The decline in foreign language study is described, and suggestions are made for change and revitalization of foreign language departments. (RM)

Offers suggestions toward making the conversational language course more valuable, with particular reference to Spanish. (AM)

Discusses the role of today's language teacher, as "humane model," learning model, and "quality control." (AM)

Criticizes the interpretations of the National Foundation for Educational Research report on French instruction in Britain's elementary schools; and discusses reasons why the report is not a basis for planning foreign language teaching at the primary level. (AM)

Proposes the "warm-up" exercise, providing sentence patterns and basic vocabulary, for the purpose of stimulating oral communication in the adult foreign language classroom. (AM)

Offers suggestions for shaping an institutional curriculum or program of international studies. They include: (1) comments on strategies for building an international studies program and (2) suggestions on how to work a foreign language department into an existing international studies curriculum. (CHK)

Some ways to improve language education and second language competence in an international society and to promote foreign language study are suggested: Realistic achievement goals; efficient and flexible instruction; instruction in pedagogical methods; interdepartmental cooperation; cooperation with bilingual education programs; promoting study…

Language departments can become less insular and attract more students by seeking unity within the department and with other language and literature departments. Admissions offices may provide information on students to help structure courses. Departmental personnel and program reviews can unify faculty. (CHK)

A point system was introduced in two advanced courses in Spanish in order to provide more individualized instruction. Students who were weak in written or spoken Spanish at the beginning of the semester could compensate by doing extra work; more advanced students could contract to do more sophisticated projects. (Author/RM)

Ways to individualize and personalize instruction in the foreign language class even under conditions of traditional scheduling and large class size are discussed. (RM)

Defends the use of multiple-choice language tests against Pickering's criticism in a previous issue of this journal. (CHK)

A computer-assisted instruction program in French is described. Preliminary analysis suggests the program was successful and has potential for use in a regular French course. Advantages to the student as a method of individualized instruction are noted. (CHK)

This paper provides a definition of communicaton applicable to second language teaching, and discusses the acquisition of basic skills, and the mental processes necessary for communication. (Text is in French.) (CLK)

This article presents a glossodynamic model for language learning. It takes a humanistic approach involving the desire and ability to communicate and analyzing a speaker's personality and attitudes. Factors and functions of communication are discussed. (CHK)

An experimental "oral survival" French course is described. Role playing, discussions of reading assignments, a taped mystery thriller and educational games were used to force students to speak French and to lose their inhibitions against speaking. Testing showed students' French speaking ability to be much improved. (CHK)