Discusses the "image," its role in modern society, and its role in a meaningful second language pedagogy for children. (AM)

Discusses the use of "creativity seminars" for releasing the creative senses necessary to language learning. (AM)

Discusses recent studies giving conflicting answers, mostly unfavorable, to the question of whether the language laboratory is effective. Also, it is argued that children learn their native language by a process very different from foreign language learning and that research on the stages of language learning is urgently needed. (WGA)

Discusses current language needs analyses, and considers the relationship between this type of analysis and language programs and materials. (AM)

The use of the overhead projector is described. Information is provided on where to obtain transparencies; the value of pointing; writing and drawing "in situ"; commutation; and movables. (HP)

The efficient use of the telephone by non-native speakers of English is discussed. (HP)

The tasks of the translation teacher--the elicitation of correct translations and the prevention of incorrect translations--are discussed. (Author/HP)

Discusses the assumptions underlying content-area reading instruction for native speakers of English, which also apply to students of English as a second language. This includes the need for providing guidance for students acquiring the concepts inherent in the content. (Author/HP)

The article encourages the use of the language lab and gives creative suggestions for student activities under teacher direction. (NCR)

A description of an immersion program for 6-year-old anglophone children modeled on "les classes d'accueil" for immigrant children. The program of intensive instruction in oral and written French is outlined. This school district has found this type of immersion superior to the usual kind. (The text is in French.) (AMH)

"African French" exists because linguists are beginning to describe it. This discussion, intended for teachers of French, focuses on its linguistic and sociological bases. Pedagogical implications for the French class in Africa and for foreign language classes elsewhere are discussed. (Text is in French.) (AMH)

A presentation, by way of texts and charts, of the French pronoun system, which owes its complexity to the fact of its derivation from Latin and to the persistence of the Latin heritage. Suggestions for use of the charts in language classes at all levels are given. (Text is in French.) (AMH)

Describes a 5-hour-weekly course in French as a third foreign language, for Grades 11-13--in particular, the students' motives in choosing the course, methodology, and the rapid transition from textbook work to work with supplementary materials to work with original texts. The course was judged successful. (Text is in German.) (IFS/WGA)

Argues that the similarities between Italian and French are not as substantial as they seem and that they don't necessarily facilitate the language-learning process. The types of errors made by Italians learning French are analyzed. (CFM)

The marginal social situation in France of immigrant laborers is aggravated by their ignorance of the language. This survey of the situation includes statistics, a description of educational programs and methodologies for immigrants, and useful information for French teachers desirous of returning to France. (Text is in French.) (AMH)