Describes pilot classes in culture-oriented French and Spanish instruction conducted over a two-year period. (KM)

In Australia, foreign languages are no longer required study. Asian languages and English as a foreign language are the most widely studied. Introductory linguistics courses are often given prior to actual foreign language instruction, and traditional teaching methods have been displaced by the use of sound and visual recordings. (AG)

Addresses modern language teachers, especially of French, on the notions of objectivity and subjectivity, and the problems of testing knowledge. Specific written and oral measures are discussed, and a glossary of testing terms is provided. (Text is in French.) (MSE)

The analysis of a film is proposed as an alternative for one of the two required text analyses in the French examination for the Higher School Certificate in Australia. This entails the addition of film courses to the general curriculum. (Text is in French.) (TL)

Discusses teacher responsibilities and some aspects of good teaching. Makes specific suggestions about foreign language courses and curricula. (PMP)

Points out those recommendations made by the Carnegie Commission which are most closely related to the field of modern languages and suggests ways in which language departments can strengthen their programs. (PM)

Twelfth in a series of catalogues of documents related to the teaching of foreign languages obtainable from the Educational Resources Information Center. (RL)

Recommendations are made for a curriculum in first year language introductory courses in New South Wales high schools which would place greater emphasis on cultural understanding than on language itself. A sample course outline is given and suggestions for group and individual activity given. (RM)

This article expresses the need in foreign language instruction to narrow the gap between the study of literature and language studies. It suggests presenting literature not only in the written form, but by means of other semiotic systems. The literature specifically dealt with is that of the song-poem. (CLK)

Criticizes the tendency of language teachers to rely on the content and methods of the text and argues that teachers must themselves decide on the approaches appropriate to the objectives they have established. The audio-lingual method is examined critically, and the cognitive-code learning approach is briefly described. (KM)

Suggests a framework of criteria against which a teacher may evaluate the appropriateness of prospective foreign language teaching materials for his class. (Text is in German.) (DH)