For practitioners interested in making principled decisions about what and how to teach, the implementation of any new approach presents dilemmas for which there are no clear answers. Theoretical knowledge, insights from experience and practical considerations all go into formulating hypotheses and developing techniques and materials to solve these problems. In this paper we will discuss some of these issues as they relate to the problem of accuracy within the communicative approach and present the self-assessment unit we developed to deal with the problem in our program.

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Foreign languages have long been isolated from the heart of the curriculum. A Foreign Languages Across the Curriculum program based on the concept of an Applied Foreign Language Component (AFLC) can help overcome this isolation. The AFLC is an optional track within a discipline course; students with advanced intermediate proficiency or above in a particular foreign language replace English‐language course readings with foreign language texts and typically participate in a special weekly discussion session conducted in the target language. The AFLC and other approaches to integrating discipline content with advanced foreign language work are explored. Practical guidelines for implementing such programs, including forming faculty alliances, modifying courses, recruiting students, and expanding library holdings, are presented. This article describes projects established at St. Olaf College with the support of the National Endowment for the Humanities and the Fund for the Improvement of Post‐Secondary Education.

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