A brief, selected bibliography is presented which has been divided into three categories: bilingual/bicultural education, TESOL, and English as a Second Language. The documents in the bibliography have been processed in the ERIC system. (SW)

A listing is provided of 22 NDEA Title VI projects for 1974, which are designed to improve instruction in modern foreign languages and area studies. The following information is presented for each project: (1) contractor, (2) principal investigator or project director, (3) title, (4) term of contract, and (5) cost of contract. (SW)

Teaching of modal auxiliaries without developing in students an understanding of the concepts and unity underlying their use may undermine the original objective of communication in language. The use of a classification matrix with a set of sample sentences is suggested as an effective method of presentation. (MSE)

The Foreign Service Institute of the U.S. Department of State trains government employees in languages for foreign service. The Interagency Language Roundtable provides a forum for managerial linguists, and the author suggests its cooperation with university language departments. (CK)

This paper discusses problems of intensive language instruction and suggests improvements. Discussed are daily contact time, class duration and size, student selection and program structure. (CK)

The nature of paradoxes prevalent in the field of foreign language teaching today are examined. (RM)

Ninety-three French textbooks were examined to produce this overview of content and methodology; the analysis indicates the books have introduced few innovations and follow traditional modes of presentation. (CK)

Describes experiments in the field of phonetic correction. Several techniques used at the University of Mons for teaching Spanish pronunciation to French-speaking Belgians are explained. (Text is in French.) (PMP)

Third of a series of drills on Russian verbs of motion. Answers are provided. (Text is in Russian.) (TL)

It is possible to make the People's College certificate the basis for high-school graduation certification at the end of Grade 10 for French as a second language, or else to complete with it the courses in French as a second or third foreign language, which do not begin until grade 11. (Text is in German.) (IFS/WGA)

Two kinds of objective tests are discribed which are fairly easy to construct and which stress overall language ability and language predictability. Cloze tests involve filling in passages from which every nth word is missing; noise tests the interpretation of recordings on which noise is superimposed. (RM)

A definition of objective test items is given. The disadvantages and advantages of objective tests are discussed, and some examples of objective items are given. Hints on writing objective items are offered, and some non-objective items are discussed. (RM)

Discussed the striving for improvement in foreign language teaching programs through use of innovative instructional processes. (Author/RK)

Describes procedures for the showing of newsreel episodes in the foreign language class. (PP)

Explains how the language laboratory can be used to introduce a literary text. (Text is in French.) (PP)