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Prioritizing Instruction in the Less Commonly Taught Languages

  1. Read Paper: Priorities for Meeting National Needs in the Less Commonly Taught Languages
    The e-LCTL Initiative is seeking to work nationally to build a consensus about the criteria that should be used for setting priorities among the less commonly taught languages for instruction in the U.S. This consensus is being created by consulting the key stakeholders in the Title VI community- National Resource Centers, Language Resource Centers, Centers for International Business Education and Research, and the American Overseas Research Centers, as well as college and university language professionals, and administrators in funding agencies and the federal government.
  2. Progress reports on the prioritizing project for each world region

    We consider it axiomatic that those most qualified to prioritize instruction in the languages of each world region are the scholars and teachers whose life’s work is dedicated to developing knowledge of those areas. Consequently, this process is being carried out by the area studies and language specialists of the Title VI National Resource Centers and Language Resource Centers.

    By “world regions” we abide by the academic communities in the U.S. normally cooperating in foreign language teaching, i.e. the “Title VI regions,” which, though no longer rigid categories, originally were defined by the regions of the Department of State.

    We have convened national discussions among foreign language and area specialists about how to apply the criteria to languages in each world region for deciding which LCTLs should be given priority for developing academic year, summer, and distance learning courses, as well as the requisite learning materials. A list of these discussions, along with additionally planned meetings, are provided in the progress report for each world region listed above.


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