Discusses the progress of the "authentic" or primary tool, especially audio materials, in French language instruction. (AM)

Criticizes attempts to incorporate transformational grammar into foreign language teaching, citing specific failures in experiments with the transformational grammar model. (IFS/WGA)

Discusses the use of compact cassettes in the context of individualized foreign language teaching in laboratory work at the university level. Presents and comments on some technical data regarding the relative merits of cassettes v reels. (IFS/WGA)

Describes English language texts purchased in China in 1975. (CFM)

Suggestions are offered for teaching a foreign language to children. The teacher needs to use materials in the foreign language, first spoken and then written ones. Arousing the children's curiosity to make them want to understand the language is an important motivating technique. (SW)

An adult seeking to increase his listening comprehension in French complains about the lack of adequate materials. This situation is compared to that of learning Chinese, where materials are plentiful and geared to independent study. (AM)

Factors contributing to the development of successful early childhood foreign language programs are considered within a specific context. Grouping procedures, curriculum design, hierarchies of language learning experiences, affective learning processes, and instructional materials are discussed. (SW)

Reviews three publications, by Larousse, with content relevant to French culture and civilization and suitable for use with students of French. (AM)

This article presents a set of listening exercises designed for students of English as a second language who will take university level courses in science and technology. (CFM)

An instructional technique for foreign language communicative learning involving incomplete visuals is discussed. Exercises using visual materials that require students to communicate to seek and obtain information that they do not already posses are illustrated. (SW)

Describes preception-oriented foreign language teaching strategies by listing the characteristic features of the perception of social processes and the methods for putting the principles of perception orientation into practice through such techniques as dialogues, roleplays, and simulation. Includes extensive bibliographic references. (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)

Position statements and materials of the American Hungarian Educators' Association (AHEA) are presented. Contents are as follows: (1) statement to the President's Commission on Foreign Languages and International Studies: On the need to consider ethnic-oriented bilingual and multicultural education as a viable means of reaching greater language…

If Chicano children do not learn an alternative to their home dialect, the local Spanish with its heavy overlay of English will become the standard for bilingual Chicano youngsters. The Spanish language itself may soon be another cultural relic for many Spanish surnamed people in the United States. Bilingual education represents the obvious…

This issue contains articles ranging from a theoretical discussion of the nature of an international language to an assessment of the implications of teaching a local form of English. The following articles are included: (1) "International English and Language Variation," by M. Lester; (2) "The English Language, Ideology, and…