Distinguishes between language study which implies a critical scrutiny of the language, and language learning directed at language fluency only. Suggests that a more effective approach would be a combination of the two methods. (DS)

Describes a Canadian teacher's impressions of foreign language classes observed in Sofia, Bulgaria. (DS)

A survey designed to collect, analyze, and present information about the position of Spanish for business in the contemporary modern language curriculum showed that business Spanish is a growing field of particular interest to language and business majors. (EKN)

This article outlines a methodology for implementing directed readings in French language courses. The method can be divided into three phases: introductory, analytical, and creative. (Text is in French.) (CLK)

Language teaching and learning methods are not satisfactorily developed. This article explores ways in which language instruction and several other disciplines are interdependent. Understanding this intertwining can facilitate learning in all these areas. (CHK)

Considers some important arguments in favor of the vigorous promotion of greater literacy in foreign languages, including analysis of how several essential components of GCSE syllabi can be applied to such instruction. (CB)

Text of a presentation delivered at a pre-conference symposium at the Third Annual Meeting of the American Council on the Teaching of Foreign Languages (ACTFL) on November 25, 1969, in New Orleans, Louisiana. (DS)

In designing a foreign language curriculum, the needs and abilities of the students should be considered. Slow learners need mostly to be taught listening comprehension, while better learners should be taught good reading skills and have a good knowledge of "non-textbook" aspects of the language. (AG)

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 description of the foreign language curriculum at the university level in which courses in simultaneous translation are required. The size and composition of the groups are described as well as methods used to develop skill in translating and interpreting. Results are assessed. (Text is in Spanish.) (AMH)

This article describes a university language and research program which focuses on the instruction of modern languages to non-language majors. The facility, personnel, teaching methods, and evaluation procedures are described. (Text is in French.) (CLK)

This article discusses the advantages and disadvantages of conversation classes for learning a foreign language, and outlines three basic prerequisites for a successful conversation class: a small, homogeneous group, actual facts and ideas available for discussion, and a basic working vocabulary. (CLK)

There is a need for expanding offerings in foreign language instruction to reach different age and interest groups, prepare teachers, and educate students for positions in business, industry, and government. For students, foreign language study could be combined with the study of another field. (SW)