Maintains that children's ability to communicate can be enhanced significantly if language is considered a process which cuts across and connects everything that is taught and learned in school, including social studies. Suggests four activities on pioneer life which are based on this premise. Activities stress word understanding, listening,…

Describes the rationale and methods used in Mexico for developing and using bilingual materials for both primary school students and adults. Presents a modification of the system that is designed to improve native-language skills while teaching English as a second language. (FL)

Offers suggestions for providing social studies instruction to recently arrived refugee students with limited English proficiency (l.e.p.). Examined are levels of English proficiency, how students acquire language skills, and the need to teach the major social studies concepts. A model lesson plan for use with l.e.p. students is included. (RM)

The article offers a theoretical framework including a brief review of the literature on the importance of attitudes and second language learning, bilingualism and cognition, and bilingualism and language acquisition. Based on this theoretical framework, an integrated bilingual kindergarten curriculum model is presented. (NQ)

Describes an experiment designed to determine which language errors interfere to the greatest degree with comprehension by native speakers of the language. For this purpose, an instructor prepared a list of most serious Spanish language errors which was submitted to native speakers for evaluation in terms of comprehension and acceptability. (MES)

By comparing Russian and English on the phonological and grammatical levels, guidelines are offered for teachers of English as a second language to Russian students. (CFM)

Describes five techniques to be used in the evaluation of writing and as exercises in foreign language teaching: the so-called free response to problems presented, fill-in blanks, construction form, alternative form, and association form. (IFS/WGA)

Describes a secondary level program designed to teach basic German to low-ability students who have previously studied French. (AM)

Suggests that for improving syntactic fluency and the overall quality of compositions, exercises should be based on generative rhetoric. These exercises in which students supply the content of the sentence from a list of suggested structures are superior to sentence-combining exercises that provide the student with all the information. (PMJ)

Provides suggestions for using French train schedules to simulate train travel in the French classroom, thus teaching expressions of time as well as reinforcing certain verbs and structures. (AM)

Proposes the use of word games to promote the enjoyment of literature studies by second language learners. (AM)

Special features and advantages of foreign language mini-courses and suggestions for establishing a workable system are discussed. One advantage of the system is the minimizing of schedule conflicts. (SW)

Discusses a paragraph-centered approach to the teaching of reading in a foreign language. (CFM)

Proposes an approach to advanced English as a second language grammar instruction which combines communicative learning with thorough grammatical knowledge. (AM)

Describes an experiment designed to teach note-taking techniques to students of English on the university level. (AM)