Interview with Barker Fairley, professor emeritus of German literature at the University of Toronto. (RT)

A criticism of the educational and economic value of language laboratories. (AK)

Teachers of foreign language can use B. Bloom's taxonomy to present challenges to gifted students while still ensuring understanding of the basics. Basic skills would be followed by exploration in application, analysis, synthesis, and evaluation. Examples of activities in each of the four areas are presented. (CL)

Examines the theory that modern language teaching methodologies are based on the assumption that language training can best advance when the individual is viewed as part of a broader context in which interaction between student and teacher, individuals and their learning environment, are considered. (EKN)

A review of the literacy crisis in U. S. education and of attempts to resolve it. Recommends three concepts that are important for language study: (1) language learning is hard work; (2) language is genuine knowledge; and (3) every language reflects the cultural outlook of the society that created it. (AMH)

Cautions against direct application of neurolinguistic research to second language learning and teaching and discusses why brain research will not provide a quick answer to teaching problems. (EKN)

Examines the appropriateness of the second-language teaching/learning model when applied to college-level first-language writing instruction. (RL)

Advances the hypothesis that learning a miniature artificial language (MAL) can be regarded as a means of furthering knowledge on inductive second-language (L2) learning. Suggests that more creative use of MAL methods can have pedagogical manipulation of input. (Author/BK)

Examines the view of modular unit as a self-contained, self-instructional package with clear cut objectives, a variety of media, and requiring active participation by the learner which is immediately reinforced. The module is concerned with the sequence and structure of knowledge. An appendix applies these ideas to instruction in standard Chinese.…

Second language learners must acquire a generative system of grammar. There is, as yet, no way of describing notions in generative terms. Long-term syllabuses will have to continue to be syntactically based, but the incorporation of notions from a checklist is acceptable. (Author/JB)

Discusses the effectiveness of a treasure hunt as an educational language-activity for students of English as a second language. Instructions for the treasure hunt and a sample list of items are included. (CFM)

Discusses a "rational concept" of integration of audiovisual teaching aids into the foreign language teaching process that would be based on a positive evaluation of teacher-centered instruction. Offers a model for integration of human and technical media. (IFS/WGA)

Considers the functions that norms might have in the context of foreign language teaching and learning, with special reference to teaching English. (IFS/WGA)

Discusses the "francais fondamental" treatment of vocabulary, and proposes modifications for improvement of this tool. (AM)