The translation process is discussed from these aspects: (1) Natural translation by bilinguals, explained by a discussion of research in translation skills among bilingual children, (2) the requirements for good professional translation, and (3) a description of the curriculum at the University of Ottawa's translation school. (AMH)

This article outlines ways of helping students to develop informal or expressional features at the non-verbal level of communication. (DB)

Discusses the differences in conversational structures and verbal strategies between languages and cultures and the teaching of such differences. The use of literary texts is advocated. (AM)

Discusses the strategies of good language learning and names ten features that mark the good language learner. (KM)

A study based on two hypotheses: (1) The cognitive and academic effects of bilingualism are mediated by the levels of competence attained in the first and second languages, and (2) the development of skills in a second language is a function of skills already developed in the first language. (AMH)

Urges the combination of explanation and student deduction in the teaching of foreign languages. (LG)

Discusses the importance of the nonverbal component in second language learning, and describes research on the role of kinesics in language. (AM)

Part of a continuing series. (HW)

This article presents a glossodynamic model for language learning. It takes a humanistic approach involving the desire and ability to communicate and analyzing a speaker's personality and attitudes. Factors and functions of communication are discussed. (CHK)

Describes a method used to identify and correct errors made by French Canadian learners of English, studying at a total-immersion summer program. (AM)

Discusses various approaches to the successful conversational language course at the advanced level. (AM)

A detailed description of language laboratory sessions in first- and second-year advanced college French classes. Each session is fifty minutes long and includes a wide variety of carefully planned and integrated exercises. Students and instructors are happy with the program. (AMH)

Students of French are now more fluent orally than their counterparts of a few years ago. They are using, however, a more anglicized French. The causes are three: (1) unawareness of the value of words; (2) infrequent use of reference material, specifically the dictionary; (3) lack of adequate knowledge of basic rules. (CFM)

Describes a method which uses the language laboratory to help the teacher correct individual students' pronunciation and which assists the student in memorizing dialogues. (AM)

Language laboratory use has traditionally been limited to structural and phonetic exercises. This article discusses ways to tap more effectively the laboratory's potential, and thus to provide superior language instruction for the student. (Text is in French.) (DB)