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)

This article reports on findings obtained from an online survey answered by 97 foreign language department chairs. The Web survey was pilot tested for validity and reliability and obtained a Cronbach's reliability coefficient of .80. The results suggest that student learning outcomes assessment in American undergraduate foreign language education…

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)

In reply to criticism from Wolfgang Butzkamm the author defends the desirability and necessity of foreign language instruction, French in particular, in the German educational system. Suggestions for improving the present modern language curriculum are made. (Text is in German.) (TL)

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)

Paper given at the Annual Convention of the New York State Association of Foreign Language Teachers held at Kiamesha Lake, New York, in October 1972. (DS)

Paper presented at the Annual convention of the Modern Language Association, December 30, 1972, New York, N.Y. (DS)

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)

Suggests that foreign language teachers can demonstrate that their subject is not a "frill" by incorporating basic math, language, and study skills into their daily lessons. (SJL)

An exploration of second-language educational practice in broader social, cultural, and political terms focuses on critical pedagogy, raising questions that should help to extend understanding and conception of curriculum and educational practice. (45 references) (Author/CB)

IN PREPARING MATERIAL FOR COMPUTER-BASED PROGRAMED SELF-INSTRUCTION IN A FOREIGN LANGUAGE, THE AUTHOR STATES IT IS DESIRABLE TO COMBINE TWO PROGRAMING TECHNIQUES, THE USE OF CONSTRUCTED RESPONSES AND THE USE OF A BRANCHING PARADIGM. A BRANCHING PARADIGM ALLOWS STUDENTS TO PROCEED AT THEIR OWN PACE, AND CONSTRUCTED RESPONSES ARE BETTER THAN…