A description of language acquisition and second language learning by adults in terms of method and achievement. Some socio-psychological and neurophysiological reasons for the possible differences between children and adults are briefly discussed. There is a sizable bibliography. (AMH)

A discussion of three possible formats of a bilingual education program: early total immersion, early partial immersion and late partial immersion. A French cloze test was used to evaluate the lead group of students in each program. A tentative conclusion is drawn in favor of the early total immersion program. (AMH)

A discussion of the merits of using pictures, particularly authentic ones, as a component of the evaluation process in foreign language classes. Three reasons are given: pictures provide a setting for testing communication skills; they give a sociocultural context; their use can be student-centered. (Text is in French.) (AMH)

A short analysis of four methods of instruction in writing, particularly the transition from the aural-oral to the writing stage. The question is raised as to the usefulness of pictures. They might be better used as a motivational aid than as an instructional tool. (Text is in French.) (AMH)

A description of two conversation courses (elementary and advanced) given during a summer session at Middlebury College. The materials used were tapes and slides made in France by the instructors to realize the course objectives--use of authentic spoken French and cultural education. (Text is in French.) (AMH)

The complexity of the factors that influence the education of immigrant children are discussed, along with some of the ways in which to respond to the diversity of needs, attitudes, and circumstances with the resources of programs and practices in English as a second language. (Author/HP)

Lists numerous activities, materials, and techniques for the teaching of English as a second language (ESL). All have been used successfully by ESL teachers. (Author/HP)

A further development of the preceding article outlining the general objectives of the program, the learning activity approach used, and the division of time. A brief description is given of the five kinds of learning activities in the program. The source for further information is given. (Text is in French.) (AMH)

Argues that it is possible for non-native learners of English to use English spelling to predict the correct pronunciation of words. Word stress and vowel quality are focused upon: their communicative importance, treatment in ESL instruction, prediction by rule, and presentation in new ESL materials. (KM)

A discussion of the use of an accident report form, especially for practice in past tense usage. A lesson plan is outlined as follows: introduction using slides, a question-answer session between two sets of students and the actual writing of the report. (Text is in French.) (AMH)

A pilot study is described which illustrates a methodology that can be used in determining the relative importance of different error types according to evaluations made by native speakers and presents preliminary results concerning the relative importance attached by native German teenagers to errors committed in German by English speakers. (SW)

A description of the development and implementation of a method introduced in the Sudan that attempts to relate to Sudanese culture and to motivate students. The relationship between language teaching methods and the total educational system is discussed. (AMH)

This article examines some of the ways in which language has been organised for language teaching. Their deficiencies are examined and some possibilities for the future are suggested. (Author/NC R)

A third study on variables differentiating persisters from dropouts from French study was conducted to determine whether motivation mediates the influence of attitude on persistence. Learning motivation was found to be the most important determinant of persistence in second-language study. Study variables and the previous research are discussed.…

The following three beliefs about language learning are discussed: the study of languages provides rigorous training for the mind; it should lead to a more precise understanding, appreciation, and use of one's native tongue; and students should be guided to the stage where they can learn primarily through self-instruction. (SW)