A Suggested Procedure for Determining Cultural Objectives

joins me in making those assumptions, furthermore, will find himself, as I do, occupying the audacious position that foreign-language education has never really been done right! Uncomfortable as such a stance may be, I believe it is correct. The old key did poorly what it sought to do (teach skills) and only haphazardly and unconsciously that which was in the end its major contribution (language appreciation, linguistics). The new key fared worse because it excluded the intellectual dimension while also failing to produce significant bilingualism. Times were never riper for change than right now w ile our profession is groping for new dimensions. (Do you know of any other field in which you can buy recorded commercial messages about its benefits?) We are one of the most fundamental of the humanities and must reassert our claim to that place. A programmed combination of the theoretical and the practical is the ccepted norm in academe; my proposals are but an extention of that principle to the field of foreign-language study

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