Discusses Concordia University Colloquium in July 1981 whose theme was a renaissance for the language laboratory. The primary conclusion was that the language laboratory of the past is destined to become the open learning center of the future and that communicative drills must replace mechanical manipulations of language. (Author/BK)

Reviews past and current opinions about the role of the language laboratory. Challenges facing the language learning director and teacher, which encompass innovative testing and humanizing the laboratory, are discussed. (RM)

Describes a teaching experiment at Carleton University, Ottawa, Canada. Study reported in this paper was supported by a Commission on Undergraduate Teaching and Learning, Faculty of Arts, Carleton University. (DS)

Gives history of use of language laboratories in second-language learning and suggests ways to make time spent by language students in the language laboratory more worthwhile. Claims technological advancement needs effective hardware combined with an understanding of how students learn languages. (Author/BK)

Suggests restructuring language programs to capitalize on the visual medium through use of video-based second language instruction. Gives examples of video-based language activities developed over four years at World English Center, University of San Francisco. (Author/BK)

The language learning room planned for the French Language Training Center proposed for Simon Fraser University is described. It is planned to accommodate a variety of pedagogical philosophies and programs--lockstep audiovisual, lockstep audiolingual, individualized audiolingual, and other tried or experimental approaches. (Author/RM)

Speech delivered at the National Association of Language Laboratory Directors (NALLD) Seventh Annual Business Meeting, March 23, 1971, in Philadelphia, Pennsylvania. (DS)

This paper suggests how to restructure presentations and activities concerning the often vague and confusing topic of the theoretical underpinnings of learning a foreign language. (Author/NCR)

Discusses the use of two-way amateur radio contacts in language courses to provide personal contact with speakers of the target language. Pilot courses in German and Spanish are described as well as a curriculum-based, interuniversity German conversation course, and an activity utilizing CB radio equipment. (AMH)