Discussion of the strengths and weaknesses of the English language programs of the Americanization Division of the Bureau of Education Extension of the Chicago Board of Education. Paper presented at the TESOL Convention, March 1969. (FWB)

The importance of meaningful context in language drills is stressed. Suggestions for preparing "contextualized drills for use in the language laboratory are given. (FWB)

Presents an essentially Bloomfieldian approach to language and language teaching; sees the concept of language as interplay between stimuli and reactions as the basis of a wholly creditable system of teaching, a tremendous number of textbooks, and a large number of language courses." (FB)

Defines two metaphors taken from curriculum theories in general: the mind-body metaphor and the production metaphor. Relates each to several approaches of learning a foreign language. Concludes with some observations concerning the functioning of metaphor as it relates to contemporary foreign language teaching approaches. (EKN)

Discusses a semi-independent eclectic teaching model, designed to alleviate some of the problems of intermediate-level language classes. It attempts to capitalize on the virtues of a variety of approaches by combining features of each that best accomplish specific language teaching goals. (EKN)

Report of a study conducted to determine whether an individualized French course would retain more students than other types of courses have in the past. (PMP)

This article discusses the use of the image in audiovisual structural exercises, on the lexical and on the grammatical level. (Text is in French.) (AM)

The use of audio media in foreign language teaching is presented. Drills in intonation, differentiation, and dialogue are described, with the aid of examples for use in an EFL class. (Text is in German.) (IFS/WGA)

This text is aimed at those interested in learning the Wolof language, the most widely used language in Senegal, spoken by more than 80% of the Senegalese and Gambian people. This manual can be best used under the following conditions: (1) the instructor is Wolof born or speaks the language fluently, (2) the course is taught in intensive or…

Criticizes the tendency of language teachers to rely on the content and methods of the text and argues that teachers must themselves decide on the approaches appropriate to the objectives they have established. The audio-lingual method is examined critically, and the cognitive-code learning approach is briefly described. (KM)