Article reviews an earlier research project by Allen Tough which has considerable importance and implications for adult learning, and especially for teachers and organizers of training programs. (Editor)

Describes a method of teaching adult educators about learning through an analysis of their own learning processes. After general discussion about learning principles and differences between adults and children, a diagnostic exercise is used to develop a profile of individual learning styles. (SK)

The author describes a scheme for making language learning accessible, relevant, and enjoyable for a wide range of students. It involves workshops in an informal setting where family groups and friends as well as individuals can choose from a wide range of language activities designed to help them learn and practice everyday French. (CT)

The author argues against the assumption that models of educational research that appear "scientific" must be correct. To illustrate this, he points out that teaching and learning in adult education are obviously related activites, yet, because of adherence to the "scientific," they are rarely related to each other in research. (CH)

Discusses the organization of communication in the class in order to facilitate student interaction and the part played by classroom seating arrangements. (Author/RK)

Success in the specialized form of teaching reading to adults is conditional upon teachers understanding the relationship between language and the physical world. A lot can be learned from the Direct Method techniques used by those who teach foreign languages. Suitable reading materials are at last becoming available for beginners. (Author/AJ)