Suggests use of dramatic sketches and conversation sequences for introducing new language material. With situational and stage material, the teacher can avoid the fragmentation of language knowledge, and also join imitative with cognitive learning. (Text is in German.) (IFS/WGA)

Argues that foreign language teaching may disappear altogether from schools if drastic changes are not made to content and methods. (Editor)

A simulation game for a Spanish classroom provided each team with a fictitious profile of a Spanish-speaking person. Students made decisions for the characters regarding school, career, leisure activities and family. Slides and films on Spanish-Americans were shown. (CHK)

This article discusses the use of music for the cultural aspect of language instruction, and outlines ways to present specific musical works. (Text is in French.) (CLK)

Describes a bilingual approach to language learning where students learn to handle comparative "analogical language" between both languages using a series of picture cards which must have a one-to-one relationship with the oral language. (HOD)

Teaching Russian to scientific students calls for the minimum of studying to yield the maximum reading ability. Optimization of learning can be accomplished with attention to procedures outlined here. Problems of syntax, morphology and lexicon in technical Russian are discussed. (CHK)

The seminar is a useful teaching method as it divides the work of presenting and discussing material, giving students freedom under the guidance of the instructor. Length of student report and type of discussion are flexible according to class and subject. Two suggestions for improving seminars are made. (CHK)

This "Zielsprache Englisch" Discussion consists of 8 articles on pattern drill. They will be found under the authors' names: Freudenstein, R.; Gutschow, H.; Hill, L. A.; Mugglestone, P.; Piepho, H-E; Raasch, A.; Schmitz, A.; Schrand, H. (Text is in German.) (IFS/WGA)

Based on a variety of recorded classroom data, this article focuses on language teachers' classroom explanations and suggests that teacher talk in the form of explanations can be a source of valuable language input for learners. The article emphasizes that in language teaching, explaining is a central and difficult part of any teacher's work. (38…

Argues that social language should be delayed in a second language course until a core of factual language has been built up. The article presents an account of verb-form clustering and of some of the problems caused by discrete treatment of verb forms. It also suggests how to implement verb clustering within the context of syllabus design. (11…

Shows how story can assume a central role in building community in an adult English-as-a-Second-Language classroom. When story is the medium of learning rather than just the end, it is evident that learners' real needs are much greater than vocabulary, pronunciation, and grammar. (Author/VWL)

Surveyed 67 English-as-a-Second-Language programs in canada to determine to what extent pronunciation is taught and which resources are most often used. Also sought demographic information about respondents and their ESL programs, classes and students, methods of teaching, and participants' attitudes. resources preferred by respondents are…

Discusses class activities that create artificial environments to facilitate students' learning about the cultural life of the country whose language they are studying, in this case, Spanish. Such activities include taking pictures of fictional wedding parties, using current Mexican newspapers to shop for the bride and groom, and attendance at the…

Discusses alternative assessment in the language classroom, provides examples of seven cooperative assessment activities: correcting individual quizzes and homework, observing students at work, interviews, peer composition, oral presentations, group projects, and group processing. (Author/VWL)

Examined how preservice second language teachers navigate through the difficulties of introducing cooperative learning into the classrooms during student teaching, despite the fact that this approach differs from their cooperating teachers' customary teaching strategy. Sought to determine what helps or inhibits the students teachers' progress.…