The first part of this paper examines foreign language enrollment statistics from 1960 to 2002 in United States institutions of higher education. Spanish has been the most widely taught language for more than 35 years, and it counts for more than half (54.3%) of all enrollments in 2002. The second part of this paper reviews United States language policy history and its main debate focusing on two different policies: Bilingual Education and English Only Movement, and it reviews also their different points of view about the national identity of U.S.A. and their perspectives on foreign languages. The last part of this paper recommends that foreign languages be considered as precious resources for Korean future, not only several but more various foreign languages be taught in Korean middle and high schools, and bilingual education system or immersion program be introduced and implemented in special purpose institutions at least from middle school level.

The rapid growth of translation studies has made remarkable progress in the old ‘literal vs. free’ translation debate. Now it is clear that a literal translation is not so accurate and faithful to the source text, and such concepts should be replaced by more precisely defined terms. In Korea, translation has been relegated to language learning, and a literal translation is still recommended in order to focus on the source language, although it is not possible to translate a totally different Indo-European language following closely the form of it. Furthermore, literary style, so common and frequent in any Indo-European language, aggravates the difficulties, because literal translation of a source language written in literary style usually distorts Korean language and leads to misunderstand correct meanings of the source language. In this paper, I have attempted to expose the problems of literal translation and to make rules of translating Spanish into Korean by using mainly ‘transposition’ and ‘modulation’, terms developed by Vinay and Darbelnet(1958). I hope to apply such rules to the education of Spanish or other foreign languages.

In this paper we attempt to introduce a new teaching method for Spanish grammar education, based on the Movement theory of the Generative Grammar and we want to show that this new method can explain Spanish grammar phenomenon more easily and effectively than the existing school grammar. For this purpose, we start with some nominal phrases and simple sentences of the Korean and Spanish languages. We find out the basic difference of the two languages by comparing their nominal phrases and simple sentences from the point of view of Movement theory. The difference is that the Korean language does not have movement phenomenon but the Spanish language does. This difference is consistent in all of complex clauses with relative pronouns. We show that with this theory we can teach Spanish nominal phrases, simple clauses, exclamative clauses and relative clauses in a unitary and effective method of explication without a supposition ad hoc.