Reviews the development over the past ten years of a postgraduate course for translators and interpreters offered by the School of Modern Languages at the University of Bath in England. (CLK)

Reaction of the target language speaker to the second language learner's errors may play an important role in developing awareness of norms of correctness. A model for corrective feedback has been developed. Its use helps isolate ambiguities, highlights features of corrective interaction effective in eliciting correct performance. (CHK)

Discusses the treatment and the image of women in the Speak English series of instructional materials for English as a second language. (Text is in French.) (CLK)

Describes a study designed to assess the socio-professional background of secondary school students in France in relation to their career aspirations, and their attitudes toward their family and school situations, toward English, and toward the language instruction they have received. (Text is in French.) (CLK)

This is account of a foreign language curriculum developed by the Norwalk Public School System in Connecticut. It emphasizes bilingual interchanges between students of various ethnic backgrounds and a classroom setting that uses tape equipment to personalize basic linguistic concepts. (Editor/RK)

Explores the teaching of English as a second language and suggests ways in which English can be organized for teaching. (MB)

Reports on a congress of language school personnel, whose main theme was the desirability of abolishing university entrance tests in foreign languages, and of stressing instead better counselling of students and differentiated instruction (grouping according to achievement level) at the university level. (Text is in German.) (IFS/WGA)

Presents a plan for the first hour of a Beginning English class for Germans, introducing the large number of English words already known to them, the historical relationship between the two languages, and the problem of cognates. Suggestions are given for subsequent learning activities. (IFS/WGA)

Chinese courses at the St. Louis University High School teach language, culture and calligraphy. Daily classes feature language labs, slides, filmstrips and movies. Statements from students testify that the language is useful and not difficult to learn. (CHK)

A high school Chinese language course is described. Much individual attention is provided because of small classes. Flash cards and tapes aid in pronunciation, and are supplemented with games, songs, poems, folklore and films. (CHK)

Currently some skepticism exists concerning the value of area studies--especially the concept of "national traits." Also, the alleged motivational value may be offset by the sacrifice of language-learning time. German language teaching has followed the U.S. lead; American teachers might profit from German experience. (Text is in German.) (WGA)

Testable objectives in foreign language learning are abilities of comprehension, expression, reading, writing and cultural recognition. These activities are discussed and test designs presented that allow teachers to measure accurately students' progress toward these goals. (CHK)

The introductory article in an issue devoted to songs as a teaching device. The article deals with English and American rock, folk and pop music. It makes the point that learning a language is also learning the culture of the people who speak the language. (Text is in French.) (AMH)

An annotated listing of recordings, useful in the foreign language classroom. The classifications are: Africa, Adolescents, Canada, Clubs, Children, Foreign Singers; Songs useful for testing, Folklore, Francophone singers, Guitar music and Traditional folk songs. Some books and periodicals are also listed. (Text is in French.) (AMH)

This article discusses ways in which vocabulary building can be simplified for the student of Russian. Computer analysis of text vocabulary can assist in selecting words to be learned and assessing the relative difficulty of texts for both students and teachers. (CHK)