and others explained that their students took little advantage of the more-than-adequate facilities of their libraries. Three respondents described their foreign language libraries as excellent* and four questionnaires were returned with no response to that question. An appreciable number of respondents wrote that their library facilities were far more complete in Frencji than in Spanish and German* 97
C • Data on Admini at rati on
considering the data gathered by the investigation* it m a difficult to determine which items might properly be classified as administrative data or instructional data* since there is an over lapping in either direction. More for the sake of making a convenient division of the information than for making distinctions between the two categories, the data that follow are considered to be administra tive*
1. Departmental Or Divisional Arrangements
Table XXII will show the various titles of the budgetary units in charge of foreign language Instruction, and the number of colleges that use that particular departmental or divisional arrangement*
As is shown in Table XIII* there is no uniformity In the titles of the budgetary units in charge of foreign language instruction.
The titles of Modern Foreign languages and of Foreign Languages are the most popular, because such departments include the entire foreign language program of the institution. The title Foreign language
Department permits the inclusion of classical language offerings*
The titles listed in items 5, 11, 14, 16, 17, 18, and 19 indicate the inclusion of courses other than foreign languages in the depart ment . The normal companion subject is EJaglish, but art, music and foreign language combinations are not uncommon. In one college* all humanistic studies are the responsibility of the Department of
General Studies. Six colleges have no budgetary unit In charge of foreign languages* In suoh instances, their supplies, materi&ls and 98
TABLE XIII
THE TITLES OF THE BUDGETARY UNITS IN CHARGE OF FOREIGN LANGUAGE INSTRUCTION IN THE EIGHTY COLLEGES STUDIED
Item Title of Unit Number I Dept, of M o d e m Foreign Languages 18 2 Dept, of Foreign Languages 14 3 Dept, of Languages and literatures 11 4 Dept* of Romance Languages 7 6 Dept* of Humanities 7 6 Dept, of French 6 7 No Departmental Arrangement 6 8 Dept, of German 4 9 Dept, of Spanish 2 10 Dept, of Modern and Classical languages 2 11 Dept, of Languages* Literatures and Art 2 12 Division of Foreign Languages and Literatures 2 13 Dept, of Classical Languages and Literatures 1 14 Communications Center 1 15 Dept, of French* German and Classical Languages 1 16 Division of Languages 1 17 Dept, of English and Foreign Languages 1 18 Dept, of General Studies 1 19 Division of Literature and the Fine Arts 1
staff are provided for from, the general college fund. As la shown later In the section on Personnel, in more than a Tew colleges the instructors teach other courses in addition to foreign languages.
In Table XIII* no distinction nas intentionally made between do par tment a and divisions. Sinoe departments seemed to be the more popular title of the units, that term was used* although it is obvious that a great difference exists between Aepartments and divisions in many colleges* 99
Some of the colleges studied had more than one department in charge of foreign languages. The moat oonrnon divisions were Romance
Languages* German* and Classical Languages. However* in some of the oolleges there were separate departments of Frenoh and Spanish.
In one small college* with only one foreign language instructor on
Its faculty, there were separate departments of Frenoh* Spanish and
German. It is supposed that the one instructor headed all three departments as well as taught courses in all three of the languages.
2. The Academic Preparation of the Foreign Language Teachers and Department ^eada in the Colleges Studied
Foreign language instruction in the sixty—eight oolleges and universities for Negroes is conducted by 190 teachers*^0 111 of whieh are men and 79 of which are women. Of the men, twenty—eight possess doctoral degrees; soventy-one have master's degrees, and twelve have bachelor’s degrees. Of the women* eight possess doctoral degrees; fifty—seven possess master's degrees, and fourteen have bachelor's degrees. In the main* the foreign language departments contain both male and female personnel, but in some departments only one sex is represented. Approximately fifty per cent of the teachers have studied abroad in Canadian* Latin American or European institutions of higher education. Some of them possess foreign degrees* but in the main* their foreign study is indicated by the usual titles*
Cours de vacances, Diplome d*etudes, Certifloat d Tetudes* Cursos de
20 This figure may not be accurate. It is possible that there are teachers whose affiliations with the schools wtudied were not discovered by the investigator* verano. The investigator was unable -bo gather reliable data on their
foreign language teaching experiences. The majority of the teachers
are Negroes, with the greatest number of non-Negroes being German,
and hence, teaohers of that language. The majority of the American
doctoral degrees sure in French. Among the doctoral degrees there is
one Doctor of Education, one Doctor of Jurisprudence, and one Doctor
of Modern Languages. The majority of the doctoral degrees are
Doctors of Philosophy. If the quality of instruction can be appraised by the academic training of the teaching personnel, it would be expected that in Negro higher institutions the best teaching would be in French, German and Spanish, in that order of excellence.
No data were gathered on that point. In the oolleges visited by the investigator, it may be only incidental that he felt French to be the best taught languages in most instances. Data were not available for determining the ages of the foreign language teachers studied.
Personal acquaintanceship with most of the department heads permits the statement that ages vary from young to near-retirahle. The majority of the department heads of the larger colleges would belong to the latter group.
Table XlV on the next page shows the institution from which the teachers who have been discussed received their degrees. The table indicates that the teachers of foreign languages in Negro higher institutions have received their academic training from eome of the most respectable colleges and universities in the United States and abroad. In all likelihood, a oross sample of the foreign language teaohers of sixty-eight 'White institutions of oomparable size would TABLE XIV INSTITUTIONS FROM WHICH DEGREES WERE ATTAINED**
Institution Ph.D. M. B. Institution Ph.D. M. B. Atlanta University* 13 North Carolina, Univ. of 1 Barcelona, Universidad de 1 Northwestern Univ. 4 Bates College 1 Oberlin College 2 1 Bishop College* 1 ( M o State Univ. 3 Boston College 1 Ohio Wesleyan Univ. 1 California, Univ. of 1 Ottawa Univ. 1 Catholic Univ. 2 2 Paris, Univ. of 1 1 Chicago Univ. 1 1 Pennsylvania, Univ. of 2 3 Colorado Univ. 1 Penn. State College 1 Columbia Univ. 1 21 Prairie View College* 1 Cornell Univ. 3 1 Peabody College 1 Erlangen (Germany) U. 2 Puerto Rico, Univ. of 1 Fisk Univ.* 2 2 Queens College 1 Giessen (Germany) U. 1 Radcliffe College 1 3 Goettingen U. (Germany) 1 Rosary College 1 Heidelburg U. (Germany) 1 St. Michaels College 1 Howard Univ.* 4 4 Strasbourg, Univ. of 1 Illinois, Univ. of 3 2 Vienna, Univ. of 1 Iowa, Univ. of 2 3 Virginia State College 1 John Hopkins Univ. 1 Washington State College 1 Kansas, Univ. of 3 Western Reserve Univ. 3 I&chigan, Univ. of 1 11 Wilberforoe Univ.* 2 Middleburg College 8 Wiley College* 2 Minnesota, Univ. of 1 Wisconsin, Univ. of 1 2 Munich Univ. (Germany) 1 Xavier Univ. 1 1 Nebraska, Univ. of 1 New ^ork Univ. 1 6 Colleges Not Stated 9 14 3 ♦Indicates institutions of higher learning for Negroes# ♦♦Figures are not given for certificates because reliable data for that item were not available* 102. present a similar picture.
Of the personnel portrayed in Table XIV, most of those with baohelor-degree training are members of large departments* However, two of them are department heads and the only teacher In their respective departments. In general, the number of staff in the departments of foreign languages keeps pace with the foreign language enrollments. The sizes of the departmental staffs vary from one member to twelve* Table XIV indicates that Atlanta University provides more foreign language teaohers for N©gro colleges than any of the other higher institutions for Negroes.
3. The Rank of the Foreign Language Personnel
Data secured from the questionnaire reveal that the aoademie requirements for rank vary with (l) the availability of teaohers,
(2 ) the size, location and reputation of the institution, (3 ) the evidenced abilities of the teacher concerned, (d) the agenoies in charge of determining rank, and (5 ) the limitations of the financial budgets of the institutions*
The following generalizations may be made concerning rank in relation to academic training and professional activities*
1. Bachelor’s degree — Assistant Instructor and Instructor 2. Master’s degree - Instructor, Assistant and Associate Professor 3. Doctoral degree - Associate Professor and Professor 4* Published research and foreign study and travel are encouraged but not mandatory for increases in rank and salary. 1 0 5
4. Salaries of Foreign Language Personnel
A1 "though there have been no conclusive studies that prove a high
correlation between teaching performance and salaries received* it
was deemed advisable to collect whatever data that were available in
that direction. This was done because it is logical to assume that
any teacher is more likely to remain satisfied and happy in a position
that provides a good salary along with other considerations, such as
opportunities for personal and professional advancement.
The question on salaries, which contained a check list with a
wide range of salary figures for each rank, was not popular with the
«questionees. Some respondents checked only their own salaries; some
wrote figures that w r e indistinct; others indicated their displeasures
by marking out the question or writing "Ho," and others left the
question unanswered* However, some of the respondents were very co
operative, and the data supplied by these latter are shown in Table XV*
TABLE XV
NINE-MONTH SALARIES ACCORDING TO RANK
Rank Salaries - Number of Colleges f3) (13) (6) (6) (1) “07 Instructor #2000 #2500 #3000 #3500 #4000 #►5000 (2) (14) (5) (5) (2) (2) Asst* Prof* 2500 3000 3500 4000 4500 5500 <4> (9) (4) (5; (4) U) Assoc. Prof. 3000 3500 4000 4500 5000 6000 (1) (4) (7 ) w (e) “ T*T Professor 3600 4000 4500 5000 5500 6500 1 0 4
Table XV shows the following salary variations*
1* For instructors, $2000—$4000 — 29 colleges reporting* three col
leges pay $2000 for instructors; thirteen pay $2500; six pay $3000; s*
pay $3500; and one college pays $4000*
2. For assistant professors© $2500—$5000 - 28 oolleges reporting*
two colleges pay salaries of $2500 for assistant professors; fourteen
pay $3000; five pay $3500; five pay $4000; two pay $4500; and one
college pays $5000©
3* For associate professors© $3000—$5500 — 28 colleges reporting*
four colleges pay salaries of $3000 for associate professors; nine pay
$3500; four pay $4000; five pay $4500; four pay $5000 and two colleges
pay $5500©
4. For professors© $3500—$6500 — 28 oolleges reporting* one college pays a salary of $3500 for professors; four colleges pay $4000; seven pay $4500; two pay $5000; six pay $5500; four pay $6000; and three
colleges pay $6500©
The data on salaries need no Interpretation. It may be suspected that since the majority of the respondents who did not reply to the question were the representatives of some of the smaller© private institutions© those salaries would be lower©
5© The Placement of Foreign Language Majors and Minors
Question V—1 of the questionnaire is written as follows!
Write in the number of majors and minors whom your department or institution has helped to place in posi tions in which they are making use of their knowledge of foreign language in the following areas! 1 0 5
College ( ) Public Sohools ( ) Commerce ( ) Indus -try ( ) Governmental Agencies ( ) Others v )
For the purposes of this study, the above question had a two
fold intent* (l) to determine if the foreign language departments in
higher institutions fbr Kegroes consider the placement and follow-up
of their graduates a responsibility as well as that of good prepara
tion for their careers; and (2 ) to determine if possible in which area
the larger portion of the graduates have found positions. It was felt
that answers to both (l) and (2 ) would be of value to the program-
planners for colleges and universities for ^egroes, because if
majors and minors are being prepared in excess of available positions,
these students should be guided toward other fields in which posi
tions are available* And if, as Is the case with graduated foreign
language majors and minors from White colleges, the greater bulk
of the graduates become foreign language teachers in public secondary
schools, then the training of these students ahould be that which
would prepare them to be good high sohool teachers, rather than
research scholars, literature analysts, philologists, or linguistio
"jacks of all trades."
The question was not one that was well received by most question— ees. Primarily, it required access to records which In many instances
•were either unavailable or non-existent. Hence, the question was not well answered. Only a minority of respondents provided the numbers of their graduates working in the areas suggested by the question. The majority answered the question by merely checking the 106
area.B in which they know some of "their graduates to be employed* -
Others made no response whatever to the question. The data provided
by this question then have little value since a representative number
of the institutions surveyed did not participate. The returns
received are as follows*
1* Thirty respondents did not answer this question.
2. ilineteen respondents returned the following figures*
Ire?,. of Position Number of Graduates A. Colleges 2S B. Public Schools 188 C. Commerce 2 D. Industry 0 E. Governmental Agencies 18 F. United Nations Council 1
S. Six respondents reported that they had placed graduates in public schools but provided no figures.
4. One respondent marked placement of graduates in col leges* commerce and governmental agencies but provided no £i gures •
The data received relating to this question revealed that for
the few colleges reporting*
1. ®ver ninety per cent of the graduated foreign language majors and minors from N©gro colleges become teachers.
2. Less than ten per oent of the graduated majors and minors find employable use for their foreign language skills in non-teaching positions.
That departmental thinking and planning with concern for tbs
students prepared therefrom Is vital is made evident from the report of one respondent* who reported that within the last five years, his department had prepared forty-five majors and forty-five minors In foreign languages* and yet he recorded only seven of those students placed in positions. All of the seven taught or are teaching foreign languages In public schools* 108
D. Data on Psychological Factors and the Mental Abilities of ^egro Students of Foreign languages
1 • The existence or Non-EbdLstenee of Special Problems for Negro Students of Foreign languages
This question was asked in order to determine if there are dif
ferences between ®egro and White students of foreign languages, and
if there are special problems that are connected with teaching
foreign languages to ^egro college students. Such a question was
judged to be important, because although it has been proved conclus
ively that there are no inherent mental or psychological differences between Negroes and Whites, studies on attitudes, pre-college train ing and socio-economic influences have proved little either one way or another. -^t may be supposed in advance that whatever be the answers to the question, no problem could be adjudged particularly
Negro. It is obvious that for every adverse learning condition that may be determined for a Megro individual or group, a similar one can be determined for certain White individuals or groups, as well as for the other racial minorities. Nence, ip -there are learning problems in foreign language study that are common, if not unique, to Negro students, recommendations could be made that might help to improve foreign language instruction by recognizing that such problems exist and by devising means for solving those problems if possible.
The respondents were asked to use a three—point scale for judg ing part 1 of the question that followsI
The majority of our students are handicapped (l) excessively, (2) normally, (3) not at all, by*
1. Poor cultural background 2. Poor English reading ability 109
S. ^oor English grammar background 4* Poor speech habits 5. Poor training in spelling ۥ Poor cognate appreciation
The majority of* the respondents seemed to consider all of the
above statements to be akin# and hence, almost invariably they
answered all statements with the same number of the scale* The
responses were as follows!
A* Twenty-two selected — (l) excessively B. Twenty-three selected - (2 ) normally C* Three selected - (3) not at all D. Seven did not respond to the question
The respondent*- were asked to use a five-point scale in answering
part 2 that follows1
The majority of our students (l) are* (2 ) seem to be, (3) are somewhat, (4 ) do not seem to be# (5) are not*- 1. Mentally indolent 2* Intellectually immature 3* backing in curiosity 4* lacking in will power 5* Incapable of abstract thought 6* lacking in self-motivation 7. Too frivolous 8. Lacking in competitive spirit
Again, in Part 2* the revpondents detected a relationship in the
statements and tended to answer all statements with the same number
of the scale* The results follow*
A. Three selected - (1) are B® Two s elected - (2) seem to be C. Twenty-four selected - (3) are somewhat D. Ten selected - (4 ) do not seem to IS* Eight selected - (5) are not
To determine the factors upon which the respondents had made their judgment* Part 3 requested them to check the appropriate factors in the
following lists n o
Sxperienoe ( ) Tests ( ) Observations ( ) Comparisons ( ) Prejudices ( ) Other Reasons ( ______) The responses were as followsr
A* Thirty—three checked — experience B* Thirty—four checked — -tes-bs C* Forty-three checked — observations D* Twenty—six checked — comparisons E* None checked — prejudices F. Ten did not check a response
The data from Question VII-1, 2, S would seem to indicate that most of the students of foreign languages in oolleges and universities for Negroes suffer from certain communication handicaps and betray, to a mild extent, certain attitudes that are not conducive to good learning in a foreign language classroom. Although the judgments of their critics are based in most instances upon opinions rather than recorded facts, it seems imperative that the teachers of foreign language in Negro higher institutions recognize that their instruction be kept in accord with the evident weaknesses of their students, and that motivation must play a big part in their teaching techniques* Ill
E. Miscellaneous Data
Question IX of the questionnaire was written as follows*
Write on the blank sheet that follows the question naire any other information which you consider contri- butive to a study of this nature.
1. If you believe your foreign language program to be less than satisfactory, and if you believe that changes might cause your department to function more efficiently, please list and dis cuss the changes you would like to see effected*
There were many responses to this question. Some of those that seem most typical or most jaortinent to this study are as follows*
1. "The foreign 1angjfrage-^frt-up here is far from being satisfact ory, especially ar % t refers to physical properties and lab oratory equipment* •
First of all, we need! space for rooms of special interest with all the necessary r ealia to give the students a desire to acquire a functfcjj^. lc^wledge of the language*
Next, we need i^Laboratory with all: necessary equipment, ^ust as the science and other departments need their own particular f#feilities* *t has been difficult to convince the administrative officers that we need funds of that type to equip our department properly*
Our biggest trouble stems from the fact that the former head was not concerned with progressive ideas about language learning and did not ask for the necessary facil ities for a department such as ours. *t will take some time to wrest from the budget officers our proper share of the monies available."
2* "Your study should be a valuable help to teachers of the college end high school levels. 1 am longing to see better interest shown by college teachers In the guidance of teachers in the secondary level. Iam sorry to say that the College language Association has not done much along the line of cooperation." 112
*1. I feel that the foreign language program should be made obligatory* Vfe are One—World eonseious now, and can not safely tell any student that he does not or will not need foreign language skills• To have to begin a language after graduation is un necessary.
2. ^t should be increased to 3 years instead of keep ing up the outmoded 2—year exposure that affords the students cnly an "appetizer.”
5. The foreign language budget should be a separate and distinct item from that of any other department in the institution. !t does away with the arbitrary or polite dispensing of funds. It places more res ponsibility on the teacher or teaohers involved, but gives them more latitude and certainly shows confidence in their judgment.
4. Hemisphere solidarity, of real concern just now, and for the foreseeable future, seems to warrant our placing increased emphasis on the teaching of Spanish."
4. "College has requested $25,000 from the Fund for the Advancement of Education in order to make a self— evaluation of our general education courses. All areas, including foreign languages, will come under the sorutiny of a faculty committee of three, including the writer.
The above-mentioned study implies that most of us, including language teachers, believe that our objectives need re examination and that we are not fully satisfied with results."
5. "It is likely that a major in French will be established at College in 1953—54 and that two years of Spanish will be added to our foreign language offerings.
"While we have been quite successful in building good major programs in English, speech and drama, and speech correction, we have encountered much more difficulty in expanding our offerings in foreign languages. We now feel, however, that we are at the threshold of considerable expansion in this area."
6* Tl. A full-time, well-trained laboratory technician, in charge of our laboratory equipment, would be of a great assistance to this department.
2. Although we have had in the department one Roserrwald Fellowship, one Fulbright Scholarship, and 113
one State Department Exchange Fellowship, adequate provision for faculty members to study and/or travel abroad, and a sabbatical leave, should be provided by the Uhivarsity itself, to improve instruction,
3. Provisions for students to study and travel abroad would increase effectiveness of department,”
7. One respondent sent a copy of a questionnaire which he uses in "each beginning class in French*" H© writes the following apropos of the answers receivedi
have asked these questions of my beginning students in French for the past ten years and during one summer at ______College, 1 find that the Negro high schools in , and in same other southern states, are woefully lacking in offering foreign languages, *t seems that English is the foreign languages it is so foreign to the students. 1 would like to see foreign languages intro duced in our high schools and perhaps courses in general language introduced there. Also, I think Latin should remain in our schools as a help to English and other languages . "
8. "I have already commented on the nature of the language department here. I believe my program is not as satisfactory as it could be. 1 would certainly like to include in the programs many of the aids suggested in one section of this study, namely, recorders, language laboratory, etc. But the college is too small, the emphasis on language study is not too great, and financial backing is lacking."
9. One department head, who only this academic year accepted his post, wrote the following*
"I’m having to start from scratch. I*ve initiated the cultural correspondence between my students and Parisian students through Peabody College. I’m attempting to teach them songs, plays, skits, etc., but I have nothing with which to work other than my limited library.
If You have any i deas as to what I might do to help the "department," please have the kindness to let me know. Any suggestion would be greatly appreciated. If you know of any foundation or cultural center that might have pamphlets, brochures, or materials relating to the teaching of French, please let me know. This is my first year at _ College and my first try at teaching. I am serving here as Dean of Men and instructor in Frenoh and fihgllah.” 1X4
The data gathered in this investigation were divided into four categories * data on curriculum, on instruction, on administration, and on psychological factors and mental abilities of Negro students of foreign languages. Additional oontnents sent in by respondents w r e reported in a fifth category labelled Miscellaneous Data*
The data within each category have been discussed in this chapter.
Chapter V will present a summary and some generalisations upon the entire study, and brief statements of the findings of this inves tigation will be offered in comparison with those of two previous studies of mod e m fb reign languages in N©gro colleges in Chapter XV*
Benoe, to avoid needless repetition, no summarisation of the data reoorded and interpreted in this chapter is presented at this time*
The following chapter will present a comparative analysis of the findings of three studies of m o d e m foreign languages in Negro oolleges: The Rivers study in 1933, the Nyabongo study in 1946, and this study in 1953. These three studies provide a fairly comprehen sive picture of conditions in foreign language instruction in higher institutions for N©groes over the past twenty years* CHAPTER TV
THE COMPARATIVE FINDINGS OF THE CURRENT STUDY WITH THOSE OF TWO PREVIOUS STUDIES ON MODERN FOREIGN LANGUAGES IN NEGRO COLLEGES
Be'tween 1933 and 1951 only two comprehensive studies of* m o d e m foreign languages in oolleges and universities for Megroes in the
United States were reported. These studies are as follows
(1) W. ^apoleon Rivers, currently serving as head. Department of Foreign Languages, k-iner Teachers College, Washington, D.C., A Study of the M o d e m Foreign Languages in Thirty ^egro Colleges, 1953* (The data"" cover the period 1923—33).
(2) Virginia S. Nyabongo, Professor of French, Tennessee Agricultural & Industrial College, Nashville, Tennessee, and currently on leave of absence from that institution and pursuing special studies under a Fulbright Scholarship in ^aris, France, Modern Foreign Language Study in Negro Colleges, 1942 and 1946.
It was decided that an analysis of the comparative findings of these studies might have importance because (l) their data might in dicate a trend or trends in foreign language study in such institu tions, and (2 ) the twenty year period that they cover contains three distinct epochs in foreign language instruction; (2 ) the epoch approximately ten years prior to World War II, (b) the epoch during and immediately after World War II, and (c) the epoch approximately a decade after the termination of World ’War II. Copies of both the
The investigator chose these two studies for analysis and com parison with his findings because their scope seemed to be more com prehensive, and their findings less dependent upon individual opinions and experiences than others included in Chapter II.
115 - 116
Rivers end Nyabongo studies may be read in their entireties in the Appendix*
Brief reviews of the Rivers and Nyabongo studies will be given, after which will follow a comparison of the findings, item by item, of those two studies and this one. To avoid needless repetition of exact data already included in this study, or that are included in
Chapters V and VI, the investigator will cite only the approximate figures and percentages of his findings. In some respects the infor mation contained in this chapter would logically follow Chapter V,
"Summary and Generalizations." However, since some of the generaliza tions, as well as some of the recommendations presented in Chapter VI will be influenced by the Rivers and Nyabongo studies, this informa tion should be presented at this point in order to avoid duplication.
I. The ViT. ^apoleon Rivers Study
Rivers claimed the purpose of his study to be "purely informational, setting forth a ’first picture' of general but pertinent facts concern ing the modern foreign languages in Negro colleges." The study came at a time of increasing.-enrollments in such institutions. It dealt with* (l) The Faculty, (a) number, training, teaching loads,
(b) distribution, salaries, leaves, professional activities* (2 ) The
Student, (enrollment, distribution, interests, and activities)*
(3 ) The Curricula, (content, quantity, range of variety)* and (4 )
The Squipment. The study made no claii to being a specialized one, and it sought "no qualitative nor quantitative distinctions and standards."
The instrument used for gathering data for the study was a two-page 117 derailed questionnaire, sent to department heads, deans and presidents of the institutions surveyed*
(l) The Faculty
Rivers discovered sixty-nine teachers of foreign languages in the thirty schools. Of this number forty-four wore men, and twenty-five were women. They were distributed as follows t one institution had twelve teachers; one had four; five had three; fifteen had two; and eight had one teacher*
As to the formal training of the foreign language staff, the survey showed the following5 six doctor's degrees; thirty-one master's degrees; seven bachelor's degrees plus certificates or diplomas of foreign study; fifteen bachelor’s degrees plus additional study but no certificates, diplomas or degrees; and six foreign degrees or diplomas only. Three of the doctorates were in Romance Languages and three were in Germanics.
As to teaching loads and distribution of the teachers, the study revealed that* fifty—four taught from twelve to sixty-four hours per week; fifteen taught from eighteen to twenty-four hours per week; twenty-seven taught only one language; forty-two taught more than one o language; and three taught a language or languages and also subjects outside of the field. The teaching combinations will be shown in
Table XVI that describes the comparative findings of the three studies under discussion.
2 i Rivers study did not expressly indicate that the other language was not English* 118
Concerning salaries and leaves, Rivers* information was incon
clusive. Many of* the department heads told him. that their salary
scales were "not in operation publicly.” From the replies that were
sent, he reported a range of* between 01OOO and 03200 annually. These
salary figures were for eight, nine, ten or twelve months of service.
Rivers did not state the term in relation to salary for specific
schools. In all but three cases, the teachers who were paid for twelve months were obligated to teach in the summer school. Rivers wrote that although foreign languages is the only field in which teaohers cannot
complete their training adequately in the United States, only two of the institutions made provisions fbr extra salaries for teachers travelling or studying abroad. H© advocated strongly that foreign language teachers be provided with adequate leaves of absence and salaries because:
111. The nature of their subject madces a sojourn in the country of their language specialty imperative.
2. Some universities refuse to grant master's or Ph.D. degrees in foreign languages unless the can didates have spent some time abfoad.
3. Many VJhite institutions, even high schools, help to sponsor such foreign study and travel for their teaohers of foreign languages.”
Concerning the professional activities of the teachers in ques tion, Rivers found that membership in national and learned societies* and attendance at annual meetings were limited. Only eighteen of the sixty—nine teachers were members of national organizations in the field. Eight of the teachers were members of honorary soholaatio societies. He also discovered that of all the N©gro college teaohers# the modem language teachers had the largest membership in Phi Beta 119 -
Kappa* Only one Institution reported regular annual attendance at
national conferences in the field* Rivers ooncluded that non-attendance
at such conferences was caused by* (l) the teachers* timidity or
feelings of inferiority, (2) their hesitancy to attend unsegregated
national meetings because they feared enco^itering there unpleasant
experiences similar to those they found in local and regional meetings, and (3 ) financial limitations that prohibit their attendance* He avowed, however, that such membership and attendance is the professional duty
of all foreign language teachers and that by their membership 11 ...they, thereby, add dignity and respect to their racial group, and that they, by such contacts, may assist indirectly in levelling up many of the existing inequalities, and removing mistaken ideas about their scholarly
interests."
