Reprint from "The Foreign Language Requirements: A Collection of Comments, compiled by Hans Werner Deeken, available for

Speech presented at the Calgary Teacher's Convention, February 26, 1970. (DS)

Condensation of a presentation at a workshop on programed instruction in foreign languages in December 1969, Munich, West Germany. (WB)

With minor exceptions, three essential components are included in every English language training program administered by the Experiment in International Living: orientation, language instruction and homestay. (Editor)

Describes experiment at Trinity College in Dublin in teaching Russian to future language teachers with objectives of sensitizing future teachers to problems of language learners and research. (BK)

Describes the state of applied linguistics in Holland, touching upon language teaching methodology, applied linguistics as a field of study, research projects, teaching Dutch as a second language, and professional associations. An annotated bibliography is provided. (AM)

Introduces a recorded skit entirely based on the responses of one speaker, the lines spoken by the other being suggested by the context or left to audience's imagination. Suggests this material for use with advanced students and proposes various classroom activities leading to a reconstruction of the dialogue. (MES)

Describes experiments in grades 8 and 9 of university-preparatory schools, using television programs to stimulate students to write English texts. Writing a review-story of the program was assigned as homework, and a corresponding class presentation was required. Various aspects of television in instruction are discussed. (IFS/WGA)

Traces the history of linguistic theory as it has affected the field of second language instruction. (AM)

Offers teaching plans for the use of dramatic films in teaching French in Grades 11, 12, and 13, and discusses their significance for the leisure-time activities of adolescents. (IFS/WGA)

Argues that a course-syllabus design based on grammatical structures is more effective in developing communicative skills than the use of "projects" leading to the establishment of a threshold level. (IFS/WGA)

"The Man Who Escaped," a radio crime drama with 25 episodes, was used in a ninth-grade English class. Two class hours are described. The texts used are given and suggestions for teaching are added, along with evaluative commentary. (IFS/WGA)

Describes work at an American college with students who are receiving an introduction to colloquial German. Role-playing and picture stories prove useful in learning, in both productive and receptive aspects. Describing a picture on three levels--factual, psychological and contemplative--is shown to be very useful. (IFS/WGA)

Driver instruction through the medium of a foreign language is useful in teaching vocabulary, grammar, and culture. The maps, driving manuals, and cars stimulate discussion and communication. Course techniques can include Asher's concept of Total Physical Response wherein students act in response to commands in the foreign language. (PMJ)