Analyzes a recent publication of a German foreign language teachers' organization on the topic of the title. Sees gratifying progress in the basic attitude, but finds that in some segments the traditional university curriculum's influence persists. (IFS/WGA)

Describes the philosophical bases of confluent education, and provides examples of this method in language instruction. (AM)

Describes aspects of language teaching policy in China, including English curricula, teaching materials, and teaching methodology used at various levels of English instruction. Teacher training and the utilization of foreign experts are also discussed. (Author/CFM)

Reviews research on the importance of oral language for the child and provides a framework for curriculum design based on talk purposes, talk contexts, and talk planning. (DD)

Courses in linguistics should be included in teacher training programs for future teachers of English as a second language but they must be taught with the practical needs of the classroom teacher in mind. (CFM)

This article discusses the three ways in which language teaching and content teaching may be related. (CFM)

The weaknesses and shortcomings of the present language programs in African universities are reviewed along with some plans for future development. The design of a course in language and culture is outlined. (JMF)

Presents a justification of a loose-leaf curriculum for middle and upper school deaf students based on a core of practical goals for living and English language for public interactions. (Author/SBH)

Discusses three obstacles to interdisciplinary cooperation in education: (1) compartmentalization of teachers and teaching, (2) reluctance of educators to tackle the problem, and (3) difficulties in intraschool and intrasystem communication. Recommends collecting, expanding, and sharing curricular components to achieve the goal. (PMJ)

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)

Provides an overview of findings from a general survey of applications to the National Endowment for the Humanities (NEH), and describes NEH's activity in the area of language instruction. (AM)

Asserts that to revitalize foreign language study we need: (1) a reevaluation of the setting in which foreign language programs exist; (2) uniform standards for initial student placement in foreign language programs; and (3) continual updating by teachers, administrators, and guidance counselors of the objectives, methodology, and content of the…

This article discusses the value of the notional-functional approach to language teaching and considers some sociolinguistic, psycholinguistic, and linguistic features of the notional-functional syllabus. (CFM)

Discusses the types of materials that should be used in the foreign language classroom to teach students how to communicate in real-life situations. These materials are called "communication tasks." (CFM)

Pedagogical grammar is the presentation of grammatical information for teaching purposes. Two important distinctions are relevant here: reference books versus teaching grammars programmed into a course, and generalized versus specialized grammars, (depending on the extent to which they have been designed to meet specific teaching/learning…