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help in formulating personal academic plans, and assistance with guard at: versity placement. The Advisor arranges the placement of foreign ́s with American host families for vacation periods and organizes other es to bring the foreign students in direct contact with American life.

at the Foreign Students

1stdents from 60 foreign countries and five continents have studied in the net Lt of English for Foreign Students in the past 12 years.

Enrollment, & weck sessions, department of English for foreign students

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tantral America and Caribbean, 11 nations including Puerto Rico *a and the Middle East 16 nations

Fr. 12 nations .......

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Why the fort von students study English as a second lang dage Surveys of the of foreign studer.'s studying English at St. Machael's College ati licate Poynt will continue as staden's in Americal_ate'ti'jet,s 17 percent se #24 - English skill for business or social purposes and 12 iant ate of Et glish seeking to increase their competence Through June of 196 rear students who planned to contit ge their educatich at American

4× j#zvent went to 164 private colleges and univerialarm
wen' to 106 municipal or State colleges and Universites
in 16 technical institutes 6 percent went to junjor estats

e or private secondary schools and 2 percent went from St M
anguage institutes in the Utated States or abroad

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Mi hael's international effort is viewed aga tost the world strite...n may be only a "widows mate" bit it as a.. ole it Iron Sept ♬ hr son's plea that we extend our "treasure to it is Hard- w! "gist ll a luxury for the few **

a gent ethen who have examined the various publications

frey Deerned with international education here in the U

*hat the N! Michael's program is typical of the many 112 2h 12 22 where not et y foreign students are taught the Frogs hi

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bee ands oriented we hope to a syrupathetic point of view with The An.. wit₫ de None of these institutions have been expert y a colonia Nng 1. » *tet, Tears or more.

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I fee, that they are in a position to make great contribet ins and the fat t "hey have been doing this for several years makes it very in portant that we ex at. te them closely as a fundamen ́a, resource in the devel præte

feber international curriculums

While the International Education Act is primarily concerned with strengthening graduate and undergraduate programs of international studies in colleges and universities in the United States, it has to do also with the contributions that visiting foreign faculty members can make to such programs.

It seems to me that an intensive study of foreign areas and cultures by the American nationals even with the help of foreign scholars could not be fully fruitful unless both Americans and foreigners can be so oriented through language studies that their exchanges can be received and understood. Further, a two-way avenue of communication must be opened between our American students who will, as graduates of an Area Studies program, have something to offer. and foreign people who will be the recipients of the fruits of that study. This means then, that specific measures must be taken to provide opportunities for more foreign citizens to learn the English language which has become the lingua franca for such intercourse. It also means something more. There must be many "on-the-spot" sympathetic interpreters of American culture in the foreign communities themselves. And who can do this all important job more effectively and realistically than large numbers of foreign teachers who have come to the United States for a period of orientation and instruction in these already existing academic institutions? These teachers back in their own classrooms will not only be more clearly understood and accepted in their own communities but they will most certainly reach numbers of foreign nationals in their own countries who will never come in direct contact with Americans.

My first point is two-fold, gentlemen, 1) that intensified efforts must be made to teach foreign nationals enough English to receive the contribution of the American specialists who will be the products of our international studies centers, and 2) that we must train more foreign teachers here in the United States with short, concentrated programs so that they may return to their own classrooms to be, themselves, the interpreters of American life. This will have to be accomplished by cooperation among the Department of State, A.I.D., USIA, the Department of Defense and the Peace Corps, all of whom are presently concerned with this type of training.

My second point is more relevant to the International Education Act. These existing academic institutions specializing in the teaching of English as a foreign language should not be overlooked as a valuable resource for the area centers proposed in this legislation. While the International Education Act is not specifically designed to help foreign students come to this country, it is important to interpret broadly sections 3(a) and 4(a) to include not only the cost of bringing foreign teachers and scholars to this country but also the cost of the English language training they will need to carry out their purpose.

