A questionnaire given to German university students of English revealed that their recollection of their upper-level high school English reading courses tended to be limited to a few works by a few authors. This is seen as regrettable, considering the wide variety of works available. (IFS/WGA)

Describes the development of teaching materials for the intermediate grades, consisting of six teaching units of various degrees of difficulty, and of four learning programs, each dealing with a particular feature of grammar. (IFS/WGA)

Offers an example of problem-oriented literature teaching, using various texts reflecting various views of an historical event. Various phases of the course are outlined. The main emphasis is on the literary aspects, for which the use of three ballads, a poem, a drama and a novel are suggested. (Text is in German.) (IFS/WGA)

A description of the revised baccalaureate examination. The performance objectives for modern languages in oral and written expression, especially for French, comprehension and critical judgment of a text are discussed. Results of the inter-ministerial study and sample sections from examinations are given. (Text is in French.) (AMH)

A course using films and readings for intermediate Spanish students is described. Selection and types of films and coordinated reading materials are discussed. (CHK)

An overview is provided of modern language instruction in British schools and the teaching of less able learners. French is taught most frequently, followed by German. The question of academic standards, demand from employers for speakers of foreign languages, views of university teachers, and the training of language teachers are discussed. (SW)

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)

An analysis of questionnaires on the teaching of Francophone literature in colleges and secondary schools. Most studied is the literature of West Africa, Quebec and the Antilles. Teacher training in Francophone literature, establishing rationales, needs assessment and selected sources of information on Francophone literature are discussed. (AMH)

The traditional languages of the curriculum represent certain values and components of western civilization. Several strategies for their restoration are offered, such as more cooperation with other departments, particularly international relations and management; reappraisal of internal course offerings, more involvement in the community and…

A description of the "outreach" activities of the Modern Language Association as an example of the public relations needed to insure that the message about the centrality of foreign language study reaches the American people. Awareness of languages is increasing due partly to ethnic consciousness and partly to international communication. (AMH)

The primary task of teacher educators must be to offer foreign language teachers the means to better conceptualize and carry out their task and thus to regain confidence. The present situation is assessed; needs are analysed in terms of teachers, students, the culture and society; and conclusions are drawn. (AMH)

A discussion of factors operative in foreign language learning. The most important is a good grasp of the native language both through acquired learning and the seemingly innate ability to structure sentences in the native language. The question of early foreign language learning is addressed. (Text is in French.) (AMH)

Although American Sign Language (ASL) currently lacks an accepted writing system, one of the common reasons why it is not accepted for credit in foreign language programs, ASL does have a rich literary tradition. Several curricular remedies to improve those sign language courses are proposed. (CB)

Teachers of American Sign Language (ASL) can no longer qualify just by being able to sign well or by being deaf. ASL teachers must respect the language and its history, feel comfortable interacting with the deaf community, have completed formal study of language and pedagogy, be familiar with second-language teaching, and engage in personal and…

Describes the considerable amount of work and lengthy process of passing legislation to give foreign-language credit for American sign language in California high schools. (CB)