Argues that while Canadian students should continue to study the literature and language inherited from England, they should also be introduced to the literature of Canada which has a strong oral tradition. (RB)

Part 1 of a continued article. (DS)

Since the Japanese writing system seems to frighten secondary school students as a compulsory study, the author recommends teaching only Romanized Japanese at the high school level. (PMP)

In connection with a discussion of the problem of language norms, the question is posed. Should not a pragmatic approach to foreign language teaching be emancipated from a pragmatic approach to linguistics? (IFS/WGA)

Because of a lack of preparation, student visits to France are likely to be unproductive in acquiring competence in spoken French. Non-linguistic factors are important here: the student should build up a circle of acquaintances to learn more quickly the differences between spoken and written French. (Text is in German.) (IFS/WGA)

This glossary of words and expressions commonly used in telephone conversation is designed for telephone users and not for technicians. The booklet is divided into the following sections: (1) a discussion of telephone etiquette, (2) a detailed description of the telephone, (3) a French-English list of current expressions, and (4) an English-French…

Proposes a pedagogy of French grammar which takes into account the varieties found in spoken French as distinct from those found in written French. (AM)

Reviews materials relating to Russian speech which have appeared in the journal "Russkij Jazyk Za Rubezom" since its first issue in 1967. The articles reviewed are divided into three categories: the stylistics of Russian speech, specific conversation expressions, and methodology. (CLK)

Discusses the belief that meaning is primary to a child learning language and concludes that teachers should develop language programs in which the use of language would be essential rather than incidental. (RL)