School radio is useful if it has motivating power and can be understood and acted out by the students. The series "English for Juniors" is recommended as an example. Methodological points for the teaching of weaker students are presented. (IFS/WGA)

Discusses the problems of Japanese students learning to read German; their two years of German at the university are inadequate. A "profile" of minimum reading competence is presented, followed by suggestions for teaching, including vocabulary, sentence structure, and types of text exercises. (IFS/WGA)

Presents a method for teaching poetry appreciation to an adult French-as-a-second-language class. (AM)

Demonstrates, using as an example a railroad timetable, how authentic language material can be used in teaching English as a foreign language, at different levels. (IFS/WGA)

An approach is presented for providing students with communication practice by relating course material to the common purposes of language use. A system for classifying communication activities is outlined in order to insure realistic, varied practice. Examples are provided in Spanish. (SW)

Provides a model for teaching listening comprehension through the use of soap operas. (AM)

Reports on a pilot project which used an imaginary tour of an Italian city as the basis for conversation exercises. (AM)

Redefines the "situational" approach to language teaching as meaning more than mere reference to space and time. Criteria for judging the realism of a situation and the authenticity of the language used are discussed as presented in materials for students of foreign languages. (CFM)

Discusses the interrelationship between language and culture and suggests numerous ways in which to introduce cultural content into language lessons. (CFM)

Offers advice and practical suggestions to teachers of the Latin language. It is argued that if Latin is used in the classroom in interesting activities, the students will learn the language better and more quickly. (CFM)

Describes the use of the "micrologue," a brief narrative on cultural topics, to develop linguistic and cultural skills in the language classroom. (AM)

Describes the procedure for conducting a ten-week project for the foreign language classroom that involves group participation: the dubbing of shortened American films using students' voices. (EJS)

The relevance of anthropological theory, methodology, and literature to language teaching is discussed. It is argued that culture should be taught explicitly in the language classroom, and that the anthropological theory of cultural relativity is useful in creating a judgment-free atmosphere. (Author/RM)

Reviews materials currently available for teaching phonic structure in French, and offers suggestions concerning teaching methods. (Text is in French.) (CLK)

Proposes an organizationally simple teaching procedure, wherein every fourth hour is devoted to individualized instruction. The criteria involved are auditory understanding, speaking skill, and understanding of structure. The procedure is explained, and examples of the teaching of various items are sketched. (Text is in German.) (IFS/WGA)