Because of the diversity of Arabic dialects (Lebanese, Iraqi, Syrian, Algerian, Moroccan, Libyan, Sudanese, Saudi Arabian, Palestinian, and Egyptian), and the fact that Arabic writing allows for a wide range of different pronunciations, the question faced by students is where to begin. It is instructive to consider how this problem is dealt with…

Discusses the role of written French both in traditional and contemporary teaching methods. (AM)

Presents a method for teaching grammar through an understanding of the content of a written text, using a three-fold approach: sociolinguistic, linguistic, and logico-syntactical. (Text is in French.) (AM)

Dodson, in "Language Teaching and the Bilingual Method" (London; Pitman 1967, 1972), described a controversial, new bilingual method that involves the use of the mother tongue and introduction of the printed word along with the first auditory presentation. Dodson is interviewed about certain controversial points. (Text is in German.) (IFS/WGA)

Techniques are suggested for teaching and learning writing skills. (Text is in French.) (PMP)

Presents a technique for increasing student's interest in language study. (RB)

The question of whether apparent similarity of two languages really facilitates the learning process is raised. Linguistic and pedagogical problems involved in the instruction of languages which resemble each other are discussed. (Text is in French.) (TL)

The use of the paragraph is recommended in teaching composition, provided that heuristic rather than mechanical techniques are used. Some such techniques for advanced level teaching are discussed. (RM)

Discusses how writing can be used as a learning tool in language classes where oral production is stressed. (Text is in French.) (PMP)

Some of the difficulties of developing a student's ability to write in aforeign language are discussed, and specific suggestions are made of ways to teach this skill. (RM)

Maintains that written work should not be subordinated to oral; the two should be given equal status and treated as supplementary to each other. Presents, with rather full discussion, a number of examples for teaching written work, at both school and university levels. (IFS/WGA)

Some of the problems encountered by elementary grade second language pupils when they do uncontextualized written exercises in numbered lists from a course book are discussed. Ways to partially overcome such problems are suggested. (RM)

Summarizes the results of an enquiry into spoken and written language, using James Britton's language model. (Author/RB)

THIS PUBLICATION REPRESENTS A 1-YEAR COURSE IN LITERARY ARABIC FOR THE SECONDARY SCHOOL LEVEL. AN AUDIOLINGUAL APPROACH IS TAKEN, EMPHASIZING, AT FIRST, ORAL COMMUNICATION AND CORRECT PRONUNCIATION, AND INTRODUCING ARABIC SCRIPT AFTER SPOKEN LANGUAGE ELEMENTS ARE MASTERED. (GD)