Portion of an unpublished doctoral dissertation, University of Georgia, Athens, Georgia, 1971.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

LAPs are Learning Activity Packages. (DS)

Teachers' attitudes toward language teaching trends were surveyed. Prospective teachers about to enter the profession believed that language programs should be self-paced and there should be a cooperative learning climate in classrooms. Experienced teachers were more moderate but used techniques for self-pacing and real communication often in…

This guide is intended for teachers of modern languages planning to individualize their instruction. Materials include suggestions for classroom management, and the role of the teacher and the responsibility of the student for the success of his learning program are defined. A format for creating learning activity packets will assist the teacher…

Each self-teaching unit is designed to teach a specific concept or skill. A unit consists of: (1) a stated performance or behavioral objective, (2) activities to enable the student to achieve the objective, and (3) a test to determine whether or not he has succeeded. This booklet begins with a description of the performance objective, and several…

This paper is concerned with individualizing instruction for advanced students in secondary school language programs. Learning Activity Packets are prescribed as the ideal means of individualizing instruction in such programs. Five aspects of this method of instruction are examined: (1) the nature of individualized instruction, (2) the value of…

This publication is a guide to the use of television in language instruction, in particular for Grade 7 French instruction in Ontario. Basic methodology is reviewed, followed by a description of how television instruction can be individualized through the use of a video-recorder. Student television productions are also discussed. A sample…

This paper describes the English as a Second Language Program developed for educationally disadvantaged Mexican-American adults as part of the educational offerings of Project Step-Up, an OEO-funded demonstration program in San Diego. Project Step-Up features a multifold methodological approach incorporating techniques from (1) life skills…

Small group work is an indispensable component of self-paced individualized instruction and can also make possible a high degree of individualization in the conventional instructional situation. Partial instructional approaches varying whole-class presentations, small group work, and individualized study are discussed. Group work can facilitate…

It can be argued that the growing dissatisfaction with native language instruction in the schools arises inevitably from the fact that the facts of life about classroom instruction do not mesh well with the key features of successful language instruction. Effective language instruction presupposes the construction of a learning environment in…

This paper suggests an approach to communication skills which views these skills, in first and second language acquisition, as related, integrated "language-experiences." Three examples of language-experience situations are presented, the first dealing with native language acquisition, and the other two with second language learning. Thirty-two…

Innovative curricular reforms in language instruction at an inner-city experimental high school are described in this article. The primary concern for flexibility in enrollment procedures, language offerings, planning of learning opportunities, and, in general, the total curriculum, is prompted by the recognition of individual differences and…

A description of the twenty learning center units for advanced classes developed by the French and Spanish teacher-participants. Learning centers permit students to work independently at well-defined tasks. The units deal with housing, shopping, cooking, transportation, sports, fiestas, literature, history, architecture, painting, and music.…

Teachers frequently extend their activities beyond what is found in the text by expanding materials in the text or by creating a context for achieving their objectives for the course independent of the text. Teachers who extend beyond the text generally focus their attention on some important aspect of the total program: greater amounts of student…

The interaction of teacher, students, and materials in foreign language study is considered. In the student-centered classroom, the teacher must adapt materials to a particular client or clientele. Student needs and characteristics need to be determined, using diagnostic tools such as aptitude, intelligence and creativity tests, and attitudinal…