The aim of this document is to give teachers and administrators the contextual and pedagogical tools for the late immersion program. It acts as a guide for beginning and experienced teachers who need to update their knowledge regarding this program and its details. For many working in this area, it also confirms their daily practices as well as…

Describes some of the books that are available to help make French study interesting and fun. (EKN)

Analyzes use of passe compose and the imperfect in French. Gives examples of effective teaching and testing devices of pastness. (Author/BK)

Describes process and gives examples by which contradiction is introduced in a course using Total Physical Response approach. Gives students opportunity to say "no" and come up with an alternative while demonstrating understanding of original command. (BK)

Presents methods for teaching insults, abbreviations, and grammatical agreement of nouns and verbs in French to French language students. Suggests possible uses of catalogs and miscellaneous facts in teaching French. (BK)

Suggests that students in French classes are not given enough practice in using numbers. Offers several suggestions, activities, and texts to help increase comprehension. (EKN)

Discusses the use of French language newspapers in the second language classroom. Gives a model for analyzing the articles' content and examines some of the advantages and drawbacks in using newspaper articles as teaching materials. (EKN)

Discusses "Adaptation of 'A Threshold Level' for School Situations" (Strasbourg, 1978), comparing the original version (for adult education) with the school version. Finds that the latter requires a supplementary "threshold level," adapted to teaching and learning conditions at the elementary and secondary levels. (IFS/WGA)

Describes French language game called Metropolice which provides excitement of a chase over a board map of the Paris Metro. Game provides an opportunity in which degrees of skill in asking, answering, and responding have a proving ground and creates a blend of chance and linguistic challenge. (Author/BK)

Discusses a method of teaching French past tenses in which students are taught to choose the appropriate tense by learning to view the situation as a native speaker, instead of by trying to memorize and apply very specific grammar rules and all their exceptions. (EKN)

Discusses use of slides in second-language class and gives examples of teaching identification, abstract nouns, position and agreement of adjectives, personal pronouns, prepositions, objects of destination, and verbs. Suggests use of two slide projectors to teach sentence patterns that state a relationship between two entities. (BK)

Describes use of radio segments as a method for teaching French in Spain in order to develop listening comprehension while exposing students to global perspectives through use of authentic pieces. (BK)

Describes use of Authentic French Radio (FRA) as a means of teaching French to beginner, intermediate and advanced French language students. Suggests that this exercise improves listening comprehension, while deepening the student's knowledge of France and French. (BK)

The choice of an appropriate foreign language dictionary should be based on careful evaluation of its construction, intended uses, and intended audience. (MSE)

Explores the verbal and behavioral strategies necessary to participate easily in conversations in French and German. Suggests methods for teaching discussion skills through observation and analysis of seminar-type discussions between native speakers and listeners. (Author/BK)