A discussion of the use of relaxation techniques in the language classroom outlines the reasons for their use and specifies procedures for relaxation either lying down or seated as a prelude to instruction. (MSE)

French is no longer considered the sole property of France's inhabitants; it is shared by 40 or so diverse peoples all over the world. If French language instruction is to be modern and effective, it must reflect this worldwide phenomenon and the cultural and linguistic diversity inherent in it. (Author/MSE)

Class exercises that go beyond typical "transitive" use of the first definition in a dictionary entry are proposed. It is argued that transitive dictionary use is limiting and deprives students of the richness of a language and its cultural context. (MSE)

A model of foreign language education is presented that takes into account the complexity of instruction itself and the dimensions added by interaction of teacher, learner, institution, materials, and environment. Uncertainty is seen as a by-product of complexity, and innovation and variation in instructional practice are ways of dealing with…

Using examples from a conversation between birds, drawn from a story, the importance of nonverbal aspects of conversation is examined. Several kinds of nonverbal cues are discussed, including the common history of the interlocutors, their current relationship, turn taking, and the interplay of these factors. (MSE)

A method for teaching concepts of time (state, event, and process) inherent in grammatical tenses is outlined. The technique uses diagrams to illustrate the concepts and their semantic implications. (MSE)

A discussion of second-language learning looks at the role of functional French in the acquisition of French as a second or foreign language. The choice and implementation of a Vygotskian approach using the study of electricity is described. (MSE)

Discusses the communicative approach to foreign language instruction and provides information on communication exercises. (AG)

Four articles present practical classroom ideas related to language instruction, including (1) a children's circus production; (2) a language-learning game using the French Revolution as its theme; (3) a play using the French Revolution as its theme; and (4) definitions of terminology used in language teaching. (MSE)

It is proposed that the use of questions as a classroom teaching technique has been largely abandoned in favor of communicative authenticity, and that with careful attention to the linguistic, functional, discursive, and cognitive roles of questions in language, teachers can rediscover their diverse and interesting potential. (MSE)

The literature of the French language was researched to learn of any significant pedagogical events or trends occurring in the 87th year of each century. The findings from 1487 to the present are described. (MSE)

Use of any theatrical technique in the language learning classroom allows the linking of the verbal and the nonverbal, whereby the student may draw freely on his or her communicative resources. The approach described offers several methods for providing contexts or formats within which to improvise. (CNP)

A discussion of the many ways that audiovisual aids can support language instruction concludes that the use of audiovisuals is intimately tied to the conditions under which instruction takes place. (MSE)

The third person in French grammar demands separate treatment from other pronouns because of the great differences in its rules, forms, and functions. (MSE)

The autobiography or personal narrative is recommended as a medium of instruction in foreign languages because it: (1) is an authentic document using language close to daily spoken language and simpler than literary language, (2) has a rich and substantial cultural content, and (3) captures the relationship between language and civilization. (MSE)