This newsletter begins with an editorial on the purposes and methods of individualizing foreign language instruction. Mirta R. Vega describes an individualized Spanish course for English speakers, produced by the Dade Co. Public Schools, Miami, Florida. Also presented is a list, compiled by Robert McClennan, of the potential problems of foreign…

This module provides a theoretical framework and practical suggestions for developing oral second-language skills. Learning activities are designed to achieve the following objectives: (a) develop and evaluate oral drills, (b) identify characteristics of good pattern drills, (c) discriminate between "meaningless" and "meaningful" drills, and (d)…

Reports on experience with aural comprehension exercises in beginning English. Some children's stories, well known in England, were presented to the students, using three different approaches. At the end of the article, two of the stories are presented. (Text is in German.) (IFS/WGA)

Notes a tendency among foreign language teachers to attempt to cover too much material too quickly with beginning students. A lesson used with prospective foreign language teachers is described which recalls the difficulties of beginning language students. (RM)

Describes an experimental intersession program in which American undergraduates were taught Quebec French in Quebec. (AM)

Discusses the value of using the mother tongue in second language learning as a way of communicating meaning. (Author/HP)

A description of the usefulness of homework assignments in foreign language study is provided, as well as a typical homework assignment, entitled "Shops and Shopping." (HP)

Audio-visual methods which are successful in immersion and FLES programs are not successful with adults. It is suggested that a cognitive approach to learning the sound system, which is usually systematic, would be more effective. It would also satisfy the students' intellectual curiosity. (Text is in French.) (AMH)

The Lozanov method, a foreign language teaching method that combines yoga, the Mauger direct method, and traditional teaching methods, is discussed briefly. (Author/HP)

Describes the use of "Personalized System of Instruction" (P.S.I.) in the second semester of a first-year high school Chinese class that contained students of widely divergent ability levels. (KM)

Recommends that students be required to write poems in elementary French classes according to prescribed linguistic rules. The recommendation is justified from pedagogical, literary and linguistic perspectives. (MLA)

Role-play is seen as a help toward meeting everyday life situations, especially occupational ones. Methodological steps toward successful use of role-play are described, and a survey is presented of role-play adapted to various achievement levels. (IFS/WGA)

Factors contributing to the renaissance of Italian and the goals of students who study the language are discussed. Alternatives to rote learning in the classroom and ways to generate interest in Italian in the community are suggested. (SW)

A presentation of the French electoral process in the form of a drama. The acts are: the rules of the game, the electoral laws; a short analysis of the "plot," the campaign; and an imaginary account of a campaign. The intention was more methodological than informative. (Text is in French.) (AMH)

This article suggests using both Spanish and English television commercials to stimulate classroom dialogue and language practice. Drills can be contextualized if based on these commercials and the films can stimulate socio-cultural conversations in the target language. (CHK)