The author argues that foreign language instruction in the United States is generally begun too late and that it must be started at the elementary school level. (CFM)

Self-instructional programs in the commonly taught languages are recommended for: (1) those who cannot get to classes, (2) classes with individual learner needs, and (3) learners advanced enough to take on self-directed tasks. The roles of teacher and learner in self-instructional programs are discussed. (JB)

In recent years, the amount of time allotted to foreign language teaching has tended to even up in the various types of schools in West Germany. The Hauptschulen (grade 9 "terminal" schools) have shown a marked increase, the Realschulen (secondary schools) some increase, and the Gymnasien (university-preparatory) a decrease. (IFS/WGA)

Discusses the importance foreign language study should have in the Australian school curriculum. (CFM)

Discusses the merits and limitations of programed learning and its use in teaching English as a foreign language. Emphasizes the need for testing such programs and offers suggestions on how to test. (IFS/WGA)

Urges community colleges to provide the instruction necessary for foreign students to develop proficiency in English, focusing on program options (intensive, semi-intensive, support services), staffing, international students advisers, placement examinations, program evaluation, and possibilities for technical assistance. (AYC)

Asserts that language teaching is introduced into the curriculum at precisely the wrong time: the point at which language acquisition has diminished and language learning is more dominant. It is also stated that compulsory language learning is destructive and that bilingualism provides another way of looking at the world. (EJS)

This article describes the practice of asking students in a foreign language class to write statements of their personal assessment and educational goals at the beginning of the semester. It has been found that a discussion of these statements can be of value to both teachers and students. (CFM)

Special features and advantages of foreign language mini-courses and suggestions for establishing a workable system are discussed. One advantage of the system is the minimizing of schedule conflicts. (SW)

Projects of second-year university students enrolled in French classes are described. Instead of regular classes, projects on similar subjects were grouped and presented to the class as a whole. Student reactions obtained through a questionnaire are also reported. (SW)

Describes the teaching methods of the Yazigi Institutes of Brazil, which offer Portuguese instruction to foreigners. (JB)

Discusses the concept of the demand for foreign language teaching in various types of West German schools. An account is given of the methods by which data were obtained. One conclusion reached was that currently accepted teaching goals are questionable. (IFS/WGA)

Makes some recommendations for the establishment and certification of study abroad programs, and discusses study abroad requirements for future language and area studies teachers. (AM)

This outline of the current status of foreign language education in Indiana was presented to a panel from the President's Commission on Foreign Language and International Studies. Foreign language instruction at all levels is discussed with the support of statistics, and recommendations are made for mitigating deficiencies in existing programs.…

Details a program of intensive language learning at Kenston (Ohio) High School that begins with a two-and-one-half-hour-a-day class and ends with a three-week homestay abroad on school time. The approach involves using foreign language for communicating about matters relevant to the students combined with a no-grade, no-fail system. (Author/EJS)