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)

The DeFrancis Chinese texts and texts from the People's Republic of China are compared, regarding instructional value, character use and cost. (CHK)

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

Points out weaknesses characteristic of current language textbooks and suggests that future textbooks will concentrate on culture, values, and interest areas. (RL)

Describes and compares five basic German texts for high school students and includes the evaluative criteria used. (CK)

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)

Texts available for French courses in the highest grades are listed according to topics, which include: position of women, today's youth, the language of advertising, French colonialism, holidays and tourism, modern city living, criminality, French politics. Hints for the teacher are included. (Text is in German.) (IFS/WGA)

The three major Latin textbooks published since 1968 are analyzed and they are shown to employ the latest theories of learning and of second language acquistion. (CK)