A program in beginning French is described in which an individualized approach to language teaching was used to achieve a high level of mastery and avoid grade bargaining by varying the time needed by students to achieve mastery. The same course structure was used to train language majors as teaching assistants. (Author/RM)

Recent developments in foreign language offerings in New York State are outlined. Exploratory programs, general language usage programs, minicourses, interdisciplinary programs, independent study programs, bilingual programs, programs beyond the classroom, and career education efforts are discussed. (RM)

Three examples from the colonial era show the different ways and purposes of learning Indian languages. It is described how this knowledge served both sides in the Revolution, and imporved communication during peacetime. (MS)

It has been shown that students in North America can learn both a foreign language and subject matter taught in that language at the same time successfully. The immersion model is first examined for the majority group child, then considered for several target groups. (SCC)

Discusses the developments in theory of applied linguistics and the state of its applications, actual and potential, in second language teaching. Programs in the United Kingdom are briefly summarized. (EJS)

This paper illustrates a method for teaching writing that focuses on both the grammatical and communicative aspects of writing. (CFM)

This article reports on the activities of the MLA and ADFL to present the viewpoint of professional language teachers to members of the President's Commission on Foreign Language and International Studies. (CFM)

Institutions of higher learning must formulate language policies, and these policies must be based on a thorough understanding of the student constituency. (CFM)

The most common reason given by students for not continuing in foreign language courses is a poor teacher. Efforts, therefore, must be made to admit and retain only qualified language instructors. (CFM)

Points out factors to consider when implementing a policy for bilingual education, especially when regional differences are involved, as they are in Canada. Provides a checklist of variables in evaluating bilingual education policies. (RL)

Describes the English as a Second Language Program conducted within the context of the freshman English curriculum at the University of British Columbia, focusing on the grammar and composition components. Notes three major problem areas in the program that high schools can help the university to resolve. (RL)

In discussing the significance of concrete and contextual support in bilingual education, this paper refers to psychological findings regarding the bilingual mind, effective strategies employed by teachers in a number of bilingual programs, and the impact emotional and/or cultural factors have on language. (EB)

Criticizes beginning textbooks for emphasizing literary or area study material instead of matters pertaining to the students' lives. Presents a taped classroom conversation by sixth-grade students after two years of English instruction, showing how students at this level can handle conversations about matters familiar to them. (IFS/WGA)

Recommends using crime literature in teaching English, for its motivational value. For classroom purposes, the originals must be revised. Specific problems are discussed, and a teaching procedure outlined. The adapted text of a crime story is added as an example. (IFS/WGA)

Analyzes an innovative and optional French language proficiency certificate designed to test proficiency in oral and written language on the undergraduate level at the University of London. (AM)