A description of the foreign language curriculum at the university level in which courses in simultaneous translation are required. The size and composition of the groups are described as well as methods used to develop skill in translating and interpreting. Results are assessed. (Text is in Spanish.) (AMH)

Discusses the problems in teaching beginning French to upper-level school pupils, the particular psychology of upper-level pupils (Grades 11, 12, 13) and the need to find motivating measures. (Text is in German.) (IFS/WGA)

Presenting minimal pairs in context to the student of English as a foreign language requires him to discriminate between two phonemes that may sound the same. Methodology for student exercises with minimal sentences is presented. (SW)

Every class hour should include conversation as an integral feature or as a ten-minute break. Suggestions are offered, such as guessing games, calling for free association, and detective games with typical questions from police hearings. The teacher should give only minimal help and not constantly correct the students. (IFS/WGA)

A description of a two-part "learning package" for students who want a reading knowledge of German. The design of the package, some of the problems it involves, sample materials in the form of a ten-step study method, and use of the package are discussed. (AMH)

Knowing what, when and how to say something constitutes what sociolinguists call the "rules of speaking." Suggestions for using the three dimensions of language variation--setting, mode and participants--in teaching English to speakers of other languages are offered. Hopefully an awareness of systematic language variation will be fostered. (AMH)

A discussion by a teacher of advanced English as a second language of the first three months of the course in which he tries to make students feel responsible, motivated and interested. Four sample lesson outlines are given. (AMH)

By "challenges" are meant portions of foreign language lessons involving group activities, motivating the pupils to a more active participation in the learning process. Describes the use of a lesson series of this type, "Getting It Said," in a 9th grade class. (Text is in German.) (IFS/WGA)

O'Neill's "Fog" is recommended as a discussion-stimulating work for English (as a second language) classes in grades 11-13. The content is discussed from an instructional point of view. Teaching goals are considered. Experiences with the play in grade 11 are described, and methodological hints are given. (Text is in German.) (IFS/WGA)

A system for developing students' conversational skills is described. The conversational practice is regular and systematic and can be handled by aides, substitutes or advanced foreign language students. It can also include humanistic or psychological techniques after the elementary phases. (KM)

Describes work at a Goethe Institute branch with two groups of foreign students learning German, in which radio news, after preparatory work by the teacher, was used to induce question-and-answer dialogue. Many types of teaching aids and exercises used are described, including three-way conversation. (Text is in German.) (IFS/WGA)

Four phases of teaching are described: (1) motivation; (2) questions on the text and on particular words; (3) expansion exercises--examples from the text, with quiz-exercises for repetition; (4) transfer, in which the student is led to contradict and to give examples of his own. (Text is in German.) (IFS/WGA)

Reports on the newly devised optional Reading Comprehension Test in the high school graduation examination for Realschulen. Proposes a coordination of learning goals and teaching procedures with the various parts of the test. Offers suggestions for grading. Many examples are given. (Text is in German.) (IFS/WGA)

Before asking how to teach French, one should ask what French to teach. It is suggested that everyday French, "la langue usuelle," should be the norm for American teachers and textbook writers and editers. Greater utilization of film scenarios and songs of good quality are among the means suggested. (Text is in French.) (AMH)

An attempt to show that a threshold level would furnish conditions for a renewed methodology and greater student creativity. The acquisition of communicative competence would be constructed around two types of activities: analysis of the conditions of speech production and systematization of two levels of grammar. (Text is in French.) (AMH)