Describes an experience using the Silent Way in an elementary and intermediate sequence of college-level Spanish courses, outside of the laboratory setting. Information is drawn from student commentary, instructor and research assistant observation, and student test results. (MSE)

The University of Calgary's response to requests from the Canadian Parents for French for a review of bilingual opportunities at the institution is chronicled. The response is analyzed in terms of the financial and pedagogical problems operative on the postsecondary level. (MSE)

The use of animated films as instructional materials in second language instruction at the postsecondary level or earlier is encouraged, and the use of one specific film in intermediate-level French instruction is outlined. A list of recommended films is included.

Five directions foreign language departments should explore in the 1980s in order to revitalize their programs include uniting foreign language and international studies, cross-cultural studies, teaching process of communication, career preparation, and language for humanistic studies. (BK)

Proposed and existing models of research and professional development through which language faculty can participate in the reward structure are surveyed and evaluated for their applicability to the small multilingual, primarily baccalaureate department. All existing models are found to be burdened by political drawbacks, and a new model is…

Reports on a survey of the textbooks used for first- and second-year German language instruction at 44 Canadian universities and colleges. (Author/MSE)

Describes experiment at Trinity College in Dublin in teaching Russian to future language teachers with objectives of sensitizing future teachers to problems of language learners and research. (BK)

Seeks to guide language program coordinators in the creation of a teaching assistant (TA) handbook on logistics and administrative duties in second and foreign language programs at the university level. (Author/VWL)

Secondary school French immersion programs in Manitoba and Saskatchewan are outlined, and some causes of student attrition are discussed. Institutional, societal, and individual variables are related to the situation; suggestions on provisions for immersion students' special French language needs on the postsecondary level are offered. (AMH)

Integration of extracurricular activities into the second language curriculum is supported in the context of culturally oriented communicative second language teaching. After methodological approaches in the literature are analyzed, various extracurricular program provided at the University of Toronto are described. (MSE)

A survey of 130 beginning French students at the University of Windsor (Canada) focused on their second language aspirations, expectations, and anticipated needs. Interpersonal relations appear to be the primary motivator, with travel and instrumental motivation secondary. (20 references) (Author/MSE)

Outlines ways for postsecondary institutions to adapt entry requirements and develop new courses to meet the needs of two target groups with different language learning needs: functionally bilingual secondary immersion graduates and graduates of secondary foreign language programs who show interest in increasing proficiency in French. (MSE)

The administrative and pedagogical difficulties of implementing a communicative approach in a university French program are outlined, including student language needs and expectations, program organization and content, and implementing appropriate situations and practices. The question of whether a student can attain bilingualism at this level…

A survey of 173 Canadian modern language departments concerning the extent of computer use for teaching, the kinds of hardware and software used, and instructor and student satisfaction with computer-assisted language instruction is reported. Canadian-developed authoring systems are also discussed. A table of CALL CALL courseware and the…

A program model designed to provide intercultural training and foster a global approach to professional education is described. The steps and components necessary to construct a foreign language intercultural course according to this model are outlined. (MSE)