Points out the need for humor and a relaxed atmosphere in the classroom and makes specific suggestions about how to achieve it. Bibliography. (RW)

Examined the use of humor in counseling. Students (N=93) viewed a simulated counseling session containing facilitative counselor humor, nonfacilitative humor, or no humor. Results indicated that nonfacilitative humor is less desirable than facilitative humor or no humor in terms of counselor evaluation, but not in terms of client understanding.…

Discusses the use of "Le Petit Nicholas" as an intermediate French reading text. Provides ideas for exercises and teaching techniques that can be used with the book. (EKN)

Examines children's progression in the use of humor in language from taking folktales seriously, to using humor for shock, to using humor to alter social environments. (HTH)

Students in university marriage courses reveal some unusual and surprising ways of expressing their views. Misspelling of key words and other incorrect usages produce strange and often humorous results. The author shares some examples of student expression which have offered levity to the task of reading insurmountable stacks of papers. (Author)

Presents responses from 22 teachers on activities used to increase student awareness of language usage and language patterns and to heighten student appreciation for specific works of literature. (RL)

Describes curriculum and field experiences for students in bereavement therapy. Counselors learn to use therapeutic models and developmental guidance skills. Field work includes visiting hospitals, nursing homes and funerals, as well as library research. (JAC)

Investigates the use of humor in basic communication textbooks. Concludes that humor is used frequently to teach rather than simply to attract attention; it is of the harmless, nonsense variety and appears not to be antisocial as far as sex-role stereotypes are concerned. (JMF)

The author compares the basic features traditionally ascribed to aesthetic experience with the basic features of humor. He suggests that humor is best understood as a kind of aesthetic experience and that it should be valued as such in life and included in education. (Author/SJL)

Responding to the "Proyecto Resolana" article in the July/August 1980 issue of this journal, the article notes the heterogeneity of Hispanic Americans, the three main effects of the European conquest on people of the Western Hemisphere, and attempts to further define the character of Hispanic Americans. (SB)

Discusses the use of word games, particularly puns, tongue twisters, and spoonerisms, in the French classroom. (AM)

Discusses the problem of the British student of French confronted with French humor in classic and modern French literature. (AM)

Presents a number of word games, jokes, puns, etc., stating grounds for using them in language teaching. Discusses their roots in the English-speaking world, and their motivating effect as they brighten up the teaching routine. (IFS/WGA)