Linguistics is conspicuously absent from language teaching in UK schools. A-level cultural topics cover a range of themes such as cyber-society, cultural heritage and multiculturalism, but the approach taken to these topics is not informed by linguistics. In previous work, we have argued that this is an unfortunate omission not only because…

This article focuses on the implementation of a flipped classroom approach in two different levels of Spanish foreign language university courses for beginner and intermediate learners. The flipped classroom approach delivers course content that prioritizes both digital technology and active learning. Despite its potential advantages in the…

The paper reports on the findings of a PhD study exploring the implications of the separation between language and content in Modern Languages for students' development of intercultural competence and criticality across four universities -- two in the US and two in the UK. In particular, it exposes the diverse views students developed on the…

This study follows a group of modern foreign languages (MFL) teachers in the Netherlands during a nine-month professional development project around the theme of 'Content in MFL'. The project was initiated following proposals to refocus the MFL curriculum on the basis of integrated learning outcomes for both language proficiency and areas of…

This paper reports on a small-scale qualitative study of students' experience of their Modern Foreign Languages (MFL) degrees with particular regard to the relationship between language and content learning. It is framed by the identification in the recent Worton Report on MFL studies in UK higher education and elsewhere of a dualism between…

This writer questions some of the basic conventions of foreign language teaching in this country. As an alternative approach, he suggests an exploratory concept for grades 5-8. (Editor)

The expositions are a concentration of the pedagogical conception which has been developed in Lower Saxony for the reform of Secondary Level 2 within Work Group A (linguistic-literary-artistic area of study). They must be examined and judged in close connection with the "Aids for Secondary Level 2" published by the Department of…

Text is in German.

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)

Proposes that foreign language honors courses prepare students for occupations as well as for higher education. Discusses various items of content and emphasis for honors courses, changing roles for teachers, integration of the students' fields of study, and honors courses in late-beginning foreign language instruction. (Text is in German.)…

The development of a course in music diction at the University of Massachusetts, Amherst, is described. The course was established by the department of French and Italian at the request of the department of music. (RM)

A language school teacher explains some of his methods for teaching beginning French, including course content, use of drill and homework, pronunciation, and the use of choral speaking to teach stress and intonation. (SJL)

Explores how cross-curricular themes can be integrated into the modern languages lesson. Key requirements include the need to clarify objectives, identify what can be usefully explored, introduce cultural comparisons at the appropriate time, focus on authentic reading materials, and use a basic core language and previously developed activities.…

The decline in foreign language study in New South Wales is described, and suggestions are made for change in course content and organization to make foreign language study interesting and helpful to a larger number of students. (RM)

Discusses the reasons that students need foreign civilization courses, and briefly outlines what should be taught and what the teaching methods should be. (CLK)