Rivers found that only fifteen articles on foreign language topics by these sixty-nine teachers had been published, and that of that group, only one had edited a textbook* He believed that pro
ductive research in foreign languages was ’’wide open5* to H©gro
scholars in either literature or pedagogy, and that much research
should be done in those directions* In particular, he recommended
the edition of textbooks on Hegro themes, and he listed the authors whose literary stature would make their works appropriate for textbook material*
(2) The Student
Khrol lroents - The data showed a growth over a ten-year period from
200 students in 1923 to 3,503 students in 1933* This distribution 120
according to languages was* French - 2,053; German - 705* Spanish -
569; and Italian -16. The percentage of the total school enrollment
in foreign language classes varied from ten per cent to one hundred,
with one case for each extreme. Rivers' questionnaire contained no
questions on majors, but his study of the college catalogues indicated
that the number was small* Catalogue data examined by him showed
further that more women pursued majors in foreign languages than men.
Interests and Activities - The data showed that female students
were the best performers. As to scholarship, no student had ever
received a Franco—American scholarship or had spent his junior year
abroad. The data further revealed twenty-one French clubs, eight
German clubs, seven Spanish clubs, and one Italian club. It was re
ported from six institutions that students could hear lectures in
foreign languages monthly, bi-monthly, or occasionally. In nine of
the thirty institutions, foreign-born instructors were members of the
foreign language faculties. Only three institutions reported partici
pation of their foreign language teachers in organizations and activi
ties abroad.
(3) The Curricula
The eight institutions studied which operated under the quarter
system offered H O courses in French, sixty-five courses in Spanish,
fifty-seven courses in German, and nine courses in Italian. As a contrast, the twenty-two colleges operating under the semester system offered 193 courses in French, 104 oourses in German, and ninety-four
courses in Spanish. One institution reported that it offered seventy 121
courses with twelve teachers, and one offered forty-six oourses with one
teacher. French was. offered in all institutions, German in nineteen,
Spanish in sixteen and Italian in three. Of the institutions offering
four years of foreign language instruction, twenty offered four years
of French, eight offered four years of German, and six offered four
years of Spanish. Of those institutions offering three years of in
struction, five did so in French, four in German, and five in Spanish.
For those offering two years of instruction there wore five in French,
seven in German, and three in Spanish. Italian was offered for less
than two years in all three of the institutions including it in their
curricula.
Specialized course offerings were as follows* five colleges
offered phonetics; ten offered methods courses; five offered culture
and civilization courses; eight offered scientific French and/or
German, and two offered commercial Spanish.
(4 ) Equipment.
Rivers expressed the belief that most of the teachers would make
good use of equipment if they had it. Ke believed that few adminis
trators were willing to recommend the expenditures that would be
demanded for providing good equipment for foreign language instruction.
He quoted one incident in whioh an administrative officer of a ^egro
college said that one classroom textbook was all that was needed to teach a language course® The questionnaire data revealed the following equipment in the thirty schools surveyed* fourteen phonographs (with end without records), two dictaphones, eight sound charts, eight maps. 122
sixteen wall charts, six lantern slides, and four motion picture
projectors. Of this equipment listed, much of it -was the personal
property of the teachers and did not belong to the institution.
The data further revealed weaknesses in library facilities and a need 3 for more realia, Only two of the Institutions expressed the belief
that iheir equipment was adequate. The study showed that sixty-five
per cent of the colleges wore without contemporary reading materials in
the field. ETo institution indicated that it had the proper equipment
for teaching courses in phonetics or linguistics• Only 3even of the
institutions received regular budgetary allowances for the purchase
of equipment.
The Rivers study ended with an itemized summary of the findings.
It included a list of the institutions that participated in the
study* The discerning reader would agree that the author achieved
his modest claims for the study's purpose,
II. The Virginia S. Nyabongo Study
This study was first made during the years 1942-1944, with
thirty-six colleges participating, A follow-up study was made in
1946 based on a revised questionnaire sent to seventy-five institu
tions. Of the twenty-eight colleges responding to the questionnaire,
one did not offer a foreign language. Thirteen of the original
thirty-six colleges also participated in the 1946 study. The combined
data of th© two studios revoaled tho following*
--n n L . _ - - Any real object that will make more concrete or comprehensible the characteristics. Institutions, manners and customs of the people whose language is being studied may be classified as real!a. 123
(l) The Teaohers
The teachers of foreign languages in Negro colleges were (l)
"American-trained with, in some oases, the additional experience of one to five years of foreign study and travel, and (2 ) a sizeable number of foreign born teachers of German and a few others who were teaohers of French." Most colleges had at least one foreign language teacher who usually taught French and Spanish, and occasionally,
German as well®
The distribution of teachers was as follows* thirteen colleges had one French teacher each; four had two French teachers; four had three French teachers; one had four teachers with one away on leave; five had one German teacher each; two had two German teaohers; eleven had one Spanish teacher each; one had two Spanish teacher; one had three Spanish teachers; and one college had one teacher of Portuguese*
For the most part, the teachers taught only foreign languages, but ten of them also taught English* In seven institutions, the foreign language teachers taugh part-time in agriculture, arts, classics, comparative literature, economics, education, European history, ^atin, music (vocal), political science, or religious problems*
Eighteen per cent of the teachers reported published articles or books. Ny&bongo presented a comprehensive list of writings by foreign language teachers in Negro colleges that had been published in a variety of periodicals. One teacher of German, William Rodemann,
Knoxville College, published a cultural reader in German entitled
Across Barriers*
As to methods employed by these teachers, the study revealed that 124
"the overwhelming choice was eclectic, depending upon -the college and
the levels of the courses taught." The methods employed by the several
teaohers, as described by Nyabongo, were as follows5 one teacher used
a grammar method; twelve used an eclectic method; four used a grammar-
reading method; four used a reading method; four used a direct method,
and one used a modified—direct method. Xt is assumed that Nyabongo
made the above statements cn the basis of testimony of the teachers involved*
The study offered a very comprehensive list of the textbooks used
in foreign language classes in the institutions surveyed. No data were supplied that would indicate the number of institutions that used each textbook listed*
(2 ) Testing
l-yabongo'3 study contained very conclusive data on testing, par ticularly on the use of standardized tests. Most of the respondents reported that they did not us© standardized tests. Eight reported on tests prepared at the college and adapted to the students of that particular college. (The study did not reveal whether such tests were subjective or objective.) Only one college reported the us© of tests to predict success in foreign language study. .Among the standardized tests reported in use were the following® American Council French
Reading Test - Form B; The Cooperative Spanish Test - Advanced Form P;
Ooli'vAixla RoMoarcIi Bureau Teats,; and Ohio o-t&To Oliver si by 9 s "Practice
School" Testa to accompany Tharp’s Nous Autres Americains* 125
(3 ) Vocational and Cultural Values (Alma and Objectives).
The study revealed thatmost students in the colleges surveyed studied foreign languages because they were either institutional or curricular requirements. -Among the most persistent of the values srtriven for in foreign language study according to Uyabongo *s findings were the following*
!• To increase the English vocabulary 2* To improve comprehension of the mother tongue 3* To acquire ability to read with pleasure and to speak with ease 4* To remove provincial "isolationist” ideas 5* To take a broader approach to political, economic, colonial and world problems.
(4 ) Enrollments
The war had increased college enrollments, and many of the
"g.I.’s” in the colleges were enthusiastic over foreign language study.
Some of them had already studied a foreign language, either abroad or in an army school. An increased desire was shown to learn to speak a foreign language. In general, foreign language enrollments had kept pace with the over-all enrollment increases. The range of foreign language enrollments for the colleges surveyed was from 102 students to 1,735. The increases reported in the 1942-44 3tudy were from to 6 0 % of one year ago and from 1 0 % to 1 0 0 % of three years ago, and from no courses in foreign languages to 100^ of five years ago.”
Two colleges reported decreases of ten and twenty per cents respect ively, but reported that these decreases were due to curricular changes and not to unpopularity of foreign language study. 126
(5) Foreign Language Acti vities
> - ' Nyabongo reported thatthemost popular foreign language aotivi-
ties were awards, clubs, and publications* She provided a list that
mad© no distinction between activities for popularizing the programs
and equipment used as teaching aids* The list provided by her study
will be shown in Table XVI*
(6) Requirements (institutional, Ma.jor and Minor)
institutional foreign language requirements, as reported in the 4 Nyabongc. study, varied from none to twenty semester hours* % j 0r
requirements varied from twelve to forty-eight semester hours, plus
the freshman courses, ^inor requirements showed variations from
fourteen to twenty-eight semester hours*
(7) Specialized Courses
The specialized courses described in the Nyabongo study were
courses in civilization, methods, oral Frenoh and Spanish, and
phonetics. The study did not include information as to the number
of colleges that offered the specialized courses listed*
III* The Comparative Findings of the Studies
In comparing the findings of the three studies exact figures
are used when available. If no figures have been provided in any of
the studies, but if approximate figures can be logically deduced or
s\rnnised5 such aro so labelled end recorded. For the purpose of com-
4 Quarter hours requirements have been translated into semester hours on the basis of two semester hours for three quarter hours* 127 parison, the studies are considered from four main topics * (l) the time of the studies and the approximate periods surveyed! (2 ) the number of institutions surveyed and the research instruments used for gathering data; (3 ) the stated or implied purposes of the studies; and
(4 ) the data collected and assembled by the studies. The last topic is subdivided into five main categories for description, namely*
(A) the faculty, (B) the student, (C) the curriculum, (d) the equip ment, and (E) the aims and objectives of foreign language programs*
All three of the writers offered lists of specialized course offerings in foreign languages but none of the three provided infor mation concerning the institutions in which such courses were offered. Likewise, none of the throe discussed the probable quality of the instruction in those courses or their credit value to the students who were taking them. All three writers also offered a list of recommendations, However, sine© all of tho recommendations are included (differently worded in most instances), in Chapter VI of this study, they will not be repeated at this time.
The following Table XVI shows comparisons between all of the items in common to the three studies that permitted comparable pre sentation in tabular form*
IV. Summary of the Items In Common for the Three Studies
(l) Time of the studies and the approximate periods surveyed
As shown in Table XVI, Rivers® study was published in 1933, It contained data that covered the decade from 1923 to 1933. Nyabongo’s original study was made during 1942-44, and a revision of the study was TABLE XV x The Comparative Findings of the Rivers, Nyabongo and Miller Studies
Items m Common River8 I Nyabongo Miller
Dates of the Studies 1533“ ...... - ' Original 13*2'-4'4 1352153’ ' ' ...... Revision 1946 Approximate time 1523-1923 1545-1946 1947-1952 periods covered by the studies Number of insti 50 Original study-36 H,uestionnaire data tutions surveyed Revision------28 from 55 Catalogue data from 25 [Combination of both sources 43 Instrument used for 2-page, detailed A revised question 6-page detailed gathering the data questionnaire naire mentioned in questionnaire with 1946 study. (No 2-page definition description given sheet. of it) Percentage of 30 sent 75 sent 97 sent responses to 30 responses 100$ 28 responses 37.3$ 20 schools reported no questionnaires foreign language programs 55 returned completed questionnaires 73$ response from schools offering f oreign languages i*urposes of the 1. To secure 1. To appraise 1. To secure infor studies as stated information. achievement in mation concerning by the authors 2. To act as a modem foreign status of foreign springboard for languages in language teaching later and more Negro colleges. and learning in thorough 2. To discover the Negro colleges. studies. amount of usage 2. To make recorded of standardized and interpreted foreign lang data available. uage tests m Negro colleges. Data Pertaining to Faculty Number of teachers 6 9 63 193 Number of insti 30 24 6 8 tutions for which data were given Sex of the faculty Women 25 No breakdown 79 Men 44 No breakdown .111 , Faculty degrees or t 1 fill A X DPrtVl Men 44 Ho breakdown 111 , Faculty degrees or ’’The teachers of equivalents Foreign languages in Negro colleges are doctors 6 Americ an-trained, men 28 women 8 masters 31 with in some cases, men 71 women 57 bachelors 22 five years more of men 12 women 14 foreign 6 foreign study and No data and travel, and some foreign-born and trained Geraian and French teachers.” Distribution - 8 1 13 1 23 1 showing the number 15 2 4 0 14 2 of colleges, with 5 3 French 4 3 8 3 the number of 1 4 4 1 9 4 teachers m each 1 12 5 1 2 5 German 2 2 7 6 11 1 1 8 Spanish 1 2 1 18 1 3 Portuguese 1 1 Teaching loads and 64 teachers taught “fto “data Majority of teachers subject combinations from 12 to 64 taught less than 20 hours per week. hours per week. Teaching hours per 15 teachers taught week from 18 to 24 hours per week. Foreign language 27 teachers taught Most teachers taught Most teachers were courses taught only 1 language 1 or more foreign trained to teach and 42 teachers taught were expected to teach more than 1 more than 1 foreign language language Subjects outside of Physical education, Agriculture, art, Agriculture, art, com the field taught by art, athletics, comparative litera parative literature, foreigpa language chemistry and ture, economics, economics, education, teachers English education, European European and Latin- history, music, American history, political science, political science, and religion religion, and admini- trative positions____ Annual salary range $1000 - $3200 No data #2000 - $6500 (8,9,10 or 12 mob. ) (9 months) Sabbatical leaves Few, if any make No data Most of the larger provision for them. colleges provide leaves with all or partial pay for personnel with tenure or help them secure foundation scholarships, Professional Small No data Representative member Activities ship in College Lang uage Association (CLA) Membership in a regional organization. foreign language Sr Professional Small No data Representative member Activities ship in College Lang uage Association (CLA) Member skip in a regional organization. foreign language Small membership in associations national language assoc iations.______Attendance and Poor No data Poor participation in national foreign language conference; Research Small amount 18$ of teachers were Little published making research con research tributions to the field. Data Pertaining to the Student Enrollment and 30 colleges - 28 colleges - No data on total en distribution 3,503 students 3,491 students rollment TO HS.T rorrSTgn language^ enroll ment Birollment trends 1923-1933, 95% 1942-1946, 60$ 1947-1952, 50$ indicated during the increase in total increase in French, decrease in total periods studied foreign language 26$ increase in foreign language en enrollment Spanish, and 14$ rollment, with German decrease in German showing recent in crease Percentage of students enrolled in the several languages French 59$ 60$ 60$ German 20$ 14$ No data Spani sh 16$ 26$ No data Italian No data No data Activities used to Clubs,5l lectures, Publications, clubs Club s, lectures, r arouse student foreign corres movies, awards, movies, declamation interest m foreign pondence foreign language contests, publication^ language study tables foreign language tables ■___ Data Pertaining to Curriculum Number of Insti tutions In which the listed languages are taught French 30 In practically all 78 German 19 colleges surveyed” 50 Spanish 16 No data No data 59 Itali an______3 No data 5 Semester hour re- ■e* ~ - XV v u o. Semester hour re quirements for: majors No data Varied from 18-30 Varied from 18-45 minors No data Varied from 15-24 Varied from 12-24 certification No data No data In most colleges the to teach same as for minors Use of examinations Standardized, exami No data Very limited Very limited nations "Home-made" subjec No data Much Much tive, objective, and new-type examinations Methods of teaching An almost over Teachers used the of the teachers employed as stated whelming preference following methods: used an eclectic- by the authors for an eclectic grammar, grammar- direct method. method, depending reading, reading, \2f>% of the teachers on the college and direct, and used a modernized the level of modified-direct. grammar-transla ting c ourses. method. Data Pertaining to Equipment and Library Facilities Audio-Visual Aids jrereqita t s- -or- ■ itt-- ■ Generally inadequate Generally inadequate inadequate in most of adequate smaller colleges Most commonly Phonograph, charts, Phonographs, charts, Phonographs, charts available (use not posters, recorders posters, recorders posters, recorders' determined) quality of the Inadeq uate in most inadequate in most In most instances: foreign language instances instances Adequate for 2-year library language programs Inadequate for 3 and 4 year language programs Data Pertaining to 1. Increase the 1. Ability to read, Aims and Objectives English vocabulary. write, speak, and com 2 . Gain better prehend aurally the Aims and objectives No data comprehension of language. reported in most mother tongue. 2 . Ability to read common use by the 3. Read with the language with respondents pleasure and c ompr eh en si on. §psak with ease. 3 . Ability to read Miller’s Alms Uon’t. 4. Remove pro and write language. 6. Improve the knowledge and use of vincial "isolat 4 . Become familiar English. ionist" ideas., with culture of 7. integrate foreign languages with 5 . Broader people who speak the other curricular offerings. approach to language. political, economic,j 5 . Understand and colonial end world !appreciate "one world" problems. j Philosophy. 129
was made in 1946. Nyabongo's study provided information for the
years 1942 to 1946. Miller’s study was mad© in 1952-53 and include©
data for the five-year period between 1947 and 1952. The three studies
thus furnish information on the status of modern foreign languages in
Negro colleges over a thirty-year period.
(2) Number of institutions surveyed and the instruments used for gathering the dicta
Table XVI shows that Rivers surveyed thirty ^egro colleges. He used a two-page, detailed questionnaire for seduring the data for his study. The table further shows how well Rivers secured the coopera tion of the participating colleges, because from thirty questionnaires sent, he received thirty or one hundred per cent cooperation. Nya/bongo did not describe the questionnaire which she used for either the original study or the revision in 1946. However, in the 1946 study
3he mentioned a revised questionnaire which was sent to seventy-five
Negro colleges. The percentage of response to her questionnaire was
37.3. It may be suspected, since her study placed its greatest emphasis on evaluation, that the questionnaire that she used was longer and more detailed than the one used by Rivers, thus explaining possibly, the smaller percentage of responses. Miller used a six-page, detailed questionnaire, plus a two-page definition sheet to secure information from ninety-seven Negro higher institutions. In addition, Miller studied sixty-eight college catalogs and bulletins; thus securing information by virtue of responses to questionnaires, catalogue study, or by both in forty-three instances, from eighty HQgro colleges. Miller 130 also secured information by visitation to nine Negro colleges.
(3) The purposes of* the studies
As shown in Table XVI, both Rivers' and Miller’s studies had as their primary purpose the securing of information on the status of modern foreign languages in N0gr0 colleges. Nyabongo's study has as its primary purpose the appraisal of achievement in m o d e m foreign languages in Negro colleges. The second purpose of the Nyabongo study was really a part or continuation of the first, because she implied that she hoped to make the appraisal by determining the extent of usage of standardized foroign language examinations in Negro colleges. The second purpose of the Hiller study was to provide a reference source for those interested in the subject. That Rivers' second purpose,
"To act as a springboard for later and more thorough studies," bore fruit, is attested by the fact that the Nyabongo and Miller studies
"took-over" where his stopped and have at least attempted to keep alive the spirit of investigation.
(4 ) The data collected and assembled by the studies
A. The faculty
The data collected on the faculty by the three studies, and as shown in Table XVI, needs little interpretation. However, there are certain items among the data on faculty that seem to be very signifi cant. As compared with Rivers' findings of sixty-nine teachers for thirty colleges or 2.3 teachers per college, or Nyabongo's of sixty- three teaohers for twenty-four colleges or 2.6 teachers per college. 131
Miller*s findings showed 193 teaohers for sixfcy-eigftt colleges or 2.8
teaohers per college. These figures would seem to imply a lessening of
teacher-load in foreign language classes in Negro colleges, over and
above the data shown in that topic in Table XVI. Because, whereas both
the Rivers and Nyabongo studies showed increasing foreign language
enrollments, Miller*s study showed a fifty per cent decrease since 1947.
However, general enrollments in both secondary and higher education have
decreased during those same years. The Governors' Conference Report®
does not give percentage figures but it shows in chart form the steady
decrease in general enrollments since 1947. The prediction is made that enrollments v/ill begin increasing again in 1955.
Table XVI also shows the improvement in the formal training of foreign language teachers in Negro colleges over the twenty-year period between the publication of the Rivers study in 1933 and the completion of the Miller study in 1953. Rivers’ data show the possession of six doctor’s degrees and thirty-one master’s degrees among sixty-nine teachers listed, whereas Miller's data show thirty-six doctor's degrees and 128 master's degrees among 193 teachers. Nyabongo implied that the foreign language teachers in Negro colleges were well-trained but her study did not include exact figures for that item*
Although most of the comparative data shown in Table XVI would seem to indicate that conditions have improved for the foreign language faculties of Negro colleges, such is not the case with tho data shown
^Council of State Governments, Higher Education in the Forty-Bight States, Chicago (1952), 317 pp., p. 51. Also see Modern Language News, Appleton-Century-Crofts, New York, published annually, for the years 1947-1952* 132
on courses outside the field that 'were taught by foreign language
teachers• , It would seem tq be, shown- by these data that foreign
language teachers have had to serve too many currioular masters, and
hence, may not have been able to work without interruption at the
tasks for which their academic training and their professional
interests have prepared them.
Further study of Table XVI shows that in the matter of salaries
and sabbatical leaves, there has been a decided improvement during the
years covered by the three studies. Yihereas Rivers1 study shows the
average eight, nine, ten or twelve months* salary to have been $2100.00,
Miller's study shows the average nine months* salary to have been
$4250.00 for foreign language teaohers in the colleges surveyed. How*
ever, the difference in the costs of living between 1935 and 1953
should be considered in making generalizations on the salary figures.
Whereas Rivers reported that 11 few, if any” colleges made provision for sabbatical leaves, Miller reported that most of the larger col leges either provided sabbatical leaves or helped their foreign language teachers to secure foundation scholarships in order to encour age further study and research.
The data on professional activities seem to imply criticism of the teachers of modern foreign languages in Negro colleges. Rivers',
Nyabongo’s and Miller's findings all indicate that the professional activities of these teachers over the time period covered by the studies have not been impressive* 153
B. The student
The most significant data on the student shown in Table XVI are
on enrollments. Tfhereas Rivers' study showed an increase in total
foreign language enrollments of ninety-five per cent, and Nyabongo’s
study an increase of sixty per oent, Miller's 3tudy showed a decrease
of fifty per cent between 1947 and 1952. All three studies showed almost identical percentage figures for the students enrolled in
Frenchs Rivers, sixty; Nyabongo, fifty-nine; and Miller, sixty. How ever, Nyabongo’s study showed decreasing enrollments in German, where as Miller's study reported that German was increasing to the point to which It seems likely to surpass Spanish in popularity in the near future.
C • The curric ulum
The comparative data on curriculum provided by the three studies showed French to be offered in practically all of the colleges studied,
Spanish in approximately two-thirds of the colleges, and whereas
Rivers showed German to be taught in only one-half of the colleges that his study surveyed, Miller's study showed German to be offered in five-eighths of the eighty colleges from which he secured information.
The Nyabongo and Miller studies showed similar semester-hour require ments for majors and minors, and also similar data showing that stand ardized tests are not used to any great extent as evaluative instru ments in colleges and universities for -^egroes. The findings of all three of the studies showed no conclusive patterns for the methods and materials used in foreign language instruction In Negro colleges. 134
D. Equipment and library facilities
The'findings of all three studies showed that most of the foreign
language programs in Negro colleges were hindered by a lack of audio
visual teaching aids. All three studies were in general agreement
that the teaching aids most generally available were phonographs, charts,
posters and recorders. As shown in Table XVI, the findings of the
Rivers and Nyabongo studies indicated that the foreign language
libraries in Negro colleges were inadequate in most instances. As a
contrast, the filler study shovred that the foreign language libraries
in such institutions were adequate for two-year foreign language
programs but inadequate for three-year and four-year programs.
E. Aims and objectives
The Rivers study contained no data on the aims and objectives of foreign language study. Table XIV contains the lists of aims and objectives included in the Nyabongo and Miller studies, and described as those most in use in colleges and universities for Negroes. Both lists are typical of those included in the catalogues of colleges for both Negroes and Vftiites.
V. Summary of the items Which Were Not in Common of the Three Studies
A. The Rivers study
"With the exception of some very specific data on enrollments and the distribution of teachers, most of the items surveyed in the Rivers study were also surveyed in the Miller study, and in some parts in the Nyabongo study# 135
B. The Nyabongo study
Tha Hyabongo study contained no data on the formal ■braining of
teachers, teaching loads, salaries, sabbatical leaves, or teacher
participation in professional associations; all of which were included
in the Rivers and Millers studies* ^n the other hand, the findings of the Nyabongo study on the evaluation of achievement in foreign
languages in Negro colleges were far more conclusive than those of the
Miller study on that item. Rivers study contained no data on evalua tion.
C. The Miller study
Miller's study provided data on the following items not surveyed or recorded in the Rivers or Nyabongo studies* departmental arrange ments; the numbers and placement of majors and minors; the time factors that control proficiency in language skills; the periods when the several types of courses are offered; the percentage of failures of foreign language students; special learning problems for Negro students; and rank in relation to the salary and training of foreign language personnel. It should be added that the data secured by Miller on some of the items described above had questionable validity, espec ially the data on failures and special learning problems.
The combined findings of the three studies presented in this chapter have shown the probable status and role of mod e m foreign languages in Negro colleges between 1933 and 1952. The twenty-year period began with foreign language enrollments increasing rapidly in those institutions and ended with them having decreased approximately 156
fifty per cent over the five-year period from 1947 to 1952. Many of the other items discussed showed a static nature and this seems to
suggest that the problems of mo d e m fbreign language study in Negro colleges are those of long duration. The findings likewise seem to imply that, in general, there is a need for purpose, planning and practicality in the approach to modern foreign language study in higher institutions for N©gr0es,
Chapter V presents a summary of the information recorded in this study from all of the sources from which it was secured. The logical assumptions that grow out of the findings will take the form of generalizations and will be so recorded. CHAPTER V
SUMMARY AIR) GENERALI ZAT IONS
1. Plan of the Study
The problem of -this dissertation urns attacked in the following
sequence: (l) to review the history of higher education for Negroes
from its beginnings to the present; (2 ) to study the status and role
of foreign language instruction in Negro colleges throughout their
history, in order to discover what problems, if any, that could be
adjudged as peculiar to Negro institutions, and as such be isolated
and examined for possible solutions; (3 ) to devise a questionnaire
for collecting information for the investigation, and to secure the
information from as many as possible of the existing colleges and
universities for Negroes; (4 ) to compare the findings of two earlier
studies on foreign language teaching and learning in Negro oolleges
with those of this study; (5) to make some generalizations on the
data secured that would provide a plausible basis for (6) making
recommendations for the improvement of modern foreign language in
instruction in higher educational institutions for Negroes in the
United States.
2. Status and role of modern foreign languages in Negro colleges
The information found concerning the status and role of foreign
^■^ne of which placed its greatest emphasis on only one phase of foreign language experience: evaluation. It was hoped that such a comparative analysis of the findings might lead to valid generalize*- tions and recommendations for improving foreign language study in Negro colleges. - 137 - 138
languages in Negro colleges was very sketchy ap4 unreliable. Almost
nothing of an authoritative nature was written on the subject prior to
the Rivers study in 1333. However, what data there are reveal that
foreign language study was an integral part of the academic curricula
adopted ty the earliest colleges for Negroes. Moreover, except for
the colleges built and dedicated principally to the training of Negro
teaohers, technicians and agriculturalists, its inclusion in the Negro
college curricula has remained more or less constant. Foreign language
study has suffered, along with all the other studies of the curriculum,
the lack of well-trained staffs and effective teaching materials.
The role of foreign languages in higher institutions for Negroes#
as well as in those for 1/Vhites, has been largely undetermined.
Neither the foreign language teachers nor those of other subjects
have seemed to know either what was or what should be the contribution
of foreign language study to the higher education of Negro youth. It
has been a sort of a ’’hit and miss” business that has caused few
people noticeable concern. There have been occasional articles on
one or another phase of foreign language pedagogy, but in the main,
it seems that the mo dem foreign language teachers in Negro colleges
have devoted most of their interest to the literary side of foreign
language study.
