Robert Mowry's (1989) interesting account of his use of a «comprehension approach» in a beginning Spanish language course raises a number of important questions in language teaching pedagogy and second language acquisition research. In spite of his careful crafting of a course that was based primarily on «comprehensible input», Mowry states that he «perceived no significant change from previous years in terms of student accomplishment» (441)¹⁵⁷. In addition, Mowry considers that the student evaluations did not lend support to a comprehension-cased approach: «the culminating blow to any even partial illusion of success I night still have harbored came when I read the student evaluations of the course». (442)¹⁵⁸

The purpose of this paper is to search for plausible explanations for Mowry's (perceived) failure with a comprehension-based approach. I will draw on two sources: recent research in second language acquisition and my own experiences as a language instructor who has directed large programs also based on a comprehension approach¹⁵⁹.

Mowry very clearly created a «comprehension-based» class. Students were exposed to meaning-focused activities that provided a steady stream of comprehensible input. It appears that he used primarily four types of activities: (1) teacher-fronted questions-answer interchanges, (2) oral narrative commentary on pictures, (3) TPR or a taped monologue, and (4) oral input based on a sequence of line drawings (with subsequent retelling by the students). All of these activity types are used successfully by Natural Approach instructors in other programs (Krashen and Terrell, 1983).

Mowry uses Krashen's criteria for a definition of comprehensible input: «...I could encourage my charges to capture meanings by relying on the context of what they heard or read, whatever extralinguistic cues were available, and their store of general knowledge». The majority of the input was teacher-fronted with presumably enough contextual cues for the students to figure out the meaning of the utterances. In question-answer interchanges, the input is usually comprehensible since the questions and answers follow a logical sequence. On the other hand, there is no guarantee that students not involved directly in a particular interchange do indeed understand the input since they have no convenient way to signal that they do not understand. Students rarely interrupt instructor-student interchanges to signal noncomprehension; thus, undoubtedly some students received comprehensible input and others did not. In the activities with narrative commentary on a picture, most students do get comprehensible input if the picture itself is interesting and if it evokes interesting input. TPR is normally comprehensible although there is always the risk that some students merely copy their more proficient classmates. Taped oral texts played in class are comprehensible for some and not for others-unfortunately the latter do not always indicate their lack of comprehension¹⁶⁰. Finally, the fine drawing sequences were probably the best source of comprehensible input since the fact that the students would have to produce output based on these same drawings likely leads to heightened attention to the instructor's input.

The activities almost certainly did provide a great deal of comprehensible input for most students. Unfortunately, simple comprehensibility may not be enough to guarantee acquisition. In my experiences with these sorts of comprehension activities, good students learn very quickly how to use certain listening strategies to understand the main ideas while attending only very superficially to the language of the input. Students become proficient very quickly at using key words and context to guess at the overall meaning of an utterance -precisely what we want beginners to do. The problem is that many of them never progress past this stage of «global comprehension» in which context and the discourse itself provides most of the cues to comprehension to a stage in which they process the input more carefully and use language and its grammatical signals to determine meaning.

I believe that the explanation for this «plateau effect» in comprehension can be found in the students' particular «communicative needs». In the sorts of teacher-fronted activities Mowry describes, and that many communicative approach instructors use, there is simply no reason for the students to attend carefully to linguistic details in the input. Consequently what appears to be acquired through these sorts of comprehension activities is (1) vocabulary, (2) some word order rules (although perhaps not complex permutations like Romance preverbal clitics), and (3) simple morphology that is very salient and nonredundant. What is not automatically acquired by most students through these input activities is nonsalient, redundant morphology and syntax. Excluded, for example, are most agreement rules (except for those that are extremely salient, like perhaps subject-verb agreement in Spanish), most verb morphology, ser/estar clitic pronouns, preterite/imperfect

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contrast, and indicative and subjunctive contrast¹⁶¹.

Mowry's students apparently relied on context and other cues for comprehensibility, but research in second language acquisition has suggested that there are other ways of making input comprehensible. We owe this insight primarily to Michael Long's research (see for example, Long 1983). Representative of Long's position is a very nice piece of recent research by Teresa Pica and associates at the University of Pennsylvania (Pica et al. 1989). Pica looked at the ways in which «second language learners responded linguistically when native speakers signaled difficulty in understanding them» (63). The notion behind this research is that input may be made more comprehensible to learners through their own miscomprehension followed by requests for clarification. In addition, the learners' output can cause miscomprehension by the interlocutor followed by requests for clarification. This give and take, what Michael Long has labeled «negotiation», may well be the process by which attention is called to the grammatical «details» of the input. In the following example from Pica (65) the native speaker rephrases and modifies the learner's faulty interlanguage:

In their research Pica and associates looked at the signals of noncomprehension of the learner's output and at certain types of interactional tasks and their communicative demands. They found that learners in all tasks tended to modify their own output most often when the native speaker signaled an explicit need for clarification rather than simply providing a model utterance for confirmation (83)¹⁶². Both responses are of course useful to the learner. In a recorded conversation between R (learner of Spanish) and E (native speaker of Spanish), E gives R both sorts of feedback¹⁶³.

R volunteers that E has eaten a lot. E finds that surprising and checks to be sure he has understood correctly (and corrects the gender mistake at the same time) by echoing back part of R's comment. Since E doesn't really think that he has eaten a lot, he adds a comment about how nutritive the meal was.

In this interchange, E does not understand R's response to his question «Are you going to the parque tomorrow?» However, rather than trying to rephrase R's response and checking to see if his attempt is correct, he simply ask R to rephase the response himself. Note that this request results in a much longer response and an attempt at expressing a very complex sentence. It is in the formulation of the responses to clarification requests that learners are forced to pay closer attention to the input.

In addition Pica and associates found that the type of task influenced both output and clarification requests. The «information gap» activity in which one member of a pair knows information the other does not, proved to lend itself best to encouraging modified output.

One possible reason that Mowry's students did not acquire more Spanish than they did was a lack of opportunity to «negotiate meaning» in interactional activities in which the meaning of the input is continually clarified by the learners' modifications in response to clarification requests. One possible implication of this «interactional» research is that the classroom must provide not only teacher-fronted input for the development of global listening strategies, but ample opportunities for one-on-one interactions for the development of more careful listening skills¹⁶⁴.

In addition to the over-reliance on teacher-fronted input, I believe that a great deal of Mowry's problems arise from the mismatch between course goals, classroom activities, homework on the one hand, and the testing program on the other.

Mowry followed one of the original tenets of Natural Approach by relegating grammar study to outside of class homework (Terrell, 1977). The idea is that one should not waste valuable class time on grammar explanations and grammar exercises when students can easily study grammar at home and do «self-correcting» grammar exercises. Although this sounds logical in principal, in practice, STUDENTS WANT TO FOLLOW UP ON HOMEWORK DURING CLASS! Over the years, I have come to the conclusion that outside of class work that is not dealt with in some way in class is perceived as «busywork» and not taken seriously by American students. Thus, currently most Natural Approach instructors do follow up in class on grammar explanations and exercises.

