could focus upon nation-building or upon a particular aspect of modernization, such as industrialization or urbanization.

A comparative studies program might concentrate on particular aspects of societies on a comparative basis. Such a program might examine contrasting economic, political, social or value systems, such as capitalism and communism; Islam and Buddhism; traditional or modern, or behavior in societies with similar systems. These programs should contribute to an understanding of international affairs. 2. Level.-International affairs programs will be open to secondary school personnel. Normally, the participants will come from social science areas; where appropriate, participants may come from other disciplines as well.

3. Participant Preparation Code. The brochure should indicate the specific eligibility requirements of participants that are appropriate in terms of the focus and objectives set for the institute program. The following code designations refer to levels of preparation only in terms of background relevant to the specific focus of the program:

Code (1)-A minimum of 16 semester hours in courses closely related to the subject matter of the program.

Code (2)-Between 9 and 15 semester hours in courses closely related to the subject matter of the program.

Code (3)-Less than 9 semester hours in courses closely related to the subject matter of the program.

Code (4)-Participants with no formal preparation in the subject matter of the program but with verifiable professional competency in related areas and current or expected teaching assignments paralleling the institute program.

MODERN FOREIGN LANGUAGES

Purpose and Scope of the Programs

The modern foreign language program has a twofold purpose: continuing education for the teacher in service and improvement of the professional qualifications of preservice teacher trainees, of college and university faculty engaged in training teachers, and of supervisors of foreign language instruction.

The separate elements in a program should complement and reinforce one another so as to offer the participant an integrated unity. The curriculum must be designed for the particular group it is to serve, with sufficient flexibility to meet the needs of each individual participant. The director should ensure that all foreign language classes are taught in such a fashion that, if followed by a critique, they would in effect be excellent demonstration classes in methodology. When it is feasible, courses and activities should be conducted in the foreign language.

Proposals for programs should reflect a knowledge of relevant professional experience and publications since 1958.

Classification of the Programs

Proposals should be classified according to language, type, level, participant preparation code, and geographic area of recruitment. The following supplementary guidelines should be read in conjunction with the general guidelines for classification given in the first part of this section (pp. 15–22).

1. Language. This should be stated; preference will be given to single-language programs.

2. Type.-Programs may be of two main types, general or special. General programs should be designed for the development of basic skills in the seven areas of competence: speaking, listening comprehension, reading, writing, language analysis, the foreign culture, and methods of teaching languages (see Appendix E). In order to give participants every opportunity to hear and speak the languages they study, native speakers should be employed for conversational practice and should meet with them at mealtimes and other informal occasions. Group housing and special language tables are essential to the success of a program. General programs may be for any of the participant preparation codes.

Special programs may be designed for:

College and university trainers of foreign language teachers, including teaching assistants.

Undergraduate future language teachers.

Supervisors of foreign language instruction.

Highly qualified participants who are teachers of special advanced courses, such as foreign language literature or other subjects taught in the foreign language.

Bilinguals, either to improve the teaching qualifications of native speakers of non-English tongues, or to prepare teachers for work in the mother tongue of children who are not native speakers of English.

The "special" classifications also covers (a) all programs, of whatever kind, that are held abroad, and (b) all "continuing" programs,

that is, programs that provide study during a summer session and thereafter additional inservice training throughout all or most of the school year.

3. Level. See page 22.

4. Participant preparation.-Programs will generally be coded (1), (2), (3), or (4) according to the level of audiolingual proficiency of prospective participants as described below.

Code (1)—Participants should have (a) the ability to follow closely and with ease all types of standard speech, such as rapid or group conversation, plays, and movies; and (b) the ability to approximate native speech in vocabulary, intonation, and pronunciation (e.g., the ability to exchange ideas and to be at ease in social situations).

Code (2)-Participants should have (a) the ability to understand conversation of average tempo, lectures, and news broadcasts; and (b) the ability to talk with a native without making glaring mistakes, and with a command of vocabulary and syntax sufficient to express their thoughts in sustained conversation. Code (3)-Participants should have (a) the ability to get the sense of what an educated native says when he is enunciating carefully and speaking simply on a general subject; and (b) the ability to talk on prepared topics (e.g., for classroom situations) without obvious faltering, and to use the common expressions needed for getting around in the foreign country, speaking with a pronunciation readily understandable by a native.