It is questionable that there are problems of foreign language
learning that are peculiar to N©gro higher institutions. Since the
problems of racial and minority groups are basically socio-economic, higher institutions that serve underprivileged Whites, in all likelihood, 1S9
have the same or similar problems as ^egro higher institutions. Also#
it is debatable that there could be developed any method or methods
of* teaching foreign languages that would be uniquely effective in
Negro colleges. However# certain realities can be faced in the
teaching of mod e m foreign languages to Negro students, and if those
realities be mental or emotional limitations, even though they not be
peculiar to N©gro students, methods and materials can be used that
will help to secure better results in foreign language learning.
3. Enrollments
In the majority of Negro colleges in 1952, French, German and
Spanish were taught. Italian was offered in only the largest of the
institutions. Only two Negro colleges offered Portuguese, and none
offered Russian or any of the oriental languages. Latin was offered
in only the largest of the N©gro colleges or in the religious semin
aries. Greek was offered in even fewer institutions that Latin, and
Hebrew was offered in only one Negro college.
It was learned that institutional requirements for foreign
languages varied, with an approximate range from no requirement to
eighteen semester hours for all students. The norm for institutional
requirements, as shown in the data received from fifty-five colleges
was twelve semester hours for all students pursuing degrees, in
particular, liberal arts degrees. For students of science and mathe
matics, most respondents expressed a preference for German. French was the preferred language for all the other subject areas, ^nly a
few institutions indicated a preference for Spanish in any of the 140
subject-matter areas. Most: schools waived the foreign language require-
ments for students of home economics, industrial arts and elementary
education. Very few institutions seemed to attach importance to
foreign language study for students of fine aits or music. No res
pondent complained of the existence of a foroign language requirement,
but several complained of the non-existence of such a requirement* None
of the schools indicated that there were sectioned classes or differ
ent approaches to foreign language study for students who were taking
languages by choice or to fulfill the curricular requirement. There was nothing in the data that would indicate different goals for one-
year and two-year foreign language requirements*
At least half of all students who were pursuing foroign language study were taking French. Spanish was second to French in enroll ments, but German threatens to supplant it in popularity within a very few years. Approximate figures would indicate that twenty per cent of all students enrolled in higher institutions for ^egroes were studying one or more foreign languages. At present, the evidence would indicate that foreign language enrollments are decreasing. If the trend which has characterised the past six years persists, anxious days await the teachers of foreign languages in N©gro colleges. A few teachers commented that they were making plans now to prepare for teaching in other fields if and when their services are no longer needed for foreign language instruction.
The concern expressed over decreased enrollments was not general*
Only a few of the respondents seemed to feel that it was a problem that they either could or should make attempts to solve* The majority of teaohers with whom the investigator discussed the problem, seemed
to accept with stoic complaoenoy what they considered the "inevitable*
To the investigator’s question* "what are you doing in your school to
help to increase enrollments in foroign languages?" the answer most f frequently offered was* "There's nothing I can do* The students nowa
days avoid like the plague any subject that demands the time and
efforts required for foreign languages. And what makes it worse, my
colleagues, in other fields, give moral support to their preference
for "push-over subjects."
4. Requirements for majors and minors
The requirements for majors in a foreign language varied between
eighteen and forty-five semester hours. Some institutions required that the major have also a minor in a second foreign language. Other
institutions seemed to discourage majors in one language and to guide specialization toward strong minors in two foreign languages, ^jors in Romance Languages were not uncommon* Minors varied between twelve and twenty-eight semester hours. The average for most schools was eighteen semester hours.
State or institutional requirements for certification to teach a foreign language usually paralleled the requirement for minors. Some states required as few as ten semester hours of preparation, whereas others required as much as thirty. Some departments made oral facil ity in the language a part of the requirement for certification.
Other®- required the passing of a comprehensive examination in the language before practice teaching could be attempted* 142
Data received from the questionnaire revealed that only a few of '
the institutions keep accurate records of their majors and minors#
From the approximate figures received, it would seem that far more
majors and minors in foreign languages are being prepared than can
be employed in their field# The data that were received show that
most foreign language majors and minors who find employment in their
field, find it i>n public schools, colleges or the agencies of the
federal government#"*" The huge majority become foreign language teachers in public schools or find positions in fields other than those that require a knowledge of foreign languages#
5# Teaching procedures
T/Vith the exoeption of methods courses or certain special oourses in culture and civilization for teachers in the larger schools, little indication was found that foreign language majors and minors are being prepared for the positions that they could expect to find# The majority of the respondents offered little information on either the numbers or or the placement of their minors. Most respondents seemed to feel responsibility for only their majors, insofar as either guidance or placement was concerned. Only two institutions showed evidence of follow-up studies and records on their foreign language majors or minors or those certified to teach a foreign language#
The investigator found a discrepancy between instructional
1 The following statistics are shown on page 126t public schools - 188, colleges - 23; governmental agencies - 18; oommeroe - 2, and industry - 0# methods in use as reported by the teachers and those indicated by an
appraisal of items checked in the check list on page 2 of the question
naire,^ Whereas a large majority gave testimony to usage of direct
methods and few admitted the usage of a grammar-translation method in
their statements, an interpretation of the items checked in the check
list ‘would indicate that a lesser number than stated use direct
methods and that a greater number than stated use grammar-translation
methods. Most teachers, however, reported the usage of an eclectic
method, and in this respect, accord was reached between statements
made by respondents and those interpreted by the investigator from
their patterns of choice of items in the check list, A logical
assumption would seem to be that approximately seventy-five per cent
of the teachers use an eclectic-direct method with some grammar-
translation features, and twenty-five per cent use an eclectic-grammar- translation method with some direct features. Insofar as methods are concerned, the most significant questions to be raised would seem to be* lfHow well do the methods employed suit the abilities and needs of the students?” and "Do the methods used tend to guide toward teacher-imposed or studdnt-desired objectives?”
fn the main, most respondents indicated dissatisfaction with the direct-reading approach such as the one advocated in the Coleman
Report, and yet many of the institutions offered no more than two years of foreign language instruction. Thirty-six of the fifty-five
^See Table VI, page 71. JJ Coleman, op, cit., p, 129, 144
respondents agreed that reading was the skill most likely to be
achieved in two years of foreign language study* This would seem to...
indicate that the methods in use are not necessarily adapted to the
goals to be logically expected, but are rather indications of teacher preference for given techniques, or the adherence to old or well-learned teaching habits regardless of the results achieved*
Eight respondents reported the use of contracts, projects and
other devices for individualizing instruction. The apparent lack of interest on the part of the other respondents in individualized instruc tion, might have been due to a lack of time available for it or to another or other reasons. In interviews with teachers, the investigator was often told by them that they had no time for teaching ’'problem students ."
Thirteen respondents reported that they placed moderate stress on functional grammar, taught inductively. Seventeen reported that they placed much stress on formal grammar, taught deductively* Fourteen reported that they placed almost no stress on recognitional grammar, taught by natural observation and usage, although that would seem to be the grammatical approaoh best fitted to direct methods of teaching a foreign language*
6. Evaluation
Very little was learned in this study concerning the testing or evaluation of foreign language skills. Data on the use of standardized examinations for either diagnosis or prognosis were not given, but the question that solioited this Information was not posed in a way that X45
■would secure valid responses* The supposition that seems to be a safe
one concerning testing is that xauoh usage is made of ’’home-made"
subjective and objective tests but that little usage is made of
standardized tests*
7. Teaching materials and library facilities
Most of the institutions surveyed showed a lack of effective and 4 modem teaching materials and equipment* Some of the colleges had
foreign language laboratories, some of which were jointly used by
the foreign language, English and speech departments. The teaching
materials most available and in use were: maps, charts, phonographs,
and recordings, pictures, posters# blackboards, and reference books*
Most of the respondents replied that they madd good use of the
agencies that offer free pictorial or instructional materials in
foreign languages. Only the larger and better-supported colleges
showed ownership or availability of recorders, film strips, projectors
or periodicals. Few reported ownership or usage of the inexpensive and ✓ very usable felt-board. Many respondents wrote comments concerning
their desires and needs for teaching aids. i%ny described their
limited budgets and complained of administrative bias against what the
administrators called "fads and frills" of foreign language teaching*
It may be assumed on the basis of this study that moat teachers would make steady and effective usage of such teaching aids if they were made available to them* Tiilra department heads wrote of their desires to
4 See list of teaching materials and the number of respondents who reported their usage of them, page 80* 146
locate and employ trained laboratory technicians for their foreign
language laboratories. Still ,snoth.er department head had funds for
furnishing a laboratory but had no idea of what equipment to purchase.
Twenty-one of the institutions surveyed reported that their
foreign language libraries were adequate for their needs. The res
pondents for those schools seemed to be of the opinion that their
libraries were adequate, since their foreign language programs were
hardly ambitious or lengthy enough to cause the students to have many
reference-book needs. Some institutions reported exchange library
facilities, wherein the libraries of several institutions were avail
able to any student or faculty member. Most of the libraries con
tained more and newer books in French than in the other languages.
Three respondents reported that their libraries were being "built-up”
to the prospect of becoming excellent within a short time. Eight
respondents reported woefully inadequate libraries and described the
effect of such poor facilities on their foreign language program All
things considered, it may be assumed that the average foreign language
library in colleges and universities for ^egroes is adequate for the
needs of two-year foreign language students but is hardly adequate
for the needs of the foreign language faculty or for the advanced
students.
8# Aims and objectives.
The two aims and objectives 5 most pursued by the teachers of
“g See Table VIII, page 85 for the responses to the question on aims and objectives. 147
foreign languages in Negro colleges are* (l) -the ability to read*
write, speak and comprehend aurally the language, and (2<) a knowledge
of the culture of the people who speak the foreign language. Three
other objectives less comprehensive than the above, might well be
considered secondary to the two written above* (l) the single ability
to read the language, (2 ) the integration of a foreign language with
other curricular offerings, and (3 ) the improvement of English. Tho
least—pursued of the seven objectives listed in the check list aret
(l) the dual ability to read and write the language, and (2 ) the understanding of a "one-world" philosophy. The choice of objectives in their order of preference indicates the desire to achieve produc tive skills rather than receptive ones. Such an objective as the first one chosen is in keeping with the expressed preferonce for direct, oral-aural methods of teaching foreign languages.
9. Proficiency in language skills
Thirty-six respondents were in accord that proficiency in reading a foreign language could be expected within two years, and that proficiency in speaking, writing or aurally comprehending a foreign language could not be expected before the third year of study. Two respondents indicated their belief that skill in speaking could be „ 6 acquired m one year; ten expressed doubt that skill in writing could be acquired within a four-year program. There was little evidence to prove that many of the department heads planned their methods or ob-
®Such a response indicates either the respondent's lack of comprehefnslon of the question or his inexperience in teaching foreign languages. °bviously, skill in speaking can not be acquired in one year with usual class-time allotment and non-intensive approaches# jectives in respect to predictable proficiency in skills.
Forty-four teachers of foreign languages in Regro colleges
begin instruction in grammar and composition in the first year.
Literature survey courses normally begin with the first semester of
the second year, and twelve of the teachers also begin courses in
conversation at that period of preparation. Thirty-two of the
teachers showed a preference for offering literature courses during
the third and fourth years. An appreciable number of respondents
reported that the study of literature was not included in their
programs•
10. Activities used to popularize the programs
Various activities were used to popularize the foreign language
programs in the eighty institutions stddied. Almost all of the depart ments sponsored one or more foreign language clubs. Some institutions had both specialized language and international clubs. Some institu tions offered course credit for club participation, and others required membership for majors. The second choice medium for encouraging
students to study foreign languages was the use of chapel programs.
Some respondents described interesting skits, plays, and chapel "sings.
Others used formal lectures that extolled the values of knowing a language other than English. Guest speakers were often used in the chapel programs in some institutions to add authenticity to informa tion on foreign countries, their populations and customs. Plays proved to be the third most popular medium among the campus-wide activities. Radio, folk dancing, publications, language tables, and 149
other media were in use* but not to the extent of* clubs, chapel programs or plays*
11. Failures in modern foreign languages
The data received on the percentage of failures in foreign language classes were of little worth, because only a few of the institutions sent complete answers to the question* The percentage of failures as reported, however, varied between one and sixty per cent for first semester classes, i'lany respondents seemed to feel that the percentage of failures in foreign language classes was low because:
(l) only the best students studied languages, and (2 ) since the classes were small, individual!zed-instruction assured success to a high percentage of students who studied languages. From the data received, the ave age of failures for first-semester classes was twenty-five per cent; for second-semester classes, fifteen per cent, and for classes beyond the second semester, practically none*
12* Psychological factors
This study can offer little valid information on the existence or non-existence of special learning problems in foreign languages for Negro students* The responses to the questionnaire made no conclusive pattern, and many respondents seemed to resent questions on the subject. From the answers received, however, it would seem that
Negro students enter foreign language classes in college with poor pre-college preparation, and are lacking in abilities to communicate well in English* They seem to have, generally, very limited English vocabularies, and hence, oognates help them little in the comprehension 150
of polysyllabic foreign wprds» The replibs would-farther indiaate a lack of -braining in phonics for spoiling, and hence the students are prone to metathesize English as woll as foreign words. As to atti tudes, twenty-three respondents seemed to agree that many Negro students of foreign languages are somewhat mentally indolent, intel lectually immature, lacking in mental curiosity, lacking in will power, incapable of abstract thinking, lacking in self-motivation, too frivolous, and lacking in competitive spirit. There were twenty-two respondents who felt that the dtudents suffered excessively from such attitudes*
Pew respondents offered objective reasons for their opinions on these problems. Forty-three of them admitted that they arrived at such conclusions from observations, comparisons, or experiences in teaching many students, YJhite and Negro. None admitted that prejudice influenced their appraisals, and very few recorded the use of tests to determine the abilities and attitudes of Negro foreign language students*
IS. Formal training of teachers
The data revealed that the teachers of foreign languages in Negro higher institutions are, for the most part, American-trained, with approximately forty per cent of them having had additional training in foreign universities, usually European, I*atin-American or Canadian*
The majority of the teachers have master i s degrees,' *7 and in the
" 7 See Table XlV, page 101, for the formal training of the foreign language personnel of sixty-eight higher institutions for Negroes* 161
larger institutions, most department heads and the personnel of
professori-al rank- hare doctoral degrees. There are relatively fevr
teachers with no training past a "bachelor's degree. The percentage
of male and female personnel is approximately sixty and forty,
respectively. In the main* the department heads and professors are
older and more experienced than the instructors* In many of the
smalle r institutions there are teachers with no more than one or two
years of teaching experiences. Most of the teachers possess degrees
with specialization in subject matter rather than specialization in
education*
According to the data received, the master's degree is the
minimum preparation for the ranks of instructor, assistant and
associate professor in most Kegro colleges. In practically all of the
institutions studied, foreign study and travel and productive research
in the field are encouraged but do not bring rewards in rank and
salary. Some Negro colleges do not recognize rank in their faculties.
No information was secured concerning tenure and sabbatical leaves.
Very few Negro colleges provide leaves with pay for the teachers who
are studying abroad. Few institutions indicated that they provided
for a reduction in teaching loads for research but most departmental
heads enjoy reduced teaching loads to compensate for their adminis
trative duties. An appreciable number of foreign language teachers
teach subjects outside of the field and some of the teachers also hold positions on the administrative staffs* 152
14. Salaries
It is impossible, from the data received, to make general state
ments that would be valid concerning the salaries of the teachers of
foreign languages in Negro colleges. It may be suspected that more
returns were secured from the institutions with high salaries than
grom those with a low salary scale. As the data revealed, salaries
for nine months vary from $6500.00 to $2000.00. Most of the state-
supported institutions provide reasonably adequate salaries, whereas many of the privately-supported institutions provide very low salaries.
However, some of the private colleges were among those that reported the highest salary scales. No data were secured that indicated that there is a high correlation between teacher salary and teacher competence. It may be supposed that there is a correlation between salaries received and teacher satisfaction with his or her position; it may be logically supposed that the institutions with the highest salaries can attrs.ct the more experienced and better-trained teaching pe r so nne 1 •
Solicited but undirected comments from many respondents suggested that there was much aimless and confused experimentation in the foreign language programs of N^gro colleges. New methods, now courses# and new materials were being tried or considered. Few teachers seemed willing to blame themselves for the condition of foreign language study in their institutions. Kather, they were inclined to blame the administration, the English teachers, their hostile and uncooperative colleagues in other fields, the student philosophy of "take what is easy," or their lack of modern and effective teaching materials, -^tany 153
respondents expressed their desire for an association that would con
cern itself with the problems of teaching and learning foreign
languages in colleges and universities for ^egroes.
As an outgrowth of the findings of this study, the following
chapter presents twenty-four recommendations for the improvement
of modern fbreign language study in Negro colleges. Twelve of the
reoomuendations are offered because of conditions revealed by the
findings of this investigation. The other twelve are made in the interest of the general improvement of foreign language programs in
higher institutions for ^egroes. The latter twelve recommendations may be considered pertinent in view of conditions discovered by: (l) a study of the literature of the field, and (2) conversations with the departmental chairmen, and modem foreign language teachers and students in the nine colleges visited by the investigator. CHAPTER VI
vR3BC03a^«I>Air0W8'' ■' ' * “
The findings of -this investigation have disclosed certain weak
nesses in the modern foreign language programs of colleges and univer
sities for Negroes* Published research in the field and interviews
with teachers and administrators of foreign language programs in such
institutions have disclosed other weaknesses that have relationship
with this study, although they may not be considered a part ofiit.
The investigator, operating on the premise that it is properly his role
to offer suggestions for the solutions of the problems that he has
discovered, makes twenty-four recommendations for the improvement of
modern foreign language study in higher institutions for N0groes.
Of the twenty-four recommendations presented, twelve are made for
the improvement of conditions revealed by the data gathered in this
study. The other twelve recommendations are made gratuitously in the
interest of the general improvement of modern foreign language
programs in the institutions surveyed.
An attempt has been made to place the recommendations in a
sequential order of importance or immediacy* It is obvious that those
who read the recommendations, or attempt to make use of them, will make their own judgments as to the relative order of primacy. They
must decide, likewise, whether any of the suggestions would be
practical for their particular institutional situations* 155
A. Recommendations Growing Out of This Study
1. The smaller institutions should consider the advantages of a department of Languages and Literature of of English and Foreign languages*
The data reported in Table XXII, page 117, show that only sixteen
of the eighty colleges studied have departments of Languages and
Literature and only one oollege has a department of English and Foreign
Languages. Table XVI shows that in twenty-three colleges there is
only one foreign language teacher and in fourteen colleges there are
only two. Comments from respondents indicated that their departments
suffered because importance seemed to be attached to departmental size
in their institutions.
Departments of the above-described variety should lend themselves
to economical and practical use of funds and personnel. Hence, in spite of the possible danger of an English-dominated department, it would seem that in the smaller schools, a Department o f Foreign Languages or of English and Foreign Languages, would be the most logical arrange ment*
2. Proficiency in reading should become the main objective of one-year and two-year foreign language programs in Negro colleges.
Table VI, page 89, reveals that sixty-five per cent of the teachers in Negro colleges were partial to direct-oral teaching procedures, which are conducive to preparing students for the four-fold objective of speaking, reading, writing and aural comprehension. Only ten per cent of the teachers professed usage of the direct-reading technique, which is best suited for preparing students for the single skill of reading. 156
As 1 a shown in Table IX, page 106, thirty-six of the fifty-five
respondents to the questionnaire reported that the skill most likely
to be achieved in two years was that of reading. The same table showed
that only fourteen respondents believed that aural comprehension could
be achieved in two years, and only five believed that writing or
speaking could be achieved within a two-year study period. Both the
Committee of Twelve and the Modern language Study pronounced in favor
of a reading objective for two-year foreign language programs.
Hence, in the interest of achievable goals, reading should become the primary objective, for modern language study in most of the Negro colleges • Such a primary aim does not deny the value of oral practice and the motivating quality of oral-aural activities, which will provide a strong foundation for the productive skills to be
sought by the students who continue the study beyond two years.
3. More emphasis in the training of mo d e m foreign language majors and minors should be placed on the preparation of public school teachers of foreign languages.
Ninety per cent of the students who specialized in a foreign language, and who secured positions using their speoialty between 1947 and 1952, became public school teachers of foreign languages.^ Table V, page 85, shows the small percentage of the sixty-eight colleges (those whose catalogs were studied) that offer courses leading to the prepara tion of teachers. Only twenty schools offer phonetics, twenty offer
^See data on placement of graduated majors and minors, pp. 126-127. 1 6 ^ c l
methods and materials, eight offer civilization and culture, and only
one'offers a two-hour workshop for teachers. As a contrast, all of the
catalogs contained rich offerings in literature#
Hence, the students who are likely to bedome teachers should be
taught in a way, and be provided with the course content, that will
assure their competence as public school teachers of foreign languages#
The methods courses, as well as the supervision of student teachers,
should be placed in the hands of experts who themselves have been
prepared to train teachers of modern foreign languages#
4. The modern language program should receive adminis trative support that is equivalent to that received by the other subject matter departments of the in stitution.
Seven of the nine department heads interviewed during visitations
by the investigator, and nineteen of the twenty-six respondents who took advantage of the blank sheet included with the questionnaire for
supplementary comments, reported that they were receiving little ad ministrative support for their programs. They wrote or said that most of the other subject-matter departments were getting better administrative support, both financially and spiritually, than they were#
They complained in some instanoes of being overlooked or ignored in budgetary or curriculum meetings in the schools concerned# ‘Wherever this condition is present, the administration should take corrective action# However, it should be noted here that staff members in other departments probably feel that the treatment of their areas by their administrators is not relatively ihir# 15^
5* Greater care than that shown at present should he given to the selection of m o d e m foreign language teaohers and department heads in some N©gro colleges*
The presidents* deans* department heads* or whoever are responsi
ble fbr the employment of foreign language teaohers in oolleges* should
become more concerned with securing good teachers than with securing personnel with advanced degrees. The study of catalogues and bulletins* as well as visitations to the colleges* revealed foreign language teaohers or department heads who possessed doctoral degrees in philos
ophy* jurisprudence, English, social science, or other areas even less allied to foreign languages. The investigator discovered teachers who had skill in the use of a given language because the language was that of their native land* previous residence, and training. In some instances, he discovered that their knowledge of the language did not necessarily make them good teachers of the language. Some of the teachers described above were also handicapped by their lack of ability to explain linguistic principles in English*
Foreign language teachers and department heads should be chosen on the basis of their training for teaching foreign language. That degrees are indications of training there is no doubt; however, if other credentials along with advanced degrees were given consideration, the institution would be more assured of efficiency in its foreign language personnel*
2 See Table XIV* p. 121* for the aoademio training of teachers* However* information gained from visitation was much more revealing* In one department of five* three of the teaohers* all of them possessing doctoral degrees* were trained in English literature* sociology and philosophy* respectively* 6. Teaching procedures in many colleges and universities for Negroes need to be modernised and vitalised*
In response to the question on methods in the questionnaire*
seventy-five per cent of the respondents reported usage of direct methods
for teaching the m o d e m foreign languages. However, the items checked
by the same respondents in the methods check-list of the questionnaire
indicated that the methods being used in seventy-five per cent of the
colleges were those which oould be considered ineffective* The grammar-
translation method, and some of the ’’natural’* methods which were shown to be impraotical years ago, were apparently being used at the time when the reports were made. TNhere such conditions exist, teaching pro
cedures should be modernized and changed so as to profit from recent psychological improvements in language instruction. The teachers who
still use impractical and out-dated teaching procedures should study the current literature on foreign language pedagogy. Such teachers might take methods courses at a university or at a special language school, in order to inspire their students with the effects of their revitalized competency as teachers*
7. Negro teachers of foreign languages should devote more of their time and energies to productive scholarship and in~service professional growth.
Table XVI that describes the comparative findings of the Rivers and Nyabongo studies and this one, reveals that within the past twenty years (from 1933 to 1952) the amount of productive research done by Negro
®Se® Table VI, page 89, for comparison between methods stated to be in use by the correspondents and those determined from thier ohoioe of items in the check list. Also see summaries of studies by Cook and Jones, Chapter II, this study* 158
4 teaohers of foreign languages has been unimpressive* The same table
shows that within this twenty-year period, the teaohers have par
ticipated little in professional organizations.® Thewo teaohers should begin to show more evidences of their scholarship and professional
growth, and hence, make contributions to the field. In considering areas for research investigations, the field is "wide-open,” but there is a more pressing need for studies of the teaching and learning of foreign languages in Negro colleges than there is for the here-to- fore more popular studies on literary or linguistic topics. An in creased membership in nationAl foreign language associations, and more subscriptions to foreign language periodicals will help to promote the growth of "professionalism" in the teachers in question.
8. Audio-visual aids should be more widely used than they are being used presently for improving foreign language instruction in colleges and universities for ^egroea.
On page 98 of this study there is a list of twenty audio-visual aids and the extent to which they are possessed or available to fifty- five Negro colleges* Although this study has provided no data con cerning the extent of use of these items, it has shown the colleges in which they are not owned or available, hence, not used. The above- mentioned list shows that barely more than fifty per cent of the colleges own or possess the five most common items * phonographs, recorders, charts, periodicals and maps. In Chapter III of this
4 See Items 18 and 19 in Table XVI* 5 Ibid. 159
study, in the category labelled Miscellaneous, the most persistent
complaint of the respondents in the testimonials Included therein is
the laok of audio-visual aids.
The use of audio-visual aids xvill help to make instruction more
concrete. it will help to provide pleasurable learning, and the use
of recorders and phonographs will make the instruction individualized
and will help change "routine drill" into purposeful practice. On
the staff of each institution, it would be wise to have at least one
teacher who is well—trained in the use and maintenance of audio-visual
aids*
9# The foreign language program should receive more publicity than that reported by the respondents in most cases.
Table VII, page 101, shows that thirty-two of the fifty-five
schools reporting U3e foreign language clubs to help publicize their program. Thirty colleges report the use of chapel programs for that purpose and twenty-three colleges use plays, presented in both English and the foreign, language. Only eight colleges use folk-dancing, seven use radio, and six use publications. Hence it may be seen that thirty- three of the fifty-five schools reporting did not report the use of any of those media*
The slogan ,fIt pays to advertise" is no less applicable to the foreign language program than it is to any other phase of human endeavor. It is universally known that the most publicized programs are usually the ones that receive the greatest amount of patronage.
The findings of this study reveal that in many Negro colleges, only one or two of the many media possible for publicizing foreign language 160
i programs are being used. Modern foreign language teachers in colleges and universities fbr Negroes should publicize the advantages of foreign language study to their studdnts, their faculty colleagues* their administrative officers, and the parents of the students who support the institution. Every possible medium for making their programs popular should be employed. Chapel programs, clubs, plays* foreign language tables and centers, folk singing and dancing, debates* declamation contests, and excursions are only some of the means for making such programs popular. In the classes themselves, texts that teach of the heroic and literary contributions of Negroes to the civilization and culture of their countries will serve as excellent motivation for further foreign language study. Mall correspondence- with Negro students in Cuba, Martinique, Haiti, Columbia, or any other country where French or Spanish is spoken will not only awaken racial pride, it will also help to build brotherhood between all Americans.
Posters and travel folders which may be secured without oost from many agencies will awaken the urge to learn to speak and to comprehend a foreign language in order to receive full benefits from travel in the exotic lands portrayed.
10. The foreign language departments should either keep or have ready access to up-to-date records on their majors and minors.
