Based on Royal L. Tinsley and David J. Woloshin's work, t h e authors developed a design to evaluate t h e presentation of d e e p culture in college foreign language texts. This instrument was applied to t e n second-year college French texts published between 1972and 1974. Of t h e t e n textbooks evaluated, only o n e was considered adequate in conveying d e e p French culture to t h e intermediate French student. The implication is t h a t t h e second-year French student is leaving his foreign language experience without f ully comprehending t h e essential framework in which language functions, namely, culture.Very l i t t l e selfactualization is going on at this level, for t h e student is being deprived of comparative materials through which h e might develop self-awareness.
1The 1970's have been viewed by foreign Ianhumanistic orientation:p a g e educators as a n e r a of change. it is a change Advocates of t h e new humanism favor demoby t h e foreign language t e a c h e r from t h e restrictive, elitist selection of c e r t a i n 'suDerior' students cratization Of the curriculum. they would tend to view foreign language instruction neither as an elitist domain of a handful of for language study to a broad, humanistic recognischolars nor as a functional skill for soldiers, businessmen, and middle-class tourists, but tion that all interested students should have t h a t rather as a learning domain through which all opportunity. Frank Grittner on this individuals might cultivate a higher degree of intellectual perspective and aesthetic sensitivity.I t IS not prophetic to s t a t e t h a t , had this change not occurred to include all students in t h e study of
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