Faced with a multitude of internal problems caused by the large number of languages and language dialects in India, linguists discuss ways and means by which language instruction might be improved. An intensive language course given at Kerala is described in several addresses and in short articles on language theory. Commentary on all aspects of…

This booklet is designed for use in the advanced phase of the Defense Language Institute's "Basic Course" in Czech. It is used in the advanced phase as a part of cultural background information. Reading selections, with vocabulary lists, include: (1) ethnography; (2) incantations and spells; (3) proverbs, sayings, and weather lore; (4) fairy tales…

Describes a 5-hour-weekly course in French as a third foreign language, for Grades 11-13--in particular, the students' motives in choosing the course, methodology, and the rapid transition from textbook work to work with supplementary materials to work with original texts. The course was judged successful. (Text is in German.) (IFS/WGA)

Discusses aspects of the intensified foreign language program at the People's Universities, on the basis of a summer program in Mainz. This course drew more men than women. There was a higher percentage of students finishing than in regular courses. Occupational and educational motives predominated. (Text is in German.) (IFS/WGA)

Describes the study-abroad program offered by Colorado College in Luneburg, Germany. The program consists of four blocks of three to four weeks each, during which time students take the following courses: (1) Intermediate German; (2) Composition and Conversation; (3) Culture and Institutions; and (4) a course which varies from year to year. (SED)

A criticism is made of introductory language courses at the secondary school level which consist of sociocultural studies or vague and general surveys of several languages and cultures. (RM)

An experimental, intensive German language course for graduate students at Washington State University is described. (RL)

Intensive courses may have the effect, for better or worse, of inculcating a non-bureaucratic or even anti-bureaucratic approach to education and life, while concurrent courses most likely reinforce bureaucratic behavior patterns. (Author)

Describes an intensive program in elementary German at the University of Texas (Arlington) in 1971, in which undergraduates with no previous experience in German could complete the university's four semester foreign language requirement in a single semester. (DS)

Describes the intensive French program at Western Maryland College. Concludes that the program has helped to reverse some of the dwindling enrollments in French. (EKN)

Describes the intensive German program at North Texas State University. Shows how the intensive course model may be adapted to tight budgets. (EKN)

Calls for reexamination of English courses, as to content, organization, and procedures. Adds a report of experience with language workrooms at "general education schools" in Bremen, and some suggestions regarding intensive courses. (IFS/WGA)