Suggests that there is more to foreign-language teaching than the pair-work comparison of pictures or passing of messages. Effective foreign-language teaching generates an understanding of the language and its culture. (CB)

Describes the history of use of language laboratories in foreign language instruction and argues that both the quality and quantity of such activities fell short of the laboratories' potential. (CB)

Describes a college-level French course which uses video film, sound cassettes, and authentic written texts focusing on life in Lyon, France, to teach the necessary language skills. (CB)

Describes the development of a program to help British secondary school students enrich their German instruction through opportunities to make practical use of the language in a commercial or industrial context. (CB)

Responds to an article concerned with teaching foreign language literature as a means of second language instruction. It is argued that it is better and linguistically wiser to use time spent on literary appreciation to strengthen and promote "real" language work. (CB)

Two learning activities employing pair work, or cooperative learning between two students studying the other's native language as a second language, are described. The activities allow students to compare how their languages function in real-life situations and to acquire the second language appropriate to these situations. (CB)