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)

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)

Presents an analysis of the various concerns that must be addressed in modern language syllabus design. A questionnaire on students' communicative needs is included. An attempt is made to differentiate among different syllabus forms. (AM)

Suggests guidelines for the teaching of culture and presents a possible classroom vehicle. It is emphasized that while refinements of civilization should not be ignored, culture as perceived by the man on the street should be of central concern, particularly in early states of language study. (EJS)

Presents the major problems plaguing teachers of French literature: (1) the huge split between the methods of teaching language and the methods of teaching literature courses, (2) the gulf between theoretical interests and the reality of the classroom, (3) many students' disinterest in literature. Suggests recentering the teaching of literature…

Examines the use of color as a visual teaching aid in the foreign language classroom, assisting English-speaking children learning Spanish. In the area of phonology, color can be used to highlight difficulties in pronunciation, showing similarities and differences with some English cognate. (SL)

"Communicative Competence" is today the avowed primary aim of foreign language teaching. This paper points out that communicative competence in this context differs from communicative competence between two native speakers of the same language. In the two cases the difficulties that appear are not the same. Various possible dialogue elements are…

The authors cite reasons for the poor standard of spoken French in British secondary schools and put forward some practical ideas for oral activities. (SJL)

A language school teacher explains some of his methods for teaching beginning French, including course content, use of drill and homework, pronunciation, and the use of choral speaking to teach stress and intonation. (SJL)

This guide attempts to help local planners develop and implement curricula which will provide each student in Connecticut with equal opportunity for a suitable program in foreign language instruction. With a focus on K-12 programs, the guide provides an overview of current philosophies, objectives, methods, and materials in the foreign language…

Describes the use of a game, Grand Prix Wagon Racing, to prompt speaking in the foreign language and to provide visibility among parents and administrators of the foreign language program. (PMJ)

This program guide expresses the philosophy, goals, and objectives, and outlines the scope and sequence of Russian instruction at various levels for the public schools of Hawaii. The emphasis is on development of the communication skills--listening, speaking, reading, and writing. The goals, objectives, and performance expectations are presented…

Suggests that all uses of English are specific in their nature, and thus, all teaching of English as a foreign language should be addressed to specific purposes. It is argued that an English for Specific Purposes course should be characterized by the use of authentic materials, an orientation to purposeful activities, and self-access organization…