Reviews the history of educational reform in Quebec, at the elementary, secondary, and postsecondary levels. The areas of curriculum design, parent involvement, human resources, and administration are addressed. (AM)

Discusses the value of the mystery story in the language class as a source for a variety of exercises and assignments in which students can use grammatical constructions in a natural context. (CFM)

Describes a study/travel program, offered at Cleveland State University, which combines a quarter-long topical course devoted to the study of a country, followed by a two-week visit to the country. The course is designed to teach both language and culture. (Author/AM)

Argues for a commitment to foreign language study and international understanding at the federal level. (AM)

Discusses theories behind the shift in emphasis from drill to communication practice. Concludes that students' awareness of their learning process helps bridge this gap. Includes communication exercises promoting natural information exchange which motivate students to take responsibility for improving their communicative skills. (PMJ)

Undertakes to classify the various types of questions occurring in everyday speech for the use in foreign language teaching. (IFS/WGA)

Argues for an awareness on the part of employers and teachers of the important role language skills can play in industry. (AM)

Discusses the use of the York Group Graded Tests in French programs in English Comprehensive, Middle, and Secondary Schools. Commercial materials that can be used with the tests are indicated. (AM)

Investigates to what extent ESL learners' syntactic errors in written communication cause comprehension breakdown. The variables considered are the omission, insertion, and wrong choice of articles and connectors. Results indicated that errors concerning connectors cause communication breakdown more often than do errors in article usage. (PMJ)

Discusses the use of recordings from Radio Canada and Radio France in advanced high school or college French classes. Techniques for using the recordings, particularly interviews, are suggested. A 16-item selective bibliography is appended. (AM)

Examines 12 reading texts about Robin Hood, with regard to their content, suitability for various age levels, and language difficulty. The texts are found to be best suited for grades 5 and 6. An evaluation of each text is included. (IFS/WGA)

Examines an aspect of colloquial American English in which linguistics and area studies are involved. Analyzes typical errors which lead to misunderstandings and discusses in detail the use of the expressions "excuse me" and "I'm sorry." (IFS/WGA)

Discusses techniques that facilitate student learning, conserve instructor time, provide a rationale for course and materials design, and increase inter-rater reliability. Includes suggestions for providing for student differences, determining what to teach and when, and saving time in grading compositions. (PMJ)

Discusses the benefits of introducing the culture of the target language into the second language classroom via the mass media -- newspapers, magazines, television, and popular music. (AM)

Reviews the literature on the native language approach and the direct method of reading instruction for bilingual children in several countries. (MKM)