Describes the development of an intensive four-day course at the University of Southampton to teach French to cross-Channel ferry crews. Each day of the course was divided into the following six contact hours: reading and pronunciation practice; formal grammar revision; two hours of "hostess-passenger" dialogs; "open-ended"…

Reviews conditions and practices found in effective core French programs, which are potentially useful to teachers. The review includes elements related to provincial curricula, organization for instruction, instructional planning, instructional strategies, and student evaluation. (MSE)

A computerized card game using 10 topics of French civilization and culture and four of language instruction is briefly outlined. The successful use of the game in class led to local and statewide competitions. (MSE)

The design, materials, and content of a college-level course in the civilization of Quebec Province are described. The course covers aspects of the culture, including politics, and emphasizes oral skills for the discussion of issues. (MSE)

One university professor's use of French comic strips as the focus of an advanced, intensive language course is described. The approach addresses the visual and iconic in the comics as much as the linguistic element. (27 references) (MSE)

A French immersion program in Brazil took a group of adults to a mountain retreat for a weekend of intensive language use through fantasy scenarios. (MSE)

The structure of a course designed to teach oral communicative competence is outlined, and the approach to evaluation is discussed. Evaluation includes both a criterion test and a specific oral task that students must accomplish. (MSE)

The stages of development of an adult communicative course in French are outlined, including the principles used in course content selection, structural progression, and the means found for encouraging student participation. The primary influence for the course came from the Council of Europe and experience with adult students. (Author/MSE)

A collaborative effort of French and West German radio produced a series of programs providing French language instruction and practice. The programs consist of dialogues, exercises, civilization, and an authentic cultural document. (MSE)

A course on modern France designed for presentation in English at the college level uses four books to approach an understanding of the country through autobiography, philosophy, sociology, and history. Students with reading ability in French are assigned readings from French-language periodicals and others read from English-language periodicals.…

Discusses a program outline for French language instruction covering the first four years of study and five levels. The GLAFLL program (Graded Levels of Achievement in Foreign Language Learning), under study at the Education Center of Edinburgh, is based on the communicative competence approach and stresses student participation. (MES)

An intermediate-level university French course in Greek mythology was developed to (1) improve student skills in reading, writing, speaking, and comprehending French, (2) familiarize students with Greek mythology, and (3) prepare students to deal better with allusions to Greek mythology in French literature. The texts used are a French translation…

A French language program for Mexican children established by the Franco-Mexican Alliance uses penpal correspondence to motivate language learning. Age-appropriate and balanced learning activities and a well-articulated progression of courses make this a successful approach for children. (MSE)

Because of common economic and technological constraints such as the lack of advanced equipment and pre-existence of other media, instructional television does not promise to be a significant presence in Europe for at least several more years. Careful consideration of the potential for international cooperation in educational television and its…

An intensive college-level French language course, based on the principles of immersion and designed to aid students in the transition between intermediate and advanced proficiency levels, is described. Focus is on three course aspects: teacher contacts; meetings with native-speaking students; and use of audiovisual aids. (21 references) (MSE)