For the years 1947 to 1952, the fifty-five colleges surveyed reported the graduation of 555 majors and 544 minors. 6 Respondents from these same schools reported that in all likelihood there were
6See p. 83. 161
more minors than those reported because they did not keep accurate
records for them. Of these graduated majors and minors, forty-eight7
were pursuing graduate study in foreign languages and 240 were either working or had worked in positions demanding use of their foreign
language knowle dge. Hence, 611 of the graduated majors and minors were not accounted for by the respondents*
The investigator, taking into consideration the fact that many
of the majors and minors may never have intended to use their foreign language skills ibr profit, believes that the placement and follow-up of graduates is as much the responsibility of the department or the college as is the training of the graduates. Hence, the recommendation is made in the interest of continued responsibility of the college for the placement follow-up of its graduates*
11* Attempts should be made to decrease the percentage of failures in first-semester and second-semester foreign language classes in many of the colleges surveyed*
The responses to the question on failures, for the few schools reporting on this item, showed that from five to sixty per cent of the students enrolled failed the first or the second semester of their foreign language courses. Obviously, the number of cases at either extreme was low. The average percentage of failures for the schools
> reporting was thirty-two*
Conversations with students and foreign language teachers in the institutions visited by the investigator revealed that many students
7 See p* 84* 162
shun foreign language study because of its reputation for failures.
The teachers of m o d e m foreign languages in Negro colleges should
analyze the causes for the high percentage of failures in first-
semester and second-semester classes if such a condition is present in
their institutions. Such teachers might do well to aocept the reali
zation that the greater bulk of their students will not beomc
specialists in foreign languages. If this is true, an approach
toward preparing many "jmaterus" and a select few "professionals" may 8 help to decrease the percentage of failures. Cheydleur offers a very
usable list of causes for failures in foreign language classes and means for the prevention of them*
Few educators would agree upon a percentage figure that is good
or bad,because percentage figures per se have many possibilities for interpretation. However, most educators would agree that whenever the percentage of failures is high enough to frighten students away from courses, it is time to admit that a problem exists.
A large midwestern university has a foreign language department that is considered efficient by most critics. Its program draws to it well over 1000 students each year. Over a period of years, it has maintained an average of fifteen per cent of failures for its first- and second-term courses. A spokesman of the department believes that this figure is good in that it maintains high standards of performance and yet does not eliminate the average student vfoo is industrious and
®Frederic D. Cheydleur, "Mortality of Foreign language Students* Its Causes and Prevention," M o d e m language Journal XVII (1952-33) pp. 104-136, 163
anxious to learn* Noting that this large university has an institu
tional average of eighteen per cent of failures, it may be stated that,
as a coincidence, one of the larger Negro colleges surveyed had a failure
percentage of fourteen.
For a purely arbitrary figure, the investigator suggests that the
colleges being discussed try to keep their percentage of failures in
first and second-term classes in foreign languages at not more than
twenty* This suggests, taking into consideration those programs for
which such a figure would not be practical, that the reported percentage
be lowered from twenty-five to fifteen,
12. In the institutions where finances, enrollments and staffs make it feasible, foreign language classes should be sectioned. 1/Vherever it is practical, attempts should be made to individualize instruction.
■^t should be recognised that no more than twenty of the colleges
surveyed have the funds, enrollments and staffs that would make practi—
oal the sectioning of foreign language classes. Y/hero sectioning is
possible and practical, selection for the sections should be determined
by standardized prognostic examinations or by short trial periods of
study with achievement measured objectively. None of the respondents
answered the question on individualized instruction techniques or the
sectioning of classes. ^t seems logical to assume that if such proce
dures were used, they would have been checked in the list.
Individualized instruction may take place regardless of the size
of the class, ^ence, the investigator believes that this recommendation maybe accepted by any of the colleges surveyed. 164
B. Recommendations That Are Pertinent to This Study, but Rot Derived Directly from the Data Gathered by This Study
The writer attempted to relate the preceding twelve recommendations
directly to the data which suggested that changes needed to bo made in
the interest of better programs. The following twelve recommendations
are not directly suggested by the questionnaire or catalog data but do
derive from them indirectly as well as from the visitations, the studies
summarized in Chapter II, and the findings of Rivers and Hyabongo in
Chapter IV* Since the recommendations come from a variety of sources,
it will not be possible to refer specifically to the data that led to them in most instances.
13. Every teacher of modern foreign languages should be able to answer the questions of "who?, what? when? and why?” of foreign language study.
The teachers of foreign languages in Hegro colleges should realize that the position of modern foreign language study is very precarious in many college curricula, and that only an alert and expert defense can save it from the curricular oblivion that has befallen Latin and.
Greek. The teachers of the classical languages awakened too late to the attacks on their field. They made half-hearted attempts to defend their lost cause, but they only repeated the same old arguments of
"discipline for the mind," "groundwork for other studies," "aid to the mastery of the mother tongue," "the natural training for an educated person," and others which psychologists had long ago proved to be either fallacious or difficult to demonstrate and prove. And now we find the teachers of modern foreign languages using either no argu ments, or those same old ones, or others equally hard to defend and prove* 165
The lists of reasons for and against the studyof foreign lang-
uates are numerous, and as accessible to those interested as the
nearest library. Teachers of foreign languages in Negro colleges
should familiarize themselves with the research articles that contain
these lists, and from them extract a list of their own that they can
defend against all critics. They should give support to what they
know to be truths and then make certain that their teaching be
effective enough to assure the student’s acquisition of the values
rightfully claimed for foreign language study.
Every modern foreign language teacher in Negro colleges should
be able to give logical answers to the following*
1, Who should study a modern foreign language?
2, What should be the goals of such study, and what courses and teaching techniques should be used to attain such goals?
S. When should modem foreign language study begin? In the grades* In the high school? In what college year?
4. Whytshould modern foreign language study be included in the college curriculum?
14. Foreign language study should be made available to all students and not be reserved for only those who possess high intelligence quotients.
The Dedmond study in Chapter II suggests that only select students should be permitted to enroll in foreign languages. The teachers of foreign languages in Negro colleges should stop clamoring for only the best of the students for foreign languages. *t has been proved by many studies that the students with the highest I.Q.’s, and those who di best in English, are those who are most likely to perform 166
Troll in foreign language classes* Obviously, the-same Students would
likewise perfbrm well in classes of mathematics* science* education,
social science, or any other subject. Nence* it is unreasonable to
limit foreign language study to only the "best,11 because every other subject has equal right to do the same. All students can learn something of a foreign language and culture, and if the study of foreign languages is vital to the curriculum* then whatever knowledge of such study that his mentality will permit is the rightful due of every college student. It is entirely conceivable that the argument that only the "best students" should take a foreign language* with its implication that some students need such study and others do not, is one of the most powerful weapons in the hands of the critics of foreign language study*
15. The foreign language program should be integrated with the entire curricular program of the insti tution.
One of the most persistent criticisms of foreign language study, as revealed by the perusal of the literature of the field and of education in general, is that most foreign language department make few attempts to integrate their programs with the other curricular offerings. The trend toward general education and "core" programs makes it vital that foreign languages stop being isolated subjects.
Gottin, in Chapter II, points out the possibilities of foreign lang- uates as an integrator.
The foreign language teachers in Negro colleges should study the possibilities of the m o d e m foreign languages for integration with the 167
other subject matter areas of* the currieulum, Tlhereyer integration
can be anticipated, it should be attempted. The foreign language
teachers should encourage inter-departmental discussions and plan
ning, so that the foreign language program would be that of the
institution, not of the foreign language department. In such inter
departmental discussions, the foreign language teachers should
accept, for what they are worth, every criticism and suggestion, and
make revisions in their programs in accordance,
16. Aims and objectives should be realistic, and in keeping with the purposes of the institution and the limitations of the modern foreign language department and its program.
Table VIII, page 104, shows that thirty-seven of the fifty—five
respondents to the questionnaire chose as their first—choice objective
the one which reads * "the ability to read, write, speak and comprehend
aurally the language.” This choice was made because of Its obvious
and recognized desirability as a goal, but as it has beon previously
stated, this four-fold objective, of all those listed, has the least
possibility of being achieved in the modern foreign language program
of the average Negro college.
The departments of foreign languages in colleges and universities for ^egroes should establish a set of guiding principles upon which they will operate. They should recognize their weaknesses and set about nputting their houses in order" as rapidly as possible. They should establish a set of aims and objectives In keeping with the purposes of the institution, the needs of the students, and the length of time allotted by the institution fbr foreign language Instruction, 168
Tha programs they plan and the methods and materials they use should
be those that ■will assure the achievement of their aims and objectives. 4 /I7• Modern foreign language programs should undergo constant evaluation.
The Virginia S. Nyabongo study in Chapter -^V points out the values
of evaluation, both for the program and for those who are affected by
it. Hyabongo advocated in her study that the foreign language depart
ments should constantly evaluate their programs. For this purpose
they should make greater usage than has been done heretofore of the
following agencies2 administrative opinion, faculty opinion, student
opinion, student placement and follow-up data, and standardized foreign
language examinations.
18. There should be close rapport between the depart— mentw of foreign languages and English.
This recommendation is made as a result of comments heard by
the investigator during visitations or written in answer to the question
that follows* "if you do not believe your program to be completely
satisfactory, what do you think you need for improving it?" ^%ny of
the teachers wrote or stated that if grammar and composition were well taught in the English classes, it would be much less difficult to teach students foreign language skills. It is the investigator’s opinion that this accusation against the teachers of English is unwarranted.
The foreign language teachers in many of the colleges surveyed should cease blaming the teachers of English for foreign language ills.
Poor ability to communicate in English constitutes only one of the many handicaps suffered by prospective students of foreign languages.
The English and foreign language departments should work together. They 169
are natural.allies rather than natural snemles. These departments
should so plan as to present a combined attack on a common problem.
Indeed in most of the smaller institutions, a department of languages
and literatures would be the most praetieal departmental arrangement.
19. Teachers of the different languages should co operate fully with each other for the benefit of the s tudents•
The teachers of the several languages should cease their des tructive competition against each other. The provision of a useful linguistio tool for the student should be their concerns rather than the sizes of their several classes. Comments made by both foreign language students and teachers during interviews with them made it apparent that in some departments the teachers of the several lang— uates extoll the virtues of their own language specialty and deride the advantages that might be secured from the study of a language other than the one they teach. The institution should make available to the students a list of the advantages gained by a knowledge of each language taught there. Likewise, job opportunities for the intended specialists in a given language should be provided. The student should be encouraged to analyze the benefits of all languages offered, and then choose that one th&t will make the greatest contri bution to his career. Advice and guidance may be needed in many instances, but they should be given without bias toward the language speciality of the advisor.
20. Exchange scholarships should be effected in order to secure ^latin-American students of ^egro ancestry.
The writer collected no data that show that ^atin-American students of African anoestry are not already attending Negro colleges
in representative numbers. However, his familiarity with the
majority of the larger -^egro colleges makes him know that his assump
tion is a correct one that there are only a few ^atin-American
students in 3uoh colleges. H© makes this recommendation on the basis
of that assumption.
As a moons of motivating students to study one of the romance
languages, and as a means of working toward a more enlightened
American brotherhood, the foreign language departments of Negro
colleges should plan for an ambitious and comprehensive exchange—
scholar project that will bring to their institutions more ^atin-
Amerieans of % g r o ancestry. Only a few of the larger institutions
studied have even token numbers of such students on their campuses.
Such a scholarship plan need not be expensive for either the American
or katin-American institutions. Such students could repay some of
the costs by teaching thoir native languages when they had reached
the junior and senior levels. For the Hegro students from the
United States, opportunities to study and live in a foreign country
would provide excellent incentives to serious foreign study in order
to be chosen for such a scholarship. It may be supposed that only
the most capable and serious students of either side would be chosen
for the scholarships.
21. An association dedicated to the improvement of foreign language teaching and learning in Negro colleges should be organized and maintained.
The investigator makes the above recommendation in spite of the existence of The College language Association, which is composed principally of N©gro teachersof foreign languages and English. He 171 has -the utmost respect for the above named Association, of which he is a member. However, although the College language Association attempts some of the functions described for the association he recom mends, its aims are divided between English and foreign languages, 9 with neither area receiving the attention it deserves. In addition, its emphasis seems to be literary rather than pedagogical; it excludes from membership public school teachers, and its tvvo-and-a-half day conferences are too brief for getting things done. Although the
C .L»A« publishes a bulletin and sponsors scholarly activities, it has no teacher placement bureau.
The teachers of foreign languages in colleges and universities for wegroes should sponsor the organization of an association that will seek membership from foreign language teachers on all levels of instruction* elementary, secondary and higher. The association should sponsor and publish its own Journal, that would publish any and all research articles of worth, whether written by its own members or otherwise. It should have its own teacher placement bureau that would operate on a non-profit basis as a service to its members and to the schools and colleges in need of teachers. It should hold annual meetings or conferences, wherein professional affairs would take preference over those which were social. It should be supported by dues paid by its members, and such dues should be the lowest amount possible for sustaining and maintaining the association said its works. *t should be administered by non-salaried officers elected by the majority vote of the members either annually
®In making this proposal for an association which would separate English and foreign languages, for a purpose and for a short time only, the investigator by no means retreats from his position that a 172
or biennially* It should not compete with, but rather, it should
complement the services of the national foreign language associations
■which operate on a non-segregated basis. The association itself, while giving its major attention to the problems of teaching and
learning foreign languages among Negroes, should welcome either membership, suggestions or research contributions without bias toward any racial or ethnic group*
As an outgrowth of the association recommended by the investi gator, there should derive also a bureau, operated by trained person nel paid by the association, that would offer the service of an exchange of ideas and teaching materials. likewise, there should come from the bureau constant publicity that would be intended to increase foreign language enrollments and to improve modern language instruction in Negro institutions of learning. Its services might well be worth their cost to the members*
22* Intensive courses should be studied and considered for possible use.
The teachers of foreign languages in Negro colleges should study and experiment with intensive foreign language courses.
Reports from many of the institutions indicate that an intensive language program in a summer session might help to solve some of the foreign language requirement difficulties. Data secured from the study of catalogs show that intensive courses in foreign languages have received little attention in Negro colleges*
(continued from preceding page) department of languages and litera tures or foreign languages and English would be the most praotical arrangement for the smaller oolleges studied. It is only to achieve specific goals that he would advocate a separation of the foreign and native communicative media* 173
23* Courses in English as a Foreign language should be considered*
Courses in English as a Foreign language are unknown in most
colleges and universities fbr Negroes. The foreign language depart
ments in these institutions would do well to give consideration and
study toward this important area of second language learning. In
addition to their ’’teaching field" potentialities, this course has
value for the commonality of linguistic principles. Apropos of Recom
mendation 1 5 , wherein exchange scholarships between Latin-American
and American N0gro colleges are advocated, the students with training
in English as a Foreign Language would possess a skill that would
make them useful to the institutions to which they were sent.
Graduates Tvho would be called upon to teach English as well as their
foreign language specialty would perhaps be better prepared to teach
both subjects since they would know the comparative structure of
both languages*
24. The larger institutions should offer courses in Russian and in some of the Oriental and African languages*
Courses in Russian and some of the Oriental and African
languages should be considered in the immediate plans for the larger
higher institutions for ^egroes. The "not-so-cold" war with com munism makes the need for Russian imperative, but language program-
planners can not afford to underestimate the current unrest among
the Oriental and African peoples. The problem of finding teachers for
such languages and serious students to study them should be faced and
solved, likewise, more emphasis should be given to the teaching and study of Portuguese, in view of the strategic importance of Brasil and Portugal• Both Cottin and Jones, whose studies are summarized in
Chapter II, wrote in support of oourses in Russian, Asiatic and
African languages. BIBLIOGRAFHT 176
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22* Gallagher, Buell. American Caste and the Negro College. New York* Columbia University Press, 1938', 463 pp.
23. Good, Carter V. (Ed.). A Guide to Colleges, Universities and Pro— fessional Schools. American Council on Education, 1945, 681 pp*
24. Grigsby, Snow F* VUhite Hypocrisy and Black Lethargy* Detroit* Pub. by author, 1937, 58 pp.
25. Guzman, Jessie P. (Ed.). The Negro Yearbook, 1941-46* Tuskegee, Alabama* Tuskegee Institute, 1947*
26* Havighurst, R. J. "Intelligence of the Negro Youth." School Review, 57 (April, 1949), pp* 189-90*
27* Jenkins, M, D., and Randall, C. N. "Differential Characteristics of Superior and Unselected N0gro College Students." Journal of Social Psychology, 27 (May, 1948), pp. 187-202*
28* Johnson, Charles S. The Negro in American Civilization. New York* Henry Holt & Co* 180
29. . "On the Need of Realism in Negro Education.” Journal of Kegro Education, 5 (1936), pp. 375-82#
50. Jones, Thomas J. Negro Education. Bulletin #38, 1916, Bureau of Education, "Washington, D.C.
31. Klein, A. J. Survey of Negro Colleges and Universities. Bulletin, U. S. Office of Education, Washington, D. C., Chapter II.
32. Klineberg, Otto (Ed.). Characteristics of the American Negro. New Y0rk* Harpers Brothers, 1944, 409 pp.
33. Lewis, Hylan. ’’Higher Education for -Negroes* A Tough Situation.” Fhylon, 15, pp. 356-61.
34. Mayer, Milton. "What's "Wrong with Negro Colleges?" Negro Digest, 5 (Dec., 1946), pp. 4-6.
35. McCuistion, Fred. MThe Present Status of Higher Education for Negroes." Journal of N0gro Education, 2 (1933), pp. 379-96.
36. MoCulloch, Margaret C. "The Function of the Negro Cultural College." Journal of N0gro Education, 6 (1937), pp. 617-22.
37. McMillan, Lewis K. "Negro Higher Education as 1 Have Known It." Journal of Negro Education, 8 (1939), pp. 9-18.
38. Miller, Kelly. "The Past, Present and Future of the Negro College." Journal of Negro Education, 2 (1933), pp. 411-22.
39. Montagu, H. F. Ashby. "Democracy, Education and Race." School and Society, 59 (Apr., 1944), pp. 227-29.
40. . Man's Most Dangerous Myth, The Fal3a oy of of Race. Sec. Ed. New York* ColumbiaUniv. Press, 1945, 216 pp.
41. Murray, Florence. The Negro Handbook. New York* W. Ualliet and Co., 1948, 269 pp.
42. ______(Ed.). The Negro Yearbook, 1946-47. New Yorks Current Books, Inc., 1947. Same* 1949. New Yorks The Macmillan Co., 1949.
43. I.Iyrdal, Gunner. An American Dilemma. New York: Harpers, 1944, 2 vols.
44. Oak, Vishnu V. "Higher Education and the Negro." Education, 53 (Nov., 1932), pp. 176-81. 181
45. 0ak# Vishnu V. "Some Outstanding Defects in Institutions of Higher Learning for Negroes." Schafl. & Society.. 46 (Sept., 1957), pp. 357-62.
46. Posey, T. E. “Negro W n d Grant Colleges." Opportunity, 10 (Jan., 1952), pp. 14-17*
47. Soott, Emmett J. "Twenty Years After, An Appraisal of Booker T. Washington.” Journal of Negro Education, 5 (1936), pp. 543-44.
48. Smythe, Hugh H., and Smythe, Mabel M. "Inbreeding in Negro Liberal Arts College Faculties." School * Society, 59 (1944), pp. 430-32.
49. Thompson, Charles H. "The Status of Education of and for the American Negro." Journal of Negro Education, 8 (1939), pp. 489-510.
50. Watkins, J. P. Pooket Book of Negro Facts. Chicago* Bookmark -Press’, Not dated*
51. Weaver, Edward K. "The Hole of the Negro College." Phylon, 5 (1944), pp. 41-50.
52. Woodson, C a r t e r G. The Education of the Negro Prior to 1861* The Association for the Study of -^egro -Klfe and History, Washington, D.C., 1919, 261 pp.
53. . "The Hlseducation of the Negro." Crisis, 40 '(~A»g., 1931), p. 2o7»
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Bibliography ffi.
Research Articles of Foreign Language Teaching and Learning in Negro Higher Lnstitutions*-
1. Barksdale, N. P. "The Modern Languages as a ^urdle.” School & Society, 51 (1941), pp. 155-56.
2. Cook, Mercer. "The Negro in French Literature* An Appraisal." French Review, 23 (1949-50), pp.378-88.
3. . "The Haitian Novel." French Review, 19 (1945-46) pp. 406-12.
4. • "The Teaching of French in Negro Schools." Journal of Negro Education, 7 (Apr., 1938), pp. 147-54.
5. Cottin, John R. "The Role of Foreign Languages in the Negro College Curriculum." Quarterly Review of Higher Education Among Negroes, 15 'Oct., 1947), pp. 324-28.
6. Jones, Edward A. "Foreign Language Study in Education for Democracy." Fhylon, 7 (1946), pp. 181-84.
7. . "The Modernization of Foreign Language Teaching. '* “Negro College Quarterly, 40 (June, 1946), pp. 80-86.
8. Matheus, John F. "a Negro State College Looks at Foreign Language." Journal of Negro Education, 7 (1939), pp. 155-59.
9. * "Correlation Between Psychological Test Scores, ^Language-Aptitude T©st Soores, and Semester Grades." Modem Language Journal, 22(1937-38), pp. 104-6.
10. Mills, Clarence Harvey. "Selected Annotated Bibliography on the Negro and Foreign Languages." Journal of Neg:ro Education. 8 (April, 1939), pp. 170-76.
11. Nyabongo, Virginia S. "Modem Foreign Language Study in Negro Colleges. French Review, 20 (Dec., 1946), pp. 153-58, idem. J o u r n a l Nep-ro Education. 16 (Oct. 1947), pp. 596-600, idem. Modern tanguage “Journal. 32 'Feb., 1948), pp. 134-39. Revision, 36 Colleges Surveyed.
The titles of the articles do not always suggest their particular interest in Negro schools . Those known to be written by Negroes are included, although the articles may not refer specifically to Negro problems or institutions* Rivers, W. Napoleon, Jr. ”A Study of the M o d e m Foreign Languages in Thirty Megro Colleges,” Journal of Negro Education, II (Oct. 1933), pp, 487-493*
. ”Some Observations on the Language Situation." ^odern Language Journal, 28 (April, 1943), pp. 227-35*
Shuler, John Milton. A Study of the Preparation, Objectives, and Methods of Foreign language Teachers in Twenty Megro ^igh Schools in Georgia! Unpublished Thesis, Atlanta University, 1947*
Stewart, Robert B. "Offerings in Languages and Literature for ^Aajors and Minora . study and Criticism of the ^raotice of the State College." Quarterly Review of BLjgher Education Among -Negroes, 7 (July, 1939), pp. 231-33*
Woodruff, Bertram L. ”A Critical Study of the Offerings in Language and Literature for Majors and Minors in Private ^egro Colleges." Quarterly Review of higher Eduoation Among Negroes, 7 ^July, 1939), pp* 226-30* 184
Bibliography D#
fi®ason8 For and Against Foreign Language Study, and Aims and Objectives
l a Adler, Alfred C. "Integrating the Teaching of M o d e m Foreign Languages with Mental Hygiene and Social Science.” M o d e m Language Journal, 22(1937-38), pp. 437-43.
2. Aldrich, C. E. nThe Place of Foreign Languages in a Unified Liberal Arts Program." Modem Language Journal, 25 (1940—41), pp a 31-38.
3a Bagster-Collins, E. 1/7. "Underlying Principles and Aims of Present-Day Modern language Teaching.” German Quarterly, 5 (1932), pp. 161-72.
4. Baker, Florence M. ”Can French Form Part of a Progressive School Curriculum?” M o d e r n Language Journal, 13 (1928-29), pp# 364-*75#
5m Beax^B.m±rx9 Harold# "Improved Comnrunications for ^orld Security#” M o d e m Language Journal, 30 (1946), pp. 409-15.
6. Buffum, Douglas L . "Aims of Modem Language Teaching - A Few SuggestionsModern Language JoumaI, 5 (l92Q-2l), pp. 71-76.
7. Burke, Victor W. "Men Wanted - Knowledge of a Foreign Language Necessary." Modem Language Journal, 31 (1947), pp. 449-52.
8. Butler, Nicholas f%rray. '’Modern Foreign languages and the International ^nd ." M ^ g ^ g © Leaflet, No. 4, Washington, D.C., ^ d e m Language Journal, 1940, 2 pp.
9. Carter, Boyd G. "For a Language Requirement* A Rejoinder." French Review, 20 (1946-47), pp. 302-7.
10. . "Foreign Languages and Some Objectives of the Liberal Arts College.” Modem Language Journal, 26 (1942), pp• 424-30.
11. Coffman, Bertha R. "Motivation of a Course in Scientific German." German Quarterly, 11 (1938), pp. 1-3.
12. Cortese, Vivian. "What Lappene to A.B. Graduates in French and Spanish?" M o d e m Language Journal, 32 (l948), pp. 517-21.
13. Cox, P. W. L. "Is Universal Success Achievable in Foreign Languages?" The Clearing House, 13 (1938), pp. 220-22. 185
14. Diez, Grace P. Lopez, "a Foreign Language Teacher's Dream* Play let in One Act.1' Modern Language Journal, 23 (1938-39). pp. 265-69.
15. Diclonan, Adolph J. "The Foreign Language Requirement in the Liberal Arts College." Modern Language Journal, 30 (1946), pp. 335-42.
16. Doyle, g . "Foreign Languages as a Tool." Journal of Education, 124 'Jan., 1941), pp. 21-4.
17. . "Some Intellectually Dishonest Arguments — And Some That Are "Plain Dumb" — Against the Study of Foreign Languages." Hjspania, 26 (1943), pp. 171-79.
18. Du Bato, George S. "Justifying Foreign languages." Hispania, 29 (1946), pp. 415-16.
19. Edwards, I* N, "The Legal Status of Foreign Languages in the Schools." Elementary School Journal, 24 (1924), pp.270-78. 20. Engel, E. F . "Why Do Mot College Students Continue the Foreign Languages Begun in High School-" Modern Language Journal, 16 (1931-32), 500-3.
21. . "Sfeience Versus language." Modern Manp.uage Journal, ' 19 (1934-35), pp. 360-66,
22. _ • "Our Pedagogical Dilemma and A Way Out." Modern language^ Journal, 26 (1942), pp. 323-28.
23. Engelman, Susame. "A Contribution to the Question of Teaching Modern Languages." German Quarterly, 8 (1935), pp. 12-24,
24. Evans, Arthur E. uThe Cultural i»ag in Modern Languages." Mode m Language Journal, 32(l948), pp. 568-73.
25. Farrisoh, W. Edward. "Humanities Versus War." Phylon, 5 (l944), pp. 334-38.
26. Feiae, Emot. "Aims and Values of Foreign Language Study." Modern Language Journal, 14 (1929-30), pp.631-38.
27. Fitzgerald, John D. "Modern Foreign languages* Their importance to American Students." Mod e m Language Journal, 9 X.1924-25), pp. 397-412.
