Reviews three Italian-French dictionaries recently published in Italy comparing them with an older one. States that all three mark a definite progress compared to the latter, for the variety and abundance of examples and the coverage of phraseology, but finds them lacking in the areas of syntactic and semantic information. (MES)

The fourth in a series of articles on the relationships of European languages to their cultures looks at the role of the theater in Italian culture and the theatricality of the Italian language. (MSE)

The production of an "etymologary," a dictionary giving insight into etymology, is proposed as a creative Classroom activity and source of learning exercise that encourages linguistic manipulation, which can have positive effects on vocabulary development. Examples from French and Italian are presented. (MSE)

Two principles necessary for integrating the native language and second language approaches to language instruction are discussed: (1) that such an integration must be viewed as a meeting, not of subject areas but of professional competencies and (2) that languages must be considered not as separate systems but as a continuum. (MSE)

In September 1992, France opened 104 high school subject-area classes taught in English, German, Spanish, Italian, and Portuguese. The experience of the first year of these "European sections" is examined, and the implications for change in the French education system are considered. (MSE)

Compares Italian native language instruction and instruction in English and French as a second language and discusses how the similarities may be used to improve the effectiveness of language teaching. (MSE)

Linguistic and sociocultural issues in the concept of nationality and identification with a community in French and Arab circles are compared, with references to other European national groups. Among the concepts explored and diagrammed are father, mother, land, fatherland, people, nation, state, homeland, national community, and local community.…