The apparent mismatch between course goals and the testing program is very puzzling. Clearly most of the time was spent in the course developing «global» listening strategies. As far as I can tell, however, no part of the testing program tested these listening skills directly. Testing appears to have consisted of three parts. (1) Written quizzes based on class input. Although there is possibly a positive correlation between the comprehension of written texts based on previous oral texts, in my opinion testing listening comprehension directly would have motivated students to listen more carefully

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to the teacher-fronted input and given them a direct link between their grade and the class input activities. (2) Cloze procedure. Although the cloze procedure has been shown to correlate positively with overall language proficiency, it suffers from the disadvantage that it has no «face validity», i. e., there is no way to study for it and it does not correlate directly with anything done in class. My personal experience with using cloze tests in a foreign language class to test achievement has been very negative-student do not feel that the tests reflect what they have learned, the research notwithstanding. (3) Personal questions. These questions are without doubt used by almost everyone in foreign language teaching, but it is not clear that the oral to written mode switch is justified. (4) Fill-in tasks based on the story drawings. This format would appear to satisfy the requirements for a good match between class activities and testing except that the author adds the puzzling statement that «I opted for emphasizing subjunctive usage in both present and past forms on the 102 exams». Clearly if there was ever a place for meaning-based evaluation, it would be in this particular exam section¹⁶⁵. Finally, the author hints at oral interview testing, but it is not clear to me if oral tests actually took place and if so, how the students prepared for such interviews and how they were counted in the grades.

Almost any sort of exam will be acceptable to beginning foreign language student if they perceive that THE EXAM MEASURES WHAT THEY HAVE BEEN DOING IN CLASS. Mowry states that in the students' course evaluations, «everyone pleaded for grammar explanations in class» (442) because grammar is what they are being tested on. The explanation is simple: students want to spend time in class doing what they will be tested on¹⁶⁶.

In summary, Mowry's very useful experiences with a comprehension approach has lead me to make three claims: (1) students need interactional activities in addition to global comprehension experiences in order to develop the listening strategies that will result in acquisition, (2) class follow up of homework activities is essential, (3) the testing and grading program must closely match the class philosophy and activities.

Krashen, S. and T. Terrell. 1983. The Natural Approach. Hayward, California: The Allemany Press.

Long, M. 1983. «Linguistic and Conversational Adjustments to Non-native Speakers». Studies in Second Language Acquisition 5: 177-93.

Mowry, R. 1989. «A Semester's Flirtation with the Input Hypothesis». Hispania 72.2: 439-44.

Pica, T., L. Holliday, N. Lewis and L. Morgenthal. 1989. «Comprehensible Output as an Outcome of Linguistics Demand on the Learner». Studies in Second Language Acquisition 11.1: 63-90.

Terrell, T. 1977. «A Natural Approach to Second Language Acquisition and Learning». The Modern Language journal 6: 325-37.

Terrell, T. et al. 1986. Dos Mundos: A Communicative Approach. New York: Random House.

— . 1988. Deux Mondes: A Communicative Approach. New York: Random House.

—. 1988. Kontakte: A Communicative Approach. New York: Random House.

Queridos amigos míos, estudiosos de la cultura hispánica y luso-brasileña y partidarios de los muchos segmentos profesionales que representamos, conocemos y queremos: quisiera expresarles de nuevo mis gracias más debidas por el honor que me dieron por elegirme vice presidente de la AATSP durante 1988 y presidente este año después de casi una década como jefe ejecutivo de la asociación.

Ha sido mi privilegio conocer la AATSP y a sus socios mejor que a nadie, excepto algunas pocas personas como Gene Savaiano y Jim Chatham. La asociación ha sido un elemento vital de mi vida profesional y de mi vida personal. Siempre estaré agradecido a la asociación -y a Vds., sus socios más activos- por lo que han hecho por mi durante las tres décadas de mi carrera.

Conozco muy bien la historia de la AATSP, y estimo mucho a las personas que fundaron nuestra asociación hace 72 años en Nueva York, con los muchos profesores que la sostenían entre períodos de guerra, prosperidad y depresión económica, durante épocas doradas para las lenguas y en tiempos más oscuros. Sin embargo, me parece más benéfico e importante especular brevemente sobre el futuro de la AATSP y de sus lenguas.

Nosotros los mortales, claro, no podemos saber precisamente lo que nos espera. Sin embargo, por medio de la observación y por la conjetura inteligente, uno puede hacer unas predicciones relativamente precisas sobre el porvenir. Creo que es indispensable que hagamos esto ahora cuando empezamos a prepararnos para el siglo veintiuno. De vez en cuando en el pasado, nos hemos encontrado no preparados para el futuro, y nos hemos encontrado atrasados en despertarnos a las oportunidades que vimos, en unos casos oportunidades súbitas.

Un viaje a Portugal y a España el verano pasado me convenció bien pronto que la Comunidad Económica Europea está viva, y que está desarrollándose con fuerza, y preparándose para aprovechar de lo que Europa puede ofrecer en oposición económica a los tradicionales poderes mundiales como los EE. UU., el Japón y los países del grupo soviético. Quisiera que Vds. reconocieran la urgencia de mis palabras porque la perspectiva europea es apremiante.

Una de las maneras principales en la que los europeos hacen esto es por una nueva determinación de enseñar y de aprender las lenguas de los vecinos en la alianza. No quiero decir una segunda lengua, sino una tercera, o cuarta, o lo que sea. Aunque Europa está a la vanguardia de aprender las lenguas ahora, ¿pueden Vds. adivinar qué país de la Comunidad Económica Europea es más resistente en cuanto a ampliar su base de lenguas? Los españoles y los portugueses dicen sin vacilación que es Gran Bretaña. Nosotros los americanos y canadienses debemos fijarnos en esto.

El español empieza a establecerse en su puesto legítimo como una de las lenguas más importantes dentro de Europa, y creo que el portugués estará casi al mismo punto al fin del siglo veinte.

Os espanhóis tem diminuído o interesse pelo francês e agora estão escolhendo o inglês como segunda língua. Com o vasto número de turistas alemães na Espanha e com a indústria alemão sendo uma das líderes componentes do Mercado Comum Europeu, o estudo de alemão na Espanha provavelmente se expandirá rapidamente.

Eu acredito que num futuro próximo nós americanos vamos esquecer o nosso tradicional mêdio de línguas estrangeiras e que também teremos uma avalanche de línguas invadindo os Estados Unidos como nunca antes visto.

Preciso acrescentar que a AATSP não só se beneficiará com este fato, mas ela também terá a capacidade e os meios de guiar o nosso país para a realidade das línguas no século vinte e um.

Eu acredito que o espanhol e o portugués viro ser os maiores beneficiados de um aumento de

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interesse e devoção para a língua estrangeira. O espanhol é agora a primeira língua de mais ou menos vinte milhões de pessoas morando dentro das fronteiras americanas.

A cultura latino-americana (e também a política), atrai a imaginação, a atenção e o interesse do mundo. Na Europa, a Espanha e Portugal estão exercitando as suas possibilidades econômicas como nunca. O Brazil -o gigante que desperta entre as nações latino-americanas- continua a expandir sua população e influência e a dominar a América do Sol de tantas maneiras diferentes. Parece-me inteiramente natural que os Estados Unidos e Canadá, países que tanto influenciaram os valores dos países ocidentais, sofrerão agora influências luso-brasileiras e espanholas de comum espírito e aceitação de outras culturas numa base de igualdade e não de superioridade.

