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This paper discusses how the introduction of Anglophone popular culture in the English-as-a-foreign-language class can serve to foster critical aesthetic experiences. It is argued that the popular culture of the hegemonic Anglophone countries is already part of students' lives and for that reason should be included in any critical Anglophone studies curriculum. Contemporary theories of popular culture, literary criticism, and foreign language pedagogy are reviewed and a dialogue is established between these perspectives and Deweyan philosophy. The study of popular culture offer students opportunities for critical reflection, while allowing them to exercise their imaginative, emotional, and creative faculties. These aesthetic encounters also have the power to improve cross-cultural understanding. (Contains 64 references.) (BD)

This paper discusses a framework for teaching English as a foreign language that incorporates significant cultural content and fosters critical encounters with Anglophone culture. It reviews relevant contemporary perspectives for understanding cross-cultural processes within the foreign language teaching environment with emphasis on the issue of identity formation. A dialogue is created between Anglophone culture and students' native culture, leading to development of intercultural intelligence. One element of such an approach might be the creation of Anglophone studies, which would draw on sociology, anthropology, history, and other disciplines in addition to linguistics. The study of postcolonial literature is recommended. (Contains 64 references.) (DB)

This Spanish-language report offers a framework for the analysis and evaluation of intervention on children's behalf against which to analyze actions upon their environment. The first section looks at the complex issue of defining suitable child development outcomes for intervention programs, noting that because the concept of childhood varies across cultures and classes, definitions of developmental outcomes need to take into account cultural and class variables. The second section examines two examples of environmental conditions that threaten children's development, poverty and prejudice, and explains how both situations involve complex systems of adverse circumstances that tend to be chronic and that interact in a multiplicative fashion with respect to negative effects on children's development. The third section summarizes briefly the characteristics of a general model for planning and analyzing the results of interventions on children's behalf, recommending that interventions: (1) be child-centered; (2) be culturally sensitive; (3) be multi-faceted to combat multiple affiliations; (4) support families, improve health care and school, and enhance neighborhood conditions; and (5) demolish societal barriers to child development. An afterword examines the implications of the findings for future program development. Contains 90 references. (AP)

The present paper updates the World Bank's interpretations of education development and outlines a policy framework for lending for education. After chapters on the relationship between education and development and on the state of education development, the paper devotes a chapter to each of five issues: the expansion and equalization of educational opportunities, the internal efficiency of education systems, the relationship between education and work, the administration and management of education systems, and the costs and finance of education. Subsequent chapters examine external aid to education, review the World Bank's policies and program in lending, and consider the future policies and program of the bank. The policy framework of the bank is outlined in five principles that reflect the five issues discussed earlier. Extensive tables are appended. (IRT)

This paper reflects on the need to include the arts in the teaching of English as a Foreign Language, thus strengthening the students' imagination. The article begins by defining the concepts of "the arts, "imagination," and "emotion." It goes on to examine the perspectives and claims of studies from different disciplines on these concepts and their ensuing interrelationships. Based on these observations, the paper discusses how the arts and the use of imagination can contribute to intercultural understanding. Finally, the article ends by reflecting on the possible impact of including the arts in English language programs and by posing the question, "Exactly how can the arts widen your horizon?" (SM)