The Mannheim Rating (of teaching texts for German as a foreign language) is criticized from the standpoint of choice of texts considered and for vagueness of criteria. Several of the texts rated "good" are considered from the standpoint of criteria proposed by the writer. (IFS/WGA)

Criticizes the goals stated in the Mannheim Rating (of teaching texts for German as a foreign language) as being vaguely defined, and the criteria as being faultily formulated. Not considered are: text science, learning psychology, and psychology of motivation. Actual classroom teaching experience is insufficiently considered. (IFS/WGA)

Criticizes the Mannheim Ratings (of teaching texts for German as a foreign language) for judging texts for their intrinsic excellence alone, omitting considerations of acceptability to teachers and students. There is no clear statement of teaching goals. However, the ratings are considered valuable for the questions and problems they discuss.…

One of the collaborators on the Mannheim Rating (of teaching texts for German as a foreign language) answers criticisms (in particular, the assertion that the ratings are based on purely theoretical considerations) and criticism of the evaluation criteria. It is hoped that a new version will profit from the criticisms. (IFS/WGA)

Examines validity of claims made for the Mannheim Rating (of teaching texts for German as a foreign language), as well as its criteria for judging textbooks. The nonexistence of a comprehensive grammar of contemporary German makes it difficult to discuss grammar; therefore, some ratings are seen as too harsh. (IFS/WGA)

Finds that teaching textbooks are becoming more complex and difficult, and less interesting. A procedure is suggested for measuring these qualities in a textbook, based on the "Reading Ease" and "Human Interest" indices of R. Flesh, in Volume 6 of his work "The Good Companion". Two samples from texts are appended. (IFS/WGA)

Finds three faults, from the teacher's viewpoint, in the phonetic transcription in English textbooks used in German People's Universities: many unfamiliar symbols, many irrelevant distinctions, and failure to mention important variations. Suggests improvements in vowel treatment based on Hornby, "Oxford Progressive English" (London,…

This paper explores the changing attitudes concerning sex-role stereotyping and discusses the part played by textbooks in the formation of sex-role attitudes. It examines in this regard a widely-used textbook for the teaching of French. (Author/CFM)

This issue of the Yazigi Institute's bimonthly newsletter is devoted to a discussion of the importance of humor in the teaching and learning of a foreign language. It begins with several quotations from well-known linguists, humorists and teachers about the need for humor in the language class. Several examples of humor in the textbooks of the…

This article presents a survey of textbooks for second-year college Spanish courses published in the last ten years. (CFM)

Nearly all German textbooks currently used in the USA either entirely fail to mention Austria, or else portray it by means of myths, cliches (Apfelstrudel, Sachertorte, Gemuetlichkeit), and often with outright untruths. The American student gets a picture of Austria as an "underdeveloped Disneyland of Europe". (WGA)

Of 21 beginning French textbooks evaluated according to presentation of French culture, only two met the cultural and pedagogical criteria derived from various models. Lacking this cultural content, students cannot fully learn the foreign language. (PMJ)

Reports on an examination of 50 French school grammars from the last 30 years, to ascertain how thoroughly they clarified the difference between "written code" and "spoken code." Substantive plural marking was investigated. It was found that most texts treated the topic inadequately. (IFS/WGA)

Illustrates teaching strategies that will counteract the sex-role stereotyping typically present in elementary German language texts. Practical measures that teachers can take to increase student awareness of sex stereotyping in the areas of grammar, lexical items, dialogues, and readings are discussed. (EJS)

Criticizes beginning textbooks for emphasizing literary or area study material instead of matters pertaining to the students' lives. Presents a taped classroom conversation by sixth-grade students after two years of English instruction, showing how students at this level can handle conversations about matters familiar to them. (IFS/WGA)