Para os nossos propósitos como membros da Associação Americana de Professôres de Espanhol e Português, devo dizer que línguas -especificamente espanhol e português- são o aspecto mais essencial das culturas desses países. Nós entramos na última década desse século com uma vantagem: o espanhol está firmemente incorporado no nosso currículo. O português, embora com um registro de alunos bem menor, também está incorporado. Os maiores desafios que aguardam a AATSP na próxima década são: 1) Um bom planejamento para a aceitação pública de línguas. 2) Melhores condições de ensino das nossas línguas para adquirir o suporte financeiro e político de governos locais, estaduais e federais, 3) A abordagem de um grande número de assuntos pedagógicos, curriculares, e assuntos profissionais em geral.

Nós somos a maior organização especificamente de línguas do mundo e nós não nos atrevemos a negar nenhum aspecto da nossa parte no processo.

Our plans must begin to take shape very soon or we run the danger of being left by the wayside. Presidential leadership of the AATSP will soon pass from my own hands into those of Ruth Bennett, the bright and capable woman who will lead us in the first year of the next decade. In another three or four years, top association leadership positions will all be in new hands. I particularly challenge nominating and search committees to exercise their functions with unusual vigor, diligence, and care, not seeking out solely old graduate school acquaintances, ethnic friends, or known names, but rather men and women of intellect, of devotion to our languages, and perhaps most importantly, people with a clear vision of our opportunities in the 21st century. Leadership is truly the most vital area of our work together in the association, since all that we do or accomplish comes directly out of it. Ideally, progress in a democracy comes out of the masses, but in practical terms, it is much faster and less painful if leadership is fully attuned to the legitimate needs of society.

AATSP members as a whole must do their part, cooperating with nominating committees, bringing to their attention individuals of the sort needed to thrust us forward. We can take both pride and comfort in our history as an association since we have met successfully nearly every challenge placed before us through eight decades. But all too often we have been timid, apologetic, overly cautious, and slow in doing so. The right leadership will help us accomplish more than we can presently imagine and we really have no choice about providing such leadership, if we are to thrive and if we are to be a significant force in the future.

As the United States and its neighbors prepare to enter the new century, our society is becoming increasingly multi-racial and multi-ethnic. Fortunately, it is also becoming multi-lingual. Society at large is at last catching on to what we language professionals have been promoting for decades. Let us be equal to the risks, challenges, and opportunities which await us in the future. We cannot know all of them right now, nor can we always know comfortably in advance exactly how to plan for meeting them, but they will be there for us.

We are a privileged generation of language teachers in North America because we are already able to see phenomena, results, and successes which the founders of the AATSP only dreamed of. But they were unafraid to plan. As we enter a decade of preparation for the 21st century, we must do no less.

Mario J. Valdés, professor of Spanish at the University of Toronto, was elected Second Vice President of MLA this year, and he will automatically be president of this organization in 1991. In the 105-year history of MLA, Valdés is thought to be the fourth Hispanist to serve in this office. Others were Milton Buchanan (1932), Hayward Keniston (1953) and Otis Green (1968).

Valdés has been very active in the fields of Spanish and comparative literature:

Degrees: B. A. History, 1957; M. A. Spanish, 1959; and Ph.D. Spanish, 1962, all three from the University of Illinois.

Teaching: 1971-76 professor of Spanish literature, University of Toronto; 1976-78 head, Department of Spanish, Italian and Portuguese, University of Illinois, Chicago; 1978 professor of Comparative Literature and Spanish Literature, University of Toronto; 1978-83 Director, Centre for Comparative Literature, University of Toronto; 1983-87 Visiting Professor, Comparative Literature, New York University; and 1988 Visiting Jaime Torres Bodet Professor, El Colegio de México.

Monographic Publications: Death in the Literature of Unamuno (1966); An Unamuno Source Book, co-authored with María Elena de Valdés (1973); Critical Edition of Unamuno's «San Manuel Bum, mártir» (1974); Interpretation of Narrative, with O. J. Miller (1978); Shadows in the Cave; A Phenomenological Approach to Literary Criticism Based on Hispanic Texts (1982); Identity of the Literary Text, with O. J. Miller (1985); Phenomenological Hermeneutics and the Study of Literature (1987); and Teaching Approaches to García Márquez's «One Hundred Years of Solitude», with María Elena de Valdés (1990).

When asked how he perceived his office and the teaching of Spanish and Portuguese, he responded: «As a Hispanist I am keenly aware of the needs of the profession at this time and also of what the MLA can do to enhance the teaching of the Hispanic language and literatures. We all recognize the significant impact our fellow Hispanist John Kronik has had on the perception of Hispanists with regard to the PMLA. I hope to help our colleagues make the annual convention of the MLA into a primary intellectual and professional clearinghouse of ideas, methods, and information and try to dispel the erroneous notion that the MLA is dominated by our colleagues in English and French. The services provided by the MLA are for all the membership. But it is up to us to take advantage of these services. In the Fall I hope to have ready a bulletin on how to submit a proposal for a special session at the MLA convention. Although this bulletin will be addressed to all members it has a particular focus for Hispanic studies».

There is no doubt that Hispanic literatures are today the dominant innovative force in world literature. Thus, it is quite appropriate that specialists in these literatures take on a more prominent role in the MLA.

UNAM (Universidad Nacional Autónoma de México) has just completed its 17th year in San Antonio, Texas. UNAM-San Antonio, thought to be the only school in the U. S. sponsored by a Latin American University, had its beginning almost two decades ago.

In 1971, UNAM authorities in Mexico resolved to enlarge their program by developing an extension division. In 1972, under the joint agreement between the city of San Antonio and UNAM, the permanent facilities were opened. Thus, the Escuela Permanente de Extensión of UNAM of San Antonio (EPESA) was dedicated by President Luis Echeverría of Mexico and Mayor John Gatti of San Antonio on June 19, 1972. In October of 1986, thanks to the continuing support of the community and the City of San Antonio, a new permanent UNAM facility was inaugurated at Hemisfair Plaza by Mayor Henry Cisneros and Dr. Jorge Carpizo, Rector of the UNAM.

The purpose of the Permanent Extension School is to share the culture of Mexico through the teaching of the Spanish language and courses on Mexico, (both at the school, and at places of business) as well as to promote a better understanding between both peoples through the teaching of the English language and the holding of seminars and symposia on diverse topics relating to either culture and Mexico-United States relations.

These activities were done previously under a more informal method. In 1944, a group of residents, interested in maintaining the Spanish language

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and Mexican culture in San Antonio, requested courses, and UNAM, through Cursos Temporales, began sending professors here for several weeks each year. Thus began the long tradition of collaboration between the UNAM and San Antonio.

The parent institution, UNAM of Mexico City, has a long history. This first secular and public university in the Americas, now more than four centuries old, was founded by Royal Decree issued by Charles I of Spain in 1551 and formally inaugurated in 1553. Forced to close during the Mexican War of Independence and the subsequent Reform period, the institution was reestablished as the National University of Mexico in 1910. In 1929, it was granted its autonomy. UNAM of Mexico inaugurated its University campus in 1952. At present it is a huge institution no longer confined to the University City area. Its students number over 400,000.

