SECONDARY SCHOOLS IN PENNSYLVANIA ARE REQUESTED TO EVALUATE THE GENERAL STANDARDS AND PRACTICES OF THEIR FOREIGN LANGUAGE PROGRAM BY COMPLETING THIS CHECKLIST. TO BE RATED AS EXCELLENT, AVERAGE, OR IN NEED OF IMPROVEMENT ARE SUCH ASPECTS OF THE SCHOOL'S PROGRAM AS ITS OBJECTIVES AND ORGANIZATION, CURRICULUM OFFERINGS, TEACHER QUALIFICATIONS,…

Revised version of a paper read at a meeting of the Pennsylvania chapter of the American Association of Teachers of German, October 1973, Philadelphia, Pennsylvania. (RL)

Offers several reasons for a renewed interest in language instruction in the United States. (RL)

Expresses scepticism of "bandwagon" movements in foreign language instruction but still hopeful of the promise implicit in individualized instruction. (RL)

Reports initial findings of a small, local study of student teachers' attitudes and perceptions in the area of knowledge about language. The study is part of an attempt to generate cross-subject dialogue about language between student teachers training to teach either English or modern languages in the mainstream curriculum in England and Wales to…

This paper presents some of the preliminary findings of a study into modern languages (ML) learning in five Scottish secondary schools. Five ML teachers were observed and audio-recorded over a period of several weeks while teaching their third-year classes (pupils aged 14-15 years). All the teachers used the target language extensively in their…

This paper first addresses the issue of the contradictory nature of informed opinion and advice in the foreign language field today. It goes on to consider such controversial topics as the introduction of the written symbol, teaching the language versus teaching about it, teaching culture, the usefulness of FLES, and individualization. The…

This volume in a series of annual reports focuses on FLES as an integral part of the elementary school curriculum. The areas investigated in this study include ways in which FLES programs can make significant contributions in helping elementary pupils to develop necessary skills for vocational, social, and economic competence; to gain access to…

The author suggests that educators must (1) realistically assess the ways in which language study can and cannot contribute significantly to the student's overall educational experience and devise new methods which consciously stress goals attainable within the available time period, (2) provide more than one kind of introductory course, and (3)…

This article relates four incidents drawn from cultural lore of different countries and demonstrates the interrelatedness of international folklore. The historio- geographical method, also known as the Finnish school, of comparative folklore is discussed in the analysis of the four cultural items. Language teachers are advised of ways in which…

This article connects two fields of research: "learning to learn" and school-based teacher development. The context is a cross-curricular project between English and modern languages teachers. Carried out in two London schools, the study aimed to encourage students to transfer common language learning strategies across the two subjects. Findings…

Computer-mediated communication (CMC) is currently used in language teaching as a bridge for the development of written and spoken skills [Kern, R., 1995. "Restructuring classroom interaction with networked computers: effects on quantity and characteristics of language production." "The Modern Language Journal" 79, 457-476]. Within CMC…