If St. Michael's is typical of the small college with experience in international education and with a deep commitment to the objectives of President Johnson's Smithsonian Address, but with limited resources, then the small college greatly needs the International Education Act of 1966. Specifically, it needs the enrichment foreign teachers could give to its undergraduate program. It needs to send its teachers abroad for the deepening of their knowledge of those cultures whose nationals they work with in the classroom. It needs help in planning an Area Studies program through which our American students may learn about, appreciate, and become sympathetic toward a foreign culture many of whose representatives are on campus each year. Such an Area Studies program would be not only a valuable asset to the deepening of the academic experience of our own American students, but would also serve as a very powerful incentive and solidifier for our English language teaching program, and from which it could draw strength for its own solidarity.

While the small college needs help in the building of its capacities for international education, I am hopeful, gentlemen, that those who implement this excellent legislation, will consider this testimony that there is talent, vitality. and commitment to the purposes of this bill in colleges close to "the grass roots" of America.

Senator PROUTY. Thank you very much, Doctor. I am delighted to have had you here this morning. And I am sure your testimony will be most helpful to the Senate committee.

Senator MORSE. Thank you. You have been very helpful.

If you will file any supplemental statement at any time before we close these hearings, I will be very glad to receive it and put it in the record.

V. MURPHY. I would be very pleased to, Mr. Chairman. Thank -very much.

For Morse. Our next witness will be the witness whose name ** 1st ot, the agenda.

Aito Mr. Booher, I express my regrets that he is being taken. f order. Bat it was necessary for me to accommodate, as we a. - io, my colleagues in the Senate.

Ist row pleased to call on Mr. Edward E. Booher, president of Mrs H Book Co., Inc., New York.

I deted to have you with us.

ator Prot ry. Mr. Chairman, just across the hall another subee of the Labor and Public Welfare Committee is marking es called poverty bill, so I will have to be excused.

Safor MORS. I can understand that.

Mr boober, we are delighted to have you with us. You may proceed NT OWI WAY.

STATEMENT OF EDWARD E. BOOHER, PRESIDENT, MCGRAW-HILL BOOK CO., INC., NEW YORK, N.Y.

M: BOHER. Thank you very much, Mr. Chairman.

And I might say, Mr. Chairman, I have not been inconvienced. I a & you very much for your remarks.

My comments are quite brief, so I shall read them.

Et as a preamble to this, may I say that nothing I shall say or read stended to take issue in any way with the statement you made folg Dean Korbel's presentation.

Sator MORSE. Even if it did, that woud be a good thing.

Mr. BooHER. I happen to agree with your statement. And if I may re an opinion, I can't think of anyone who is better equipped an, the chairman to see that the provision that you speak about is ten in this bill, due to your rather extensive experience in guiding a.on of this kind through the Senate.

I pear here today on behalf of the American Book Publishers ... and the American Textbook Publishers Institute, in which zat ons I currently serve as chairman of a joint committee con-1 with governmental affairs. The council, numbering 190 memmade up of commercial firms and nonprofit organizations pub1g general books, including adult, juvenile, scientific, technical, 11 professional, book club, paperbound, and university press books. I e det tate is composed of approximately 110 firms publishing ele** ́ary, secondary, and college textbooks, encyclopedia», and other wferet, e works, and educational tests and maps.

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May of the major publishing firms belong to both organizations, • members of the council and the institute publish well over 95 perof books of all types produced in the United States,

CHANGE MADE BY HOUSE

E lor-ement of HR. 14643. We give our strong endorsement to HR 14645 as it passed the House of Representatives. It seems to us at the changes made by the House represent aprovements in the tea are as originally introduced, especially with respect to more ade ate appropriation authorizations.

The House-passed bill provides

(1) For a grant program to American colleges and universities to establish graduate centers for research and training in international studies:

(2) For a grant program to assist colleges and universities in developing comprehensive programs for improved undergraduate instruction in international studies; and

(3) For strengthening title VI of the National Defense Education Act of 1958 relating to area and language centers in educational institutions.

