Describes a technique for teaching linguistics in which students used toys to construct situations that called for communication and then examined the implications for language users. (RB)

Discusses the difficulties and advantages of using spoken Chinese in explaining such points as vocabulary or usage to the student of literary Chinese. (FB)

Questions concerning improvement of the quality of foreign language teaching and training of proletarian personnel specializing in foreign languages are explored. Changes in teaching methods and materials are suggested, based on theories of China's Great Cultural Revolution. (SM)

A teaching program for training worker-peasant-soldier students for the basic mastery of the Russian language is described. The system emphasizes three stages of learning: articulation, study of inflection, and teaching through hearing and speaking. Training methods are described and evaluated. (SM)

Guidelines for the development of teaching materials that reflect the realities of the Three Great Revolutionary Movements are presented. It is recommended that materials be in conformity with the language laws and advantageous to training for the basic mastery of language. (SM)

Students have a right to use the dialect and language of their own cultural heritage. Language and dialect rights have many advantages for the user, including prestige, self-confidence, group identity, opportunity to project personality and style, appreciation and respect of cultural heritage, and self-awareness. All dialects are equal and are…

Describes an approach to teaching the Spanish subjunctive. The approach is organized for use with most first-year textbooks. (RM)

Recommendations for new course leaders at People's Universities include: consistent emphasis on oral work, maximum use of the target language, varied approaches to the teaching process, active participation by the learners (reduction of "teacher talking time"), modest expectations, simplified explanations (examples are given), and adult-level…

For English courses at the Continuation Level (i.e., after earning the certificate English 1 in the People's Universities), suggestions are offered as to methods and materials, based on experience at the People's University of Frankfurt. (IFS/WGA)

Brief description of some of the applications of computer-assisted instruction to the teaching of Russian in our colleges and secondary schools. (PMP)

Surveys current practice in teaching translation and finds it faulty. An almost mathematical model of translation strategy is suggested for upper-level students of English who can use a monolingual dictionary. Two sample texts for testing the model are appended. (IFS/WGA)

Argues that rhetoric, essay, and composition are not the same because each has a different history, purpose, and text structure. The composition is the easiest and most practical form to teach in a writing class for students of English as a second language. (CFM)

Describes the techniques used by Dr. John A. Rassias, professor of romance languages and literature at Dartmouth College, in teaching intensive foreign language courses. (RK)