Evaluates student achievement in second year individualized language programs at the University of California at Berkeley and contrasts data with results of student achievement in basic courses. (RL)

Describes a French diction and oral communication course conducted at Franklin and Marshall College. Originally envisioned as a "necessary evil" to train students to write and deliver seminar papers, the course unexpectedly appealed to students as a practical experience while developing increased student interest in French language and literature.…

Portion of an unpublished doctoral dissertation, University of Georgia, Athens, Georgia, 1971. (DS)

The contribution describes the course of an individualized foreign language program, the materials used and the statistical results obtained by those initiating the program. (Text is in German.) (IFS/WGA)

Examines the following factors, cited as important for building enrollments in a report on successful slavic language programs: (1) speaking and listening skills; (2) individual attention; (3) outreach activities; and (4) extracurricular programs. (AM)

An individualized program at the third-year level in French at the University of Toledo is described. (RM)

Article presented in Spanish and English versions. (DS)

Discusses strategies designed to cope with problems encountered at the college level that are caused by students' diversity in background and levels of competency. Alternatives to the lock-step method of instruction, with applicability at both the college and high school level, are described. (EJS)

Describes a German literature course for college students. Emphasis is on individualized instruction and group work. Flexibility in choosing texts is considered important. (TL)

Declining use of the Michigan State University Language Laboratory is reported. The facilities of the laboratory, its physical appearance and location are described, and possibilities for improvement are mentioned. Possible alternative uses for the laboratory are suggested. (RM)

The study reported here compares the academic achievement of basic Spanish students in both self-paced and traditional courses, and notes the establishment of a program of individualized instruction. (CK)

Describes the materials, scheduling, testing, classroom activities, and teaching assistantships in a flexible two-semester program. Student attitudes and attrition are also discussed. (DB)