Code (4)—The participants' audiolingual proficiency falls below the requirements set forth in code (3) above. Their primary need is intensive training in understanding and speaking the language.

READING

A Working Definition of the Field

The ability to read means the ability to perceive and understand how written symbols represent a language and whatever content the language carries. Learning to read involves the acquisition of the concepts, skills, and abilities needed to comprehend, use, enjoy, and evaluate the various kinds of written communication.

Scope of the Programs

In general, the program should consist substantially of instruction based upon theoretical constructs supporting curricular design, instruction, materials, and means of evaluation appropriate to the teaching of reading. The rationale for the program of reading instruction should be made explicit. The program should clearly relate reading to the framework of the other language arts. Included in the work of

the participants should be offerings in such related disciplines as linguistics, psychology, literature.

Classification of the Programs

Proposals should be classified according to field, type, level, participant eligibility, and geographic area of recruitment. The following supplementary guidelines should be read in conjunction with the general guidelines for classification given in the first part of this section (see pp. 15-22).

1. Type.-Reading programs may be of several types but they should always be based upon the nature of the language structure and the relationship of reading to the language arts in general. The basic or "general" type of program should be designed to improve the broad range of competencies a teacher, supervisor, or administrator should possess: It should concern itself with the relationship between linguists and the reading act, principles of learning involved in teaching reading, instructional and organizational approaches to reading, research backgrounds, and the materials appropriate to the teaching of reading within the total language arts program. These programs may be at any of the three levels specified below for participant preparation. Programs for participants with a more advanced level of preparation may be designed to emphasize such topics as the structure of the English language and its relation to reading; children's or adolescent literature; reading in social studies or science or mathematics or some other separate discipline; reading for the culturally disadvantaged; remedial instruction by the classroom teacher. The unique emphasis should be described.

For persons having particular qualifications and responsibilities, "special" programs may be designed. For guidelines with regard to the classification "special," see page 19.

2. Level. See page 22.

3. Participant preparation.-Programs for teachers of reading should be coded according to the kind and amount of preparation of the participants they are designed to serve. The following codes should be used:

Code (1)-Applicants should have specialized in the study of reading, approximately at the master's degree level.

Code (2)-Applicants should have had courses in reading beyond the basic course.

Code (3)-Applicants should have had at most one course in reading.

SECTION III

BUDGET INFORMATION

FISCAL POLICIES AND PROCEDURES

The general policies and procedures which the Office of Education will follow in determining the amounts to be paid for the operation of institutes for advanced study are described in the following pages. Also included are the fiscal procedures to be followed in preparing budgets. Grant award documents will be used to support all programs except those in international affairs, for which contracts will be negotiated. Policy Guides

The estimated budget may include those costs which are clearly attributable to the operation of the program for which a grant will be awarded. The extent of participation in the financing of any institute is properly the subject of negotiation between the Contracting Officer of the Office of Education and the educational institution concerned, consistent with the principles set forth herein, the Federal Procurement Regulations, and the applicable statutes.

General Requirements

The administration of funds is the responsibility of the participating institution which should designate the chief financial officer (Business Officer, Comptroller, Bursar, etc.) as the contracting official responsible for receiving, disbursing, accounting for, and reporting all funds. Whenever it is ascertained that the proposal, on the basis of which an agreement is executed, contains a material misrepresentation by, or on behalf of, an institution; or whenever an institution does not, after a reasonable opportunity, correct a substantial failure to comply with the regulations and conditions of the agreement, such institution shall return to the Office of Education immediately all funds not actually expended or committed at the time such funds are requested.

In the event that any part of the funds paid an institution is found to have been expended for purposes, or by methods, contrary to the regulations and conditions of the agreement, the institution concerned, in addition to any other requirements, shall restore an equal amount to the Office of Education.