Utah State University's intensive Spanish program uses video simulations of real-life experiences as the basis for classroom instruction in lieu of following a textbook, allowing the class to become student-centered, rather than instructor-centered, through a problem-solving group endeavor. (Author/CB)

Details of arrangements, staff and program of two high school summer immersion French courses in Switzerland and France are presented. Suggestions are made for improvements. Students showed a remarkable increase in comprehension, vocabulary, and confidence in speaking French; attitudes were positive, students became more responsible and mature.…

German weekends in New Mexico are designed to expose high school and college students to German language and culture and to increase language skills and interest in German. Seminars, discussion groups, films, singing, dancing and meetings, all conducted in German, are part of the program. Organization and costs are discussed. (CHK)

Describes a week of special German studies implemented at Del Valle High School, Walnut Creek, California. (RS)

Describes a high speed method of learning languages developed by a Bulgarian psychologist, Georgy Lozanov. (DS)

Describes a teaching experiment in intensive French language courses at Southern Illinois University, Edwardsville, Illinois. (DS)

Classroom procedures for Brazilians to develop English reading abilities in the shortest possible time are outlined, based on the idea that the students possess dormant lexical and syntactic competence from their native language experience. The techniques combine simplification with reading activities aimed at guessing in the target language. (MSE)

Describes two options for intensive foreign language study available at Earlham College: intensive study on campus or intensive study on campus leading to an off campus immersion in the language and culture. Gives suggestions for programs of this type. (EKN)

Describes the BBC French language program and the activities that have resulted from BBC's collaboration with institutions such as the Brighton Polytechnic. These activites include the organization of intensive courses, the publication of instructional materials for teachers, and the development of correspondence studies. (MES)

Suggests abandoning the inequitable practice of requiring language-minority and international students to demonstrate English proficiency before pursuing a U.S. college degree. Proposes a model that incorporates multilingual student recruitment, use of sheltered techniques and supported academic instruction, English for academic purposes (rather…

Discusses a study that took place in an intensive English program and focuses on an English-as-a-Second-language grammar course. Suggests that language learners benefit from Web-based materials but that they need ongoing training and technical support in using new and evolving resources. (Author/VWL)

A study investigated which of many possible variables in the student's language learning background (formal learning, exposure and use in class, extracurricular exposure and use, attitudes and motivation) were important in second-language learning. Subjects were 101 students in intensive English-as-a-Second-Language (ESL). Several success factors…