Charges that the changing goals and conditions of formal education demand new objectives, attitudes, and procedures in the teaching of foreign languages. (DS)

Defines "global education" and urges foreign language teachers to establish dialogue with global educators to determine whether they want to or can be a contributing part of global education. Components and goals of global education are also discussed. (EJS)

Reviews the place of behavioral objectives in the foreign language curriculum. Paper delivered as part of a debate on Behavioral Objectives: Pro and Con" held on November 26, 1971, in Chicago, Illinois, at the Annual Meeting of the American Council on the Teaching of Foreign Languages (ACTFL). (DS)

Describes pilot classes in culture-oriented French and Spanish instruction conducted over a two-year period. (KM)

Multidisciplinary language courses offer hope for integrating language courses into a university undergraduate curriculum. Such courses use a target language, such as French, to explore problems in another discipline. (Author)

A model for second language teachers includes the definition of basic content for all students, diagnosis, and a series of reinforcement and enrichment activities. Variation of the basic model are applied to three levels of instruction. (Author/SW)

A survey using the Jakobovits 'foreign language attitude questionnaire' was conducted to determine the success of 3 new foreign language programs, one using multi-level grouping and two having individualized instruction. Each of the 3 schools in the study is described and the curricula contrasted. Individualized instruction proved generally more…

A series of short articles are presented featuring aspects of the American Bicentennial and stressing classroom activities and projects suitable for foreign language students and teachers. (Author/CLK)

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)

Affective learning activities (ALA) are essential in foreign language learning. Although the cognitive domain is essential for learning to take place, lesson content is more interesting when it springs from the affective domain of the learner. Specific strategy models to facilitate the release of the learner's affective domain are suggested. (CLK)

The relationship of career education concepts to the foreign language curriculum is discussed. Efforts of the Maryland State Department of Education in fostering career education are reported. (RM)

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…

Stresses the need to synthesize techniques and methodologies, and to establish a central focus for beginning and intermediate programs of foreign language education in schools, higher education, and adult education programs. General conclusions and priorities are also offered. (EJS)