Teachers must learn to accept the fact that variation in language is part of the communicative competence of a linguistically mature individual. (RC)

Language is not fixed and uniform, but occurs in many variants, social, occupational, etc. These correspond to various roles in society. The learner must be prepared to assume such roles, and must try to achieve practical mastery of the corresponding language variant. (Text is in German.) (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)

Pronominalization of certain phrases in French is undergoing change. Anticipation that the newer forms will become dominant means that the rules governing /le/, /y/ and /en/ as substitutes for infinitive phrases must be rewritten. (MLA)

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

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)

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)

This paper argues for a reconsideration of the emphasis traditionally placed on "er"-ization, or word-final retroflexion, in contemporary Mandarin language instruction outside China. Pedagogical considerations regarding choice of language variety and data on use of "er"-ization in China are considered, and the conclusion is against use of…

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)

Discusses the problem of discrepancies between the pedagogical model of the French language traditionally used in language instruction, and the model of so-called "common French." (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)

Students must be familiar with current abbreviations, especially their appropriateness at varying levels of language. This paper discusses their formation and use, and includes a list of the abbreviations, initials, and acronyms most common in contemporary French. (Text is in French.) (DB)

Shows that the English names of meals are variously applied, according to geographical area and social class, as well as working hours and personal habits. (IFS/WGA)

Outlines a model for teaching French whose goal is to approximate actual language behavior as opposed to the artificial models usually provided in textbooks. (Text is in French.) (CLK)

Discusses the dilemma that language variation studies have caused concerning the choice of language variety to be used in language instruction, and outlines a taxinomic model for looking at language variation (Text is in French.) (CLK)