Describes methods used to teach mathematical French in various institutions in Addis Ababa, Ethiopia. (AM)

Describes a slide presentation program for French students at the elementary and intermediate levels, and offers technical and pedagogical advice on using the slide show to assist in the teaching of linguistic and cultural information. (AM)

An instructional technique for foreign language communicative learning involving incomplete visuals is discussed. Exercises using visual materials that require students to communicate to seek and obtain information that they do not already posses are illustrated. (SW)

Discusses foreign language methodologies since World War Two and critiques their objective, of forming near-native speakers. Some less restrictive alternatives are suggested favoring acceptance of diversity and encouraging the social development of the learners. (AMH)

Nonbilingual teachers of Spanish-speaking students can become more effective through cultural understanding and respect, learning to speak Spanish, team teaching, using bilingual teacher aides, involving parents, and peer teaching. (DD)

States that Erich Kastner's novel "Der kleine Grenzverkehr" affords German teachers four approaches to bringing the culture of Salzburg into the classroom: geographical exploration; investigation of specific sights and sounds; historical-cultural search; sampling of specialities, shops, cafes. (EJS)

Presents a method which involves the students in the creation of dialogues, thereby yielding dialogues which are interesting to the student and contextually appropriate. (AM)

This article discusses the teaching of English at the Institut Universitaire de Technologie (I.U.T.) at Creteil, in terms of a student's language needs regarding his chosen career, texts, and teaching methods. (Text is in French.) (CLK)

Flowcharts have proved to be a useful technique for structuring dialogues in the ESL (English as a Second Language) classroom. They can chart a transactional relationship between two people, staring at the first linguistic encounter, providing alternatives to what happens next while proceeding to the end of the encounter. (CFM)

In pattern drills, the context must be clear. Frequent repetition is necessary, and spontaneity must be sought. Intonation must be considered as well as content and structure. Pattern drill should start with one sentence, but progress beyond the sentence level, to free use of the materials. (Text is in German.) (IFS/WGA)

Reviews the relationship between pedagogy and interaction by analyzing extracts from second-language (L2) classrooms using a conversation analysis methodology. Points out that the relationship between the two is necessarily reflexive and concludes that it would be preferable for pedagogical recommendations to harmonize with the interactional…

Describes a variation of content-based instruction for beginning-level language learners called content-enriched instruction (CEI). In CEI, emphasis is on cultural and real-world information, and vocabulary, grammar, and content are integrated to reflect a specific theme, or converge to represent a specific topic. (Author/CK) (28 references)

Presents a model process for "bottom-up" teacher development of a proficiency-oriented, criterion-referenced second or foreign-language curriculum. The process is designed for second- and foreign-language teachers and administrators at all levels of education to enhance articulation and coherence of teaching objectives and practices between levels…

Illustrates strategies for the practical application of a whole-language approach in the second- or foreign-language classroom. Both first- and second-language teachers were interviewed and observed for the study. Provides practical whole-language activities appropriate for secondary- or university-level classes. (Author/JL)

Discusses the use of writing assignments to improve the capacity of literature students to read and analyze assigned texts in the foreign language. The approach provides a higher level of motivation for self-correction that will enable students to overcome, rather than formalize, their errors. (Author/JL)