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Fred P. Ellison (1922–2014) was a pioneer in the field of Luso-Brazilian Studies in North America. This cluster of short essays by teacher-scholars who studied and/or worked with Ellison examines his multifaceted leadership in the field and his contributions to Portuguese language instruction, literary criticism, and translation. Colleagues relate his trail-blazing work, and long-term activities for over four decades (c.1950–c.1990), to the current state of Luso-Brazilian affairs in higher education.

Cooperative learning has a fifteen year history of research and application in primary and middle schools throughout the United States, Canada, Europe, and Israel. This paper briefly describes that history in terms of research conducted in primary education and in foreign- and second-language education. It also outlines the components that make up cooperative learning. The discussion then describes a specific application of some cooperative learning structures in a post-secondary foreign language classroom. The paper notes examples of successful structures as well as student reactions to the experiment and an assessment of the results.

men study program. The study has three main ence expressed a significantly greaten degree of foci: a) to determine the validity of the ACTFLcomfort when using the language in a listening or based Portuguese Speaking Test as a placement speaking situation. tool for a short study abroad program; and b) to The findings of Carroll and Graman affirm assess gains in oral proficiency among particithe important role foreign study plays in depants in the University of Tennessee's summer veloping language skills that are needed for study abroad program in Brazil; and c) to assess, advanced language courses. While efforts have where possible, other issues related to the initial been made to make the foreign language classstudy abroad experience, room more communicative and to improve student's proficiency so as to better prepare Overview of Research students for advanced language classes, foreign study serves as an irreplaceable linguistic and John Carroll (1967) in his study of the lancultural experience. guage proficiency of foreign language majors in The traditional foreign study program detheir senior year, noted that most of the majors in signed for language learners includes study at a his sample had at least one foreign study expeniforeign institution in regular or specially deence. Even with this experience, most did not signed classes, placement with families, and surpass the level of 2+ on the FSI scale. This often additional scheduled travel. The cost of rating is equivalent to a scone of Advanced Plus these programs coupled with the time students on the ACTFL scale (Liskin-Gasparro, 1987). must commit to foreign study has led to a shorten, Graman (1987) noted the same phenomenon more intensive version of foreign study, the _________ summer study program. Unlike academic year 5Members are invited to send material to: Dr. Douglas K. programs, summer programs typically arrange Benson, Dept. of Modern Languages, Eisenhower Hall 104, for special classes for students at foreign instituKansas State Univ., Manhattan, KS 66506. Maximum tions that would normally be on vacation. Sumlength is 15 double-spaced pages, in either 1985 MLA or men study is attractive to faculty and students linguistics format. Please send a typed original and acopy alikebecauseitnequineslesstimeandlessmoney. for each paper submitted, and include a self-addressed envelope and loose stamps to cover return mailing of the However, summer study programs have been manuscript, criticized for their brevity, intensity, and lack of

Program development for attracting and retaining students is not the exclusive concern of those teaching Portuguese. Certainly, instructors of languages with large enrollments also must address this concern. But minor programs, like Portuguese, have been especially resourceful in making their programs known on college and university campuses. Most of the efforts over the past thirty years have focused on building visibility for Portuguese and on creating a cultural community for those who decided to study the language. The history of that resourcefulness provides valuable examples to others who might want to start a Portuguese program. Recent developments in French and Spanish applied linguistics have produced new teaching methodologies that are now being adapted for use in Portuguese. Soon these new materials, that can strengthen program development from within the classroom, will be accessible to all Portuguese instructors. The potential of these new teaching materials to do a better job preparing students and building bridges between lowerand upper-division classes bodes well for small programs like Portuguese.