Reviews recent literature in second language acquisition (particularly concerning Krashen's Input Hypothesis) and in English for specific purposes (ESP) to find a firm theoretical basis for the development of communicative approaches to language teaching in ESP contexts. Tries to define the characteristics of noninterference/input strategies that…

Suggests there is a need for a new teaching model which will enable second-language students to integrate the formal, cultural, and informational features of the language on which competency is based. This model should be based on the use of authentic texts which reflect the values of the foreign population. (SED)

Many schools require that the U.S. history course be taught in English so that second language learners from all language groups can participate on an equal footing. Described are activities which will make the textbook more comprehensible to these pupils for whom English is a second language. (RM)

Gives tips and classroom techniques on the use of interviews as a way to provide real communication practice in the English as a second language classroom. (EKN)

Presents the major problems plaguing teachers of French literature: (1) the huge split between the methods of teaching language and the methods of teaching literature courses, (2) the gulf between theoretical interests and the reality of the classroom, (3) many students' disinterest in literature. Suggests recentering the teaching of literature…

The author discusses bi-lingual elementary education, with examples from various ongoing programs, giving background philosophy, experiences in setting up a program, discussion of the significance of the Lau v. Nichols decision, and some thoughts on future direction. (MB)

The miscues of thirty randomly chosen third-year French students in four high schools were examined and analyzed to discover the strategies they used. (Author/RM)

A teaching technique is described in which each student is presented with a written clue from a mystery story which is pertinent to the solution of the mystery. Sustained student interaction is required. This joint problem-solving endeavor requires students to use both oral and written linguistic skills. (Author/RM)

Suggestions are made for the direction by language teachers of time spent abroad by language students. Techniques are described which capitalize on the foreign setting as a means of language learning. (RM)

It is asserted that the teacher and learner of a foreign language must learn to direct his attention to the auditory phenomena of the new language. Several auditory exercises in which some of the basic parameters of speech are involved--number, order, duration, pitch, vowel quality--are described. (RM)

It is argued that the present system of language teacher training requires reconsideration, revision, and restructuring to include other disciplines. (Author/RM)

Describes the history of the Department of Modern Languages at Cornell, with particular emphasis on the role of linguistics in language programs at this university. (AM)

This article proposes improving the use of the language lab in second language teaching by increasing the importance of actual spoken language in relation to structural exercises, which may be of an artificial nature. (Text is in French.) (CDSH/CLK)

The inquiry teaching or discovery approach to learning is discussed. An object lesson is outlined using a cultural artifact as the subject of analysis. (Author/RM)

Associative speaking as a method of making oral communication the central activity in foreign language classes as early as the second semester is described. (Author/RM)