The concept of lifelong learning is discussed, stressing the need to view education not as a finite period, but as a process that continues beyond years of formal schooling. Part of this shift in focus involves recognizing a new meaning for "school," and realizing that education may take place in union halls, management retreats, museums,…

This article provides suggestions for generating real conversation in the foreign language classroom. Garfinkel suggests using cameras for students to take pictures to talk about, and Gillett suggests that students be involved in the preparation, operation and display of media. Conner advocates round table discussions, language games, and panel…

One of the main objectives of the Chinese Bilingual Pilot Program in San Francisco is to teach Cantonese to non-Chinese speaking children. This teacher's manual is designed to be used at the second level of instruction in Chinese as a second language. For each of the thirty-five lessons, the materials needed are indicated. The basic grammar…

Research and theory in bilingual education are reviewed for implications for Puerto Rican education. The review found that the following factors influence language and language learning: cognitive development, the capacity to discriminate and comprehend the speech of others, and the ability to produce speech sounds and sequences of speech sounds…

The documents listed in this annotated bibliography on computer-aided and programmed instruction in foreign languages appeared in RIE during the period from April 1971 through February 1977. The selection comprises reports on conference and research projects, papers concerned with theory and application, and descriptions of teaching materials. The…

Using a detailed example, the article shows how fictitious texts can be used to train students in the critical reading of newspapers and magazines. A key feature of the procedure is the comparison two or more texts written about the same event. (FS/WGA)

Discusses using key words as carriers of meaning for sentences, offering sample sentences in the fields of (1) dictation and guided narration, (2) structural pattern drills, (3) spoken dialog, and (4) silent reading. Here key words are important in deducing the meaning of new words. (Text is in German.) (IFS/WGA)

Argues in favor of teaching writing in the FL class. The following specifics are discussed: 1) When should writing begin? 2) When should written work occur in a largely oral lesson? 3) How is writing introduced? 4) Which written exercises are worth doing? 5) When can creative writing begin? 6) Writing as a response to reality. (KM)

Questions the adequacy of the data gathered through error analysis procedures, the status of the interlanguage as an autonomous system and the value of descriptions based on error analysis for the language teacher and learner. Suggests that error analysis procedures may prove more useful for historical linguistics. Available from Instituut voor…

Reviews the history of the relationship between foreign language departments, foreign language instruction and the various socio-economic factors that have determined their fate over the past 20 years. The changes that need to be made to ensure the position of foreign language instruction in the present socio-economic picture are outlined. (CLK)

Reports on a course offered by the Department of Foreign Languages at Murray State University designed to interest students in foreign language study by means of interdisciplinary exposure to the nature of language, to basic contrastive linguistics, comparative literature and comparative culture. A curriculum is outlined. Advantages and drawbacks…

Reports on elements unique to foreign language teaching situations and outlines competencies expected for foreign language instructors such as competence in the language being taught, knowledge of its structure, knowledge of cultural traits and cultural activities, i.e. literature, understanding of the nature of language, second-language learning,…

A national experiment in foreign-language teaching carried out in selected primary schools in England and Wales is discussed. The experiment was begun in 1964 with the introduction of French. The results of the 1964-74 evaluation are discussed here. (RM)

Shows, with examples, how through conscious combination of five variables one can grade according to difficulty the various communicative acts occurring in teaching, making possible a systematic teaching of communicative competence. The variables are; (1) Linguistic material, (2) Skills, (3) Degrees of mastery, (4) Communication type, and (5) Area…

The results of an experimental Spanish course using videotapes, described previously (FLA, December 1974), and the application of the results to the entire Spanish language program, are discussed. (Author/KM)