A study conducted in a Canadian secondary school found that students with a larger inventory of native English vocabulary were better able to recognize cognates in French language instruction. (MLA)

Recommends starting the study of French at 13 rather than the usual 9 in British schools. Discusses the problems of trying to merge pupils from a variety of middle school classes into one upper school French class. (MLA)

Describes an experiment in bilingual education whereby two classes, one selective in ability and the other representing varying degrees of ability, were taught Georgraphy through French, as a first step toward French-medium instruction for other subjects. (AM)

Recommends a teaching approach to promote the internalization of rules as an extension of the grammar-translation method. Activities include imitation, interpretation, question and answer, normal foreign language conversation, independent speaking of sentences and using the "sentence making machine." (MLA)

Describes analysis made of the results of candidates in 1973 Mode 1 examination in French of the North Western Secondary School Examinations Board which showed that less able language students performed disproportionately badly on tests of written self-expression. Implications for teacher and examiner are discussed. (RM)

Ways of improving the present procedure for administering this test were determined in an experiment in which this procedure was compared with three others. (KM)

Sketches the preparations for and outcome of a brief trip made by twenty fourth form students, under the direction of eight university students, to a French town they had studied. The official reason was to make a comparative study of the cost of living, but cultural benefits were observed also. (MSE)

Describes several teaching techniques designed to develop students' verbal and reading skills in French. The aim is for practical skills of communication and reading rather than technical grammar. (CHK)

This article outlines a group of lesson plans for French instruction in the first and second years, covering allocation of time; materials; classroom activities; language lab use; and homework and classwork.

The course material "En Avant" for the Primary French Project in Britain is analyzed. Rationale, content and methods of presentation are viewed as inadequate and language styles and verbal expression stilted and unreal. The materials will not help teachers achieve what is expected. (CHK)

A residential French course in Britain is described. Subjects, staff, and course organization over the three-day session are discussed. All communication was expected to be in French; students kept a French diary as writing exercise. The experiment was beneficial in showing French to be a valid form of communication. (CHK)

Describes a secondary level program designed to teach basic German to low-ability students who have previously studied French. (AM)

Discusses the implications of language instruction to all pupils, regardless of ability, for the education of language teachers. (AM)

A set of language laboratory materials currently being tested in eight Scottish universities is described. The aim of the completely self-taught course is to increase the student's exposure to the language as a whole. The unity of each tape is based on the communicative function of the introductory text. (AMH)