A discussion of the current enthusiasm for the French song and the popularity of French singing artists. The song as poetry opening the door to the culture of the people and as a means of making repetition and grammar learning more enjoyable is discussed. (Text is in French.) (AMH)

Paper prepared with the support of the Defense Language Institute English Language School, Lackland Air Force Base, Texas under contract F41609-70-C0033, and delivered in 1970 to staff members of the DLIELS. (DS)

The bilingual method establishes meaning immediately through the mother tongue and, initially, the printed word. The eight steps of the bilingual method can be applied to any text. Teachers must be bilingual and must develop facility in the steps of the method in order to provide rapid cuing. (Author/SW)

A discussion of the difficulties one experiences in understanding a foreign language in song. The difficulty comes from the rhyme and rhythm, and from the medium, the form of linguistic expression, itself. (AMH)

A definition of the original meaning of "audiolingual," as coined by the author in the 1950s, with a plea for the reinstatement of that meaning. Classroom procedures based on the original concept are offered. (TL)

Advocates a methodology for teaching second languages which would combine the most effective aspects of the audiolingual habit theory and the cognitive code learning theory. (TL)

Part I reviews foreign language teaching methodologies and suggests extracting the most effective aspects of each to be synthesized into the Cognitive-Active-Situational (CAS) Method. Part II presents results of an experiment done to find the best way of achieving optimum balance between thinking and doing within the CAS Method. See FL 507 969 for…

Use of challenge questioning is an approach to stimulating classroom conversation in a foreign language. Students ask questions, based on a reading selection, whose answers are not clearly given in the text. The instructor or other students are challenged to respond, and spontaneous conversation is facilitated. (CHK)

An extra-curricular Russian course in York, England, is outlined. Course materials and texts are described. Intensive oral skills introduction sets the stage for development of other skills; speaking and listening skills at the end of the course are impressive. Reading is done as homework and related to aural-oral development. (CHK)