This article discusses an alternative method of teaching literature in a foreign language class using a humanistic approach. (CFM)

Offers a humanistic rationale for the study of Latin and recommends the adoption of modern language teaching methods as better suited than the traditional approach to the realization of humanistic and aesthetic goals. (KM)

Describes the philosophical bases of confluent education, and provides examples of this method in language instruction. (AM)

Discusses conditions and methods that result in receptivity to learning and advocates their incorporation in language teaching. (RM)

Discusses three books on language and literature instruction that present humanistic approaches to teaching students how to write, think, and express themselves in a creative manner. (FL)

The beneficial aspects of introducing objectives for foreign language teaching based on functional or communicative principles are discussed. Functional objectives make the learner the center of interest and aid in the process of deciding what to include in a syllabus. Functional objectives offer more guidelines for the teacher in the classroom…

The goals of confluent language education are self-reflection, interpersonal dialogue and skills mastery. This paper discusses the components of a lesson using this method: (1) here and now teaching; (2) student output as class content for language practice; (3) interpersonal sharing; and (4) self awareness. Several sample classroom exercises are…

This article presents a glossodynamic model for language learning. It takes a humanistic approach involving the desire and ability to communicate and analyzing a speaker's personality and attitudes. Factors and functions of communication are discussed. (CHK)

Language educators are beginning to realize the need for merging affective-cognitive learning endeavors in the classroom. Language is seen as a vehicle for self-learning and expression and the language class is viewed as an appropriate environment wherein self-reflection can lead to meaningful interpersonal sharing. Confluent language programs…

Community Language Learning (CLL) is a humanistic approach to learning which emphasizes the learner and learning rather than the teacher and teaching. In some situations where the teacher is not fluent in the various languages spoken by the students, such as in the English as a second language (ESL) classroom, advanced students may serve as…

Human development tasks have become an integral part of many humanistic curriculum models. When such activities are employed in the foreign language classroom, several prominent factors can be indentified: on a psychological (affective) level, integrative and transactional motivation; on a linguistic (cognitive/affective) level, active listening…

A discussion of foreign language education, especially the lack of common goals, proliferation of options and unrealistic demands made by instructional materials. Reinstatement of a general language requirement after a reexamination of the discipline for its contribution to basic humanistic goals and development of an articulated curriculum are…

This paper suggests how to restructure presentations and activities concerning the often vague and confusing topic of the theoretical underpinnings of learning a foreign language. (Author/NCR)

This collection is prefaced by a discussion of the Ceylon seminar from which the papers included here derived. The papers are grouped into 12 chapters: (1) "The Humanistic Aspect of the Teaching of Modern Languages," (2) "The Teaching of Modern Languages as a Key to the Understanding of Other Civilizations and Peoples," (3) "The Methodology of…