UNAM-San Antonio

Catalog 1989-1990

The Council for International Exchange of Scholars, the ACLS affiliate that administers the post-doctoral Fulbright program, has moved. Its new offices are located at 3400 International Dr. N. W, Ste. M-500, Washington, D. C. 20008-3097 ; Telephone: (202) 686-4000.

ACLS Newsletter 2, i (1989): 9

The Coalition for the Advancement of Foreign Languages and International Studies (CAFLIS) has been making rapid progress. The Coalition, whose work began last year, is an alliance of 148 organizations and associations in some way involved in area studies or the teaching and study of foreign languages. Its objective is to increase national awareness of the critical needs of scholars and teachers in these vitally important areas. With funding from several foundations and a base at the American Association of Universities, CAFLIS is directed by Lillian Pubillones.

The work of the Coalition thus far has involved meetings with critical political leaders including Senator Paul Simon of Illinois and Governor Thomas Kean of New Jersey as well as a series of intensive working sessions by CAFLIS; three working groups on Federal Support for International Competence, State and Local Initiatives, and the Private Sector and International Education. Final proposals remain to be drafted, but a consensus on the need for better foundations and more extensive federal support for international research and teaching emerged very early in the discussions. Info: CAFLIS, One Dupont Circle N. W, Ste. 710, Washington, D. C. 20036.

ACLS Newsletter 2, i (1989): 10

In 1992, The University of Michigan will present a series of year-long programs on the theme, «Jews and the Encounter with the New World». Through lectures, panel discussions, concerts, and exhibits designed for scholars and the general public alike, «Jews and the Encounter with the New World» win explore the extent and the meaning of Jewish participation in the historic events of 500 years ago. Special programs will commemorate the anniversaries of the signing of the order of expulsion by Queen Isabela (30 March) and the departure of the exiles (10 August). Along the way, some fascinating questions will be explored: Was there a converso hidden agenda to the voyages of Columbus? Why were Indians believed to be the Ten Lost Tribes? Are there conversos (marranos) alive today? What legacy did the Jews bequeath to Latin America?

Programs relating to «Jews and the Encounter with the New World» will take place in Ann Arbor and in four other Michigan cities. For information on the programs, and the ways in which your community can bring them to your city, contact Dr. Judith Elkin, project director, in care of the Jean and Samuel Frankel Center for Judaic Studies, 206 Angell Hall, The University of Michigan, Ann Arbor, MI 48109. Phone: (313) 763-9047.

Recently, the Modern Language Association reported that during the three-year period 1983-1986, the number of students studying Portuguese increased by 14 percent. Portuguese, a language very similar in structure and vocabulary to Spanish, is, according to the 1988 World Almanac, spoken by some 166,000,000 million people in countries as diverse as Portugal, Brazil, and Angola. Instructors from the Portuguese program at Ohio State University invite high school students planning to attend OSU to consider fulfilling their language requirement by studying Portuguese; students can minor in this language as well. Info: Professor Lucía Costigan, Department of Romance Languages and Literatures, at (614) 292-5842.

Communiqué, April 1989

Arte Público Press of the University of Houston, the oldest and most prestigious publisher of contemporary Hispanic literature in the United States, has received a $133,426 grant from the Ford Foundation to publish an Hispanic Playwright Series. The two-year grant is effective January l, 1989. The press will begin accepting play submissions for consideration immediately.

Over a 2-year period, Arte Público Press will publish twelve collections of plays by U. S. Hispanics. Among the books planned are collections of plays by Luis Valdez, Eddie Gallardo, Ivan Acosta, and Dolores Prida, as well as anthologies of Chicano,

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Cuban American and Hispanic women's plays.

Hispanic playwrights interested in submitting their works should send them as soon as possible along with a S. A. S. E. to Dr. Nicolas Kanellos, Arte Público Press, University of Houston, Houston, TX 77204-2090. For more information, call (713) 739-4768.

SCOLAS Bulletin

Spring 1989

During the 1987-88 school year all 184 secondary schools in Idaho were surveyed in an effort to describe the current status of foreign language teaching in the state. Separate questionnaires pertaining to the teaching of French, Germán, and Spanish were sent to each school. Fifty-seven schools returned the questionnaires pertaining to the teaching of French; 46 Germán questionnaires were returned; and 103 Spanish questionnaires were returned. Since 78% of the state's French teachers, over 84% of its Germán teachers, and over 90% of its Spanish teachers are represented in these returns, the results of the survey are considered, in general, to be quite reliable.

Overall, the study showed that the three years between 1985-86 and 1987-88 witnessed substantial growth in foreign language enrollments in Idaho schools, i. e., French by more than 21%, Germán by just 4%, and Spanish by almost 28%. In schools where Germán is taught, almost 6% of the student body is enrolled in Germán classes; where French is taught, over 10% of the students are taking that language, and where Spanish is taught, 15.6% of the students are enrolled in Spanish classes. Statewide, it seems a fair estimate that 30% to 35%, or about a third, of Idaho's public secondary students were studying a foreign language in 1987-88.

Idaho's foreign language enrollment figures seem to have followed national trends. At the turn of the century 22.1% of all high school students in the U. S. were studying a modern foreign language (MFL). If we count Latin, 72.6% of public secondary school students were studying a foreign language in 1900. By 1915, the figure for MFL enrollments had risen to 35.9% while the total for all languages had risen by less than 1%, indicating that the drastic decline in Latin study had already begun. By 1948 MFL enrollments had dropped to a mere 13.7%, and Latin to a mere 7.8%. By 1968 MFL enrollment had risen again to 27.7%, Latin study was down to 2.9% of total public secondary school enrollment. In 1982, the national figure for MFL was 21,3%; and, in 1985, 30.9%, the highest since 1915. At present, even though the total number of high school students in the country is on the decline, foreign language enrollments continue to rise.

Regardless of the language taught, the typical foreign language teacher has seven to ten years of classroom experience, and has at least three different class preparations, at least one of which is either another foreign language or English. The French teachers reported the highest level of membership in professional associations at 65%; 58% of the Germán teachers were members; and 45% of the Spanish teachers.

Copies of the compiled reports are available on request from Rudy Leverett, Coordinator of Humanities and Foreign Languages, Idaho State Dept. of Education, Len B. Jordan Bldg., 650 W. State St., Boise, ID 38720.

PNCFL Newsletter 13, 11 (1989)

Two Manhattan College researchers, Dr. Richard C. FitzPatrick and Dr. Anthony L. Liuzzo, have just publicized the results of a survey on the Foreign Language Teaching Profession. The survey, conducted with the endorsement and cooperation of the American Council on the Teaching of Foreign Languages (ACTFL) and the financial support of the Louis F. Capalbo Endowment Fund, concludes that male teachers of foreign languages are much more likely to be clustered in higher income brackets than are their female counterparts, both before and after adjusting for differences in years of experience. The authors also report that income is substantially influenced by several other factors, such as number of students in the institution (the greater the number, the higher the income), type of location of the institution (suburban institutions pay the highest incomes), and geographic area of the country (Northeast is highest and South is lowest). Info: Anthony L. Liuzzo, J. D., Ph. D., Director of Business. Research, Manhattan College, Riverdale, New York 10471.

