This short-form article discusses how college students can learn languages in the same way that K-12 students do and points out how teaching practices employed in K-2 classrooms that aid in bringing students from monolingualism to bilingualism can also be useful for college students as they become trilingual. Referring to theories presented at the…

Detailing the integration of Spanish language teaching in an authentic setting, this article contributes to empirical research on the positive value of community-engaged learning in foreign language pedagogy. "Reading to Play, Playing to Read" is an innovative model for community-engaged teaching that combines learning goals from…

The present study examines the effect of self-evaluation on Spanish oral performance of nine second-language university students in an intermediate conversation course. Participants were asked to submit multiple drafts of digital video recordings of themselves practicing language functions throughout a semester. Participants also reflected on…

This paper consists chiefly of a list of 50 paired sentences illustrating three styles of spoken Brazilian Portuguese: Informal, neutral and formal. (Text is in Portuguese.) (CHK)

Course development funded by the Small Grants Program of the Council of Liberal Education at the Center for Educational Development, University of Minnesota. (DD)

The need to teach students speaking skills in Spanish, and to choose among the many standard dialects spoken in the Hispanic world (as well as literary and colloquial speech), presents a challenge to the Spanish teacher. Some phonetic considerations helpful in solving these problems are offered. (CHK)

Discusses a dual track'' approach to language learning providing emphases on reading and on multiple linguistic skills. (DD)

The objective of this activity is to help beginning students learn numbers and practice vocabulary and verbs in an interesting and meaningful way. In addition, the game is used to improve their listening comprehension and speaking ability. (Author/CK)

A number of devices for use in teaching foreign language conservation courses are described. Among them are hypothetical situations, group discussions, activities for improving oral comprehension, plays and skits, collective stories, dialogues, interviews, speeches, recorded songs, cartoon captions, television games, and card techniques. (RM)

Describes a pilot program offering conversational Spanish to elementary school students. The "Total Physical Response" technique was used initially, followed by an emphasis on comprehension and the creation of a natural language environment, all as means of facilitating second language acquisition at the children's level. (SL)

Describes a method of using "pesos" as a reward for prompt homework assignments, extra work and good grades, and also as a forfeit for using English in the Spanish class, unfinished assignments, or to buy points on a test. (CHK)

Presents suggestions for more accurately and effectively assessing students' oral foreign language skills, covering classroom atmosphere, testing frequency, and audiotaping student responses. A sample score sheet and evaluation criteria are provided. (CB)

Describes several techniques using older technology to develop listening and speaking skills, and explains how readily available materials (transparencies, slides and tape shows, miming and pairing, commercial video, audiotapes, videotapes) can be used effectively in the classroom as well as in the laboratory. (seven references) (GLR)

Reexamines the instructional contributions of different approaches to teaching pronunciation, such as Audiolingualism and the Silent Way,and proposes a new student-centered technique for dealing with the teaching of segmental features of Brazilian Portuguese. (Author/CB)

Examines an integrative approach for teaching communicative competence among first-year students learning a second language (Spanish). Results of the study indicate that those students who participated in regularly scheduled individual interviews with the instructors improved their oral communication skills considerably more than those who did…