UA-R-GC-1914-01-01-1959-12-19_Page-082

t 1 -2- of the English--speaking persons from the Ley post they had occupied as teachers of teachers of English. The result at present, and it may continue for ten years or so, is an over-demand for English com-petency and a decided under-supply. The Egyptian Government is very active in its efforts to improve the situation. With the help of a Foundation (1 believe it is Ford) the Ministry of Education has sent a number of teachers to America for special education in linguistics, so that they might be used in high-level training programs upon their return to Egypt. In the Egyptian universities and in teacher training institutes more atten-tion is being given than formerly to this most important matter. The need is so extensive, however, that it is likely that all possible efforts will fall short of the requirements for a considerable time to come. The American University at Cairo, because of its English-speaking character and its many years of good experience in teaching English as a second language. feels a responsibility to do its best in meeting the unusual demand of the present situation, The Univeraity1 s best, at the moment,, is none too good. The problem of English language proficiency among our own students has become so acute in recent years that we are barely managing to meet our own pressing situation. For many years the University maintained a "remedial language" program that became increasingly inadequate to meet the worsening situation. Three years ago the University made a frontal attack on the problem by organizing the English Language Lini-stitute as one of its units. When the Institute was organized it was expected to do three things: (l) answer the problem of competence among our neuly enrolling students by concentrating on pre-credit linguistic training for a semester or a year, (2) develop a program to teach the teachers of the language and thus multiply its influence in .a nee 1y situation, and (3) if possible, teach the language to interested adults, in non-creditt evening classes. Due to the increasing number of otherwise-qualified University entrants who needed special work in the language (two---thirds of our new students are now coming via the in.ntitute) , to the difficulty of securing and training adequate staff for our own direct needs, and to the lack of teaching materials, the Institute has never gotten beyond its first function, namely, training our own students, The University is not even satisfied with the degree of achievement at this point Real progress is being made in this respect, but it is not enough. We are now developing a stable and experienced junior staff, and have been able to prepare excellent text-book materials for the first of the three levels of instruction in the Institute We are making progress in coordinating the special linguistic work of the