28. Fomwalt, Russell J., and Rogers, H. W. "An investigation of the Values of Modem Foreign Language Study." Modern Language Journal, 19 (1934-35), pp. 161-64. 186
29. Gabriel, Hugo. "Random Remarks on Education." Monatschefte fur Peutschen Unterricht, 40 (1948}, pp. 101—4* — —
5 0 . Goedsohe, C. R. *An Open better to Foreign Language Teachers.” M o d e m Language Journal, 27 (1943), pp. 281-82*
31. Graves, ^^ortimer* "The Language Barrier to international Under standing." Annals of American Academy of Political and Social Science, May, 1946, Editorial*
32. Greiner, Otto A. "The Main Objective in the Study of Foreign Languages." Modern Language Journal, 23 (1938-39), pp. 209-13*
33. Hanson, Blair. "Against a i'anguage Requirement." French Review, 20 (1946-4?), pp. 33-35.
34. Harris, Julian. "Down with Language Requirements." French Review, 20 (1946-47), pp* 439-44*
35. Uarto.ch, Arnold J. The Eduoational ■^t — Race." Modern Language Journal, 32 (April, 1948), pp. 294-99*
36. Hathaway, Joel. "German in Our Public Schools." German Quarterly, 7 (1934), pp. 25-30.
37. Hauch, Edward F. "What Right ^as language Study to Survive?" Modem Language Journal, 25 (1940-41), pp. 280-92*.
38. Hawkins, Frederick E. "Foreign Languages as an Educative Experience." ^odara language Journal, 18 (1933-34), pp* 393-97.
39. Bayes, ,F. C. "Uncle Sam, World’s Worst LingUiet;#H French Review, 14 (1940-41), pp. 382-86.
40. Hendrix, W. S. "why American Students Should Study Foreign Languages and Cultures." M o d e m language Journal, 32 (1948), pp. 288-93*
41. Heyman, B. C. "Reading as a Valid Foreign Language Objective." High Points, 12 (1927), pp. 21-27*
42. Hills, B. C. "The Students* B0int of View." M o d e m Language Journal. 8 (1923-24), pp. 73-83.
43. Holzhauser, Emil K. "Seven Reasons for Studying Foreign Languages." Modern Language Journal, 26 (1942), pp. 338-40*
44. Huebener, Theodore. "Are Foreign Languages Taught Better in Europe?" High Points, 19 (1937), pp* 48-58* 187
45# Huebener, Theodore. ”110.11 Our Eduoational Standards Continue to Decline?" German Quarterly, 12 VJan., 1939), pp* 1-2*
46* Huse, R. "why Study Foreign Languages.” German Quarterly, 13 (May, 1940), pp# 142—45.
47# Johnston# Marjorie. "How Valuable Are Foreign languages in General Education?” Modem language Jo u m l , 27 (1943)# pp# 90-95*
48* Jones, Edward A. "Foreign language Study in Education Tor Democracy." Phylon, 7 (1946), pp* 181-84#
49. Juatman, Joseph. "social Competence and tho Study of Foreign languages." Modern Language Jo u m a l , 27 (l943), pp. 105-11*
50* Kandel, L. L m "language and Human Values.1' French Review, 16 (1942-43), pp. 472-81.
51. ^aulfera, Walter V. "The Modern Foreign languages and Their Critics." M o d e m language Jo u m a l , 19 (1934-35), pp. 337-44#
52 . _____ . "Outcomes as ^Jeotives ." French Review, 9 (1935-36), pp. 224-30.
53. Kind, John L. "why Study Foreign Languages?" German Quarterly, 13 (1940), pp. 76-81.
54. Klein, Arthur J . College of Education Dean Looks at a Romance Language ^rogram.” Modem language Journal, 24 (Nov., 1939), pp. 83-90.
55. Kragnes, Sheila J. "Critical Thinking through Language." M o d e m Language Journal, 29 (1945), pp. 521-23.
56# Kroff, Alexander. "Why Study Foreign Languages?" M o d e m Language Journal, 34 (l950), pp# 209-15*
57# Kurs, Marry* "Goodbye to Foreign languages and Math." Modem Language Journal, 22(1937-38), pp. 53-54.
58* Ley bum, James G. "The Educational Value of M o d e m Languages." French Review, 22 (1948-49), pp. 256-60*
59* Lieberman, Max. "The Case Against Foreign Languages." French Review, 12 (1938-39), pp* 302-15*
60# M&rokwardt, Albeit H. "Motives for the Study of Modem Languages•" Language Learning, 1 (Jan., 1948), pp. 3-11# 188
61. McAllister, Quentin 0. "A Challenge Facing Ienguage Teachers Today." French -Review, 21 (1947-48), pp. 25-40.
62. Meras, Edmond A. "Why Continue to Teach Foreign languages?" French Review, 10 (1936-37), pp. 277-84.
63. Mitchell* S. Lyman. "A Defense of Modern Languages." Hispania, 12 (1929), pp. 391-95.
64. Morgan, B. A. "The Importance of German for the Research Worker." Monstaoheffe fur Deutschen Unterrieht, 39 (1947), pp. 405-6.
65. Morris, M. C. "Foreign Language Teaching and the Democratic Tradition." Monatscheffe fur Deutschen Unterrieht, 33 (May, 1941), pp. 221-27.
66. . "Ends and Means in Language Teaching." Modern Language Journal, 28 (Feb., 1944), pp. 192-98.
67. Nye, Irene. "The Price of a One Language Policy." School & Society, 13 (1921), pp. 501-8.
68. Nunem&ker, J. Horace. "The Foreign Language Experience." Hispania, 13 (1930), pp. 237-42.
69. Olmstead, E. W. "Modem languages in Our Schools, a Justification of." Modern Language Journal, 6 (1921-22), pp. 1-3.
70. Panunzio, Constantine. "The Larger Sooial Uses of Modem Foreign Languages." Modern Language Forum, 12 (l927), pp. 7-10.
71. Pei, Mario. "Languages at the Crossroads." French Review, 9 (1936-36), pp. 376-83.
72. Peters, Mary E. "Education* Real and Synthetic." Hispania, 17 (1934), pp. 25-36.
73. Perry, Chester Dwight. "A Defense of Modern Foreign Languages - With Reservations." Modem Language Journal, 22(1937-38), pp. 422-28.
74. Philips, Walter T. "Do Students Want to Study Foreign Languages?" M o d e m Language Journal, 27 (1943), pp. 339-41.
75. Purin, Charles M. "Our Educational Fallacies." German Quarterly, 22 (1949), pp. 71-77.
76. . "Language Lb Ordnance." Mod em Language Joumal. 53 (May, 1949), pp. 335-38. 189
77. Ring. A. G. ’’Value of Modern Languages for Careers in Science.” * Sohool, Science and. Mathematiosy 45 ‘May. 1945). pp. 136-41.
78. Roehm, Alfred I. ’’Defending Modern Languages Before Our Curriculum Revisers.” Modem Language Journal, 16 (1931-32), pp. 228-31.
79. Rose, Ernst. "The Future of Mo d e m Language Teaching.” German Quarterly, 20 (1947), pp. 19-25*
80. Sauer, E. F. "What Are the Students Getting Out 0f Our Foreign language Courses7” Modem Language Forum, 22 (1937), pp. 41-46.
81. Smith, 1‘ua3twell. The Place of M o d e m Foreign Languages in Literal Education Toda£." Modern Language Journal, 27 (1943), pp. 574-77.
82. Spiker, Claude C. ’’The Place of Foreign Languages in a Techno logical Civilization.” M^era Language Journal, 34 (1950), pp. 581-59.
83. Tharp, James B. "Practical Language Objective.” French Review, 10 (1936—37), pp. 345-47. Also - Phi Delta &appan, 18 (1935), pp. 85-86.
84. . ’’Interest "without Mastery.” Modern Language Joumal, 17 (1932-53), p. 173.
85. ______. ”The Place of Foreign Language Study in the Post War Reconstruction of Education.” Modern Language Journal, 27 (1943), pp. 323-32. 86. . ’’Time Allotment for Foreign Language Study: Internecine Competition or Conciliatory Compromise.” Mpdern Language Journal, 25 ^May, 1941J, pp. 598-608.
87. Thomas, Calvin. ”Good and Bad Reasons for Studying Modern Languages in School.” M o d e m Language Journal, 5 (1920-21), pp. 1-10.
II 88. Thompson, Richard N . Foreign Language Study and International Good Will.” Modern*Language Journal, 15 (1930-31), pp. 94-96.
89. Thon, Fritz. ’’Same Data on the World Situation in Foreign Language Teaching and the Place of the U.S.A. in the World Picture." French Review, 15 (1941-42), pp. 224-27.
90. Torres-Riosoeoa, Arturo. "Hacia la Amistad y el Afecto por medio del Ldioma.” Hispania, 29 (May, 1946), pp. 216-19. 190
91. Tyre, Anne Brodensieck. "Sustaining Interest In a Small German Department." German Quarterly, 8 (1936), pp. 25-26•
92. Ullm&n, B. L. *The Languages in General Education." School & Society, 53 (May 10, 1941), pp. 585-91,
93. Wei sort, John «J • "Foreign Languages as Cental Discipline* A Survey." German Quarterly, 12 '‘Miaroh, 1939), pp. 61-70.
94. Wilner, Prtha L. "The Foreign Language Teacher and the Curriculum." Modem ^Language Journal, 33 (1949), pp. 499-509.
96. Withers, A. M. "Cooperation and the Language Groups." French Review, 14 (1940-41), pp. 30-34.
96. « "Spanish And, Not Versus, French." Modern Language Journal, 29 (1945), pp. 142-45.
97. . "Keep Latin in the Schools." The Humanities Review, 2 (Spring, 1948), pp. 25-26.
98. . "On Teaching and Justifying Foreign Languages." Hispania, 29 (Nov., 1946), pp. 516-18.
99. Zeydel, Edwin H. "Ammunition for Friends of the Languages." Modern Language Journal, 26 (1942), pp. 3-5. 191
Bibliography E
Research Articles and Books on Methodology, and Teacher-Training and Qualifications
1. Altman, Clara* "changing Modern languages to M©et Modern Trends.” Modem Language Journal, 23 (1938-39), pp* 205-8*
2. Altman, W, F. ’’Weak Links in Foreign Language Teaching." Journal Higher Education, 18 (Nov., 1947), pp. 429-31*
3. Angiolilio, Paul F. Armed Forces Foreign Language Teaching* New York: S. F. Vanni, 1947, 440 pp*
4* * "Teacher Training in Foreign Languages.” French Review, 24 (1950-51), pp. 248-52*
5* Bissell, Clifford H. et al* "The Humorous Side of Foreign Language Teaching." Modern Language Journal, 27 (1943), pp. 342-47.
6* Bond, Otto F. "A Preliminary Survey of Research and Experimenta tion in Modern Foreign Language Pedagogy." Modern Language Journal, 18 (1933—34), pp* 551-56 .
7* Bovee, A. G., and Froehlich, G. J. Some Observations on the Relationship Between Mental Ability and Achievement in French." Modern Language Journal, 31 (1947), pp. 333-36.
8* Brann, Henry W. "The Conversational Method in Modem Language Teaching: Its Advantages and Limitations." German Quarterly, 17 (1944), pp. 209-15.
9* Carlson, Betty. "Language Fun." Modern Language Journal, 32 (1948), pp. 337-41.
10. Carlson, Harold G. "Words and the Teaching of Modern Languages." German Quarterly, 10 (1937), pp. 87-88.
11. Carter, W. L. "The Foreign language Teacher Looks at Education." Teachers College Record, 38* 286-92.
12. Changnon, Pauline E. "Making a LangUage Live." Modern Language Journal, 32 (1948), pp. 157-53.
13. Cheydleur, Frederio E>. "Mortality of Modern Language Students* Its Causes and Prevention." Modern language Journal, 17 (1933-33), pp. 104-136.
14. Churchman, Philip H. "Wanted* The Graduate School of Teacher Training." Modem Language Journal, 11 (1926-27), pp. 1-11. 192
15. Cole. R. D. ,fThe Old and New in Modern Language Teaching.” High School. 9 (l932), pp. 286-91*
16. Coleman. Algernon. An Annotated Bibliography of Modern Language Teaching * Chi oago* University of Chicago ^ress, 2 vole'. (1927-37), Vol. I (1933), Vol. II (1938).
17. Coleman, Algennon and Fife, Robert H. An Annotated Bibliography of Modern Language Teaching, 1937-42"! New ^ork* Columbia University, Flings Crown rress, 1949,
18. Condoyannia, George E. "Language or Technicalities.11 ^ o d e m Language Journal, 30 (1946), pp. 443-54*
19. Coss, Joe Glenn. "There No Direct ^ethod." Modern Language Journal, 27 (1943), pp. 103-4.
2 0 . Coutant, Victor. "Evaluation in Foreign Language Teaching." Modern Language Journal, 32 (l948), pp.596-99.
2 1 . Cowan, J. Milton. "The Cornell Plan of Language Teaching." Hispania, 30 (1947), pp. 57-60.
2 2 . Crandon, Laura B. "Daltonizing First Year German Classes." German Quarterly, 1 (1928), pp. 155-59.
23. Dale, George I. "Teaching New Teachers to Teach." Hispania, 6J 106-8.
24. Del Toro, Julio. "language Teachers and Their Preparation." M o d e m Language Journal, 34 (1950), pp. 317-18.
U 25. Doyle, Henry Grattan. " rofossional Responsibility an Evidence of Professional Spirit." Modern language Journal, 30 (1946), pp• 363“65#
26. ______. *A Program for More Effective Teaching of Modem Foreign. Languages in the United States." M o d e m language Journal, 25 (April, 1941), pp. 531-34*
27. Duggan, Stephen. "Teaching Foreign Languages." M o d e m language Journal, 28 (1944), pp* 552-54*
28. Evans, M. Blakemore. "The New Look in Methods." Monataohefte fur Peut3ohen Unterrlcht, 41 (1949), pp. 303-9.
29. Evans, Blakemore. "Looking Backward and Forward." Monataohefte fur Deutsohen ^nterrioht, 23 (l93l), pp. 1-11.
30. Fife, Robert H. "Lnprovement of Language Teaohing.” Educational Record. 10 (1929), pp* 277-85* 195
31. Fliess, Frank F. "How Can We Try to Create a Satisfactory Student- Teaohers ‘rograxa iu the- Med@rn-L&nguage& 'Field?*' Modem language Journal, 34 (1950), pp, 298-301,
32. Freeman, Stephen A. "What Constitutes a Well-Trained % e m Language Teacher?1’ Modem Language Joumal, 25 (1940-41), pp, 293-98,
33. Fumes a, Edna L©e. "Does ^our Methods Course Function?” Modern Language Journal, 33 (1949), pp. 349-54,
34. Giduz, Hugo. "The High Mortality in College Entrance French: Cause, Cure." French Review, 10 (May, 1937), pp. 453-60.
35. Guiliano, William F • "a ^ew Array Intensive Language ^rogram.." Hj3pania, 30 (1947), pp. 60-65.
36. Goggio, Emilio. "Attendance, Claswwork and Examinations in Modem Language Courses for Beginners in Colleges and Univer sities." Modem Language Journal, 27 (l943), pp. 184-85*
37. Good, Carter V. (Ed.). A Guide to Colleges, Universities, and Professional Schools. Washington, D.C.* American Council on Education, 1945, 681 pp.
38. Gorr, Adolph C. "The Importance of a Course in Methods." German Quarterly, 20 (1947), pp. 16^18.
39. Green, Otis H. "Qn the Goal and Method of Scholarship in the Modern Languages." Modem Language Journal, 22(1937-38), pp. 177-83.
40. Guerra, Emilio L. "Training the Beginning Teacher of Foreign Languages." Modern Language Journal, 24 (l939-40), pp. 163-63.
41. . "What Shall the Foreign Language Teacher Do About the Students of Lower Linguistic Ability?" Modern Language Journal, 25 (1940-41), pp. 521-30.
42. Gullette, Cameron C. "Modern Foreign Languages in a Special Study with Specific Referenoo to the Training of Modem language Teachers." Modem Language Journal, 23 (1938-39), pp. 291-96.
43. Hagboldt, I’eter. Essentials of Modem Language Study. Chicago: University of Chicago Bookstore, 1924, ^amphlet, 14 pp.
44. Handschin, Charles H. "Teaching German Civilization." German Quarterly, 11 (1938), pp. 61-70.
45. ^ospelt, E. Herman, "two Practical Problems of the Modern Language Teacher." Hispania, 16 (1933), pp. 167-76.
i 194
46. Mils, E. C. "Has the War Prcrrod that Our ^thods of Teaching Modem languages in the Colleges Are Wrong? Modern Language Jotmmal; 4 (X919-!2b3, pp*'* l-ls*
47. Hindmarst, A. E. "Ho Hoyal Road to language Iflpatery." Modern Language Journal, 32 (l948), pp. 351-56.
48. Hollander, ^ee M. "Some Reflections on Language Training.” German Quarterly, 13 (l940), pp. 72-75.
49. Hoizman, Albert W. ”An Experiment in Methodology.” Modqrn LAnguage Journal, 33 (l949), pp. 63-64.
50. Holzworth, Charles. "What ^alces a Language ^ r d ? ” Modern Language Journal, 16 (1931-32), p. 115.
51. ^ensen, Kai. "Needed Research." Thirty-Eighth Yearbook of the National Society for the Study of Education. Part I* Illinois Child Development and the Curriculum. Bloomington, Illinois* Public School Pub. Co., 1939, pp. 423-37.
52. Jones, Willis Knapp. "Novel Plan for Lgarning Modem Languages.” Hispania, 14 (l93l), pp. 405-8.
53. . "Modernizing Language Teaching." Modem Language ^ournal, 21 (1936-3?), pp. 83-88.
54. Kandel, I. L. "Foreign Language Trends in Secondary Education." Hjepania, 28 (1945), pp. 323-29.
55. Kaufmann, Friederioh W. "The Teacher of German* Instructor or Educatorr" German Quarterly, 2 3 (1950), pp. 235-41.
56# Kaulfers, Walter V. "Breaking the Foreign Language Goose-Step." Education, 53 (1933), pp. 440-44.
57. Kaulfers, Walter V. Modern Spanish Teaching. New York* Henry Holt & Co., 1947, 99 pp.
58. Keen, Arnold J. "New Horizons for Modern Language Teachers." Modem language Journal, 34 (l950), pp. 333-46.
59. Keniston, Hayward. "The Role of the Graduate School in the Training of the Modem Language Teacher." Modem Language Journal, 7 (1922-23), p. 1.
60. Kirrmann, Earnest II. "Teachers, Professors and Textbooks•" German Quarterly, 21 (1948), pp. 83-89.
61. Koch, Ernst. "Functionalism in Foreign Language Teaching." Modem Language Journal, 30 (1946), ppl 266-71. 195
62. Koenig, ^a.rl P. "A Program for Improvement; in Modern Language Teaching.” Mpnatscheft©far Deutsohon unterrioh.t, 37 (1945), pp. 489—96.
63. Koenig, V. Frederic, and Emgarth, Annette. "The Modern Language Teacher and the Community." M o d e m Language Journal, 35 (l95l), pp. 481-84.
64. bandeau, F. 0. "deeded Changes in Foreign Language Teaching." High Points, 26 (Oct. , 1944), pp. 68-71.
65. Landre, Louis. "La Preparation Dea Professeurs d© ^angues Vivante3 Dans les Colleges et Lyoees Francais." French Review, 2 (1928-29), pp. 387-404.
66 * Maohan, Helen (Ed.). "Annotated Bibliography of Modern Language Methodology, June, 1942- June, 1943.’ Modern language Journal, 28 (Jan., 1944), pp. 70-104.
67. Mankiewioz, Frank. "Training of Teachers in Service." German Quarterly, 11 (1938), pp. 142-52.
68. Maronpot, Raymond P. "Vitalizing “odera language Instruction." French Review, 22 (1948-49), pp. 36-39.
69. McMullen, Eldon. "The Intensive Mo-b^od.: An Experiment." French Review, 23 (1949-50), pp. 316-18.
70. Mercier, L. A. J* "A Flea for a -“©thod of Nomenclature." French Review, 2 (1928-29), pp. 142-47.
71. Miller, Minnie M. "Annotated Bibliography of Courses of Study in M o d e m Foreign Languages." M o d e m Language Journal, 21 (Jan., 1937), pp. 247—53*
72. Miller, Minnie M. "To Teach and Learn." M o d e m Language Journal, 28 (L944), pp. 378-80.
73. Mones, Leon. "What Is Wrong with Language Teaching?" Foreign Language News, 18 (May, 1943), pp. 1-2.
74. Newmark, Maxim. "Guidance in Foreign LangUag0s." Modern Language Journal, 34 (i960), pp. 3-17*
75. Ott, Helen. "The Middlebury German School." German Quarterly, 4 (1931), pp. 164-69.
76. Patterson, A. S . "^Meditations on Methodology." Modern language Journal* 11 (1926-27), pp. 365-75. . 196
7 7 . Peacock* Vera. An Expanded Foreign Language Program in Teacher- Training Institutions ." Modera Language Journal* 33 (1940), •pp. 31-35.
7 8 . . ttForeign Languages in Teacher Training Institutions." Mode ra Language Journal* 32 (1948), pp. 216-18.
7 9 . Pei* Mario. tt^t Comes to Language - But Is -H Science?" Modem LanKUage Journal* Nov., 1946*
8 0 . Pfund, Harry W. "Enrollment in German in American Colleges." German Quarterly* 6 (1933), pp. 175-79.
8 1 . Potthoff, Edward F. "^reparation of Foreign Language Teachers* Fact Versus Fiction.11 Modem Language Journal, 29 (1945)* pp. 604-16.
8 2 . Reindorp, Reginald C. "Teaching English as a Foreign language in Costa Rioa." Modem language Journal, 28 (1944), pp. 227-32.
8 3 . Rice, Winthrop H. (Ed.). "Annotated Bibliography of Modem Language Methodology, July* 1943 - Dec., 1944." M o d e m Language Journal* 1944.
8 4 . Rice, Winthrop H., and Bogdon, Helen. "Teaching Foreign Language." Review of Educational Research, 16 (April 1946), pp. 139-60.
8 5 . Robinove, Muriex E . "iihat Is lour R©alia Quotient?" French Review, 23 (1949-50), pp. 31-36.
8 6. Roseler, R. 0. "Zur ’Mim-Mem1 Methods." Monatshefto fur Deutschen Unterricht, 40 (1948), pp. 411-15.
8 7 . Rosenbaum* Eric. "Heed for a Better ^thods Course." German Quarterly* 23 (1950), pp. 101-4.
8 8 . Sarafian, K. A. "iThat Is the Matter with the Teaching of Modem Foreign Languages?" School and Society, 35 (l933), pp. 621-23.
8 9 . Schwarzbach, Joseph. "Comparative Achievements in the Study of Foreign Languages." German Quarterly, 3 (1930), pp. 61-67.
9 0 . Shears, Lambert A. "The Case for Systematic Drill in Language Teaching." Modem language Journal* 28 (1944), pp. 50-53.
91. Silberberg, Irma L. "Scientific IWagogioal Foundations of Teaching Modern Foreign Languages. Modem language Journal, 13 (1928-29), pp. 376-92.
92. Simonini, R. C.* Jr. "The Genesis of Modem Foreign Language Teaching." language Journal* 35 (l95l), pp. 179-86. 197
93. Springer, Ofcto. "Intensive Language Study as a **art of the College Currioulum." German Quarterly, 17 (1944), pp. 224-40.
94. Spurr, Frederick S. "Realia in Foreign Language Courses." Modern Language Journal, 26 (1942), pp. 174-76.
95. Synnberg, M . J. "Laiiguage Teaching Needs Overhauling." Matlonts Schools, 33 (June, 1944), pp. 44-44.
96. Tharp, •James B. (Ed.). "Annotateod Bibliography in Modern language Methodology, June, 1941 - June, 1942•" Modern Language Journal, 26 (Dec., 1942), pp. 599-625. Same - Jan., 1940 - June, 1941, 25 '‘Nov., 1941), pp. 683-796. Same - For Y©ars 1946, 1947, 1948, Published by College of Education, Ohio State University, Columbus, Ohio, 1952.
97. . uThe Training of Foreign Language Teachers for Current -Methods and Objectives." Modem language Journal, 30 (Nov., 1946), pp. 413-20.
98. Tidynian, 'Willard F., and Butterfield, Marguerite* Teaching the Language Arts. New Yorks McGraw-Hill Book Co., Inc., 433 pp.
99. Tyler, Ralph W. "The Need for a More Comprehensive Formulation of Theory of L e a r n i n g a Second Language." Modern^J^n^uaj^e Journal, 32 (1948), pp. 559-67.
100. Vail, Curtis D. "Language Learning and the Scientific Method." German Quarterly, 21 11948), pp. 143-52.
101. Withers, A. M. "A View on Language Clubs." French Review- 16 (1942-43), pp. 115-21. 198
Bibliography F
I* General Textbooks on Methodology
1. Cole, R. D., and Tharp, d. B. Modern Foreign languages and Their Teaching. New York* Appleton, Century, Crofts, inc., 1937. 2 . Crawford, C. C., and Leitzell, E. if. Learning a New language« Los Angeles* C. C. Crawford, 1930.
3. Dunkel, Harold B. Second Language Learning. Boston* Ginn and Co., 1948.
4. Friedl, B. C. Problems in teaching Modern Languages, (Mimeographed) Third Rervised Edition, University of* ^avanna, 1947•
5. Gullette, C. C., Keating, L. C., and Viens, C. P. Teaching a Modern Language. New Yoj-^j s 0 Crofts, 1942.
6 . Hagboldt, Poter. language ^earning. Chicago* University of Chicago Press, 1935.
7. The Teaching of German, Boston: D. C. Heath & Co*, X • 8. Handschin, Charles U. Modern language Teaching. Ychkers* World Book Co., 1 9 4 0 . ------
9. Uesperson, Otto. How to Teach a Foreign language. Translated from the Danish Original by Sophia Bertelsen. London: G. Allen and Co., ltd., 1912.
1 0 . •^aulfers, Yf. V. Modern languages for % d e r n Schools. New York and London: McGraw-Hill Book Co., 1942. 11. Neynnark, ^oxim, (Ed.). Twentieth Century Modern Teaching. New Yor^-: Philosophical Library, 1948.
12. Palmer, H. E», and Redman, H. V, This language Morning Business. Yonkers-on-Hudson* World Book Co., 1932.
13. Palmer, H, E. The Oral Method of Teaching languages. Cambridge* W, Heffner and Son3, ltd., 1943.
14. Principles of Language Study. Yonkers-on-Hudson: World Book Co., 1921.
15. Rice, Vf. H., et al. Planning the Modern language Wesson. Syracuse: Syracuse tlniversity Press, 1946. 199
16. Tharp, James B., Coleman, Algernon, and King, Clara B. "Modern Foreign Languages." Encyclopedia, o f Educational Research. Eeylsed. Edition. Edited by Walter S. Conroe. New xork* Macmillan Co., 1950, pp. 464-483.
17. Tharp, James B. "Teaching of Modern Foreign languages." Encyclopedia of Modem Education. Edited by H. N. Rivlin and Schueler. New ^ork* Philosophical library, 1943.
18. West, Michael. Learning to Read a Foreign Language. New York* Longmans, Green and Co., ltd., 1926.
19. . Language in Education. London* Longmans, Green and Co., ltd., 1932.
20. . On Learning to Speak a Foreign age. New York* Longmans, Green and Co., ltd., 1934.
II. Special Textbooks in Methodology
a. The Teaching of French
21. Baker, Florenoe. The Teaching of French. Boston* Houghton, Mifflin Co., 1931.
22. Jameson, Russel P. Le Cercle Francaia. Boston* D. C. Heath and Co., 1932*
b. The Teaching of Spanish
23. Doyle, H. G. (Ed.). A Handbook on the Teaching of Spanish and Portuguese. Boston* D. C. Heath and CoZT 1945 •
24. Wilkins, L. A. Spanish in the High Schools* A H^dbook of Methods. Chicago* Benjamin it. Sanborn and Co., 1925.
c. The Teaching of German
25. Bagste.r-Collins, E. W. The Teaching of German in Secondary Schools. Hew ^ork* The Macmillan Co., 1904.
26. Hagboldt, P. H. The Teaohing of German. Boston* D. C.Heath and Co., 1940. 200
d. The Teaching of General language
27 • General language Bulletin. Detroit* Petroit public Sohoole* Divlsionof instruction, language Education Department. 28. A ^andbook on the Teaching of General language. Detroit* Detroit ^Public Schools * Division of ^-ns true t ion, language Education Department, November , 1951.
