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

Five ways are described in which the language laboratory can be used with students who have passed the stage at which they can profit from drills and other repetitive material. (RM)

Evaluates student achievement in second year individualized language programs at the University of California at Berkeley and contrasts data with results of student achievement in basic courses. (RL)

Paper read at the Second International Congress on the Teaching of Spanish held February 1971 in Madrid, Spain. (DS)

Proceeding from a presentation of the present state of discussion as well as of the unsolved or only apparently solved problem, the article attempts, in the light of curricular-based need for internally individualized types of work, to give suggestions for the organization of content for individualized instruction. In this connection, a theory, as…

Critical remarks are directed toward recent articles on foreign language instruction in American journals. (RL)

Describes a technique for showing less-talented students how to learn. (RL)

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)

Individualized work in teaching English is highly desirable, and the overhead projector is particularly useful in such work. Three examples of its possibilities are given: Dialog treatment, working with basic ("kernel") texts, and comparison of the simple present, simple past and present perfect tenses. (Text is in German.) (IFS/WGA)