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mmarizes that the main trend is the increasingintervention and adjustment on foreign language education from the federalgovernment. Wu (2012) reviews the U.S. foreign language education policies sincethe 1950's and claims that after entering the twentieth century,foreign languagepolicies have been enacted by means of legislation. These policies have systemizedand diversified the U.S. foreign language education.
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Chapter III methodology 17
3.1Subjects of the Study 17
3.2Methods of the Study 17
3.3Research Procedure 18
3.4Summary 19
Chapter IV Discussions 20
4.1Policy Changes in Contemporary U.S. Foreign Language Education 20
4.2Characteristics of the U.S. Foreign Language Education Policies 47
4.3Historical Experience and Lessons of U.S. Foreign Language EducationPolicy Changes 54
4.3.1Historical experience 54
4.3.2Historical Lessons 55
4.4Summary 56
Chapter V Conclusions 58
5.1A Summary of the Study 58
5.2Recommendations for Foreign Language Education Policy Adjustment inChina 59
5.3Limitations of the Study 67
5.4Concluding Statement 68

Chapter IVDiscussions

After reviewing both internal and external historical circumstances, this chapteraims to analyze the concrete policy changes in contemporary U.S. Foreign LanguageEducation. Then the author intends to discuss what the characteristics are and whathistorical experience and lessons can be drawn from them.

4.1 Policy Changes in Contemporary U.S. Foreign Language Education
In this section, the author focuses on the major policy changes in contemporaryU.S. foreign language education. During the past decades,there are all together fourmajor changes with three critical policies as the representative marks. They are: 'ANation at Risk: An Imperative for Educational Reform' released in 1983, 'NationalSecurity Education Acf^ presented in 1991 and “Defense Language TransformationRoadmap' released in 2005. Therefore, in this section, these decades are divided intofour phases: from 1945 to 1982, from 1983 to 1990,from 1991 to 2004,and from2005 till the present. Key acts and documents during these periods will be elaboratelyreviewed and analyzed.As it is said previously in historical background review, the period from the endof the World War II to the beginning of the 1980's covers the first two stages of theCold War. Due to both domestic and international situation changes, the U.S.government has correspondingly made policy changes in its foreign languageeducation so as to cope with the changing scenario.
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conclusion

This thesis reviews the major policy changes in contemporary U.S. foreignlanguage education. Then characteristics of the policy changes are analyzed. Whatfollows is the analysis of its historical experience and lessons. Recommendations foradjusting foreign language education policies in China are proposed at last.The review part covers two main sections. First,historical background of theU.S. foreign language education policy changes is chronologically reviewed. It is toprovide a general background and historical rationale for the changes of foreignlanguage education policy. Second,previous studies on the U.S. foreign languageeducation policies are reviewed. In literature review,both domestic and internationalstudies of the U.S. foreign language edu