The Program in Language Acquisition, Teaching and Assessment (PLATA) of the Linguistics Department, University of Delaware, has been created to serve as a research center to investigate the nature of the language learning and teaching process. One of its main goals is to study the impact of the interaction between teachers and language students on the foreign language learning process. The program is concerned with the development of methodologies and techniques to enhance the learning of the spoken language and cultural skills, as well as of the reading, writing and comprehension skills. Students who participate in the program will have the opportunity to contribute to an increased understanding of how people learn languages in all of its aspects, so that teaching and assessment methodologies can be made more effective. Development of literacy and strategic skins are the first studies to be conducted in the center. Dr. Ángela Labarca, Director of PLATA, Department of Linguistics, 46 E. Delaware Ave., Newark, DE 19716, (302) 451-688716806.

The interdisciplinary conference, «Translating Latin America», April 19-21, 1990, will feature important names from the field of Latin American literature.

Luis Rafael Sánchez, Puerto Rican playwright, poet, fictionalist, and critic, will head the roster of scholars and translators at the interdisciplinary conference, «Translating Latin America», to be held at the State University of New York at Binghamton under the auspices of the Department of Comparative Literature and Romance Languages, the Latin American and Caribbean Area Studies Program, and the Center for Research in Translation. Sánchez's plenary address will be on interpreting culture. The other two plenary addresses will be by Jean Franco, Columbia University, on interpreting literature, and Margaret Sayers Peden, University of Missouri, on translating literature to interpret culture. They will be joined by translators Suzanne Jill Levine, University of California-San Diego, and Eliot Weinberger, Manhattan, free-lance, and seventy-five other Latin Americanists who will present papers in concurrent sessions on translation broadly defined. Info.: The Conference Administrative Office: CRIT, SUNY-BINGHAMTON, NY 12905.

Marilyn Gaddis Rose

Director, CRIT/TRIP

Dr. Rebecca Catz, Center of Medieval and Renaissance Studies at UCLA, has recently received two honors. She was «pinned» on the evening of June 29, 1989 at a ceremonial dinner in her honor in Beverly Hills by Mario Soares, the President of Portugal. The honorary knighthood bears the title of «Officer of the Order of Dom Henrique».

The award was given in recognition of the four books she has published on Portuguese literature and for her translation of the Portuguese classic, the Peregrinação of Fernão Mendes Pinto, which is being published by the University of Chicago Press, under the title of The Travels of Mendes Pinto. For this same translation she has received the Armand G. Erph award of $1,000 from the Translation Center of Columbia University.

Dr. Catz's other books include A sátira social de Fernão Méndez Pinto: Análise critica da peregrinação (1978), Fernão Mendes Pinto: Sátira e anticruzada na peregrinação (1981) and Cartas de Fernão Mendes Pinto e outros documentos (1983).

During the last five years, students and faculty of the MFA program in Translation at the University of Arkansas have often called upon me to help them discover whether a particular literary work has ever been translated. Traditionally, this has been a frustrating and time-consuming task, and translators often shake their heads in despair as a helter-skelter search through publisher's listings and bibliographies proves either fruitless or too laborious. However, with the recent development of bibliographic databases and the refinement of conventional print indexes, the haphazard nature of this search has greatly been reduced.

OCLC (Online College Research Center), bibliographic database containing approximately eighteen million bibliographic records based on the merged card catalogs of close to eight thousand member libraries in over twenty-six countries, has proved to be crucial in locating translations of novels, as well as collections of plays, poetry, and short stories in translation. It includes all publishing years from the earliest manuscripts to the present, so it is particularly useful in ascertaining the most recent publications of a particular author, including any extant translations. It does not include either journal or newspaper articles, nor does it list individual essays, poems, or short stories. It does however include anthologies, and depending on the identity of the individual cataloger, the individual contents of these anthologies may or may not be listed.

There are three quick but not always conclusive methods of searching OCLC, and one long but almost comprehensive method. The quickest way to search for translation of literary works on OCLC is to guess at the most probable renderings of the title into English and then directly search for those possible titles in the database. La casa verde by Mario Vargas Llosa, for example, would most probably be translated into English as The Green House, and one can search for that title in the database to verify that an English-language translation does in fact exist.

A second approach to finding translations in OCLC is to search for a possible translator of the literary work. For example, if one suspects that Gregory Rabassa might have translated the latest novel of Gabriel García Márquez, one can directly search Rabassa's name in the database as though he were the author. This list is sometimes maddeningly incomplete as not all libraries provide separate cataloging information for the translator of the literary work.

Thirdly, by searching under the original language title of the work in OCLC, one might find some foreign language translations conveniently listed. For example, the translator can search directly under the Spanish language title Beso de la mujer araña (translated in English as Kiss of the Spider Woman), and by scrutinizing the foreign publishing houses, can find translations in Polish, Germán, and English.

However, the most comprehensive and useful

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way to locate translations in the database is to check thoroughly all the entries that appear under an author's name. Admittedly, for prolific authors such as Jorge Luis Borges, this can prove time-consuming. Since the OCLC database is continually updated, an author's latest works will automatically be available. This feature is particularly useful for the translator who wishes to discover the very latest books by an author in the hopes of identifying the ones that have not yet been translated.

Due to the enormity of its size, the quickness with which the database retrieves entries, and it comparative ease of use, OCLC should be the first choice in locating translations. However, because there are certain limitations in OCLC's effectiveness , print indexes must still play an important role in locating translations.

Without a doubt, the most useful print index for locating translations of book-length material is Index Translationum, a UNESCO publication that began in 1949. The major advantage of this re source is that it strives to list all known translation including non-Indo-European languages. It supplies translations of both popular works as well as scientific and technical publications.

In Index Translationum, bibliographical entries are grouped by country of publication and within each country by subject categories, and then by authors within these categories. There is a comprehensive author index at the back of each volume along with a statistical chart displaying the overall number of translations by country and by subject category. Unfortunately, Index Translationum is tedious to use as one must check year by year under an author's name to determine which of his or her works has been translated.

The Humanities Index is a Wilson index, similar in format to the Reader's Guide. This print index began in 1974 and provides another valuable guide to the location of translations. It has as its major advantage in the fact that it includes translation of individual poems, short stories and plays, and is updated quarterly. One can look under an author's name directly followed by the subheading -TRANSLATIONS either to reveal bibliographies of translations or to find specific translations. A time-saving feature which this index provides is a comprehensive listing in each volume of all the authors and genres for which translations have been noted. Simply look under the subject heading TRANSLATIONS in each issue and the prospective translator will be saved a great deal of time and effort in locating specific translations for a given author or genre.

The last print source to be examined is The National Union Catalog; Books; Subjects, a publication based on the Library of Congress. While the NUC Subject Catalog is not always specific for identifying the translations of individual titles, the translator can look under the literature of a country for examples of translated works. As an example, by consulting the subject heading FRENCH LITERATURE -TRANSLATIONS FROM, as well as FRENCH LITERATURE- TRANSLATIONS INTO, one can find specific examples of literary works that have been translated into French, or conversely, French literary works that have been translated into other languages.

