This chapter reports on the 'Corona teaching' in a department of English studies at a German university of technology. It discusses the general frame in the German university system and in this specific department, faculty and university. It focuses on the responses depending on participants and learning objectives. One larger lecture for 1st year…

This paper is concerned with the aspect of intercultural understanding as a component in the revised Key Stage 3 (ages 11-13) Modern Foreign Languages curriculum in England. It critically examines the extent to which recent initiatives have been conducive to promoting the development of intercultural understanding (IU) amongst pupils at Key Stage…

Intended French curriculum objectives refer to four official objectives of teaching and learning French in secondary schools in Kenya as laid down in syllabuses; namely, to equip learners with basic communicative skills, give learners access to oral and written materials, facilitate further studies, and promote global peace (Republic of Kenya,…

Refers to a critique of FL teaching at Secondary Grade 2; discusses questions of teaching objectives, organization and content of curricula, sequence of foreign languages taught, and effects of the upper level reforms on Secondary Grade 1. (Text is in German.) (IFS/WGA)

The aims of this meeting of the group of experts set up to investigate the feasibility of a unit/credit system for modern language learning by adults were: (1) to define, on the basis of the results of three preliminary interrelated studies, the second phase of the research, namely, the operational specification of learning objectives; (2) to…

The 1975 Northeast Conference's Reports propose to help language teachers at every level define their goals, implement them, and help their students recognize their achievement of language skills. The three components explored in the Reports are curriculum, teaching styles and strategies, and evaluation techniques. These components should not be…

This two-part, state curriculum bulletin sets forth guidelines for the teaching of modern languages. Part one is concerned with the rationale behind language programs, student selection, and program articulation. Instructional objectives, methodology, culture, language laboratory procedures, and guidelines for testing are examined in the second…

An outline for determining the language-learning needs of adults in Europe is developed in this model. A situational approach is prescribed which delimits the linguistic field and facilitates mastery of the subject area. The learning units, needs, motivations, educational objectives, and problems are discussed in the introductory section. A…

This paper presents a model for learning a second language developed on the basis of existing models for taxonomies of learning objectives. Three interrelated domains of language learning are examined: (1) the affective domain (willing), (2) the cognitive domain (thinking), and (3) the psychomotor domain (doing). An attempt is made to develop a…

This guide was developed to assist schools in the process of self-evaluation of their foreign language programs in grades seven through twelve. The principal focus is on the teaching and learning process, with an emphasis on the quality of the curriculum, the training, experience and effectiveness of the instructional staff, the quality of the…

Points out those recommendations made by the Carnegie Commission which are most closely related to the field of modern languages and suggests ways in which language departments can strengthen their programs. (PM)

Criticizes the tendency of language teachers to rely on the content and methods of the text and argues that teachers must themselves decide on the approaches appropriate to the objectives they have established. The audio-lingual method is examined critically, and the cognitive-code learning approach is briefly described. (KM)

Presidential address delivered at the Tenth Annual General Meeting of the Audio-Visual Language Association held December 28, 1971, at the University of Nottingham, England. (DS)