SPECIFIC COURSE CONTENT SHOULD BE DETERMINED BY EACH SCHOOL TO ACHIEVE THE GOALS EXPRESSED IN THE COLLEGE ENTRANCE EXAMINATION BOARD'S "ADVANCED PLACEMENT PROGRAM." ASSISTANCE IN PREPARING SUCH A COURSE IS OFFERED. TEACHERS AS WELL AS STUDENTS SHOULD BE SPECIALLY QUALIFIED FOR THIS PROGRAM. PREPARATION OF THE TEACHER OF FRENCH SHOULD…

Special edition devoted to media in modern language instruction. (RS)

An individualized French I program at Snow Hill Junior High School in Snow Hill, North Carolina, is described. (PMP)

Describes a three-month French workshop for teachers and doctors in Shanghai, the goals being the improvement of speaking, comprehension and writing skills. (Text is in French.) (CLK)

Four questions concerning the communicative approach are addressed: (1) What are its theoretical foundations? (2) How does the new approach force teachers to reexamine the stated goal of helping learners communicate? (3) How does it modify teaching methods? (4) What are the implications of adopting a European teaching model? (MSE)

The stages of development of an adult communicative course in French are outlined, including the principles used in course content selection, structural progression, and the means found for encouraging student participation. The primary influence for the course came from the Council of Europe and experience with adult students. (Author/MSE)

Reports a study in which the effects of the changeover of a French course in a London comprehensive lower school from a structural to a unit-credit course were observed and evaluated. A pre-test post-test model composed of 10 measures was used to measure the effects of the change. (SED)

Discusses a program outline for French language instruction covering the first four years of study and five levels. The GLAFLL program (Graded Levels of Achievement in Foreign Language Learning), under study at the Education Center of Edinburgh, is based on the communicative competence approach and stresses student participation. (MES)

Five papers are presented that deal with the theory and methodology of suggestive learning. The psychological basis of suggestopedia and its application to language instruction are outlined by Gabriel Racle in "The Key Principles of Suggestopedia." An outline of the organization of a classical suggestopedic language course is appended to…

AN EXPERIMENTAL, COLLEGE-LEVEL, ELEMENTARY FRENCH COURSE WAS ORGANIZED, IMPLEMENTED, AND EVALUATED. THE COURSE WAS APPROXIMATELY EQUIVALENT TO TWO ELEMENTARY AND TWO INTERMEDIATE SEQUENCES IN THE CONVENTIONAL PATTERN, ALLOWING 15 CREDIT HOURS FOR AN AVERAGE WORKING PERIOD OF THREE ACADEMIC SEMESTERS. THE EMPHASIS OF THE COURSE WAS ON INTENSIVE…

AN EXPERIMENTAL ELEMENTARY FRENCH COURSE WAS ESTABLISHED AT THE UNIVERSITY LEVEL AND EVALUATED ON ITS PEDAGOGICAL EFFICIENCY, ADMINISTRATIVE FEASIBILITY, AND ACHIEVEMENT-MOTIVATIONAL CAPABILITY. THE COURSE FEATURED INTENSIVE CONTACT WITH LINGUISTICS, SELF-INSTRUCTION, AND SELF-PACING. (FOR DETAILS ON THE COURSE ORGANIZATION, SEE ED 010 465, A…

An intensive college-level French language course, based on the principles of immersion and designed to aid students in the transition between intermediate and advanced proficiency levels, is described. Focus is on three course aspects: teacher contacts; meetings with native-speaking students; and use of audiovisual aids. (21 references) (MSE)