In summary the best single source to use is the OCLC database. After OCLC, the next best source is Index Translationum, which attempts to list all known translations in every subject field worldwide. For individual poems, plays, and short stories, Humanities Index is peerless. For a picture of the extent of translation activity existing in a particular country, the translator is directed to The National Union Catalog; Books; Subjects which will also list translations of novels as well as anthologies of poetry, short stories, and plays.

Larry Stephen Perry

University of Arkansas

Prof. Edward F. Stanton of the University of Kentucky gave several lectures in Spain for the «presentación» of his recently-published book, Hemingway en España (Editorial Castalia): in Bilbao on May 17, San Sebastián on the 18th, Valencia on the 22nd, Madrid on the 27th, and Pamplona on the 29th. Stanton also signed books at the Ferias del Libro in Valencia and Madrid, and was interviewed by numerous radio and television stations, and newspapers such as Diario 16, El País, La Vanguardia and Ya. The English version of his book, titled Hemingway and Spain: A Pursuit, will be published in late Summer or early Fall by the University of Washington Press.

Dr. Nettie Lee Benson, professor emeritus of Mexican History at UT Austin, has donated $101,000 of her personal savings to establish the Nettie Lee Benson Library Endowment for the acquisition of Latin American research materials. This year she retired from teaching, culminating a distinguished career as historian, teacher and director of the institution which today bears her name. Benson spent forty years collecting

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manuscripts, books and other resources which have enriched the Benson Collection.

In January of 1990 Dr. Benson will be celebrating her 85th birthday. Therefore, colleagues, friends and admirers wish to increase the Nettie Lee Benson Fund by $85,000: $1,000 honoring each year of her life and work. If you are interested in contributing to this Fund, you may send checks payable to the University of Texas and noting that donations are for the Benson Endowment. Contact Terry Newman, Assistant for Fiscal Services, General Libraries, University of Texas at Austin, Austin, TX 78713 -7330. Your gift will help to ensure that the seminal work begun by Dr. Benson continues for many years to come.

Through this Fund the Benson Latin American Collection in 1988 acquired four major manuscripts of José Vasconcelos, 20th-century Mexican philosopher, politician, writer and autobiographer. These manuscripts are accessible to the public.

The Center for Latin American Studies, University of Florida, Gainesville, Florida, 32611, announces the Alfred Hower Book Prize for the best book length manuscript on a Brazilian topic as part of an expanded publications program. Authors writing on Brazilian topics are encouraged to submit completed manuscripts in English on any aspect of Brazil. The manuscript selected for the Prize will be published by the Center through the University of Florida, while its author will receive a cash prize of $1,000.00 to be awarded at a ceremony at the University of Florida. All manuscripts will be evaluated by a multidisciplinary committee. Deadline for receipt of manuscripts is March 15, 1990, for publication in spring 1991. Info: Hower Prize Committee, Center for Latin American Studies, University of Florida, Gainesville, FL 32611.

NECLAS Newsletter

May 1989

Premio España-América 50 Centenario, auspiciado por el Programa de Cooperación del Ministerio de Cultura de España y las Universidades de los Estados Unidos, ha sido creado para difundir el conocimiento de los logros de España en el Nuevo Mundo y sobre todo la contribución española a la independencia y desarrollo de los Estados Unidos.

Este concurso convoca a la presentación de trabajos ya publicados o que no se han publicado en inglés o en español, tanto de estudiosos como de casas editoriales.

La fecha límite para presentar trabajos será el 12 de octubre de cada año hasta 1990. Para mayores informes dirigirse a: Cultural Office, Embassy of Spain, 2600 Virginia Ave. N. W, Suite 214, Washington, D. C.

NECLAS Newsletter

May 1989

The Advisory Board of the Society of Spanish and Spanish-American Studies (Department of Spanish and Portuguese, University of Colorado at Boulder) has bestowed its highest distinction on eight Spanish and Spanish-American authors. The following have been elected as Honorary Fellows of the Society because of their contribution to Hispanism and the Humanities: José Agustín, Carlos Bousoño, Guillermo Cabrera Infante, Herberto Padilla, Francisco Rico, Severo Sarduy, José Triana and José Ángel Valente.

Luis T. González-del-Valle

University of Colorado at Boulder

Ángel González, professor of Spanish at the University of New Mexico, has been awarded the Ángel María de Lera Hispanism Prize for Literature by the members of the Twentieth-Century Spanish Association of America, Department of Spanish and Portuguese, University of Colorado at Boulder. The Spanish poet, the recipient of numerous awards including the Príncipe de Asturias, was presented a diploma. At a later date a collection of essays on his poetry, edited by Professors Andrew Debicki, University of Kansas and Sharon Ugalde, Southwest Texas State University, will be published by the Society of Spanish and Spanish-American Studies.

Luis T. González-del-Valle

University of Colorado at Boulder

Lisa K. Canfield has been chosen for the second consecutive year as the Charles W. Steele Scholar at Denison University, Granville, Ohio. Canfield, a junior, is a 1986 graduate of Chardon High School in Chardon, Ohio. The scholarship is available for students who have demonstrated exceptional scholarship and commitment to Spanish as a major field of study. Canfield was selected by the faculty of the modern languages department with hopes that she will plan a career in teaching Spanish to follow in Professor Steele's footsteps.

The Charles W. Steele Endowed Memorial Scholarship was established for Spanish language students as a lasting tribute to the memory of the late professor emeritus of modern languages. Steele taught Spanish at Denison for 35 years, from 1949 until his retirement in 1984. He traveled extensively, doing research in Bogotá and Madrid, and served as a language coordinator for the Denison Peace Corps Training Projects. Steele died in 1987.

Jo Yerkes

Denison University

In early May of 1988 the Department of Spanish, Italian and Portuguese of the University of Illinois presented its first two Graduate Alumni Awards to Evelyn

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Irving and Hensley C. Woodbridge «in recognition of their contribution to Scholarship in Hispanic Literature». Their former advisor, Henry Kahane, said a few words concerning them at the presentation of the certificate.

Dr. Irving is the outstanding authority on Rafaela Contreras, Rubén Darío's first wife. Though now retired, Irving, a member of AATSP, has continued to be active with reviews, articles and papers on Hispanic topics.

Professor Woodbridge, Southern Illinois University at Carbondale, served as an associate editor of Hispania for more than a decade and is a lifetime member of AATSP. He is the author of some nine monographic bibliographies on a variety of subjects from the study of language and literature to Rubén Darío and linguistics. In 1987 the Modern Language Association published his Guide to Reference Works for the Study of the Spanish Language and Literature and Spanish-American Literature. His Pablo Neruda: An Annotated Bibliography of Biographical and Critical Studies, co-compiled with David S. Zubatsky, came out in 1988 (Garland Publishing). Author of 300 reviews that have appeared in fifty journals, Woodbridge was made a corresponding member of the Hispanic Society of America in 1988. In that same year he also became a member of the Asociación española de bibliografía.

