This article discusses the purposes for which slides may be used in the foreign language classroom and how they can be displayed. (CFM)

Various ways of using student-produced cartoons in the classroom are described. Examples from language and literature are used.

Discusses the use of drawings in foreign language courses for adults. Accompanying texts should be unambiguous--preferably reports of experiences or anecdotes. Also considered is the use of political cartoons. A list of expressions for use in discussing pictures is included. (Text is in German.) (IFS/WGA)

A teacher relates her use of the Henry cartoon to encourage the use of more natural language in an almost totally manual class of deaf elementary school children. (GW)

A theoretical framework is proposed in which comics may be studied in the foreign language classroom. Major areas in which scholars in France have formulated a pedagogy of comics are reviewed. A short bibliography of the most recent studies on the subject is given. (Author/RM)

Cartoons can be a stimulating and motivational force in the language classroom and, used effectively, can become an indispensible tool in the acquisition of language and culture. (Author/DB)

Describes the use of the "cultoon," an informative cartoon depicting some aspect of a culture, to develop cultural understanding. (AM)

The development of animated cartoon sequences showing various kinds of mime and gesture in humorous situations is recommended as a useful teaching aid in language learning. Humor as a significant element in the content of pictorial aids is stressed, and the appropriate types of humor are identified and illustrated. Some remarks are made about the…

This essay deals with the use of cartoons and comic strips to teach English as a second language. It illustrates, through past professional literature written on the subject and through specific lessons, the various instructional uses to which cartoons and comic strips lend themselves. Cartoons and comic strips can be applied to the following…

The language teacher automatically teaches culture when he teaches language, but there are many ways in which the Italian teacher can specifically bring culture to the Italian classroom. Through use of vocabulary certain differences in culture can be made clear to students. Dialogues should be used to reveal major areas of contrast and similarity…

Three methodological "hypotheses" elaborated by the "Centre interuniversitaire de recherche pour le recyclage des maitres d'italien" are presented here. These hypotheses came from three teams of teachers working from different perspectives on sets of lessons for beginners of all ages. Each team's operative assumptions, type of text, guiding…