Some simple word games are suggested to aid in teaching foreign languages at the elementary level. (CK)

Describes a laboratory structure based on the open classroom model, consisting of various "skill stations," such as the "listening comprehension and pronunciation station," and designed to allow for flexibility, stimulation, variety, and contact between teacher and student. (AM)

Describes various uses of audiovisual materials for individualized instruction to help language disabled students. (CMV)

Some characteristics affecting learning which vary with the individual are discussed. A rationale for individualized instruction is explained, as is its implementation through use of learning activity packages. (RM)

The need for extra-curricular activity to supplement Italian classroom learning is discussed. Five programs are described which focus on individual needs and active student participation. These include: tutorial work; language laboratory use; independent study; group activities, and work with the Italian community. (AM)

Teachers' attitudes toward language teaching trends were surveyed. Prospective teachers about to enter the profession believed that language programs should be self-paced and there should be a cooperative learning climate in classrooms. Experienced teachers were more moderate but used techniques for self-pacing and real communication often in…

A learning program centered around the individual student developed for teaching Chinese is described. The program includes two tracks, a humanities track and a specialist track, to meet the needs of different students. The use of peer teaching is explained. (RM)

John Dewey High School has initiated a program which hopes to compensate for a lack of interesting and relevant materials in Italian instruction. Programs such as independent study and open classroom, which emphasize active participation and individual needs, and which serve to broaden the ordinary classroom experience are described. (AM)

Discusses techniques that facilitate student learning, conserve instructor time, provide a rationale for course and materials design, and increase inter-rater reliability. Includes suggestions for providing for student differences, determining what to teach and when, and saving time in grading compositions. (PMJ)

A list is presented of special factors pertaining to English as a foreign language class in England that provide strong arguments for organizing them along resource-based learning situations. Students can be in control of their studies, engaging in independent, individual work. (SW)

Since it is assumed that students' classroom behaviors reflect learning modalities and attitudes, this investigation was undertaken to assist teachers in identifying their students' individual differences. (Author/NCR)

Multilevel foreign language classes are viewed as a challenge that can be met by a careful consideration of wise materials and equipment selection, group dynamics, individualized instruction, and curricular reorganization. (JB)

Examines the following factors, cited as important for building enrollments in a report on successful slavic language programs: (1) speaking and listening skills; (2) individual attention; (3) outreach activities; and (4) extracurricular programs. (AM)

Discusses strategies designed to cope with problems encountered at the college level that are caused by students' diversity in background and levels of competency. Alternatives to the lock-step method of instruction, with applicability at both the college and high school level, are described. (EJS)