The problem of when to begin foreign language instruction is considered. Detailed criticism is made of the conclusions of "Primary French in the Balance." An early start may be favored because of the effect on children's minds, and teaching and school improvements may solve problems of transition to advanced stages. (CHK)

A British experiment in teaching French in primary schools was evaluated from 1964-1974 by the National Foundation for Educational Research. This paper describes the experiment and the students, their progress, and results of the study. (CHK)

This article questions the validity of many conclusions of the ten-year experiment with teaching French in primary schools in England and Wales in the report, "Primary French in the Balance." Some conclusions are based on restricted opinion conflicting with report data. Parallels are drawn with the "Pennsylvania Project." (CHK)

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)

Native speakers of English entering kindergarten or grade one of the Cincinnati Public Schools are offered the opportunity to learn French, German, or Spanish. Not only do students learn a second language, but it is also used as a medium of instruction in later grades. (Author/SW)

The study of Latin is especially useful in enlarging the vocabulary. The primary aims of Latin courses are to develop communication skills. Acquainting students with the culture that is embodied in the language is another objective. But benefits accessary to the study of the language are not course objectives. (Author/RM)

An immersion program in a public elementary school in Montgomery County, Maryland, uses French as the medium of instruction in academic subjects. The program is based on the theory that language is learned best when there is a need to understand and communicate in that language. All students are eligible for enrollment in the multi-age classes.…

Recent developments in foreign language offerings in New York State are outlined. Exploratory programs, general language usage programs, minicourses, interdisciplinary programs, independent study programs, bilingual programs, programs beyond the classroom, and career education efforts are discussed. (RM)

A sound and slide show was produced at Parchment (Michigan) High School to show the community foreign language learning in their own school system. The program was designed to portray the nature of the local foreign language program and to increase support for and enrollment in the program. (Author/SW)

This report is divided into three sections: (1) an introduction discussing language enrollments and the value of language study; (2) a statement of goals; and (3) recommendations for achieving these goals in the areas of curriculum, teacher training and faculty development, research, and policy. (AMH)

A foreign language teacher describes her simple and inexpensive strategy for recruitment and publicity to build a strong foreign language program in the Crook County, Oregon, schools. Inexpensive methods of acquiring and developing instructional materials are also described. (SW)

An annual Foreign Language Day has been found to be an excellent means to stimulate interest in foreign languages, self-expression, and creativity. Suggestions for the design of such a day are based on experience at St. Bonaventure University since 1974. (Author/SW)

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)

This report is divided into two sections: (1) an introduction defining support and projections for these languages; and (2) recommendations of the task force concerning curriculum, support for instructional programs, study abroad, teacher training and faculty development, materials development and research, and policy. (AMH)