An analysis of available primers and textbooks used for the teaching of Danish in grades 1 through 7 is presented. Topics such as the criteria used to group the texts, the authors who are represented, and the histories of some of the texts are discussed in 18 chapters. An attempt is made to classify contents according to genres, and a register of…

The current effort to produce realistic "problem texts" is here subjected to criticism. One controversial text is offered to stimulate criticism and opinions on the suitability of such texts for teaching foreign languages. (Text is in German.) (IFS/WGA)

The Mannheim Rating (of teaching texts for German as a foreign language) is criticized from the standpoint of choice of texts considered and for vagueness of criteria. Several of the texts rated "good" are considered from the standpoint of criteria proposed by the writer. (IFS/WGA)

Criticizes the goals stated in the Mannheim Rating (of teaching texts for German as a foreign language) as being vaguely defined, and the criteria as being faultily formulated. Not considered are: text science, learning psychology, and psychology of motivation. Actual classroom teaching experience is insufficiently considered. (IFS/WGA)

Criticizes the Mannheim Ratings (of teaching texts for German as a foreign language) for judging texts for their intrinsic excellence alone, omitting considerations of acceptability to teachers and students. There is no clear statement of teaching goals. However, the ratings are considered valuable for the questions and problems they discuss.…

One of the collaborators on the Mannheim Rating (of teaching texts for German as a foreign language) answers criticisms (in particular, the assertion that the ratings are based on purely theoretical considerations) and criticism of the evaluation criteria. It is hoped that a new version will profit from the criticisms. (IFS/WGA)

Describes the use of the Cloze Test measuring the difficulty of textbooks. After testing six English textbooks, a ranking for difficulty is given, the progression of difficulty within the text is described, and the relation between basic and supplementary texts is discussed. (Text is in German.) (IFS/WGA)

Ninety-three French textbooks were examined to produce this overview of content and methodology; the analysis indicates the books have introduced few innovations and follow traditional modes of presentation. (CK)

Referring to contributions by P. Mohr and H. G. Hoffmann, six authors discuss the problem of the content of textbooks and reading texts. (Text is in German.) (IFS/WGA)

The new edition of Eckermann's and Piert's textbook: "English" (Klette, Stuttgart, 1974) is analyzed in regard to topics such as problem-oriented texts and linguistic requirements for the college diploma. (Text is in German.) (IFS/MS)

Examines validity of claims made for the Mannheim Rating (of teaching texts for German as a foreign language), as well as its criteria for judging textbooks. The nonexistence of a comprehensive grammar of contemporary German makes it difficult to discuss grammar; therefore, some ratings are seen as too harsh. (IFS/WGA)

Finds that teaching textbooks are becoming more complex and difficult, and less interesting. A procedure is suggested for measuring these qualities in a textbook, based on the "Reading Ease" and "Human Interest" indices of R. Flesh, in Volume 6 of his work "The Good Companion". Two samples from texts are appended. (IFS/WGA)

The lack of adequate pedagogical material for the teaching of Italian in North America is criticized. Presently available grammars and textbooks are listed with brief descriptions. Criteria, guidelines and requirements for satisfactory elementary and intermediate Italian textbooks are presented. (MS)

A design was developed to evaluate the presentation of deep culture in college foreign language texts. Of the ten textbooks evaluated, only one was considered adequate in conveying deep French culture to the intermediate French student. (Author/KM)