The human spirit produces languages in order to express thoughts, ideas and emotions. I am forever fascinated by the creativity of the human spirit in this timeless effort to exchange and communicate. I was born on the small island of Mauritius. Chinese was my language at home; French the language I was taught for communication in school; and English, the language I was taught to use for administrative purposes. I was taught these languages from K through 12 grades.    In addition, in the market place of my island home, I was surrounded by the enchanting sounds of Creole, the language created in the worst human condition, around the l8th century, by the black slaves who were taken from Mozambique to work in the sugar plantation of the Island. Nevertheless, this language has always represented for me a certain joy of being alive and the exuberance and the resilience of our human mind.

My personal experience of living in Mauritius has convinced me of three essential components of the learning of foreign language:

1) Foreign language learning should begin at the earliest age possible. 2) Language acquisition can only be done over a long period of time, in a continuous, coherent and sequential manner.
3) Foreign language should not be reserved for an elite group but for all students

I am painfully aware that the U.S.A. as a whole. is still far behind in teaching of "languages other than English" to all our students. However,
I was delighted to read an article, sent by a friend who works in South Carolina schools, that described an effective foreign language program. It established 15 guidelines which, I believe. are critical for a successful foreign language program. But the heart of the matter is whether we will have the courage to put them in practice. whether we will have " the courage to throw away the old garment that have had their days" (Fritjof Naasen) and create new ones for the 21st century. Are we going to let our children "be relegated to understanding the new world through subtitles." (Dawson Mills, VIRGINIAN PILOT, Oct.2, 1994).

Here are enclosed the guidelines for an effective foreign language program by the Department of Education of South Carolina.

1.Every student is given the opportunity to study at least one foreign language.

2. The study of a foreign language begins early in a child's life (ideally in the kindergarten, but no later than Fourth grade) and study continues uninterrupted through the high school.

3. Instruction is communication-based. Functional proficiency in all the basic communication skills (listening, speaking, reading and writing) is the primary goal.

4. Foreign language instruction is a permanent component of the school curriculum.

5. Teachers, administrators, parents, students and other interested community members work together in establishing the foreign language program .

6. Instruction in foreign languages emphasizes the higher-order thinking skills inherent in the learning of language, such as reasoning, problem-solving, evaluation; and because foreign language adapt easily to an interdisciplinary approach, instruction is coordinated with lessons in other subjects whenever possible.

7. Students receive foreign language instruction several times a week- ideally 5 rimes, but no less than 3 times- in class small enough to facilitate communication.

8. Students are exposed to a language's native speakers and their cultures with recognition given to multi-ethnic diversity within the language. This can be accomplished through the use of authentic listening and reading materials.

9. The curriculum is sequential and articulated� that is, study of a foreign language is continuous, with a smooth and logical progression of skills from one   school year to the next.

10. Ongoing communication and mutual cooperation exist among teachers and administrators at every school level, from elementary to college to ensure successful progression.

11. Guidelines for expected proficiency at specific levels of learning are established and effective methods for assessing students progress are developed.

12. Instruction is provided by foreign language Professionals who are proficient in their languages and familiar with a variety of foreign language teaching methods and strategies. Foreign language Teachers are provided ongoing professional development opportunities to maintain and improve personal proficiency.

13. Multimedia and computer technology are available with centralized resource centers and computer networks established to promote cost-efficiency. Foreign language teachers and school media specialists work together to establish quality collections of foreign language resources.

14. Systematic evaluation and improvement of the program occur at regular intervals.

15. The State Department of Education, colleges and universities, local school districts and local businesses and communities work together in developing and funding recommended programs, activities, materials, equipment and technology.

These guidelines may help us to structure well-articulated programs which will better serve all our students and engage teachers to work in an interdisciplinary approach.      Second language learning will not be considered a frill but vital for our children's minds to grow in harmony with this diverse world.    The lack of specific space in the curriculum and in the school building for foreign language instruction has led to some confusing and regrettable situations, causing many foreign language teachers to work in difficult surroundings. Moreover, I'm concerned that, in order to respond to the ABC's mandate, schools may take the wrong solution , i.e phasing out the teaching and the learning of foreign languages in our elementary schools, thus "closing another window in the brain of our students" (see special report on brain research of TIME MAGAZINE, Feb 3. 97)    These guidelines make me also dream of a school as "the hub of the community" and foreign language programs playing the role of bringing the world to our community.    A well designed foreign language program will enable our students to extend their small world and limited experience, to go beyond their ethnic boundaries and disputes, to grasp a world where plurality of languages and cultures co-exist, and to fully enjoy all the resources of our 2lst century time. I hope that we will put aside our personal interests and political views so that all our students can "have access to the same universe of knowledge "with other children of the world. (STATE OF THE UNION President Clinton. Feb 4,1997.) I will strive to awaken my students desire to learn and enlighten their sense of curiosity towards other languages and cultures.
I will try to instill in all, the convictions that we are brothers and sisters on this earth and that this lovely world with its multiple languages and cultures is theirs to own and to enjoy.