RADIO BROADCASTS AND PERSONAL RECEIVERS FOR EACH STUDENT WERE USED IN A SPECIALLY ADAPTED SPANISH LANGUAGE PROGRAM. THE BROADCASTS CONSISTED OF SPANISH DRILLS AND A LIMITED AMOUNT OF TEXT MATERIAL PROGRAMED IN A STIMULUS-RESPONSE PATTERN. EACH SET OF DRILLS LASTED AN AVERAGE OF 15 MINUTES AND WAS REPEATED CONTINUOUSLY THROUGHOUT A 15-HOUR…

Examines the plight of the overloaded secondary school foreign language teacher, with examples taken from Indiana statistics, and suggests that the attention of textbook writers and professional organizations be directed toward helping these teachers. (AM)

RESULTS ARE GIVEN OF A 1965 QUESTIONNAIRE DESIGNED TO SHOW INDIANAPOLIS FOREIGN LANGUAGE PROGRAM PRACTICES BELOW THE NINTH GRADE IN COMPARISON WITH THE PRACTICES OF 46 OTHER LARGE CITIES. QUESTIONS WERE ASKED ON (1) LANGUAGES TAUGHT, (2) LEVEL AT WHICH LANGUAGE STUDY IS BEGUN, (3) PROGRAM CONTINUITY, (4) PUPIL PARTICIPATION, (5) HOW TIME FOR…

This outline of the current status of foreign language education in Indiana was presented to a panel from the President's Commission on Foreign Language and International Studies. Foreign language instruction at all levels is discussed with the support of statistics, and recommendations are made for mitigating deficiencies in existing programs.…

WITH A 1962 GRANT FROM THE FORD FOUNDATION FOR THE FIRST FIVE YEARS OF A COORDINATED 10-YEAR PROJECT DESIGNED TO EXPAND AND IMPROVE FOREIGN LANGUAGE INSTRUCTION IN THE STATE, THE INDIANA LANGUAGE PROGRAM (ILP) PROPOSED, WITH THE COOPERATION OF OTHER STATE AGENCIES AND INSTITUTIONS, TO UPDATE PROGRAM METHODS AND OBJECTIVES IN THE HIGH SCHOOLS AND…

THIS BOOKLET, ADDRESSED PRIMARILY TO INDIANA LANGUAGE TEACHERS, RECOMMENDS GREATER COMMUNICATION AMONG ALL LANGUAGE TEACHERS, AT ALL LEVELS AND WITHIN EACH LANGUAGE. THE SECTION ON COLLEGE LEVEL LANGUAGE INSTRUCTION CONSIDERS THE DIFFICULTY OF PROPER PLACEMENT, THE CONFUSION IN THE VARIETY OF POLICIES AFFECTING FOREIGN LANGUAGE ENTRANCE AND…

FIVE PREPROGRAMED UNITS OF BASIC INTERMEDIATE FRENCH ARE THE CONTENTS OF THIS TEXT. FRENCH "DIALOGS FOR LISTENING" ARE PRESENTED AT THE BEGINNING OF EACH UNIT WITH A STEP-BY-STEP ORGANIZATION, ALLOWING THE STUDENT TO GRADUALLY WORK UP TO KNOWLEDGE OF MANY SPOKEN VARIETIES OF THE ORIGINAL DIALOG WHICH HE HEARD. PRONUNCIATION REVIEWS ARE…

A SELF-INSTRUCTIONAL PROGRAMED COURSE IN RUSSIAN WAS CONSTRUCTED. FIFTEEN THOUSAND PRINTED FRAMES AND 306 TAPES WERE PREPARED FOR USE BY HIGH SCHOOL OR FIRST-SEMESTER COLLEGE STUDENTS. THE MATERIALS WERE USED TO (1) PROVIDE A RESEARCH TOOL FOR STUDYING SECOND LANGUAGE INSTRUCTION AND ACQUISITION AND (2) YIELD INFORMATIO ABOUT THE DEVELOPMENT OF…

To determine the extent to which new knowledge from educational research is put into practice in the classroom, a questionnaire was sent to English teachers in 13 Indiana public school systems to survey (1) the teachers' acceptance and use of selected classroom practices found in research and professional writings, (2) their awareness of the…

AN EXPERIMENTAL, COLLEGE-LEVEL, ELEMENTARY FRENCH COURSE WAS ORGANIZED, IMPLEMENTED, AND EVALUATED. THE COURSE WAS APPROXIMATELY EQUIVALENT TO TWO ELEMENTARY AND TWO INTERMEDIATE SEQUENCES IN THE CONVENTIONAL PATTERN, ALLOWING 15 CREDIT HOURS FOR AN AVERAGE WORKING PERIOD OF THREE ACADEMIC SEMESTERS. THE EMPHASIS OF THE COURSE WAS ON INTENSIVE…

AN EXPERIMENTAL ELEMENTARY FRENCH COURSE WAS ESTABLISHED AT THE UNIVERSITY LEVEL AND EVALUATED ON ITS PEDAGOGICAL EFFICIENCY, ADMINISTRATIVE FEASIBILITY, AND ACHIEVEMENT-MOTIVATIONAL CAPABILITY. THE COURSE FEATURED INTENSIVE CONTACT WITH LINGUISTICS, SELF-INSTRUCTION, AND SELF-PACING. (FOR DETAILS ON THE COURSE ORGANIZATION, SEE ED 010 465, A…