Several researchers (e.g., Allen & Paesani, 2010; Maxim, 2009; MLA Report, 2007) argue that the language-literature divide limits language development in many foreign language departments and that the speaking skill is the most affected by this common two-tiered curriculum (Swender, 2003). This study investigates the implementation of the concept of collaborative dialogues in an upper-division Francophone literature and culture course to support the oral proficiency skills of the participants. It addresses research questions pertaining to how they constructed their group conversations in terms of language and content. Both whole-class discussions and weekly group dialogues, which took place outside of class, were video-recorded. The participants took an oral proficiency test at the beginning and at the end of the study and shared their opinions about the dialogues in two questionnaires. The analysis of the data sources shows that the majority of participants focused heavily on content during their conversations. This finding differs from previous research on collaborative dialogues, which fostered many interactions about language and supported language learning. Based on their analytical abilities and proficiency levels, the participants of this study either reviewed previous class discussions or extended them by exploring additional material and adding prior knowledge to their arguments.

The goal of this research project was to investigate the current network of relationships involved in Siem Reap, Cambodia’s tourism network, focusing on the tour guide specifically as a cultural, economic, and political nexus. Closer examination and interviewing revealed the tour guide licensing process as complex and corrupted, but crucial to the tourism industry in Cambodia’s current economy. The question of cultural transmission and self-identification through state intervention is also examined from the tour guide perspective. Rather than focusing on the negative effects of tourism development in a country emerging from third-world status, the focus of this paper was merely to examine the current day-to-day relationships that contribute to the intricacy of the tourism industry with the utilization of a singular position. It is impossible to consider the Cambodian tour guide’s social position without placing it into historical context. Cambodian culture and economy was greatly diminished by the Khmer Rouge; how did this effect the tour guide’s position in society as transmitters of Khmer culture and history? What was the economic and social position most commonly associated with the Khmer tour guide, and how did this affect everyday life and self-identification? Cambodia is still renowned for political corruption, however, the tourism industry seems to be the most bureaucratic and enforced sector as it remains one of the largest sources of income for the country. By exploring the details of becoming a tour guide, interviewing individuals, and observing everyday struggles and successes this paper attempts to approach these conceptual questions.