A model for second language teachers includes the definition of basic content for all students, diagnosis, and a series of reinforcement and enrichment activities. Variation of the basic model are applied to three levels of instruction. (Author/SW)

Describes an English as a second language classroom activity adaptable to students of any age and at any level of language proficiency. The music story stimulates individual input and real communication, as the students must create stories from their imagination, inspired by listening to a certain musical selection. (SL)

Describes a short exercise used in the English as a second language classroom which provides variety and/or a change of pace. Four-line rhyming poems with accompanying illustrations can be incorporated into activities which help students expand their vocabulary, learn new language functions and structures, and acquire intonation and stress…

Presents the major problems plaguing teachers of French literature: (1) the huge split between the methods of teaching language and the methods of teaching literature courses, (2) the gulf between theoretical interests and the reality of the classroom, (3) many students' disinterest in literature. Suggests recentering the teaching of literature…

Examines the use of color as a visual teaching aid in the foreign language classroom, assisting English-speaking children learning Spanish. In the area of phonology, color can be used to highlight difficulties in pronunciation, showing similarities and differences with some English cognate. (SL)

Criticizes the predictability of foreign language classroom behavior. Emphasizes the need for innovation and variety in classroom activities in order to get rid of the traditional stereotyped teacher and student roles. (TL)

A French course for sixth-formers of mixed ability who want to use the language in their careers is described. Groups are divided into A and B students, according to ability and aims. Goals, materials and lesson plans are outlined here. (CHK)

A series of short articles are presented featuring aspects of the American Bicentennial and stressing classroom activities and projects suitable for foreign language students and teachers. (Author/CLK)

Discusses three obstacles to interdisciplinary cooperation in education: (1) compartmentalization of teachers and teaching, (2) reluctance of educators to tackle the problem, and (3) difficulties in intraschool and intrasystem communication. Recommends collecting, expanding, and sharing curricular components to achieve the goal. (PMJ)

The authors cite reasons for the poor standard of spoken French in British secondary schools and put forward some practical ideas for oral activities. (SJL)

A language school teacher explains some of his methods for teaching beginning French, including course content, use of drill and homework, pronunciation, and the use of choral speaking to teach stress and intonation. (SJL)

Describes a cultural unit centered on German wines. After a series of preparatory lessons showing how the topic touches on geography, history, and social customs, the unit culminated in a wine tasting. (EJS)

A book entitled "Interactive French Language Curricula of the Future: A Study of Computer and Video Potential" by Lydie Meunier-Cinko is summarized. Some examples of current computer and video use are outlined, with language skill applications discussed, and future design of interactive language curricula is examined. (MSE)

Affective learning activities (ALA) are essential in foreign language learning. Although the cognitive domain is essential for learning to take place, lesson content is more interesting when it springs from the affective domain of the learner. Specific strategy models to facilitate the release of the learner's affective domain are suggested. (CLK)

Discusses positive and negative aspects of teaching language use--the Communicative Approach. While the Communicative Approach is learner-centered and develops the students' communicative competence, the design and current tactics of this methodology are criticized as being "decontextualized" and "abstracted." (SL)