29 • Kaulfers, TV. V., Kefauver, G. and Roberts, H. d . Foreign languages and Cultures in American Education. New ^ork: MoGraw-Hill Book Co., 1942.
30. Kaulfers, TV. V. "General Language." Encylopedia of Educational Research. R©v* Ed. Edited by Walter S. Monroe. New ^ork* ^omilian Co., 1950, pp. 500-501.
31. Tharp, James B., Kaulfers, YV. V., et al. General language Abstracts . In mimeographed form.
32. Tharp, James B. 'The General Language Course and Its Administra tion." Educational Research Bulletin, Jan. 15, 1941.
e. The Teaching of English as a Foreign Language
33. Coleman, A., and King, C. B. English leaching in the Southwest. Compiled for the Committee on Modern Language's^ American Council on Education, 1940.
34. Richards, I. A. Basic English and Its Uses. New ^ork! TV. YY. Norton, 1943.
35. Fife, R. H., and Manuel, H. T, The Teaching of English in Puerto Rico. Prepared fbr the American Council on Education. San Juan*" Department of Education Press, 1951.
36. Fries, C. C. The Structure of English. New ^ork: ^arcOUrt( Brace and Co., 1952.
37. . Teaching and Learning English aw a Foreign •^nguage. Ann Arbor* Univ. of Michigan Press, 1945.
38. West, Michael. Bilingualism. Calcutta* Bureau of Education. Occasional Reports, No* 13, 1926. 201
XII. Speoial Programs for the Teaching of Foreign. Languages
59. Angiolillo, P. P. Armed. Foroea1 Foreign language Teaching. Wew York* S. F. Vanni, 1947.
40. Board of Education of the City of New York. Syllabus of Minima in Modern Foreign Languages. New York, 1931.
41. De Sauze, E. B. The Cleveland Plan for the Teaching of Modern Languages with Speoial Reference to French. Philadelphia* The "Winston Co.. 1946.
42. Lind. Melva. "Modern Language Learning* The Intensive Course as Sponsored by the u . 3. Army and Implications for the undergraduate Course of Study." Genetic Psychology Monographs. 38 (1948), pp. 3-82.
43. Matthew, R. J. Language and Area Studies in the Armed Services. Washington, D. C.* American Council on Education, 1947.
44. Survey of Language Classes in the Army Specialized Training Program. Report of a Special Committee, prepared for the Commission on Trends in Education of the Modern Language Association. New York* M o d e m Language Association, 1944.
IV. Language and
45. Bloch, Bernard, and Trager, George L. Outline of Linguistic Analysis. Linguistic Society of America, 1942.
46. Bloomfield, Leonard. Language. New York: Henry Holt and Co., 1933.
47. . Outline Guide for the Practical Study of Foreign Languages. Baltimore* Linguistic Society of America, 1942.
48. Bodmer, F. The Loom of Language. New ^ork* W. TAT. Norton, 1944.
49. Hall, Robert A. Leave Your Lahguage Alone I Ithaca, New York* Linguistics, I960.
50. Hayakawa, S. I. Language in Thought and Action. Revised in Consultation with Bas illi. P illard, New York * Harcourt, 1949.
51. Jes person, Otto. Language* Its Nature, Development and Origin. New York* Henry Holt and Co., 1922*
52. Palmer, H. E., and Rodman, H. V. This Language Learning Business. Part I. (See No. 12, Bibliography E)• 202
53. I*ei, ^rio A. The Story of ^'anguage. ^Philadelphia* Lippinoott Co•^ 1949*
54. Sapir, E. Language* An Xntroduction to the Study of Speech. New York* Harcourt, Brace and Co., 1921.
55. Vendryes, J • Language* A Linguig-fcic Introduction to History. Translated by Paul Hading New ^ork* Knopf, 1925.
V • Annotated Bibliographies, Research Summaries, etc.
56. Buchanan, M. A., and ^*acPhee, E. D. An Annotated Bibliography of Modern Language Methodology. Toronto* The University of Toronto tVessT 1928# "
57. Coleman, Algernon. An Analytical Bibliography of Modern Language Tcaching. Volume 1. Chicago* University of Chicago ^ress, 1922.
58. . An Analytical Bibliography of Modern language Teaching. Volume II. Chicago* University of Chicago Press, 1937.
59. Coleman, A., and Fife, R. H. Analytical Bibliography of Modern Language Teaching. Volume III. 1939-42". King s Crown ^ress, 1949
60. Coleman, A., and King, C. B. "Modern Foreign Languages." The Implications of Research for the Classroom Teacher. Washington* Joint Yearbook, American Educational Research Association and the Department of Classroom Teachers, N.E.A., Feb., 1939, pp. 167-79.
61. ^andsohin, C. H. The Teaching of Modern Languages in the Uni-fced States." U.S. Bureau of Education Bulletin. No. 3, 1913*
VI. Word, Idiom, and Syntax Lists
a. French
62. Cheydleur, F. D. French Idiom List. New York* The Macmillan Co., 1929.
63* Clark, Richard E., and Poston, Lawrence, Ur. French Syntax List. New York* Henry Holt and Co., 1943.
64. Tharp, J. B. Basic French Vocabulary. New York* Henry Holt and and Co., 1939* 203
65* Vender Boko, G. E. French Word Book. New ^orks Macmillan Co.. 1 0 2 9 ; " ■...... ■ .. .
b. Spanish
66. Buchanan, a . A Graded Spanish Word Book. Third Edition. New ^ork* MaCinillan Co., 1932.
67. Eeniston, Hayward. A Standard List of Spanish Words and Idioms. Boston* D. C. Heath & Co., 1941.
68. . Spanish Idiom List Selected on the Basis of Range and Frequency of uccurrenoe . New fork's The Macmillan Co., 1929.
. Spanish Syntax List* A Statistical Study of Grammatical Usage in Contemporary Spanish ^rose on the Basis of Range and Frequency. New *ork; Henry Holt and Co., Inc., 1937.
70. Russell, Harry J . The Moat Common Spanish Words and Idioms. New ^ork* Oxford diversity ^reaa, 1937.
o. Portuguese
71. Brown, Charles B. and Milton L. Shane. Brazilian Hpr-tup-uggQ Idiom list. ^ashville* The Vanderbilt University Press, 1951.
72. Brown, Charles B. et. al., A Graded Word Book of Brazilian Portuguese, New ^orkJ F. S. Crofts * Co., 1945.
d. German
73. Edward F. A German idiom List, Selected on the Basis of Frequency and" Range of Occurrence. New W k * The j^ac— millan Co., 1929.
74. Morgan, B. Q. A German Frequency Word Book. New York* The Macmillan Co., 1928.
75. . Minimum Standard German Vocabulary. New York* F. S. Crofts and Co., 1934. \
204
e. English as a Foreign Language
76. Fries, C. C., and Traver, A. Eileen. English Word Lj8-t;st A Study of Their Adaptability ibr instruction. American Counoil on Educ at ion, 1940.
77. Bongers, H. , The History and Principles of Vocabulary Control, Woerden (Holland), 1947. 3 VoIs*
VII• Research Studies
78. Agard, F. 8.* and Dunkel, H. 3. An investigation of Second language Teaching. Boston* Ginn and Co., 1948.
79. Publications of the American and Canadian Committeesr on Modern Languages. New York* The Macmillan Co., 1927-31.
Vol. I. Wood, Ben D, New Experiments with New Type Modern Language Tests. 1927.
Vol. II. Buswell, ^ * A Laboratory Study of the Reading of M o d e m Foreign Languages. 1927.
Vol. III. Buchanan, Milton A. A Graded Spanish Word Book. Toronto, Can&d&s University of Toronto Press', 1927.
Vol. XV. Wheeler, C. A., comp., et al. Enrollment in Foreign Languages in Secondary Schools and Colleges of the United States. 1928.
Vol. V. Henmon, V. A. C. Achievement Tests in the M o d e m Foreign Languages. 1929.
Vol. VI. (Canadian Committee) M o d e m Language instruction in Canada» Toronto* University of Toronto -^ress, 1928.
Vol. VII. (Canadian Committee) Modern Language Administration in Canada. II. Toronto* University of Toronto ^ress, 1928.
Vol. VIII. Buchanan, M. A., and MacPhee, E. D. An Annotated Bibliography of Modem Language Mpthodology. Toronto* University of Toronto Press, 1928.
Vol. IX. Morgan, B. Q. German Frequency Word Book. 1928.
Vol. X. Hauoh, Edward F., comp, ^erxnan Idiom List. 1929.
Vol. XI. Keniston, Hayward, comp. Spanish idiom Lj3-b. 1929.
Vol. XII. Coleman, Algernon, The Teaching of M o d e m Foreign Languages in the United States. 1929. 205 -♦ Vol. XIII. Rurin, C« M. The Traihing of Tea.oh.ers of Modem Forelgn Languages. 1929.
Vol. XlV. Henmon, V. A. C., et al. Prognosis Tests in the Modern Foreign Languages. 1929.
Vol. XV. Cheydleur, F. D., comp. French Idiom List. 1929.
Vol. XVI. Vender Beke, George E., comp. French Word Book. 1929.
Vol. XVII. Studies in Modern Foreign Language Teaching. 1930.
Vol. XVIII. Fife, Robert Herndon. A Summary of Reports on the Modern Foreign Languages. 1931.
VIII. Psychology of Language Teaching
80. Dunkel, Harold B. Second language Learning. Boston5 Ginn and Co., 1948.
81* ^agboldt, P., op. cit. Vsee ho. 6, Bibliography E).
82. Huse, The Psychology of Foreign Language Study. Chapel Hilli University of Worth Carolina ^ rose, 1931.
83. Palmer, H. 3. The Scientific Study and Teaching of Languages. Yonkers-on-Hudson: World Book Co., 1917.
84. Palmer, H. E., and Redman, H. V., op. cit. ^art II. (See No. 12, Bibliography E).
IX. History of Modern Language Teaching
85. Bagster-Collins, E. History of Modern Language Teaching in the United States. New York* -^aomillan Co., 1933.
86. Handsohin, C. H. "The Teaching of Mo d e m Languages In the Hni-te^ States." U.S. Bureau of Education Bulletin, No. 3, 1913.
X. Use of Audio-Visual Aids
87. Alpera, H., and ^tsoh, A. I. (Eds.). Audio-Visual M a t e rid a in Foreign language Teaching. New York5 Department of Foreign Languages and literatures, School of Education, New ^ork University, 1950. 206
88. "A Guide to Audio-Visual Aide and Supplementary Data for Southern California Foreign language Teachers." Modern Language Forum, XXXIII, Nos. 1-2 vMarch-June, 1948), pp. 22-67.
89. Dale, Edgar. Audio-Visual Methods In Teaching. Now Y0rkj The Dryden Press, 1946. 90. Hooking, Elton, The Power of Babel." Modern Language Journal, XXXVI (May, 1952), pp. 239-241.
91. "Audio-Visual Aids." Department appearing in each issue of the Modern Language Journal.
92. Teaching Foreign Languages with Audio-Visual Aids. Lubbock, Texas* Department of Foreign Languages, Texas Technical College, 1950.
93. Catherine M* T/Villiams, Sources of Teaching Material, Bureau of Educational Research Pamphlet, The Ohio State "University, 1952, 19 pp. APPENDIX A 1. Institutions from Whicjh i^Jompleited Questlc ; I
Institutions Location Title
Alabama State College Montgomery, Ala. Foreign Language Arkansas A. M. & N. College Pine Bluff, Ark. Modern For. Langs A&T College of North. Carolina Greensboro, N. C. Romance Language Atlanta University Atlanta, Ga. Dept, of French Berber-Scotia College Concord, N. C. Foreign Language Benedict College Columbia, S. C. Dept.•of French Bennett College Greensboro, N. C. Humanities Dept. Bethune-Cookman College Daytona Beach, Fla. Mod. For. Langs. Bishop College Marshall, Tex. of Langs. & Bluefield State College Dlv. Bluefield, W. Va. Dept. Romance Lan Butler College Tyler, Tex. No Dept. (French Central State College Wilberforce, Ohio For. Lang. Dept. Clark College Atlanta, Ga. Mod. For. Langs. Dillard University New Orleans, La. Div. of Lit. & th Fisk University Nashville, Tenn. Dept. Mod. For. L Florida A&M College Tallahassee, Fla. For. Lang. Dept. Gammon Theological Seminary Atlanta, Ga. No Dept. (Latin & Hampton Institute Hampt on, Va. Communication Cen Howard University Washington, D. C. Depts. of German Romanc Class! Jackson College Jackson, Miss. Dept. (French) Jarvis Christian College Hawkins, Tex. No Div. of Human!tie Kentucky State College Frankfort, Ky. Knoxville College For. Lang. Dept. Knoxville, Tenn. For. Lang. Dept, Lamar State College Mfc Qevoted entirely to white students, d;
Langston University Langston, Okla. Dept, of Langs. & Leland College Baker, La, Dept. Langs. & Li' Le Moyne College Memphis, Tenn. Humanities Dept. Lincoln Junior College Kansas City, Mo. Langs. Dept. Lincoln University Jefferson City, Mo., For. For. Langs. ] Maryland State College Princess Anne, Md. , Mod. Miles College Birmingham, Ala. |Dept. Langs. & LH Dlv. of Languages Miner Teachers College Washington, D. C . Mississippi Industrial College Div. for. Langs. < Morehouse College Atlanta, Ga. Dept.jof French Morris Brown College Atlanta, Ga. Mod. For. Langs. ] Morgan State College Baltimore, Md. / Mod. For. Lang. D< North Carolina College Durham, N. C. Romance Lang. Dep1 Depts. of French, Philander Smith College Little Rock, Ark. Prairie View A&M College Prairie View, Tex. For* Lang. Dept.. St. Augustine's College Raleigh, N. C. Dept. Mod. For. L< Southern University Baton Rouge, I,a. ; Dept, of French,G< Southern Christian Institute I Dept.iMod. For. L< South Carolina A&M State College Orangeburg, S. C. For* Lang. Dept. Mod. For. Langs. I sstionnaires Were Received 208
Pitle of P.L. Unit Dept. Head Enroll- ment iage Dept. David S. Stott ■j* >ngs. Dept. Oliver E. Jackson 1,194 lage Dept. Dr. Waverly N. Rice 2,594 ich Dr. Charles Wahl 427 tage Dept. Gretchen B. Payne (Mrs.) 202 tcli James A. Marshall 643 ►pt. Blanche Raiford 421 igs. D e p t . Marion M. Speight 706 i. & Lit. J. C. Anderson * > L a n g s . Rosalyn C. Richardson 322 inch taught) Edward Snead ■35- ipt. Georges Joseph-Henn 842 ;gs. Dept. R. E. Cureton (Mrs.) 730 & the Fine Arts Rudolph Moses 521 r. Langs. Dr. Ferdinand Gowa 641 p t . E. B. Mitchell 2,093 in & Hebrew) Paul T. Fuhrmann Center Dr. Hugh M. Gloster 1,217 rman Dr. Stanton L. Wormley 3,598 raance Languages Dr. V. B. Spratlin assical Languages Dr. Frank Snowden n c h ) No Dept. Heed 862 ities Eugene R. Jones 121 p t . Dr. A. J. Richards 516 p t . Dr. Wm. Rodemann 342 s, data considered no value ;o study. s . & Li t. Gloria A. Toney 565 3c L i t . James A. Hamlette 376 p t . Volunteer F.L. Instructors 460 e p t . Eloise S. Wilson «■ gs. Dept. Dr. M. G. Eardiman 811 3c Lit. Dr. John S. Lash 384 ages Carrie C. Robinson ■* g s . & Li t. Dr. W. Napoleon Rivers 548 J. L. Watts 208 gs. D e p t . Dr. Edward A. Jones 495 g. Dept. Julia F. Jackson (Mrs.) 603 D e p t . Dr. Frederick H. Dedmond 1,516 ich, Spanish. & German Spanish-Raleigh Morgan,Jr. 1,430 German-Dr. Ernst Menassee pt. Dr. Georg Iggers 553 p. Langs. Data not given 2,379 ih, German & Classical Langs. Reginald L. Lynch 443 p. Langs. Kenneth C. Miller 2,626 pt. Eleanor McKee 44 5s. Dept. F. M. Sheffield 1,358 *■"> I"' Institutions Loo©tIon
ftllJmnn Coll©;'© ffarpor*s Ferry, v, Vs* j torer College Ip* .... * Texes College Tyler, Toil* i* * £ ?exp€ 'outhorn Univert1t y Houston, Tex* I* F o r Toy -r* loo Col leg© Tougcloo, M X b s• i* ox* Tusteegee institute Tuskegee, /le. Oenerel r Virginia ;:tste College Petersburg, Vs* Fer, Z*ng Virginia Union University Hiebmoad, Ve* aept« Lsn ©st Virginia vtet© College Institute, if** /a* >* of ilberl'orc© University sllberforce, Ohio ' iley College Sfershell, Tex* !Msrig *. ’ v 1 *? r lIn Ivor sit;/ ■Mevi Orleans, la. ■Bepb* WoO
*Indicates enrollment figures taken from Good, Csrte* j. / Guide to Colleges, Univers1ties end Prof e©rione1 j 1 ch o o l l i Z FIT” other enrollment 1*1 -lire's taken from PltEsbuya Courier (weekly newspaper), Feb* 7, 1955* i h'l 209 . i
Title of F*L* Ttolt Dept* Head Enroll* went Lang. -mpt*.... B* B. Hardy 278 {Freneh fit ‘‘pent eh Mery MeKittrick • ll* Mod* Langs* Date not given 711 rt. for* Langs* & Lite* Dr. John H% Curtor 3,080 tta* of Freneh,Bpunisfo St German Raymond E* Tee 196 ier«l rtudles Bottle Waddell 1,784 ** Lang. Dept, Dr* Yu Thome j? Carter 2,150 St« tpngs* Se Tit* Mary Elizabeth. Johnson 747 rta* bf German & Romance Lunge* John F* Metheus 895 I* "fftgr* range. Dept* Dr* Kurt Keppler 304 ig* Rept, Carlos G* .'Dnith 617 it, Sod* k Claealocl tenge* Dr. Leon Bolster 1,040
9 ‘210 2. institutions to Which. Questionnaires Were Sent But Which Do Not Offer Instruction In Foreign Languages
Institution Location Enroll ment / lcoi^ta A&M College Alcorn, Miss. 606 Arkansas Baptist College Little Hock, Ark. 186 Avery Institute Charleston, B.C. # Bettis Academy Trenton, S. C. Bishop Payne Divinity School Petersburg, Vs. Oheyney Teaebers College Cheyney, Penn. 376 Coppin Teachers College Baltimore, Md. 206 Cunber- Junior Col.lege Little Rock, Ark. •» Fayetteville State Teachers College Fayetteville, N. C. 599 Florida N&I College St. AugUBtine, Fie. 211 Grembling College Grembling, Le. 1 , 4 9 6 Immanuel Lutheran College Greensboro, N. C. « Mary Allen College , Tex. 203 Mary Holmes College West Point, Miss. * Morris College Sumter, S. C. * Oekftood College Huntsville, Ale. * Paine College Augusta, Ga. 320 Rush College Holy Spring®, Miss. 263 fhorter-Flippor-Curry College North Little Rock, Ark. e rtcte Teachers College of M. G« Elisabeth City, N. C. 439 rtlllman College , Ala• 278 Voorhees ff&I School Denmark, S. C. 421
^Enrollment date from Good, Carter G. op, cit, Pittsburg Courier* op. cit. 21(1 3. Institutions That Did Not Reply to the Questionnaire, But on Which Catalog Data Was Secured
Institution Location Enroll ment
Alabama A&M College Normal, Ala. 693 Albany State College Albany, Ga. * Allen University Columbia, S. C. 645 Arkansas A, M & N College Pine Bluff, Ark. 1,194 Claflin College Orangeburg, S. C. 434 Georgia State College Savannah, Ga. 924 Houston-Tillotson College Austin, Tex. 764 Johnson C. Smith University Charlotte, N. C. 661 Lane College Jackson, Tenn. 344 Lincoln University Lincoln University, Penn. 283 Livingstone College Salisbury, N. C. 370 Maryland State Teachers College Bowie, Md. 321 Morristown College Morristown, Tenn. 306 Paul Quinn College Waco, Tex. * Shaw University Raleigh, N. C. 485 Spelman College Atlanta, Ga. 415 St. Philips Junior College San Antonio, Tex. * Stowe Teachers College St. Louis, Mo. 343 Talladega College Talladega, Ala. 292 Tennessee A&I State University Nashville, Tenn. 2,003
^Enrollment data from Good, Carter G. 0£. cit. Pittsburg Courier. op. cit. 212 4. All Institutions for Which Catalog Data Was Secured
Institutions Location Enroll ment
Alabama A&M College Normal, Ala. 693 A, M & N College Pine Bluff, Ark. 1,194 Albany State College Albany, Ga. -* American Baptist Theo. Seminary Nashville, Tenn. •w* A&T College Greensboro, N. C. 2,594 Allen University Columbia, S. C. 645 Barber-Scotia College Concord, N. C. 202 Benedict College Columbia, S. C. 643 Bennett College Greensboro, N. C. 421 Bethune-C ookman College Daytona Beach, Fla. 706 Bishop College Marshall, Tex. Bluefield State College Bluefield, W. Va. 322 Butler College Tyler, Tex. -* Claflin College Orangeburg, S. C. 434 Clark College Atlanta, Ga. 730 Central State College Wilberforce, Ohio 842 Delaware State College Dover, Del. 121 Dillard University New Orleans, La. 521 Fisk University Nashville, Tenn. 641 Florida A&M College Tallahassee, Fla. 2,093 Florida N&i College St. Augustine, Fla. 211 Georgia State College Savannah, Ga. 924 Hampton Institute Hampt on, Va. 1,217 Howard University Washington, D. C. 3,598 Jackson College Jackson, Miss. 862 Jarvis Christian College Hawkins, Tex. 121 Johnson C. Smith University Charlotte, N. C. 661 Kentucky State College Frankfort, Ky. 516 Knoxville College Knoxville, Tenn. 342 Lane College Jackson, Tenn. 344 Langston University Langston, Okla. 565 Leland College Baker, La. 376 Le Moyne College Memphis, Tenn. 46 Lincoln Junior College Kansas City, Mo. Lincoln University Jefferson City, Mo. 811 Lincoln University Lincoln University, Penn. 283 Livingstone College Salisbury, N. C. 370 Maryland State College Princess Anne, Md. 384 Maryland State Teachers College Bowie, Md. 321 Miner Teachers College Washington, D. C . 548 Morehouse College Atlanta, Ga. 495 Morgan State College Baltimore, Md. 1,516 Morris Brown College Atlanta, Ga. 603 Morristown College Morristown,'■ns**- Tenn. 306 i 213
Institution Location Enroll ment
North Carolina College Durham, N. C. 1,430 Paul Quinn College Waco, Tex. 291 Prairie View A&M College Prairie View, Tex. 2,379 St. Augustine College Raleigh, N. C. 443 St. Philips Junior College San Antonio, Tex. Savannah State College Savannah, Ga. 924 Shaw University Raleigh, N. C. 485 Shorter College North Little Rock, Ark. * South Carolina State A&M College Orangeburg, S. C. 1,358 Spelman College Atlanta, Ga. 415 Southern University Baton Rouge, La. 2,626 Stowe Teachers College St. Louis, Mo. 343 Talladega College Talladega, La. 292 Tennessee A&I State University Nashville, Tenn. 2,003 Texas College Tyler, Tex. 711 Texas Southern University Houston, Tex. 2,080 Tillotson College Austin, Tex. 764 Tougaloo College Tougaloo, Miss. 196 Tuskegee Institute Tuskegee, Ala. 1,784 Virginia State College Petersburg, Va. 2,150 Virginia Union University Richmond, Va. 747 West Virginia State College Institute, W. Va. 895 Wiley College Marshall, Tex. 617 Xavier University New Orleans, La. 1,040
■^Enrollment data from C-ood, Carter G. op. cit. Pittsburg Courier. op. cit. An Evaluation of Foreign Language Programs in Colleges and Universities for Negroes 9 Name of Institution______Name of Respondent______d> I. Unp a g ejJ adghL SHeet Definition and Questionnaire Original
1, Check the languages which are taught in your Institution.
Latin (— ) Greek (— ) French (.— ) Spanish (— ) German (— ) Italian ( ___) Portuguese_(___) Russian (— )
Others { ______)
2. Which departmental arrangements) exists) in your institution? If there are more than one, check all that have inde pendent budgetary status. If no departmental arrangement exists, write in the name of the administrative or budgetary unit in charge of each of the languages taught in your institution. Add any necessary definition^) in theppace at the right. pedx B Appendix ForeignLanguage Dept. Modem foreign Languages Dept. Dept, ofLanguages and Literature. Romance LanguagesDept. Dept, of French Dept, of Spanish Dept, ofGerman Dept, of Slavic Languages Dept, ofClassical Languages Communications Centex Humanities Dent.
Others, givetitles {.
II. School requirements
1. Check which foreign languages are requited for students who take majors in the following areas: (Place X-in die appropriate column.)
