Considers the question of subject specialization after the age of 16. (DS)

First the author discusses the question of the most propitious age for beginning the learning of a second language. He then describes the experimental FLES curriculum of the State of Baden-Wurttemberg and analyzes its results to date. (Text is in German.) (TL)

THE AUTHOR BASES HIS APPROACH TO TEACHING LANGUAGES ON THE PRINCIPLE THAT MOST PEOPLE LEARN A FOREIGN LANGUAGE BETTER WHEN IT IS PRESENTED AS ONE ASPECT OF COMMUNICATION, RATHER THAN AS AN ABSTRACT SYSTEM. THE AUTHOR SUGGESTS THAT THIS "MODULAR PRINCIPLE," WHICH HE HAS FOLLOWED IN FOUR FOREIGN SERVICE INSTITUTE BEGINNING SWAHILI COURSES,…

Refers to a critique of FL teaching at Secondary Grade 2; discusses questions of teaching objectives, organization and content of curricula, sequence of foreign languages taught, and effects of the upper level reforms on Secondary Grade 1. (Text is in German.) (IFS/WGA)

Various ways of incorporating area studies into the curriculum are examined. The three approaches mentioned in the title are found impractical. The best approach for the foreign language teacher is to put the language first, and bring in area study items where appropriate. (WGA)

It is possible to make the People's College certificate the basis for high-school graduation certification at the end of Grade 10 for French as a second language, or else to complete with it the courses in French as a second or third foreign language, which do not begin until grade 11. (Text is in German.) (IFS/WGA)

ALTHOUGH NATHAN ROSEN'S ARTICLE IN A 1966 ISSUE OF "THE SLAVIC AND EAST EUROPEAN JOURNAL" (ED 011 175) DID PINPOINT THE FACT THAT NO WORTHWHILE ACTIVE CONTROL OF THE VOCABULARY AND STRUCTURAL ELEMENTS OF RUSSIAN COULD BE ACHIEVED IN A TRADITIONAL 2-YEAR PROGRAM, HE DID NOT, WITH HIS PROPOSED USE OF READERS WITH FACING TRANSLATIONS, OVERCOME THE…

Report of a discussion group of the ADE/ADFL Joint Summer Seminar, June 25-29, 1973, Washington University, St. Louis, Mo.; concludes that curriculum planners are accountable to students, the "discipline", faculty, institutions, legislators, and other funding agencies. (RL)

Suggests that linguistics can provide students in universities of Great Britain with a general idea of the nature of language while courses based on a history of the language offer a linguistic awareness. Scope of recommended course would incorporate a study of phonetics, phonology, grammar, semantics, and dialectology. (DS)

Offers criticism based on the description and the choice of curriculum level for the introduction of FL courses given in the June 7, 1974 Statute of Authorization of the Nordrhein-Westfalen Ministry of Science. Ideas for scientifically grounded FL teaching at the university level are also given. (Text is in German.) (IFS/WGA)

Two articles discuss educational policy in Germany regarding foriegn language teaching. One pleads for giving French a fair chance along with English. The other agrees that no one language should be favored, and says that the whole question needs thorough consideration and that adequate planning is required. (IFS/WGA)

Discusses the need to standardize foreign language curricula to the extent that content for each of the four successive years of a language program is universally accepted. (DD)