The Association for Hispanic Classical Theatre Award for the production of a Spanish sixteenth- or seventeenth- century play in English Translation will be made for the 1990-91 academic year. The award will be given to the best production of a Spanish Golden Age play in English translation.

The prize will include:

1. An invitation to perform the play in the International Sixteenth Annual Siglo de Oro Drama Festival sponsored by the National Park Service and held at El Chamizal National Memorial in El Paso, Texas in mid-March.

2. A subvention of travel expenses for the performing company (travel, transportation, room and board for two days) not to exceed $6,000.

3. An award of $1,000 to the translator working with the producing company in the preparation of the performance text.

Dr. Vern G. Williamsen, Professor Emeritus, University of Missouri, is chairman of The Awards committee. Information: Comedia in English Translation Committee, 35 Obsidian Drive, Oakdale, CA 95361, (209) 847-7677.

«Alhamía» is an annual bibliographic survey of literary, philological, and historical studies of late Spanish Islam (particularly the Mudéjar and Morisco periods). It also reports on professional meetings, works in progress, and other activities by scholars in these fields. The editors welcome contributions in any of these areas. Info: Alhamía, Departamento de Filología Clásico y Románica, Facultad de Filología, Universidad de Oviedo, 33003 Oviedo, Spain.

«Language International» is a new bimonthly magazine for the language professions to keep you informed on what is happening in the language world.

«Language International» is geared to the practical needs and interests of language teachers, translators, interpreters, lexicographers, terminologists and those who have a professional interest in languages. Info: John Benjamins North America, 8 21 Bethlehem Pike, Philadelphia, PA 19118.

«Mexico Journal» is a weekly newsmagazine, in English, dealing with Mexico's political, economic and cultural situation. Its staff «is made up of U. S. journalists with experience working and living in Mexico». Subscription: US $60.00. Info: Balderas 68, 3er. piso, Col. Centro, C. P. 06050 Mexico, D. F. (Tel. 512-6725 and 5219241).

Polylingua is a new journal devoted to the language component of foreign language studies. Literature will only be addressed as it figures in the mission and undergraduate curricula of language departments and in the professionalization of their faculty. Polylingua welcomes descriptions of innovative projects, empirical research, and position papers. Articles are refereed blindly. The Editorial Board includes Marva Barnett, University of Virginia; David Benseler, The Ohio State University; Trish Dvorak, University of Michigan; Kathy Heilenman, Louisiana State University; Stephen Sadow, Northeastern University; and Richard V. Teschner, University of Texas -El Paso. Perspective authors should therefore limit identification to a cover page. Three copies of mss. using MLA style may be sent to Francis Lide, Editor, Polylingua, Dept. of Humanities, Michigan Technological University, Houghton, MI 49931. Individual subscriptions are available at $10.00.

MLJ

Fall 1989

Lyra, a new multilingual Journal of Poetry and Fiction has just published its second issue. The quarterly publication covers Latin American and North American art, theatre, film and literature through interviews, film reviews, and photographs. Editors of this 8" x 11" journal are Iraida Iturralde and Lourdes Gil. Works written in English or Spanish

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are accepted for their two annual poetry and fiction contest. Send a self-addressed stamped envelope to receive guidelines. Each issue costs $3.00 and $10.00 for the subscription. Info: Lourdes Gil, LYRA, P. O. Box 3188, Guttenberg, NJ 07093.

The Centre international de recherche sur le bilinguisme of Laval University announces publication of the Annotated Bibliography for Developing Oral Proficiency in Second and Foreign Languages by Joel Walz of the University of Georgia. The bibliography summarizes the contents of over 160 publications that describe at least five techniques for eliciting oral communication in class, and it classifies them by the proficiency level(s) required according to the ACTFL/ETS scale. The references, limited to those that can be found in any major library, are accessed by an author and subject index.

To order a copy, send a check for $5.00 postpaid to North America, or $6.50 elsewhere, requesting publication B-171, to the Centre international de recherche sur le bilinguisme, Pavillon Casault, 6ème sud. Université Laval, Quebec G1KP4, Canada. They will include a copy of their extensive list of publications.

MLJ

Fall 1989

«Conversational Spanish: Quick and Easy» by Barbara Saloom, is a book addressed to the Continuing Education student who is taking a non-credit course. It includes practical topics and just enough grammar for the student interested in obtaining a «survival level» of Spanish. Barbara herself publishes and sells this book, a product of many years of teaching and a sabbatical. Info: 18 Hollow Tree Road, Boxford, MA 01921.

JILS/CIEL offers a wide spectrum of studies that cross traditional boundaries between disciplines. You will find intriguing essays on Hispanic Literature and Culture from new perspectives, exploring the relationship of the text to its context. JILS/CIEL features full length articles, notes, book reviews, and bibliographic studies examining the interaction of literature with the surrounding social cultural, political, ideological, technological, and economic world. This journal appears twice a year and contains studies in English, Spanish and Catalan written by experts in a number of different fields. Info: Catherine Nickel, JILS/CIEL, Department of Modern Languages and Literatures, 1110 Oldfather Hall, The University of Nebraska -Lincoln, NB 68588-0315.

Centenary of Oswald de Andrade, 25-27 January, Austin. Info: K. David Jackson, Dept. of Spanish and Portuguese, Univ. of Texas, Austin 78712; (512) 471-5551.

Illinois Council on the Teaching of Foreign Languages, 17 February, Chicago area. Info: ICTFL, P. O. Box 5633, Springfield, IL 62705; (217) 782-2826.

Louisiana State University will host the Louisiana Conference on Hispanic Languages and Literatures, February 22-24, 1990. Info: Professor Harry L. Kirby, Jr., Program Chairman -LCHLL,1990, Department of Foreign Languages, Prescott 222, Louisiana State University, Baton Rouge, LA 70803-5306.

Colorado Congress of Foreign Language Teachers, 22-24 February, Fort Collins, Info: Ronald W. Walker, 2312 Valley Forge Ct., Ft. Collins, CO 80526-1652.

A Symposium on Cervantes's «Los trabajos de Persiles y Sigismunda», February 23-24, 1990, Whitman College, Walls Walla, Washington. Featured speakers will include: Juan Bautista Avalle-Arce, Ruth El Saffar, Diana de Armas Wilson and Enrique Rodríguez Cepeda. The occasion is the upcoming publication this fall by the University of California Press of the first English translation of Los trabajos de Persiles y Sigismunda to appear in this century. No registration fee will be charged. Info: Professors Weller and Colahan at the Department of Foreign Languages and Literatures, Whitman College, Walla Walla, Washington 99362.

1990 Second Language Research Forum, 1-4 March, Eugene. Info: Hartmut Burmeister, Chair, 1990 SLRF Committee, Applied Linguistics, Univ. of Oregon, Eugene 98 403; (503) 686-3945, 686-3906, or 686-3907.

Teachers of English to Speakers of Other Languages, 7-11 March, San Francisco. Info: TESOL, 1118 22nd St. N. W., Ste. 205, Washington, D. C. 20037; (202) 872-1271.

Ohio Foreign Language Association, 8-10 March, Cleveland. Info: Diane Ging, Columbus Public Schools, Alum Crest Ctr., 2200 Winslow Dr., Columbus, OH 43207.