Science Mathematics to Social Science Others, givetitles (. II. School requirements 1. Check which foreign languages are requited for students who take majors in the following areas: (Place X4n die appropriate column*) Science Mathematics to H Social Science 04 Music Industrial Arts Fine Arts Humanities English Education Nursing Medicine Law 2. Write in the number of students enrolled in all courses of the following foreign languages in the jean listedbelow. If enrollmentat figures are Impossible of difficult to obtain, give approximate figures. Indicate if the figuresiapproximate are or exact. French Spanish German Latin Others 3. Write in the number of foreign language coube hours that are required for. Majors Minors Teaching Certification Non-Specialists e#J)f -21® The Arguments For end Against Regional Education'**1 The arguments for regional education are many and con vincing. The arguments for and against regional education that have been most consistent and most bitterly contested are those that have as a basis, racial segregation or racial integration m regional schools. Both sides are agreed that interstate and interinstitutional cooperation is mandatory as well as desirable. They disagree only m the philosophy that controls the administration of regional education in the South. Since the opponents of the Southern regional plan are in the main Negroes, and since the Negro group is the one most detrimentally affected by the racial segregation issue around which arguments revolve, arguments both for and against the regional plan by Negroes mi gjit be the most conclusive ones. On April 8, 1950, Southern educators convened in the First Southwide Conference on Discrimination m Higher Education at Atlanta University, Atlanta, Georgia. The Conference was divided into three m a m centers of interest: (1) The Present Situation and Recent Gams, (2) The Regional School Plan, and (3) Methods and Techniques for Eliminating Discrimination. From the session dealing with The Regional School Plan emerged the much discussed papers by F. D. Patterson, Why the Regional Plan Should Be Supported, and by Aubrey Williams, Why the Regional School Plan Should Be Opposed.i The latter paper has been since revised and broadened to provide ten reasons why the regional plan should be opposed instead of the original nine reasons.2 Dr. Patterson, President of Tuskegee Institute, which incidentally is one of the contracting institutions m the This is section V of an unpublished paper by the lnvestl gator titled Regional Education: Is Ijt the Solution or the Evasion of e_ Problem in the South? 1 Discrimination in Higher Education. Published by Southern Coni'erence” EducetionslTundj Inc., Pamphlet Con ference Report, New Orleans, 1950, pp. 40-7, 2Ten Reasons Why the Regional School Is Opposed, Brochure, Published"by Southern Conference~Sduca11 ona 1 Fund, Inc., New Orleans. 216 regional plan, advocates that the plan should be supported because: 1* it would increase efficiency m programs through the combiniiig ‘of' res ouroes which would permit development of adeH uate facilities without burdensome cost. 2. it would permit "concentration of superior faculty talent at a few points rather than competition and dilution of effort on a state by state basis.” 3. It would meet "an actual rather than a supposed demand by taking into account only those able and willing to pursue graduate and professional courses." 4. It would provide "the opportunity to modify and expand as necessary without being handicapped with an extremely burdensome investment which would hinder needed flexibility in the early stages of d evelopment.” 5. It would permit "the use of outstanding facilities in presently operating institutions whether public or private and thus make the maximum use of seasoned programs rather than the attempt to develop first rate opportunity on a completely new basis. The opponents of Regional Education seem to overlook this latter point and with it the impossibility of developing worthwhile education overnight." Dr. Patterson goes on to point out that regional coopera tion is not a new idea dnd that the idea is being used success fully elsewhere. Although he acknowledges that some of the planners hoped by means of regional education to continue segregated educational facilities in the South, he feels that the plan should not be condemned because of the motives of some of the planners. He asserts that he can see no reason why progress toward integration will be impeded by the regional plan as it has been organized and administered. He suggests that the following alternatives are likely: 1. That integration in the "white" institutions of the South m the near future would be on a token basis and that the numbers of students so admitted would be insignificant and would hardly make a "crack" in the South’s segregation policy. 2. That the provision of graduate and professional educational facilities on a state by state basis would seem to mean the continuance of inadequate facilities and programs. 217 3* That since the South seems willing to pay almost any cost for segregated higier education, state hy state provision of such separate institutions would mean the continuance of Inferior Negro colleges staffed by inferior but over-paid faculties* 4. That integration is far less likely to occur m state institutions than m regional ones. And that since these institutions of a necessity would be operated with the help of federal funds, that factor too would hinder continued segregation. 5* That the point that must be constantly kept in mind is that regional education does not require segre gation. The Ten Reasons Why the Regional School Plan is Opposed, as instigated by Aubrey Williams are essentially as follows. He believes that the plan is: "1. Discriminatory and Unconstitutional. Xn all the 17 states which require separate schools by law there is not one instance where the state supported college for Negroes is even re motely equal m its facilities to those available to White students. 2. Uneconomic and Unreasonable. Furthermore, segregation is based on the premise of superior and inferior races. ...If we are honest, we must admit that such an obei sance to the prejudices of our grandfathers is a stupid and expensive anachronism. 3. Thwarts the Basic Purposes of a University. Segregated schools cannot educate for an inte grated world ...A university which purports to prepare youth for a democratic society, yet denies to its students a laboratory in which to practice democratic human relationships. 4. A Break on the Present Trend toward Integration in Existing Institutions. Today in 8 states where separate schools are maintained by law, Negroes are admitted in one or more graduate and professional schools of the state university. The very existence of the regional plan will serve as a deterrent to such progress. 218 5. An Unnecessary Expedient. ...There is an abundance of evidence in polls of faculty and student opinion to indicate that there is - ' willingness and re a dine s s to accept Negroes now in existing institutions. 6. Limits Rather than Expands Facilities. 7. Makes Legal Redress More Difficult. It Is obvious that court action will be hampered. 8. Not An Honest Answer to An Educational Problem. ...A device seized upon by politicians to circum vent Supreme Gourt Decisions. 9. Formulated in An Undemocratic Manner. The regional plan was primarily concerned with the problem of professional higher education for Negroes, but it began as a plan for and not by Negroes. 10. A Roadblock to All Regional Progress. Under a public policy of segregation the Negro population of the South is a drag upon the entire community, willing but unable to carry its pro ductive load. Under a policy of integration, the Negro population is the Southfs greatest potential opportuni ty.” 219 A Study of the Modern Foreign Languages In Thirty Negro Colleges* The rapid growth, "of interest In the field of modern foreign languages in the Negro colleges is parallel only by the interest in science. The latter, we know, has had, fortunately, propul sion from the outside in the fonns of grants and subsidies plus the sustaining arm of a money, and a materlallstic-age philoso phy. Just why the interest in modem foreign languages on the part of Negro colleges has grown so steadily, manifesting such interest as to increase the enrollment in courses from 200 to over 3500 in ten years, will not be treated in this study. We simply state the fact, hoping that it will stimulate reflection. The purpose of this study is purely informational, setting forth a "first picture" of general but pertinent facts concern ing the modem foreign languages in Negro Colleges, and dealing categorically with (1) the faculty - number, training, teaching loads, distribution, salary, leaves, and professional activity; (2) the student - enrollment, distribution, interests, and activities; (3) the curricula - content, quantity, and range of variety; and (4) equipment. This study is not a last-word critique, does not measure relative values, and does not seek qualitative or quantitative distinction and standards. It is purely informational. We hope that it will lead to and stimulate more specialized studies in the field. And it is hoped, further, that the dissemination of this information will lead to exchange of helpful contacts and acquaintances among those who, m the spirit of their teaching, are new-type "ambassadors” in the spheres of languages and literature. To the teachers and officers who cooperated with the study, profound thanks are offered. Their enthusiasm, care, and alacrity shown In their replies have had no mean significance in bringing the study up to the present point. The procedure consisted of sending a two-page, detailed questionnaire, and a personal letter requesting cooperation, to fifty Negro institutions which offered from two to four years of modern foreign languages. This material went to departmental heads, deans, and presidents. To this were added some personal interviews and a study of the catalogs of *W. Napoleon Rivers, Jr. "A Study of Modern Foreign Languages in Thirty Negro Colleges." The Journal of Negro Education, XI (Oct., 1933), pp. 487-93. 220 the institutions* OTiirty of the Institutions replied with enthusiasm and promptness. Follow-up correspondence, within the bounds of professional propriety and financial ability, has been sent to the remainder, but to no avail. The Faculty Academic Training - There were sixty-nine teachers, In these thirty institutions, giving all or the greatest portion of their time to this field, an average of two and three-tenths teachers per Institution. As for the actual distribution among the institutions, the study found that one had twelve teachers, one had four, five have three, fifteen had two, and eight had one. Of the sixty-nine teachers, forty-four were men, and twenty-five were women. The following list shows the amount of formal training: 6 Doctors of Philosophy 31 Masters of Arts 8 Foreign graduate degrees 7 A.B. degrees plus certificates or diplomas for foreign study 6 Only foreign certificates or diplomas 15 A.B. degrees and additional study but no additional certificate diploma or degree. Of this last group, five had completed work (2 semesters) equivalent to the Master of Arts degree. Four have completed only six weeks; two have completed ei ^ht weeks; one, nine v/eeks; and three, twelve weeks. Three of the doctorates were in Romance languages, and three were in Germanics. Teaching Loads and Distribution - The study revealed that fifty-four teachers in this field taught from twelve to sixteen hours per week, and that fifteen taught from eighteen to twenty- four hours* As for distribution and teechxng-corabinetions of the languages, it was revealed that twenty-seven taught only one language (one institution having seven), and forty-two were teaching more than one language, including three who taught also out of the field. The combinations appear in the follow ing orders. Combinations Teachers French-Spam sh------—— ------13 French-German------6 French-It a 11 an------2 Freneh-Latin------2 French-Engll sh------— s ------4 221 Spanish.-German------1 German-Latin------1 French - Art - Physical Education- ---- ' 1 French-Athletic s------1 French^Chemistry- -- -— — 1 From this we note a total of ten combinations, with the French-Spanish combination leading, and the French-German second. Four teachers taught a combination of ancient with modern languages; three of Latin and French, one of Latin and German. In five instances French was combined with English. Forty-one teachers were able to confine their teaching strictly to the field; three were sharing their teaching with a field wholly different. Salaries-Leaves - Since the field of modern foreign langu ages is the only one m which teachers cannot complete their training in the United States, an attempt was made to find out what opportunities and encouragement did these teachers have for further study, and most important of all, for study and travel abroad in the countries the languages of which they were teaching. Questions were asked relative to salaries and leaves of absence. The salary information was inconclusive, due to the fact - as departmental heads admitted - that these figures were not easily obtained since salary scales were not in operation publicly. The few replies sent showed salaries ranging from $1000 to $3200. Salaries were paid for either eight, nine, ten, or twelve months. In all but three cases, teachers who were paid for twelve months were obliged to teach in the summer school. These teachers are seriously handicapped since such a policy denies them a vacation with pay. This disadvantage is re flected m three ways: first, in'the small number in the field having attained the highest graduate degree, second, m the small amount of coordinate graduate study after the baccalaureate, and, third, in a negligible amount of pro fessional activity which this study will reveal later. In only three institutions which operated a summer school were teachers given the privilege of summer study and travel with pay. in cases where no summer school was operated, only two replied affirmatively to the question of receiving an extra stipend for travel or study abroad in the summer. Hie question of adequate salary and liberal leaves-of- absence of teachers m this field must be brought to the attention of administrators and executives since (1) the very nature of their subject makes imperative a sojourn in the countries the languages of which they teach, (fi) some universities are refusing to grant the A.M. and the Ph.D. degrees unless the candidate Jhas spent some time abroad; 222 and,.since (3) these requirements, necessarily, increase his expenses in obtaining adequate training. It may be added that white institutions, including high schools m certain locali- ties, have adopts policy'by 'which these teachers are provided with bonuses, stipends, travel and tuition aid for systematic and periodic study abroad m their languages. professional Activities - This phase of the study covers membership in national learned societies, attendance at annual meetings, and publications. The study showed that only eight- teen of the sixty-nine teachers held membership in national organizations encompassing the Interests of the modern foreign language field. Organizations listed were: National Federation of Modern Language Teachers, Modern Language Association of America, Association of American Teachers of French, Alliance Francaise, and La Societe des Amis d© le Langue Francaise. A total of eight mentioned their membership in honorary scholastic societies as Phi Beta Kappa, Phi Kappa Phi, and Phi Lambda Theta. In passing, it was observed, from the Negro Year Book, that the modern language teachers, as a group, has the largest member ship m Phi Beta Kappa. As to regular attendance at annual meetings of these societies, only one school answered m the affirmative. The active membership m these national organizations is entirely too small. This is especially true when there is not known to exist any opposition to Negro membership. Measuring the advantages, the fees are not prohibitive. This small member ship is due, presumably, to timidity and a feeling of in feriority on the part of many. Another reason: many Negro colleges are located m sections of the country where their teachers are not expected to participate in activities of the local brandies of the national body. In many cases, this condition prevails largely in the mind of the Negro teacher. These teachers must realize that the national organizations are open to all, that active membership is a part of their professional duty, that they, thereby, add dignity and respect to their racial group, and that they, by such contacts, may assist - indirectly - in levelling up many of the existing inequalities, and removing mistaken ideas about their scholarly interests. The negligible attendance at annual meetings may be attributed to the causes mentioned above, not overlooking, of course, financial limitations. In the field of publication, there have been but fifteen articles published by these teachers. Only three institutions were involved; and, one institution published nine. Only one textbook has been edited m the field. The modern foreign languages offer an inexhaustible mine 223 to the Negro for research contributions, m content, historical, and contemporary. In articles, he is free to investigate and publish in any aspect of language, literature, or pedagogy. Racial pride should stimulate hime to. investigate the achieve ments of distinction of those men of African descent to whom the foreign Idioms were adopted mother tongues. There are achievements and distinctions which have been passed over un noticed, intentionally concealed, or grievously misinterpreted. Much rehabilitation of personages and proppr orientation of influences have yet to be done by scholarly minds that are sympathetic, just, and unbiased. In the matter of textbooks, it is known that established publishing houses of school texts will publish any textbook manuscript possessing sound pedagogic features, regardless of the color of trie editor. The Negro writes disserations in the languages and literatures of French, Spanish, Italian, and German and teaches the same, but overlooks the industry of textbook editing. Hugo's Bug Jargel, Lamartine's melodrama on Toussalnt L 1Ouverture, the plays and historical novels of Dumas pere, the realistic dramas of Dumas fils, the poetry of Placido, Maran, H i a l y , and score of others fall to the editor ship of other folk. Hie graduate training which Negroes receive In American universities plus (what ougjit to be) an instinctive and scholarly interest in displays of genius of men of African descent in the foreign Idioms present an advantage In textbook editing to which their eyes have been closed. The Student Enrollment - These thirty institutions report a total of 3503 students enrolled m language courses, with a distribution as follows: French 2053, German V65, Spanish 569, and Italian 16. Hie answers to the question of what per cent of the Insti tution's total enrollment was in these courses showed the range from 10 to 100 per cent. Hi ere being one case for each extreme. Hils range shows that the languages are well entrenched In Negro colleges as required subjects and as substantial, liberalizing electives. No attempt was made to determine the number of students who chose the languages as undergraduate majors, but a perusal of catalogs which carried the major chosen opposite the students' name showed the number to be relatively small. Hils same source showed that women elected the languages as a major more frequently than men. Interests, Activities - In coeducational institutions where honors were given, it was found that women were the ranking students m languages. There was only one exception 224 to this finding. The study excluded from this consideration four Institutions having only male students. No student of these institutions has ever obtained a Franc American Scholarship, or has been privileged to spend the Junio Year abroad under the Delaware Plan. The conditions of departmental language clubs were des cribed as "active,” "inactive," or m process of being "re vived." The organizations were listed as follows: French clubs 21, German clubs 8, Spanish clubs 7, Italian 1 (El Ateneo), Modern Languages club 1. One institution had rio club but staged plays. In six instances, the students were able to hear lectures in the foreign languages "monthly," "bi-monthly," and "occasionally." In nine cases, foreign b o m Instructors were members of faculties. Three institutions answered affirmatively the question dealing with contact with organizations end activities abroad, naming L'Alliance Francaise. No attempt was made to determine instances where international correspondence among students was carried on; however, one teacher mentioned this activity. Curricula Eight Institutions, operating on the quarter system, offered the following number of courses: French HO, Spanish 65, German 57, Italian 9, making a total of 241 courses. Twenty-two institutions, operating on the semester system offer the following number of courses: French, 193, German 104, Spanish 94, making a total of 396 courses. There is a grand total of 637 courses. One institution offered 70 courses with twelve teachers; another offered 46 with one teacher. French is offered in all institutions, German is offered m nineteen, Spanish m sixteen, and Italian in three. Two Institutions offer only French; eleven offer French, Spanish, and German; nine offer French and German; five offer French and Spanish; and three offer French, Spanish, Italian, and German. The length of course-offermgs in years is as follows: 1. Number of institutions offering four years of French------20 German------8 Span! sh------6 2. Number of Institutions offering three years of Fre n c h ------5 German------4 Spanish— ------5 225 3. Number of institutions offering two years of French.------5 German------7 - Spanish— .3 . No institution offered two years of Italian; and this language was offered by only three Institutions. Substantial courses in literature covering the main chrono logical periods, movements, and the genres were copiously des cribed m institutions where three and four year courses were conducted. Specialized or non-literary courses, excluding the elementary courses, were offered by the following number of institutions. Courses No. of Institutions Phonetics------*------5 Philology------2 Methods ------10 Civilization------5 Scientific------8 Commercial------—■— 2 Only one institution has conducted graduate courses with concrete success. Equipment The question of practical and scientific equipment for the effective teaching of the modern foreign languages today is very close to teacher-training in importance. One gets an Idea of what obstacles the departments have to face when the study states that not more than two weeks ago, an officer of a Negro college insisted that one classroom textbook was all that a teacher needed to teach a language course. This individual, trained m another field, had not reached that point m present-day administrative development where he could view the curricula with a liberal and impartial eye. Among the thirty institutions were found the following equipment: phonographs 14 (with and without records), dictaphones 2, sound charts 8, maps 8, miscellaneous wall charts 16, lantern slides 6, motion picture projectors 4. Out of fairness to the teachers, it must be stated that, in many cases, the equipment was their personal property. In institutions where the above pieces of equipment were not available, the teachers voiced their need of them, and, 226 in addition, felt that the following items would contribute much, to effective language teaching; radios, earphones, dictionaries, encyclopedias standard works for literary courses, rare hooks, rare manuscripts, critical studies, selections and works of foreign Negro authors, and more realia in general from the foreign countries* No institution indicated that it had the proper equipment to give courses in phonetics or linguistics. Only two institutions felt that their present library equipment was sufficient. With regard to contemporary reading matter, it was found that institutions subscribed to language periodicals covering research, literature, and pedagogy, and, to newspapers covering politics, art, pedagogy, and literature. The distribution was as follows; Institutions taking both periodicals and foreign newspapers— 15 \a institutions taking periodicals only------to Institutions taking foreign newspapers only Institutions taking neither------48 One institution subscribed to seven periodicals and three foreign newspapers. Over sixty-five per cent were without contemporary reading matter in the field. Only seven institutions granted appropriations with which the language department could purchase equipment. General Summary * 1. There are too few teachers with the hi^iest graduate degree. 2. Only twenty-five per cent of the teachers are affiliated with national societies of the field. 3. A few teachers extend their teaching activities into unrelated fields. 4. Hie amount of research and textbook publication is un impressive, negligible. 5. Except in three cases, the teachers* load of the faculty was fairly distributed. 6. Teaching contracts run from eight to twelve months. 7. Teachers who are working beyond nine months to receive a twelve months* salary have no vacation for study. 8. Leaves of absence for study and travel abroad with stipend are almost negligible. 9. Only two institutions give concrete encouragement for study and travel abroad. 10. Total enrollment in language courses of these institutions is 3583, with the distribution m the following order: French, German, Spanish, Italian. 227 11* OTie percentage of the institutions* total enrollment studying the languages extends from 10 to 100 per cent. 12. Female students take honors, generally. 13. Language clubs constitute the general extra-class activity. 14. No student has enjoyed existing opportunities for study abroad during the junior year. 15. Professional reading matter, pertaining to the field, is lacking in sixty-five per cent of the ir'titutions. 16. Equipment for the most modern and effective teaching m the languages is available m only a few institutions. 17. Only five schools make definite appropriations to the department to purchase equipment, excepting salary. 18. Three- and four-year courses give the appearance of being designed to prepare the student to enter graduate school. The writer knows instances where this end is reached effectively. In institutions where courses are given_for a shorter length of time, they serves as liberal electives. 19. There is a tendency, in some cases, to list an excessive number of courses. 20. Eleven of the institutions offer three languages; fourteen offer two; three offer four; and two offer one. The following colleges cooperated in this study: Allen University, Columbia, S. C. Arkansas State College, Pine Bluff, Ark. Benedict College, Columbia, S. C. Bennett College for Women, Greensboro, N. C. Bishop College, Marshall, Texas. Delaware State College, Dover, Del. Florida A. and M. College, Tallahassee, Fla. Howard University, Washington, D. C. Kentucky State College, Lexington, Ky. Knoxville College, Knoxville, Tenn. Lincoln University, Jefferson City, Mo. Lincoln University, Chester, Pa. Livingston College, Salisbury, N . C. Louisville Municipal College, Louisville, Ky. Morehouse College, Atlanta, Ga. Morristown Junior College, Morristown, Tenn. North Carolina Agricultural and Technical College, Greensboro, N, Paine College, Augusta, Ga. Prairie View College, Prairie View, Tex. Shaw University, Kaleigh, N. C. Johnson C. Smith University, Charlotte, N. C. Southern University, Baton Rouge, La. Tennessee State Ag. and Industrial College, Nashville, Tenn. Tuskegee institute, Tuskegee, Ala. Virginia State College, Ettrick, Va. Virginia Union University, Richmond, Va. Wilberforce University, Xenia, Ohio Wiley College, Marshall, Texas. 228 Modern Foreign Languages in Negro Colleges* ...... Faced with the urgent need everywhere for better human relations and increased world understanding and United Nations Organization, whet is the answer of the Negro colleges to language teaching end learning? What ere the prospects for renewing language faculties, for providing Negro linquists in varied political, economic end educational openings in the world? During 19' 2-44 a study was made under the direction of Professor Frederic D. Gheydleur, Bureau of Guidance and Records, at the University of Wisconsin, of "Achievement in Modern Foreign Languages in Negro Colleges," with thirty-six colleges participating. In order to follow up that study, at least the questionnaire part of it, a revised questionnaire was sent m November, 1946, to seventy-five colleges. Twenty-four colleges returned answered questionnaires,^ and replies were received from a total of twenty-eight colleges - in the number, one college that does not offer foreign languages. Of the colleges returning the questionnaires in 1946, there are thirteen which participated in the study in 1942-43. Taking the colleges which participated in the study in 1942-43 as a sample and the colleges which participated in 1946, the following summary is in response to some of the questions relative to modern foreign languages m Negro colleges today. Crofts* "Modern Language News," December, 1946,2 reports that language study is at a peak in colleges and that German leads major languages m percentage of Increase. About fifteen Negro colleges are included in the Crofts report. Four of that number also participated in the present study. Who are the teachers of languages in the Negro colleges today? A review of college catalogs will reveal American- trained - in some cases with one to five years or more of Nyabongo, Virginia Simmons. "Modern Foreign Languages in Negro Colleges." Reprinted from The Modem Language Journal, XXXII (Feb., 1948), pp. 134-39. ■^Albany State College, *Alcom A and M College, “Bluefield State College, Claflm College, Clark College, Florida A and M College, Fort Valley State College, Houston College for Negroes, "“■Jarvis Christian College, Knoxville College,'“'Kentucky State College, Lane, '“Lincoln Junior College, %iner Teachers College, ■“Morehouse College, "“Morris College, “Fraxme View College, Southern University, State College-Orangeburg, Storer College, Talladega College, "“West Virginia State College, “Wilberforce University,"“Wiley College, Colleges with an asterisk participated in the 1942-43 Study. 