Expresses scepticism of "bandwagon" movements in foreign language instruction but still hopeful of the promise implicit in individualized instruction. (RL)

Surveys a selected group of teachers' attitudes towards individualized instruction. (RL)

The history of individualized instruction in this century is outlined, and some difficulties and disadvantages are discussed. (RM)

A number of second language learning situations are described which are divided into these categories: students pacing themselves; teacher pacing students; students pacing teacher; no one pacing anyone; the "system" pacing everyone; shared responsibility for learning. (RM)

Describes a program of individualized instruction in foreign languages developed by Gerald E. Logan at Live Oak High School, Morgan Hill, California. (DS)

Discusses and evaluates Individualized Learning Program for students of Spanish at the College of Charleston focusing on attrition, grade distribution, achievement test scores, and student attitude. Results indicate individualized foreign language instruction is a viable pedagogical alternative to traditional classroom instruction. (Author/BK)

Individualized instruction, as distinguished from self-pacing, is defined as providing a different instructional system for each individual. Necessary steps leading to this goal are outlined. (RM)

The possibility of an optional time span for grammar systematization in second language learning is discussed, together with related difficulties in self-paced instruction. (RM)

Some characteristics affecting learning which vary with the individual are discussed. A rationale for individualized instruction is explained, as is its implementation through use of learning activity packages. (RM)

A method for use in foreign language teaching which involves the use of conversation cards and interview cards is described. The method is intended to improve the ability of the student to communicate in the language and allow for greater individualization of instruction. (RM)