This report begins with a list of the publications of the national FLES Committee and an introduction in which T. Andersson describes how FLES programs can adopt bilingual education practices. Seventeen papers are included in the report. R. Bennett and M. Lala discuss how FLES programs can be individualized. Specific teaching techniques are…

A method of training pupils to read for total comprehension by an analytical approach is proposed. Specific techniques are suggested. (RM)

Designed for school personnel, the booklet discusses identification strategies for elementary and secondary gifted and talented (G/T) students with specific recommendations for language learning. The role of foreign languages in the education of G/T students is discussed and identification of giftedness in language learning is surveyed. The…

IF LANGUAGE CAN BE CONSIDERED AS ONE FORM AMONG SEVERAL BY MEANS OF WHICH MEANING CAN BE CONCEIVED AND TRANSFERRED, THEN IT FOLLOWS THAT LANGUAGE TEACHING SHOULD LEAD ABOVE ALL TO THE FACILE TRANSFER OF MEANING. ACCEPTANCE OF THIS CONCEPT WILL INFLUENCE THE CHOICE OF METHODS AND MATERIALS BEST SUITED TO YIELD THIS RESULT. THE TEACHER'S PURPOSE IS…

A study of the functional aspects of Wernicke's and Broca's areas of the cerebral cortex and their relationship to second language learning and ability. Some implications are drawn regarding second language teaching and methodology. There seems to be a relationship between methodology and the neurological mechanism used by students. (AMH)

Describes a high speed method of learning languages developed by a Bulgarian psychologist, Georgy Lozanov. (DS)

Research was supported in part by a faculty grant from the San Jose State College Foundation. (DS)

Discusses basic models of the processes of translation, second language teaching and learning, and semantization. A judicious use of many procedures is urged, because translation is present in the semantization process regardless of method used. It is noted that considerable research is still needed. (AMH)

Paper presented at the GAL meeting in Stuttgart, West Germany, 1970. (WB)

Discusses the importance of clear objectives, pleasant learning atmosphere, and positive attitudes in the second language classroom handling low-ability students. A student questionnaire form is appended. (AM)

Individualized instruction requires full exploitation of abilities, through systematized teaching and drill, programmed instruction and planning. The drill system should be divided into preparatory and practical exercises. Programmed instruction must be clearly distinguished from non-programmed. Comprehensive planning should aim at developing…

Shows, with examples, how through conscious combination of five variables one can grade according to difficulty the various communicative acts occurring in teaching, making possible a systematic teaching of communicative competence. The variables are; (1) Linguistic material, (2) Skills, (3) Degrees of mastery, (4) Communication type, and (5) Area…

This discussion is divided into three parts: (1) [native] language acquisition versus [second] language learning, (2) successful language learning, and (3) teaching strategies (grammar-translation, direct, cognitive and cognitive habit-formation). (KM)

Linguistic needs of non-linguist students of Belgian universities are assessed; skills that should be taught and approaches to use are discussed. The needs are twofold: scholastic and professional. Skills should be reading comprehension and oral and written knowledge. Approaches should be comprehensive. (SC)