Interdisciplinary foreign language and literature courses can be taught within the framework of a traditional course by using texts from related disciplines and providing socio-historical context for the literary text. Courses can be team taught by staff within an individual department or by staff from various departments. (Author/SW)

Discusses the use of extensive silent reading, its purpose, place in the course, methodology and choice of appropriate texts. (Text is in German.) (IFS/WGA)

A simplified formula for teaching German word order to American students is suggested. Other formulas in a few manuals are reviewed; suggestions for application of this one are offered. Consistent use of the formula has resulted in quicker development of a native feeling for the structure of the language. (AMH)

A discussion of error analysis understood as the differences between the way people learning a language speak and the way adult native speakers use the language. The inevitable errors can be turned to pedagogical advantage if the teacher provides appropriate feedback to help the learner modify his grammar. (AMH)

Immediate reinforcement of what has been learned is of prime importance. Ideal testing procedures are those that show students at once the rightness or wrongness of their answers. For reading comprehension, multiple choice is recommended; for production (oral or written), constructed responses (an example is given) are recommended. (IFS/WGA)

The "theme approach" can be used by a teacher who has a class of students of different ages and varying abilities. A "theme" or topic is chosen which all of the students will work on individually at their own levels. Guidelines are given, using "Pioneer Life" as a sample theme. (CFM)

This article attempts a compromise between the additional time often required for a student to "master" the curriculum and the pressure to finish the material on time. The article suggests some steps in teaching a typical grammar unit and illustrates how the method may be carried out in the classroom. (Author/KM)

Discusses the nature of bilingual education, the four types of bilingual education programs, the rationale for bilingual education, the possible influence of bilingual education upon language teaching and language learning, extra societal and external societal influences upon language teaching, the relationship of bilingual education to…

The value of visual literacy, the ability to recognize and interpret natural and manmade symbols, to a student of foreign language is stressed. Three groups of nonverbal signs--kinesic elements, environmental elements, and objects invested with a special meaning--are discussed, and methods for teaching visual literacy described. (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)

A description of "La Maniere de langage," a fourteenth century manual which skillfully blended the teaching of functional language usage with an introduction to French culture and social customs. The treatise incorporated many insights we have from psychology, sociolinguistics and cultural anthropology. (AMH)

A new stage of development in the methodology of language instruction is characterized by its recentering of teaching on the student and flexibility of method. In this context, several topics are addressed, including language as an instrument of communication and pedagogical consequences of the contributions of psycholinguistics. (Text is in…

Detailed typical daily program in the life of an American and a Moroccan teenager introduces the discussion of the influence of the environment on the learning process, particularly on foreign language learning. A "kit" method for responding to needs determined by the environment is described. (Text is in French.) (AMH)

A discussion of a publicity campaign organized by the American Association of Teachers of French to reawaken interest in foreign language study. French Language Week in New York City and sixteen diversified language programs and activities aimed at responding to student needs are briefly described. (Text is in French.) (AMH)

This paper comments on an article by Tracy Terrell in this journal. Terrell is praised for his contribution to the debate over teaching communication versus structure in second languages. It is pointed out, however, that study and analysis of language structures requires understanding and memorization essential to cognitive development. (CHK)