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The Place of Languages in the Precollegiate Humanities Curriculum


by Germaine Bree 1984

We cannot, I think, attribute a "place" to language study in "a" humanities curriculum, unless we have some idea of the general goals the schools set for themselves. What can language study contribute to those goals that other disciplines do not? Given our sense of what efficacious language study requires of school, teacher and learner, what is feasible in the often far from ideal conditions in which classes must function? When we promote the cause of language in our schools are we merely defending our professional interests or the larger educational needs of our students?


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This article originally appeared as NSSE Yearbook Vol 83, No. 2.


Cite This Article as: Teachers College Record Volume 85 Number 6, 1984, p. 57-73
http://www.tcrecord.org ID Number: 19184, Date Accessed: 10/23/2017 3:02:23 PM

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About the Author
  • Germaine Bree
    Princeton University
    GERMAINE BREE is a visiting professor at Princeton University, Williams College and Ohio State University.
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