Outlines the history of teaching manuals regarding lesson plans, vocabulary, teacher directions, primers, preprimers, prereaders, selections, supplementary materials, and multiethnic concerns. States that, although no manual can take the place of a well-prepared teacher, most provide suggestions and supplementary materials which can be valuable to…

Evaluates nonprint instructional materials produced for the elementary school market in 1978 in terms of creative and innovative qualities, and offers a critical analysis of filmstrips and kits currently available, indicating strengths and weaknesses. (FM)

Project WILD, a Canadian elementary school curriculum supplement about wildlife and the environment, is seriously flawed in that it presents a human-centered view of the world while purporting to be unbiased. This anthropocentric perspective, in which humans are alienated from the environment and in control of nature by technological means, is in…

This paper is intended as a guide for the use and development of simulation games in the classroom. To justify the use of such games at a time when the public is demanding a return to "the basics," the paper cites 30 ways in which simulations can contribute to student learning, including the following: (1) simulations help to motivate students;…

Discusses the concept of the "social drama" and methods for teaching civilization on the basis of authentic texts. A response from the co-author (Pucheu, Rene) of an analysis of the election process in France is appended. (AM)

Students are often provided with background information before reading an assigned selection. This background information functions differently in the following reading variations: individualized reading; basal reading; big book approaches; programmed reading, the language experience approach; and predictable books. Students often pick subjects…

While there are powerful arguments in favor of using authentic, essentially ephemeral materials in second language learning, there may also be a significant need for fixed support in addition. Recent research in Ireland suggests a student-perceived need for instruction in grammar that, in combination with authentic materials and other kinds of…

Discusses whether second language teaching manuals really reflect current, effective methodology, or manipulate and structure authentic material to suit editorial needs. (MSE)

Suggestions are offered for teaching a foreign language to children. The teacher needs to use materials in the foreign language, first spoken and then written ones. Arousing the children's curiosity to make them want to understand the language is an important motivating technique. (SW)

Factors contributing to the development of successful early childhood foreign language programs are considered within a specific context. Grouping procedures, curriculum design, hierarchies of language learning experiences, affective learning processes, and instructional materials are discussed. (SW)

Discusses the field of educational publishing and argues that the majority of textbooks reflect static programs and packages and prescribed curricula. Also argues that because teachers are learning to adapt their instructional materials to their own purposes, textbook publishers will have to change both the content and pedagogy of their texts.…

An instructional technique for foreign language communicative learning involving incomplete visuals is discussed. Exercises using visual materials that require students to communicate to seek and obtain information that they do not already posses are illustrated. (SW)

Briefly discusses children's second-language learning and ways to teach Spanish to young children. Provides suggestions and practical activities for teachers. (BB)

Suggests that reading educators need to change several pervasive attitudes in order to translate current reading research into more effective instruction. (JC)

The most successful approach for promoting interactions with books and fostering voluntary reading habits in the early childhood classroom involves daily reading aloud of storybooks by teachers, a classroom library, availability of trade books for children's use, and encouragement of children's emergent readings of storybooks. (BB)