Classrooms in two schools were observed to assess opportunities for language learning in the total classroom environment. Observers found that most classroom language is neither spontaneous nor purposeful. (Author/MLF)

This review focuses on the areas of research that have the greatest relevance for bilingual programs: sociolinguistics and bilingualism, second language learning, sociocultural factors, and effectiveness of bilingual education. (Author/MLF)

Describes a self-pacing procedure for helping students of diverse backgrounds handle the materials of a composition course in English as a second language. Sample instructional materials are appended. (JB)

Describes a two-pronged French civilization program at SUNY at Brockport. A culture course taught in English on modern French life is offered every semester as part of a larger set called "Foreign Cultures in English." A new French concentration now includes four cultural courses taught in French. (AMH)

Presents evidence of generalizations concerning the relationship between age, rate, and eventual attainment in second language acquisition: (1) adults proceed faster than children in early stages, (2) older children acquire second language faster than younger children, and (3) acquirers exposed to second languages during childhood achieve higher…

Discusses areas in which Chinese children will experience conflict between Chinese and English culture and language that will create learning difficulties. (CFM)

Traces the history of linguistic theory as it has affected the field of second language instruction. (AM)

Described is the design of a low maintenance, foreign language laboratory at Ithaca College, New York, that provides visual and audio instruction, flexibility for testing, and greater student involvement in the lessons. (Author/CS)

Discusses exercises in foreign language teaching in which the learner can, from experience in his own language, conjecture the meaning of foreign words from the context. Shows, with examples, how such exercises can be created using nonsense words. (IFS/WGA)

Finds that dictation exercises are insufficiently used in foreign language teaching. They serve many purposes, e.g., in tests, as introduction to texts, and in recollection exercises. They may have various forms, such as dictation with blanks to fill in, transcription of song texts, etc. (IFS/WGA)

Offers teaching plans for the use of dramatic films in teaching French in Grades 11, 12, and 13, and discusses their significance for the leisure-time activities of adolescents. (IFS/WGA)

Radio dramas deserve wider use in foreign language teaching because of their important place in current Anglo-American literary production, and also for their pedagogical value of providing training in auditory comprehension. Suggestions are given for obtaining materials. (IFS/WGA)

Discusses the educational value that televised films may have in foreign language teaching, as well as their function in the development of basic skills. (IFS/WGA)

Argues that a course-syllabus design based on grammatical structures is more effective in developing communicative skills than the use of "projects" leading to the establishment of a threshold level. (IFS/WGA)

The use of an interview to test verbal ability in a second language and to establish a scale of oral proficiency is discussed. Sample questions are included in Spanish. (JB)