2Crofts. "Modern Language News," Disc., 1946, New York. 229 foreign study and travel - teachers of French and Spanish, a number of foreign-born teachers of German and some who also teach French, Most of the colleges employ one language teacher. That' teacher usually teaches French and Spanish and, in a few cases, German. Thirteen colleges have one French teacher each; four colleges have two teachers each; four have three teachers each; one has four teachers with one on leave for study. Five colleges have one German teacher each; two have two teachers each. Eleven colleges have one Spanish teacher each; one has two teachers each; one has three teachers each. One college has one teacher of* Portuguese. While for the most part modern foreign language teachers teach foreign languages, ten also teach English and seven others instruct part-time m one of the following fields; agriculture, arts survey, classics, comparative literature, economics, education, European history, Latin, music (vocal), political science, religious problems. Nine or eighteen per cent of the teachers reported published articles or books or works m preparation. One Spanish master's thesis was reported in preparation for publication, ”E1 Valor Universal de Don Quixote,” Venetta B. Collins, Houston College for Negroes; and one doctoral dissertation, 1,rEhe Exotic Element in the Novels of Pierre Loti,” A. J. Richards, Kentucky State College. Among articles and books in preparation are the following: An Interracial Reader for German Classes, Across Barriers, Williem Rodemann, Knoxville College; ’’Foreign Languages at Miner Teachers College,” W. N. Rivers; ’’Royalism in French Politics,” Fhylon, Spring, 1947; ’’Travel Impressions- France-1946, The C n s i s , December, 1946; "Negroes in the Constituent Assembly m France,” Qpportunity, January, 1947, E. A. Jones, Morehouse; articles on "Les Francals Libres” and ’’Lamartine," John H. Morrow, Talladega; "intermediate English” for Haitian Schools, John F. Matheus, West Virginia State College; Syllabi for (1) Humanities (in general), (2) all lower level courses, (3) all upper level courses, (4) How to Study Modern Foreign Languages, (5) Experiments with General Language Courses, (6) Experiments with "intensive” Courses or Sections as Compared with Those of the Usual College Courses, C. H. Mills, Wilberforce University. Among articles and books published since 1943 are the following: "Den Kristna manniskan i varldskrisen," Friend Publishing Company, Minneapolis, Minnesota, November, 1946; numerous translations from the Swedish and English Into German in the Kir chenb1a11; German periodical of the American Lutheran Church, published in Columbus, Ohio, William Rodenmann; "Some Aspects of the Present Teaching Situation," Modern Language Journal, 1944, w. N. Rivers; "A French Reactionary Visits the 230 South," Phylon, Spring, 1945; "Foreign Language Teaching in Education for Democracy," Phylon, Spring, 1946; "Modernization of Foreign Language Teaching,n Negro College (juarterly, June, 1946; "Language Teaching in the Atomic Age711 Southwestern Journal, Spring, 1946; "Paul Bourget: Apologist t or Traditional* ism lrTFrence, SouthAtlantic Quarterly (Duke Uhiversity), October- 1946, Eel ward Jones, Morehouse College; "Henry Troyat, French Review, January, 1944; "Andre Chamson," French Review, January, 1&46, Frederick Lehner, West Virginia State College; "Five French Authors," by Cook, Negro History Bulletin, January, 1944; "Tu diras," translated from Spire, The Crisis, April, 1945, John F. Matheus, West Virginia State College; "A Negro Travels m Mexico," Journal of Negro Education, Winter, 1944, Vincent M. Byes, Wilberforce University. What methods> texts, tests, incentives or emphases for language study are used m Negro colleges? Almost overwhelmingly, the eclectic method of teaching modern foreign languages is reported, either as the method used or, m a few cases, with other methods, depending upon the college, level of courses and individual teachers. Twelve teachers referred to use of the eclectic method, one to grammar, four to grammar-reading, four to reading, fourth direct and cue to modified direct. Variation and overlapping are also seen in the selection of modern foreign language texts. Among many texts and refer ences listed are those m Frency by Abry-Audio, Barton and Sirich, Bedier and Hazard, Borgerhoff, Bovee, Bradley and Michell, Broussard, Cole and Tharp, Dondo-Ernst-Schwarz, Ford and Hicks, Fotos-Cattell, Foure, Fraser-Squair-Parker, Grosjean, Guthrie and Diller, Hendrix, Hooke and Miller, Kany, Lancln, Lanson and Tuffrau, Lyons and Searles, Mercier, Michaud, Nielson, Nitze and Dargan, Psrgment, Schinz-Robert- Glroud, Seymour and Carnahan; in German by Alexis-Schrag, Campbell, Franckte, Hagboldt and Kaufmann, Robertson, Steln- haurer; in Spanish by Arjona-Friedman-Carri®jal, Ashbrun, Barlow, Bell, Castillo and Sparkman, Clarke and Butler, Dale and Bergm, Ford, Grismer and Arroyo, Grismer and Keating, Hi11-Ford-Rivera, House-Mapes, Kany, Kssten and Neale-Silva, Pattee, Pettison, Romera-Navorro, Turk, Tyler and Barton. The usual response to questions relative to a standardized testing program is "no." However, eight or one-third of the colleges participating in the study reported either tests prepared at the college and adapted to the students of the particular college or some use of tests nationally standard ized. One college reported the use of tests to predict success in foreign language study. Another college reported the use of Attainment Examinations for entering French classes. Two colleges reported proposed language testing programs. Elsewhere tests are used to predict the success of foreign 231 language majors, to check teaching and learning and for veterans At the colleges where standardized tests are used or proposed, preferences were expressed for the American Council French Reading Test, Form B and the Cooperative Spanish Teat, Ad vanced Form P, tests of the Cooperative Test Service because there are frequent new sets of test; tests of the Columbia Research Bureau because they make it possible to test vocabulary, grammar, and comprehension separately; tests pre pared by the Ohio State University Practice School to accompany Tharp*s Nous Autres Americalns. Numerous are the vocational and cultural values anticipated in foreign language study. Many students are pursuing language courses because they are required m various curricula- liberal arts, pre-professional - for example, pre-law, pre medicine, graduate study. Through foreign language study it is expected that English vocabularies will be increased, that there will be © greater comprehension of the mother tongue, that the foreign language may be read with pleasure and spoken with ease, that provincial end isolationist ideas will be removed and that a broader approach will be taken to political and economic, colonial and other world problems. College after college reports that the war had the positive effects on foreign languages of increasing Interest, enthusiasm and enrollments. Many Q.I*s. have returned to college campuses and have enrolled in language courses. Some of them had taken language courses abroad while in the army. Either because of personal experiences or experiences of friends and relatives, many students are now eager to learn languages, especailly to speak foreign languages. One college reported that there had been no marked effect of the war on language study. The new, sincere desire to know foreign languages con tinues to be stimulated by various language activities: awards, language clubs, language publications, through correlation with individual Interests whether in art, history, science, music, race, the changing world. Of other incentives to language study, movies are widely used in the colleges (11); many of the colleges used records (14); almost an equal number (13) use posters; even more subscribe to foreign language newspapers (15); four reported use of the Sound Scriber; one has a sound laboratory; three have language workshops; one proposes a communications center; eleven reported language clubs; one club is to be formed; three colleges reported language tables. Many of these means provide opportunity for developing conversational skill. Eight colleges have required courses in conversation; six colleges have elective courses in conversation. The language credits in semester and quarter hours re quired of all college students, language majors and minors vary from college to college and from state to state, with a 232 minimum of n o credits for eleven colleges to twelve semester hours or thirty quarter hour®. Major requirements are from a minimum of twelve semester hours to a maximum of thirty semester hours plus the credits of the freshman year or - a-ev&arfrj^’tw o quarter hours. Minor requirements are from a minimum of fifteen semester hours plus the freshman year or twenty-one quarter hours to a maximum of twenty-eight semester hours or twenty- four quarter hours. Six colleges have added new courses m foreign languages. Among the additions are French Romantic Drama, French Conver sation, Golden Age m France and in Spain, Advanced Grammar and Composition, History of French Civilization, Methods of Teaching Modern Languages, Oral French, Oral Spanish, Survey Course in French Literature, Nineteenth Century French Literature and Thought (conducted m French), Survey of Spanish Literature, Modern Spanish Drama and Modern Spanish Novel. The current marked rise m total college enrollment in Negro colleges is paralleled by the decided increase in numbers of foreign language students. Colleges reported increases in total enrollment ranging from 10 per cent of a year ago to 90 per cent of a year ago; from 4 per cent of three years ago to 100 per cent of three years ago; from 5 per cent of five years ago to 150 per cent of five years ago; from 5 per cent to 270 per cent of ten years ago. Enrollment increases in modern foreignlanguages range from 5 per cent of a year ago to 60 per cent of a year ago; from 10 per cent of three years ago to 100 per cent of three years ago; from no courses in foreign languages five years ago to 100 per cent of five years ago; from no courses in foreign languages of ten years ago to 100 per cent of ten years ago. Two colleges reported decreases in foreign language enrollments from a year ago; one a decrease of ten per cent; one a decrease of twenty per cent because of a curricular change rather than a lack of interest (a student may not take a language as a freshmen but begins it in his sophomore year). The range of current total enrollment in the particular colleges studied is from 102 students to 1,735 students. The foreign language enrollment m particular colleges ranges from a total of 35 students to 508 students. The colleges participating in this study have a total enrollment of approximately 16,351 students, a total of approximately 3,491 language students. Twenty-one per cent of the students enrolled in the colleges are pursuing modern f orei get languages. Of the language students, about sixty per cent are taking French; fourteen per cent, German; and twenty-six per cent, Spanish. These percentages compared with those of 1942-43 show an 253 increase for French end Spanish, a decrease for German. The decrease for German, in contrast to the Crofts report, is further shown in that only nine of the colleges participating in this study of twenty-four colleges offer German. It is apparent from this study that there should be more publications by language teachers in Negro colleges, that there should be more standardlzed measurement and evaluation of progress in language teaching and learning, that there is an upswing in Interest In foreign languages, particularly In French and Spanish for which advanced courses are being Introduced in many colleges, that there is less interest in German. In the colleges studied there xs no mention of introducing Russian and languages of the East into the curriculum. Most students evidently are taking foreign languages as requirements. Yet It seems not too much to predict that among the foreign language students of today are a limited number of language teachers and linguists of tomorrow and a larger number of those who with the natural scientists, social scientists, artists, and philosophers will promote understanding, peace, one world. 234 Achievement in Modem Foreign Languages in Negro Colleges of America* Aims of Study "Achievement in Modern Foreign Languages in Negro Colleges of America" is a study designed to focus attention on language teaching and learning m Negro Colleges of America with the view of measuring and implementing progress. The study grew out of discussions with Professor Frederic D. Cheydleur, of the Department of French and Italian, University of Wisconsin, who has during the past twenty years directed testing programs at the University of Wisconsin and m other institutions of learning and who supervised this research for the doctorate. Specifically, the aims of the study are to sketch historically the use of language tests; to measure achievement in three of the Modern Foreign Languages - French, German, and Spanish - in Negro Colleges; to consider the value of a standardized testing program; and to stimulate keener analysis of Individual and group accomplishment in languages so that language study may have increased significance for personal, social, national, and international living. Why test? This Is a question to which numerous test experts in education and psychology have given short and long answers considering the student’s standpoint and the stand point of teachers, administrators, parents, and others. One need only examine excerpts from the writings of Symonds,! Odell, Ruch;® ancj foreign languages, particularly, of Nyabongo, Virginia Simmons. "Achievement in Modern Foreign Languages in Negro Colleges of America." Reprinted from The Journal of Negro Education, Spring, 1946. This Investigation was made possible through the coopera tion of the Office of the Registrar, the Departments of French and Education-at the University of Wisconsin, clerical assist ance provided throu^i the National Youth Administration, at a total cost of approximately #2,500. •^Symonds, P. M. Measurement in Secondary Education. New York; Macmillan Co., 1927, pp. T-ST ^Odell, C. W. Traditional Examinations and New-Type Tests. New York; The Century Company, 1928, Ch. T7 pp. 5-5. ®Rueh, G. M. The Objective or New-Type Examinations. New Yorks Scott Foresman and Company, 1929, <2k. TT 235 Henmon^ and Handschin,® Wood,® Cheydleur,*^ Hawkes, Mann, and Lindquist•® The results of testing - whether aptitude testing, achievement or special testing - are Invaluable for admini strative, supervisory, and instructional purposes. The Modern Foreign Language Study, in 1926, initiated the survey of teaching results by means of standardized tests, thereby marking the beginning of a new era in publications on the various methods of measuring instruction in modern languages. The report of the extensive study of the New York Regents* Examinations made in 1925 by Ben D. Wood appeared as first of the volumes of the Study.® V. A. C. Henmon's report, Achievement Tests in the Modern Foreign Languages, published in 1934 by the Committee on Modern Languages of the American Council on Education, brought the matter of testing up to date.10 About 1937 a special commission revised the require ments and recommended considerable change in the New York A Henmon, V. A. C. Achievement Tests in the Modern Foreign Languages. New York: The Macmillan Co., 1929; "Recent Develop ments in the Construction, Evaluation, and Use of Tests in the Modern Foreign Languages.” Experiments and Studies. Universit of Chicago Press, 1934, pp. 191-218. ®Hendschln, C . H. "Values and Kinds of Examinations.” Modern Language Journal 9: 289-91. 1925. Methods of Teaching Modem Languages. Yonkers-on-Hudson, 1923, pp. 292-304. ®Wood, Ben D. Measurement m Higher Education. New York; Teachers College, 1923, pp. 124-31. ”The Regents* Experiment with New-Type Examinations in French, Spanish, German, and Physics.” New York Experiments with New-Type Modern Language Tests. Publication oi the American & Canadian Committees on Modern Languages* New York: Macmillan Co., 1927, Vol. 1. ^Cheydleur, F. D. Attainment by the "Reading” Method. Reprinted from Experiments and Studies in Modern Language Teaching. Compiled by Algernon Coleman. Chicago: The University of Chicago Press, 1934. ®Hawkes, H. E., Mann, C. R., and Lindquist, E. F. The C on st ruction and Use of Achievement Ex am in at ions . New York: Houghton Mif flin Company, l93S^ Ch. VI, pp. 264^336« ^Wood, Ben D. New York Experiments in Modern Language Tests. Volume 1. ^ H e n m o n , V. A. C. ojd. cit. pp. 191-218. 236 College Entrance Examinations. The increasing use of new-type examinations11 was not restricted to College Entrance Exami nations in New York. Elsewhere, likewise, the use of standard ized tests was initiated. The development of various m o d e m language tests has been closely linked with educational problems of language instruction and learning - methods of teaching, placement, and attainment or achievement. Some of the principal in vestigations have been made by Ben D. Wood, V. A. C. Henmon, and Frederic D. Cheydleur. Other investigations include those of Algernon Coleman, James B. Tharp, George A. Rice, Chen-nan Li, De Sauze, John E. Bohan, L. Thomas Hopkins. Some of the findings of studies carried on a statewide, national and international basis reveal misclassification of foreign language students, overlapping achievement, the relationship between curricular aims and achievement, the reliability of old-type and new-type examinations;1^ the value of sectioning students according to ability;1^ the influence of such factors as the size of the school, the length of time the language is studied, the effect of Htt^e term discussion, tradi tional. or essay is applied to a written examination of the type m common use for many years, the kind in which pupils are asked to discuss, explain, describe, summarize or do something else which requires the writing of sentences, paragraphs, or longer units. The expression objective tests is frequently applied to those varieties of tests which are also known as new-type tests and collectively as the new examinations. Their dis- t'inguishing feature are that ttie pupil responses called for are very short, being check marks, underlinings, crosses, figures, single words or other responses which require a minimum of writing, and that they generally possess rather high objectivity.” Odell. Traditional Examinations and New-Type Tests, p. 22. ■^Wood, Ben D. New York Experiments. ■^Tharp, James B. "Sectioning in Romance Languages at the University of Illinois.” Studies in Modern Language Teaching. Publications of the Canadian and American Committees on Modern Languages. New York: The Macmillan Company, 1930, Vol. XVli, Ch. 10, pp. 367-432. 237 studying a second language;14 the negligible effect of age and sex on achievement in the study of modern foreign languages;15 the significant influence of intelligence upon pupil achievement;15 restriction of mortality in foreign languages, time-saving in fulfilling requirements, elevation of the level of achievement;1^ socio-economic status, knowl edge of English and motivation. Especially valuable refer ences are the publications of the United States Office of Education, particularly, the three volumes of the National Survey of the Higher Education of Negroes.18 Numerous studies of modern language teaching, such as just described, indicate that testing has been a valuable instrument of education. Extensive reports of testing of Negroes appear in various books and journals. Especially voluminous are the investi gations and reports on racial differences of mental ability. It Is evident that extensive accumulation of information relative to the intelligence of Negroes Is not paralleled in the modern foreign languages where few studies are reported. This fact suggests the fertility of testing in m o d e m foreign languages in Negro Colleges. l4Rice, George A. "A Study of Achievement in French and Spanish in Junior and Senior High School, with Consideration of Some of the Factors that Condition Achievement." Callfornia Quarterly of Secondary Education. Berkeley, January 1927, June 1927 and January 1928. Studies in Modern Language Teach ing. New York: The Macmillan Co.,~1930, pp. 435-71. ■^LI, Chen-nan. Factors Condltioning Achievement in the Modern Forei gn Languages. Unpublished doctoral dissertation. Yale University, New Haven, 1927. 15Kaulfers, w. V. "Effects of the X.Q. on the Grades of 1,000 Students of Foreign Languages." School and Society. ^Cheydleur, F. D. "Placement Tests in Foreign Languages at the University of Wisconsin, A Forward Step m Education, 1930-1943." Madison: The Bureau of Guidance and Records of the University of Wisconsin, 1943, 39 pp. Rational Survey of the Hi{ er Education of Negroes, Misc. No. 6, Vol. I. Socxo-Economic Approach to Educational Problems. Vol. II, General Studies oi Colleges for Negroes. Vol. Ill, Intensive Study of Selected Colleges f or Negroes. Washington! federal Security Agency, iJhlt'ea States Office of Education, United States Government Printing Office, 1942. 238 Ton Years of Modem Foreign Languages, 1933-1943 In ten years the question ’’Why should Negroes study French or any other foreign language?” shows profound lack of Insight of a new era, of a brave, one world, just as in the past it denoted provincialism and assumed preferred or superior status. The question is now, ’’What progress is being made in foreign language study?” Or another question is ”what languages next- after the traditional three: French, German, Spanish - African Chinese, Italian, Japanese, Portuguese, Russian...?” W. Napoleon Rivers reported in 1933 on ’’Modern Foreign Languages in Thirty Colleges.”19 John F. Matheus, five years later, wrote "A Negro State College Looks at Foreign Languages. Marguerite Worthington and William T. Carter have summarized results of testing in French at the Virginia State College .,2 1 As part of the project described here, a questionnaire of three principal parts on language faculty, language teaching, languag students, was addressed to thirty-six participating colleges.22 19Rivers, W* Napoleon. "A Study of the Modern Foreign Languages In 30 Negro Colleges.” Journal of Negro Education. II (Oct., 1933), pp. 487-93. ^Matheus, John F. ”A Negro State College Looks at Foreign Languages.” Journal of Negro Education, VII (April, 1938), pp. 155-59. 21Worthington, Marguerite, and Carter, William T. ’’The Results of Placement Tests in French for Virginia State College Freshmen.” Virginia State College Gazette, XLVIi (Nov., 1941), pp. 87-92. ^Agricultural, Mechanical, and Normal College, Arkansas; Agricultural and Mechanical College, Alcorn, Mississippi; Agricultural and Technical College, North Carolina; Bethune- Cookman College, Bluefield State Teachers College, Dillard University, Howard University, Jarvis Christian College, Kentucky State College, Langston University, Lemoyne College, Lincoln University, Missouri; Lincoln University, Pennsylvania; Lincoln Junior College, Miles College, Miner Teachers College, Morehouse College, Morris Brown College, Morristown College, North Carolina State College, Oakwood Junior College, Peine College, Phi land ©r<-Smith College, Prairie View State College, San Antonio Junior College, Spelman College, State Teachers College, Alabama; Stowe Teachers College, Talladega College, Tillotson College, Tougaloo College, Virginia State College, Virginia Union University, West Virginia State College, Wilberforce University, Wiley College. 23S Thirty replies were received. The thirty-six colleges particl pating m the study of Achievement represent sixteen States and the District of Columbia. A hi^L percentage of the colleges employ one language teacher. Eighteen colleges have 1 French teacher; ten colleges have 2 teachers each; one has 3 teachers, one has 4 teachers. Ten colleges have 1 German teacher each; two have 2 teachers; one has 3 teachers. Thirteen colleges have 1 Spanish teacher each; three have 2 teachers; one has 3 teachers• The participating colleges have approximately 4.151 language students (an increase over the 200 in 1924 and 3,500 in 1933 reported by Rivers), of which number approxi mately 2,324 are French students, 862 German students, and 940 Spanish students. The language students represent 26 per cent of the approximate student enrollment of 15,827 in participating colleges. Of the language students, 56 per cent are taking French; 20 per cent, German; and 22 per cent, Spanish. French is the language most often taught m the colleges; Spanish, next; German, third. While sixteen colleges reported a decrease in language enrollment in 1942-1943 (following the trend in colleges and secondary schools throughout the country) as compared with the previous year, four reported an increase over the previous year; seven an increase over five years ago; and nine an increase over ten years ago. In general, the language classes of the colleges participating in this study are small, ranging from two or three students to 65 or 66 students per class. Most of the classes have between 10 and 30 students. Eleven of the foreign language teachers devote their teaching efforts exclusively to language, twelve teach some courses in English, and two also instruct in Latin classes. Eight other language teachers instruct part-time in one of the following fields; African Anthropology, Art Survey, Humanities Survey, Music, Philosophy and History, Religion, Social Sciences, Sociology. Twelve or 34 per cent of the teachers reported published articles. Five or 14 per cent reported books or texts. Five reported work in preparation. The general question "Why study Foreign Languages?" was included in the questionnaire. Familiar responses were noted: cultural value, to widen horizons, correlation with English usage, use in th© armed forces, professional studies, creative work, travel, discipline, for building racial pride and an international point of view. 240 About seventeen students were reported es having studied abroad: ten m Prance, three in Haiti, two in Mexico, one in Martinique, one m Puerto Rico* Seven colleges reported the addition of Spanish to the curriculum, one French, one German, two Portuguese. There are varying and overlapping methods of instruction depending upon beginning, intermediate, or other courses, just as there are various texts, depending on the teacher and the college. Most frequent reference is made to the eclectic method; next, grammar-reading; then, direet-reading-grammar; reading* One reference each is made to the direct method, direct-reading method, modified direct method. The French Club and the Spanish Club are the most fre quently mentioned activities. However, numerous activities are reported on the college campuses, such as: a French magazine, a glee club, movies, oratorical contests in French and Spanish, plays, a Spanish Festival. Of thirty colleges replying, twenty-one indicated that they do not have a standardized testing program. Eight reported standardized testing programs, one testing only in English. Three of the colleges reported locally prepared tests for placement. Comprehensive and reading examinations were also reported. Use of test results were listed as follows: for placement, sectioning, diagnosis, measurement of achievement, comparison with other schools, improvement of teaching. The standard tests used included those of the Cooperative Test Service, the American Council on Education, the Columbia Research Bureau, the lowa Placement Tests, tests of the Progressive Education Association. Two of the colleges reported published studies on testing. Summary and Conclusions The facts and conclusions of this Study are based on a program of testing instituted in Negro Colleges during the school year of 1942-1943, a questionnaire addressed to cooperating colleges, visits to about a fourth of the participating colleges, and other related studies m the modern language field. The survey shows the progress made by first through fourth semester students of French, German, and Spanish as shown by results obtained on Columbia Research Bureau Tests. While no attempt was made to isolate factors which influence language attainment, some such factors were indicated in the questionnaire addressed to the colleges participating in the s tudy• In examining the data gathered for this survey, it is 241 round that compared with New York State means (averages) at tlie second, third, and fourth semester levels, the mean scores in French, German, and Spanish are considerably lower for the Negro colleges. There is also a considerable disparity in the means, medians, and quartiles when comparisons are made with the University of Wisconsin, semesters one through four. A study of various data reveals exceptionally high scores for individual colleges as well as for individuals taking the language tests. The medians and means of total and part scores m French, German, and Spanish for same of the Negro colleges surpass medians established at the University of Wisconsin and surpass or almost equal means of New York State. This comparatively higi level of achievement was shown for the total scores m about 24 cases and for the part scores in about 74 cases. It was found that there is © statistically significant correlation between mental ability and language achievement. The correlations between Henmon-Nelson Tests of Mental Ability and Columbia Research Bureau Language Tests are French .38, German .28, and Spanish .46. These correlations are not high enou^i to guarantee great practical significance; the predic tive efficiencies of the three correlations run from three per cent to eleven per cent, with Spanish being the highest of the three. Predictive estimates of language achievement can thus be improved by these per cents over guessing the language achievement of each student to be the average of the group. Consistent with a similar study at the University of Wisconsin, the correlation of language and mental ability is much lower when all semester levels of language are com pared than for the respective first, second, third, and fourth semesters; the smaller the number and the more homo geneous the grouping, the higher the correlation of mental ability and language. This may be considered exceptional rather than the rule. An examination of the means and standard deviations of the distribution on the tests of mental ability for German and Spanish students indicates that there are relatively more students of superior ability than m French, except at the third and fourth semester levels. This finding would seem to be the result of selectivity in certain languages and has implications in determining the desirable amount and kind of stress to be made in language teaching with particular individuals and groups. Intercorrelations of part scores on the Columbia Re search Bureau language tests indicate stress in teaching in the participating colleges. Of the French and Spanish classes, the highest correlation is between the whole test and comprehension. For the German, the highest correlation la between the whole test and vocabulary. From figures 242 based on the available data, it can be seen that in the three languages stress Is placed on vocabulary end comprehension. Apparently, however, greater stress on French grammar 13 noted m contrast to the greater stress in Spanish and German on vocabulary and comprehension. Very little progress in Spanish vocabulary and comprehension seems to be made between the first and second semesters and only slight progress from the second to the third and the third to the fourth semester levels. The picture of achievement in Spanish is in contrast to that of German and French where progress tends to be continuous, if not always marked. Data showing comparative achievment in German vocabulary, semesters one through four, indicate marked progress from semester to semester with greater improvement in the second and third and third and fourth semesters than in the first and second semesters, The progress is more noticeable in German vocabulary than m French vocabulary. However, over lapping of achievement m German vocabulary is shown with some students in the first semester reaching the level of students m the second semester, some students m the second semester reaching the level of students in the third semester and some students m the third semester reaching the level of students in the fourth semester. A total of 2,337 language tests in French, German, and Spanish were administered in 35 participating colleges at the end of the Fall Quarter or First Semester of 1942-43. Means, medians, Quartiles are based on first through four semester language tests administered by participating colleges. Data relative to language tests for fifth sem ester language students and those above fifth semester and corresponding mental ability tests are available, but are not Included in this report. A total of 2,725 tests of mental ability were administered m 35 participating colleges early m the Fall of 1942-1943. For the correla tions of mental ability and language tests, irrespective of semester levels, that is semesters one through four, 871 French tests from 32 colleges were used; 306 German tests from 16 colleges; end 438 Spanish tests from 17 colleges, a total of 1,615 tests from 34 colleges. The following suggestions would have increased practical value if they could be adopted wholly or m part by the colleges involved and implemented by some representative c ommittee. This study of Achievement in Languages shows the need for more widespread use of modern foreign language tests in Negro Colleges, for only ei#it of thirty colleges responding to the questionnaire indicated a standardized testing program. This observation is sifb.st ant iated by the overlapping of 243 achievement at almost all semester levels, especially m Spanish, but also In French and German, as shown by results on the Columbia Research Bureau Tests. Data showing overlapping of achievement by means of total scores of all Negro colleges, combined on Columbia Research Bureau Tests of Spanish, Semester 1 through 4, indicate that there is hardly any difference between the means of the second semesters and the third semesters levels. The differ ences between the first and second semesters is decided; between the third and fourth semesters, less decided. Just as in French, students in the first semester Spanish attain means of the second, third, and fourth semesters. Four f colleges, MM, M, LL, and FF, on the first semester level attain the second, third, and fourth semester means of participating colleges. In the second semester, two colleges, JJ and GG, drop below the mean of the first semester; four colleges, 11, KK, LL, and l, attain the third semester mean; and three KK, LL, and I, attain the fourth semester mean. In the third semester, seven colleges, LL, BB, T, S, KK, GG, and AA, fall below the second semester mean; five colleges CC, HH, M, W, and FF, surpass the fourth semester mean. In the fourth semester, two colleges, AA and BB, drop below the first semester mean. Two colleges on the first semester level surpass all colleges on the second semester level; but no college on the second or fourth semester levels surpasses all colleges on the first and third semester levels or attains the mean of one college, FF, on the first semester level or of two colleges, W, and FF, on the third semester level. The analysis of overlapping of achieve ment in French, German, and Spanish is based on comparisons drawn from the test results of participating colleges. Reliable measures of attainment, more objective and satisfactory means for placement are needed. Judged by the standards of this group of colleges, as seen from grouped data displayed in some 50 tables, five charts, end nine figures, many students are misplaced, either in classes too far advanced or too retarded for them, a fact which contri butes to the loss of much time for all concerned - student, teacher, the administration. Individual colleges should, therefore, use objective tests, including prognostic and aptitude tests, to classify students scientifically to the best advantage of all con cerned, to determine to what extent aims of modern foreign language teaching are being realized, to evaluate methods In the light of student attainment of desirable language skills, and to supplement grades of teachers. Efforts should be made to encourage increased partici pation m extensive testing program in progress, such as those or the Cooperative Test Service, the Progressive Edu cation Association, the United States Office of Education; to test not only on a local basis, but on a regional or national basis in order to obtain comparable results which may stimulate improvement, tend to raise standards, and give a more complete picture of achievement in modern foreign languages. 245 Appendix D A List of Negroes Who Received Ph.D*s In Foreign Languages Between 1937-19463- E. H. Miller Romance L&nguages Univ. of Dijon 1931 Ben F. Carruthers Roman© e Languages U n i v . of Illinois 194: William T. Carter French Univ. of Michigan 194! Sarah. M. Eason S p a n ! s h Ohio State Univ. 1941 Raoul M* Perez Romance Languages Univ. of Chicago 1941 Theodore R. Boyd Romance Philology Radcllffe College 1941 Frederick H. Dedmond French Univ. of Ottawa 1941 Edward A. Jones French Cornell Uhlv. 194; Frederick H. Redmond Romance Literature Univ. of Ottawa 1 9 4 ; John H. Carter French Uhlv. of Illinois 194' Virginia S. Nyabongo French Uhiv* of Wisconsin 194' Frank M. Snowden Classical Philology Harvard U n i v . 194' Ruth A . Brown Latin Catholic Univ. 1941 Marian E. Carter French Catholic U n i v . 1941 M. Gordon Hardiman French Uhlv. of Iowa 194! None in 1 9 4 6 ■^Data as recorded in: Guzman, Jessie P. (Ed.)* The Negro Yearbook* 1 9 4 1 - 1 9 4 6 . Alabama; Tuskegee Institute, pp. 1 8 - 2 1 * Appendix E Negro Institutions That O f f e r Graduate Degrees, 1944 Figures 1. Alabama State Teachers College 2, Atlanta University* 3* Fisk University 4. Hampton Institute 5, Texas Southern University* 6* Howard University* 7. L i n c o l n University (Missouri) 8. North Carolina A.&T. College 9. North Carolina College at Durham* ** 10. Prairie View A. & M. College 11. Tennessee State A. & I. University 12. Tuskegee Institute 13. Virginia State College 14. Xavier University* 1 Data supplied from Guzman, Jessie P. (Ed.), op. cit. "^Institutions that offer a Masters degree In one or more foreign languages. * % s s recently begun a Ph.D. program. None of the other institutions offer degrees past a Masters. AUTOBIOGRAPHY I* Kenneth C* Miller, w r b bora July 13, 1906 in Thayer, Kansas. I attended the public schools in Iola, Kansas, graduating from Iola High School in 1924 and spending an additional year ixa ftudy at the Iola Junior College* From 1925 until 1938, 1 successively tried construction work, and business ventures in a tracking company, service station and a dump track and fuel company* In 1938, I entered Wichita University (Kansas), and received the degree of B.A. in Education, in 1941* In 1942, I entered military service and was com missioned one year later as an officer in the Corps of Engineers* In all, I spent three years in the army, wdTth foreign service amounting to approximately one year in the European Theater of Operations* In 1945 I was admitted to the Graduate School of Ohio State University and received a degree of M.A. in Spanish in 1946* During the academic year 1946—47 I pursued studies toward a doctorate in Spanish and taught lower level Spanish classes at Ohio State University as a graduate assistant* In September, 1947, I accepted a position at Southern University, Baton Rouge, Louisiana, and served until January- 1952 as Associate Professor of Romance Languages and head of the Department of Modern Foreign Languages. In January, 1952, 1 was granted sabbatical leave from Southern University and returned to Ohio State University to begin studies toward a doctorate in Foreign Language Education under the advisorship of Professor James B. Tharp* I have been studying full-time since that date toward the above described degree* - 247 -