This volume documents a sixteen-year longitudinal study of two elementary schools in which Spanish and Japanese foreign language programs were implemented and evaluated. Evaluation of the programs involved documenting children s language development, assessing the attitudes of various constituents, and examining critical issues related to the introduction and successful operation of a well articulated sequential foreign language program in schools. The volume concludes with a discussion of possible reasons why over time certain sequential foreign language programs flourish and grow while other programs are reduced or eliminated from the school s curriculum. Parallels with the theory and practice of environmental sustainable development are used as a framework for this analysis.
"