This article affirms the pedagogical validity of using radio commercials in English as second language listening classes and offers suggestions on how to introduce this type of material. (CFM)

Four essays provide practical guidelines for (1) conducting an analysis of supplementary pedagogical materials prior to their use; (2) playing a French card game; (3) using French horoscope columns in the classroom; and (4) teaching idiomatic expressions containing animal terms. (AM)

Examines the current situation regarding the study and use of French in various European countries as well as the United States. It is suggested that French language and culture can best be promoted through the promotion of the study of many languages. (AM)

Presents guidelines for the preparation of language teachers planning to use a language laboratory. (AM)

Describes a French-teaching unit using chansons, mentioning problems of musical and language suitability, and the peculiar poetic status of chanson texts. Exercise forms are suggested and hints for teachlng are given. (IFS/WGA)

Discusses the concept of the demand for foreign language teaching in various types of West German schools. An account is given of the methods by which data were obtained. One conclusion reached was that currently accepted teaching goals are questionable. (IFS/WGA)

Discusses the concept of communicative competence in second language learning and various models for testing this skill. (AM)

This article stresses the importance of cross cultural education for university students and suggests that foreign language departments provide it. A course in cross cultural communication at Miami University in Ohio is described. (CFM)

This article emphasizes the value of immersion programs and describes some immersion programs in the United States and Canada. (CFM)

Two methods of teaching reading comprehension, one the traditional-frontal approach and the other a self-test approach, were used with university students of English as a second language. The test result at the end of the course revealed little difference between the students taught by the two methods. (CFM)

A variety of possible language methodologies and the effects these have on the learners are examined. A sample questionnaire, designed to discover how students have previously been instructed in foreign language, is included. (SW)

Suggestions are offered for teaching a foreign language to children. The teacher needs to use materials in the foreign language, first spoken and then written ones. Arousing the children's curiosity to make them want to understand the language is an important motivating technique. (SW)

Two small-scale studies of foreign language test validity are reviewed. The teacher variable is found to be the great threat to test validity, even when grammatical material is presented in the language laboratory. Suggestions for compensating for teacher influence are offered. (JB)

Discusses a French course designed to help students learn the dynamics of good writing and become sensitive to style. The approach to teaching writing relies on in-class editing of compositions that students produce on a weekly basis. (NCR)

An adult seeking to increase his listening comprehension in French complains about the lack of adequate materials. This situation is compared to that of learning Chinese, where materials are plentiful and geared to independent study. (AM)