This article contends that centring English as a Foreign Language (EFL) curricula on learners' specific needs is not merely advantageous but essential for fostering meaningful language acquisition. By synthesising theoretical frameworks, empirical research, and practical applications, it underscores the necessity of systematic needs analysis (NA)…

Basic assumptions implicit in course design for foreign languages are examined. The course must first satisfy the basic needs of the learner, later his sociolinguistic or psycholinguistic needs. Relevance of materials is looked at in terms of framework of a course, role of situational teaching, and conduct of the lesson. (SCC)

German as a Foreign Language Philology is a new subject developed at the New Philology Faculty of the University of Heidelberg. Students whose native language is not German can earn a Master of Arts in this field. The study plan, educational goals, and the content and organization of the curriculum are described. (Text is in German.) (TL)

GRADES OR AGES: Grades 3, 4, 5, and 6. SUBJECT MATTER: Language, Literature, and Composition. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is organized under six general language concepts: Nature of Language, Language and Communication, Structure of Language, Changes in Language, Relationship Between Speaking and Writing, Language and…

The design of language courses for college students with little previous study of languages is discussed. Language courses for students preparing for professions other than the teaching of a foreign language are outlined for each instructional level. Suggestions are made for increasing public awareness of foreign language study. (SW)

A model for second language teachers includes the definition of basic content for all students, diagnosis, and a series of reinforcement and enrichment activities. Variation of the basic model are applied to three levels of instruction. (Author/SW)

Describes in detail the planning of the courses, division of the material into segments, and the sequence of their introduction. A measure of flexibility is seen as necessary. (Text is in German.) (IFS/WGA)

This study identifies the characteristics in several models of curriculum design that may be appropriate in the teaching of modern foreign language students for school practice. The study concludes that no one mode is ideal and that an eclectic approach is desirable. (15 references) (CK)

In designing a foreign language curriculum, the needs and abilities of the students should be considered. Slow learners need mostly to be taught listening comprehension, while better learners should be taught good reading skills and have a good knowledge of "non-textbook" aspects of the language. (AG)

Discusses three obstacles to interdisciplinary cooperation in education: (1) compartmentalization of teachers and teaching, (2) reluctance of educators to tackle the problem, and (3) difficulties in intraschool and intrasystem communication. Recommends collecting, expanding, and sharing curricular components to achieve the goal. (PMJ)

A book entitled "Interactive French Language Curricula of the Future: A Study of Computer and Video Potential" by Lydie Meunier-Cinko is summarized. Some examples of current computer and video use are outlined, with language skill applications discussed, and future design of interactive language curricula is examined. (MSE)

Examines the changes in the literature department of modern language curriculum and assesses their significance in terms of the past and future of literature as a component of the modern languages degree. The teaching of literature is trying to serve two masters: liberal humanism and utilitarianism. (32 references) (CK)