The value of the language laboratory of self-instruction is stressed. Methods of using multi-phase drills are given, proceeding from cue repetition to open-ended situations. The presentation of prose texts in the laboratory is examined. (Author/JB)

Suggests ways in which language laboratory technicians and language department faculty can cooperate to integrate the foreign language curriculum and laboratory use. (AM)

Discusses general strategies and specific devices to motivate intermediate and advanced students to use the language laboratory frequently and efficiently. Suggests types of materials most effective for language laboratory use. (PMJ)

Describes a laboratory structure based on the open classroom model, consisting of various "skill stations," such as the "listening comprehension and pronunciation station," and designed to allow for flexibility, stimulation, variety, and contact between teacher and student. (AM)

The need for extra-curricular activity to supplement Italian classroom learning is discussed. Five programs are described which focus on individual needs and active student participation. These include: tutorial work; language laboratory use; independent study; group activities, and work with the Italian community. (AM)

This is account of a foreign language curriculum developed by the Norwalk Public School System in Connecticut. It emphasizes bilingual interchanges between students of various ethnic backgrounds and a classroom setting that uses tape equipment to personalize basic linguistic concepts. (Editor/RK)

A framework of selected administrative guidelines is presented for language laboratory directors and supervisors. Internal administration and operation, relations with faculty, and roles outside the university are covered. (SW)

Described is the design of a low maintenance, foreign language laboratory at Ithaca College, New York, that provides visual and audio instruction, flexibility for testing, and greater student involvement in the lessons. (Author/CS)

Proposes a method to be used in the language laboratory to develop audiolingual skills and at the same time give the student an active role in the use of the laboratory. (AM)

Discusses the language laboratory as a means of developing practical abilities in a foreign language. Two topics are treated specifically: (1) the laboratory from a technical and theoretical perspective, and (2) an analysis of the language skills most effectively trained through use of the language laboratory. (AMH)