Supports Cheng's conclusions and points out that changes in Chinese teaching in this country must reflect the rapid changes in written characters in China itself. (CHK)

The foreign learner should be taught standard French, but also something about the principal social variants (plus perhaps one regional--southern French, because of its importance). He should use a restricted standard French at first, moving cautiously toward the appropriate variant, according to circumstances. (Text is in French.) (IFS/WGA)

Texts using actual current language are highly motivating, but they demand considerable knowledge of the language. "Authentic" language--regional, technical, or sociologically conditioned--need not be scorned. Even the written style merits attention. (IFS/WGA)

Discusses the relationship between sociolinguistic theory and research, and its application to second language teaching. (Text is in French.) (CLK)

This article reviews the problems and issues raised by neologisms, specifically in French. (Text is in French.) (CLK)

Discusses the implications for the preparation of instructional materials in the United States of the language changes that have taken place in China since the Liberation. (CLK)

Describes an experimental intersession program in which American undergraduates were taught Quebec French in Quebec. (AM)

The need to teach students speaking skills in Spanish, and to choose among the many standard dialects spoken in the Hispanic world (as well as literary and colloquial speech), presents a challenge to the Spanish teacher. Some phonetic considerations helpful in solving these problems are offered. (CHK)

"Gastarbeiterdeutsch" includes varieties of German spoken by the many foreign workers employed in low-paid, less desirable jobs in Germany. It is characterized by reduction and simplification of syntactic and semantic forms. Study of this dialect reveals patterns of natural language acquisition necessary for communication, useful in classroom…

Stresses the need for a sociolinguistic approach to the instruction of Chinese as a second language that would take into account recent changes in the Chinese language. A specific method used in the preparation of teaching materials is outlined. (CLK)

Asserts that, if the aim of foreign language teaching is to be communicative competence, then some of the sociocultural determinants of usage of some forms should not be overlooked. The Spanish pronominal address forms, "tu" and "Ud.," are discussed as an example. (EJS)

Describes a course designed for teachers of French to refresh their knowledge of the language, particularly from a sociolinguistic point of view. (Text is in French.) (CLK)

Analyzes a variety of French labeled "immigrant speech" by Nemser. Examines the method by which each immigrant worker learns this transitory dialect in order to define the requirements for teaching standard French to these workers. (Text is in French.) (TL)

Deals with problems related to the choice of an instructional model for the teaching of spoken English in India. A local model, Educated Indian English, is suggested as a realistic choice. (Author/RM)

Diglossia is characterized here as a pattern in which a culture recognizes different language varieties. This paper deals with implications of Arabic diglossia for the teaching of English to Arab students. (CHK)