This article reports the findings of a program evaluation project that assessed the integration of technology-enhanced language learning (TELL) into a second semester, college-level French course. Thirty-three French II students participated in this study. Students in the treatment group met with the instructor three days per week and, for the fourth class, they participated in TELL activities. The control group met with the instructor four times per week. Both groups had the same instructor, textbook, and ancillary materials. The article reports on student performance in French for listening, speaking, reading, and writing skills, and on their cultural knowledge. Findings indicate that the students in the treatment group performed equally well as the control group in listening and speaking and better on reading and writing achievement measures. The study also includes findings regarding student motivation, anxiety, and perceptions on meeting the language learning goals students set for themselves. The results may be interpreted that it is both feasible and desirable to integrate, in principled ways, TELL activities into the language learning curriculum.

This study examines a college-teaching award that uses a scholarship of teaching model focusing on learning outcomes. Through questionnaires the researcher examined two groups' perceptions: award recipients and academic leaders. Respondents described the award and indicated the perceived effect on faculty and programs. Both groups highlighted faculty incentive to innovate for promoting student learning, a strong impact on performance evaluation, and recognition of exceptional teaching. Respondents recommended better communicating the award's rigor and learning focus to increase its impact. Recipients reported the award's influence on continued innovation, engagement in teaching scholarship, and leadership opportunities. Over half have presented their work in peer-reviewed venues.

The history of the French prénom ‘given name’ laws of 1803 and 1993 are recounted. The terms of the Consulate's 1803 law and how authorities have interpreted and applied them throughout the last two centuries are presented. The law was originally intended to prevent using last names as first names. However, in the twentieth century this same law was used to protect children from potentially harmful names. The naming law of 1993 appears to put into effect what had already become the practice. Sources of information include legal documents, interviews, newspapers and naming books for parents.

This chapter explores IIOW to adapt best practices from thegeneral literature on teaching awards in higher education tograduate student teaching assistant (TA) awards. Although mostcriteria apply, they must befitted to thecareer stage and aspirations ofTAs. TheDuquesne University Graduate Student AwardforExcellence in Teaching serves asa case studydemonstrating howthese practices canbe modified toboth recognize excellent teaching andpromote tile professional developmentofgraduate student instructors.