International Conference on the History of the Spanish Language, 10 March, Seville. Info Rafael Cano Aguilar, History of Spanish Language Conference, Dept. of Philology, Univ. of Seville, (41004) Seville, Spain; (954) 21 35 40 or 21 13 98.

Central States Conference on the Teaching of Foreign Languages (in conjunction with the Minnesota Council on the Teaching of Foreign Languages), 14-18 March, Minneapolis. Info: Jody Thrush, Madison Area Technical College, 3550 Anderson St., Madison, WI 53704; (608) 246-6573.

Minnesota Council on the Teaching of Foreign Languages (in conjunction with the Central States Conference on the Teaching of Foreign

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Languages), 14-18 March, Minneapolis. No further information available at press time.

American Comparative Literature Association, 29-31 March, University Park. Info: Gerhard F. Strasser, Dept. of Comparative Literature, 433 N. Burrowes Bldg., The Pennsylvania State Univ., University Park 16802; (814) 863-0589.

International Symposium on Calderón's La vida es sueño, 31 March-2 April, University Park. Info: Dept. of Spanish, Italian and Portuguese, The Pennsylvania State Univ., University Park 16802.

Spain Looks Toward the 21st Century: Literature, Art and Culture, 4-7 April. Info: Samuel Amell, Dept. of Romance Languages, Cunz Hall, 1841 Millikin Rd., The Ohio State Univ., Columbus 43210-1229.

SWCOLT in Albuquerque. Southwest Conference on Language Teaching, April 5-8, 1990. Info: Jan Herrera, SWCOLT Executive Director, 13355 Albion Circle, Thornton, CO 80241; (303) 452-1308.

Translation of Latin American Culture, 19-21 April, State Univ. of New York, Binghamton. Info: Marilyn Gaddis Rose, Center for Research in Translation, State Univ. of New York, Binghamton 13901.

Northeast Conference on the Teaching of Foreign Languages, 19-22 April, New York. Info: Northeast Conference, P. O. Box 623, Middlebury, VT05753.

Twenty-fourth International Conference of the International Association of Teachers of English as a Foreign Language, 15-21 April, Dublin, Ireland. Info: IATEFL, 3 Kingsdown Chambers, Kingsdown Park, Tankerton, Whitstable, Kent CT5 2DJ, Great Britain.

Reflections of Social Reality: Writings in Colonial Latin America, 19-21 April, Amherst. Info: Colonial Latin American Symposium, Dept. of Spanish and Portuguese, 418 Herter Hall, Univ. of Massachusetts, Amherst 01003; (413) 545-2887.

Second Language Acquisition and Foreign Language Learning II, 26-28 April, Urbana. Info: Bill Van Patten, Dept. of Spanish, Italian, and Portuguese, 4080 Foreign Languages Bldg., 707 S. Matthews, Urbana, IL 61801.

Pacific Northwest Council on Foreign Languages, 3-5 May, Portland. Info: Ray Verzasconi, Foreign Languages and Literatures, Oregon State Univ., Corvallis 97331; (503) 745-2289.

Tenth Annual Cincinnati Conference on Romance Languages and Literatures, 16-18 May 1990. Deadline for abstracts: February 15, 1990. Info: Josiane Leclerc-Riboni, Conference Chair, Dept. of Romance Languages and Literatures, University of Cincinnati, OH 45331-0377.

The Association of Ecuadorianists in the United States announce their Fourth Congress on Ecuadorian Literature, to be held in Ecuador, 5-10 June 1990. Sponsored by La Casa de la Cultura Ecuatoriana, La Universidad Católica, and Centro Interamericano de Artes Populares, the conference will center upon the theme, «Ecuadorian Literature of the Last 30 Years». Papers of twenty-minute length and in Spanish should conform to the above theme but related topics will also be considered. Please submit abstracts by January 30, 1990. Info: Prof. Michael Handelsman, Dept. of Romance Languages, University of Tennessee, Knoxville, TN 37996; (615) 974-7010.

Fédération Internationale des Langues et Littératures Modernes: The Impact of Language and Literature on Contacts between Peoples, 21-29 August, Novi Sad. Info: Miodrag Radovic, Universitet Novi Sad, Filozofski Fakultet, Stevana Musica bb/111, 21000 Novi Sad, Yugoslavia.

Illinois Council on the Teaching of Foreign Languages, 19-20 October, Chicago. Info: ICTFL, P. O. Box 5633, Springfield, IL 62705; (217) 782-2826.

Midwest Modern Language Association, 1-3 November, Kansas City. Info: Maria A. Duarte, 302 English and Philosophy Bldg., Univ. of Iowa, Iowa City 52242-1408.

Fourteenth Southeast Regional Conference on the International Reading Association, 7-9 November, Louisville. Info: International Reading Association, P. O. Box 8139, Newark, DE 19714.

Modern Language Association, 27-30 December, Chicago. Info: MLA, 10 Astor Pl., New York, NY 10003-6981.

Teachers of English to Speakers of Other Languages, 9-13 March, New York. Info: TESOL, 1118 22nd, Ste. 205, Washington, D. C. 20037.

Central States Conference on the Teaching of Foreign Languages, 21-24 March, Indianapolis. Info: Jody Trush, Madison Area Technical College, 3550 Anderson St., Madison, WI 53704; (608) 246-6573.

Seventeenth World Congress of the FIPLV, Theme: Foreign Language Learning and Lifelong Education, 10-14 August, Pécs, Hungary. Info: P. Basel, National Center for Foreign Language Teaching of T. I. T, XI., Bocskai ut 37, H-1113 Budapest, Hungary.

William Hutchinson Shoemaker was born in Norristown, Pennsylvania, March 21, 1902, and died in Newton, Pennsylvania, March 24, 1989.

During his career of more than fifty years, Professor Shoemaker was associated with four major universities. He received the A. B., A. M., and Ph. D. degrees from Princeton University in 1924, 1928, and 1934, respectively, In 1938 he moved from Prince ton to the University of Kansas, Lawrence, where he assumed the Chairmanship of the Department of Romance Languages, a post which he held for nineteen years. From 1957 until 1969 he was Head of the Department of Spanish, Portuguese, and Italian at the University of Illinois, Urbana, and from 1970 to 1980 he was a Visiting Professor of Spanish at the University of Missouri, Columbia.

Professor Shoemaker specialized in late nineteenth- and early twentieth-century Spanish literature and wrote numerous critical articles and eight books about the works of Pérez Galdós. His best known publication in this regard is perhaps his excellent three-volume study The Novelistic Art of Galdós (1980-82).

In recognition of his achievements as a distinguished Hispanist, he was made a member of the Orden del Mérito Civil in 1959 and a Miembro Titular del Instituto de Cultura Hispánica in 1970. He also served as Vice President of the Central States Modern Language Association in 1949 and he was President of the AATSP in 1949-50.

Dr. Bill Shoemaker, as he is affectionately remembered, was a unique individual who had a special gift for imparting to his students his great love of art and literature. Although he was demanding in the classroom, he was, at the same time, a benevolent and caring teacher who took great pride in the accomplishments of his students. He will be missed, but his presence remains with those of us who had the good fortune to study with him and know him as a colleague and friend.