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)

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)

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)

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)

Assuming that ability to communicate is the main goal of foreign language teaching, the article examines a textbook dialogue for its authenticity. An improved version is printed beside the original, and justifications for the changes are given. (Text is in German.) (IFS/WGA)

Reviews four approaches to selecting language textbooks and outlines points to be considered before selecting. (CK)

Discussion of the difficulty of effectively using literary classics in German language instruction; an adjunct battery of reading texts is suggested which draws from the areas of journalism, advertising, politics, and the professions. (RS)