In addition, grants may be made to public and private associations contributing to objectives 1 and 2. We believe all three of these provisions of the bill to be important as a means of strengthening the understanding of international affairs in the training of college students and in building up a larger and better equipped corps of experts in a wide variety of international specialties for service to government, business, and education.

TRAINING OF SPECIALISTS IN BOOK PUBLISHING

Specifically, we believe that one of these graduate centers of research and training in international studies which the bill would authorize should include a special program for the training of specialists in the techniques of book publishing and the writing and editing of educational materials in developing countries. This is a key function in helping to create modern educational systems and the U.S. publishing industry has been working with Government agencies on a consulting basis to provide expert assistance in this field in a number of countries. However, it would be desirable to have a center at which this training could be carried on in a more systematic and intensive basis both for American citizens and citizens of developing countries. On other domestic aspects of the international education program not specifically dealt with in the bill before you, we have offered our cooperation in the areas of strengthening programs of international studies in elementary and secondary schools and in participating in conferences of leaders and experts in discussions and exchanges on international understanding.

We realize that the bill before you deals only with a limited number of the domestic aspects of a much broader program which was set forth by the President in his special international education message to the Congress earlier this year, which covered a wide range of activities, both domestic and foreign. The preamble of the bills before you takes this into account and suggests the general agreement of the Congress with the more comprehensive program set forth in the President's

message.

The book publishing industry is very much concerned with the overseas aspects of international education. It is not generally known how important a role American books play on the international scene, and particularly in the field of education. Although book exports amount to only 8 percent of our total production, that 8 percent makes us the major book exporting country in the world, surpassing the traditional leaders-the British-by a small but growing margin. This export position is a development of the last 20 years. Before World

Va- II we were a net book importing country with only very marginal , princ.pally to Canada and the Philippines. Now the exports es of American books abroad are on the order of $150 million ror three to four times our book imports. We sell books of every road, but textbooks, dictionaries, encyclopedias, and scientific,

ardholarly books predominate. In many countries of the Foglish has become the language of instruction in scientific, , and professional training at the university level and Amerts are widely used as the standard university texts.

COOPERATION OFFERED BY PUBLISHING INDUSTRY

I vew of this background we are naturally greatly interested in everal aspects of the President's program for international edu

We have already met with some of the leading Federal officinis • executive branch concerned with these matters in order to offer viberation in a variety of ways, some of which I should like to ady at this point:

We have volunteered and have had accepted assistance in the

and the background training of the new corps of education ers to be set up in the U.S. Foreign Service to provide information ee American publishing industry. These officers will be called on ye on matters relating to the production and distribution of ational materials in countries to which they are accredited and we provide them information on the resources they can call upon in in book publishing firms.

We have offered to make available to the proposed American

on Placement Service in the Department of HEW the names f experts of various kinds from the publishing industry who might - ava 'ible for foreign service on a full-time or on a consult int basis. 3 We have indicated our willingness to continue to work closely e Agency for International Development in every field in which eat. be of help in their educational projects and programs. We have wd with AID over a period of years and are delighted to see that reased emphases will be placed on education activities in this

..

4 We are particularly pleased to see emphasis in the President's on the teaching of English abroad." As the world's leading ver of English language books and other teaching materials, we long been convinced of the fundamental import ance of English - a primary language of international communication, and as v laste of educational and economic development. We will cor time to erate with those Government agencies concerned with English lan ge teaching programs abroad making use of materials produced Aerican publishers.

FLORENCE AGREEMENT

We save also suggested that it would be very useful to t

te work of the existing Governme at Advisory Con 5. free of, Inter *kai Book Programs on wip h leading book pub' steps serve phd ', ads ses t'e Department of State, AID, and USIA prazan ly uso other Government agencies with the overall comt t."

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