In 1975, Maryland began training teachers who wished to experiment with Esperanto in their classes, usually as part of an exploratory course in a foreign language appreciation program. Teachers have observed a marked increase in motivation among students exposed to Esperanto. (Author/KM)

Factors contributing to the renaissance of Italian and the goals of students who study the language are discussed. Alternatives to rote learning in the classroom and ways to generate interest in Italian in the community are suggested. (SW)

A presentation of the French electoral process in the form of a drama. The acts are: the rules of the game, the electoral laws; a short analysis of the "plot," the campaign; and an imaginary account of a campaign. The intention was more methodological than informative. (Text is in French.) (AMH)

Discusses the article in this journal by C. Cheng advocating teaching of simplified Chinese characters. This article agrees with his conclusions but finds fault with his methodology. It is felt that the sequence of learning simplified and complex characters should be determined by both a Chinese linguist and an experimental psychologist. (CHK)

This article surveys numbers and types of immigrant children in the provinces of Canada and outlines types of English classes and language programs available to them. Problems include the great variety in quality of classes, organization and funding. (CHK)

This article suggests using both Spanish and English television commercials to stimulate classroom dialogue and language practice. Drills can be contextualized if based on these commercials and the films can stimulate socio-cultural conversations in the target language. (CHK)

The Pacific Northwest Council of Foreign Languages' 1977 conference is reported here. Second language learning, language instruction, and the future of foreign language study were topics of several papers summarized in this article. (CHK)

This Spanish lesson consists of an essay on the use of "usted" and "tu," followed by a series of exercises including questions on the text, vocabulary, grammar and the use of the subjunctive. (Text is in Spanish.) (CHK)

Suggests six changes in the teaching of foreign languages in the elementary school (FLES), among them increased attention to cultural understanding and the integration of FLES into the language arts program. (DD)

An increase in the number of immigrants arriving in British Columbia and the change in the source countries has affected the schools, particularly in the 1970's. There has been rapid growth in the number of English as a second language (ESL) classes. Developments in ESL programs are outlined. (SW)

Describes the production, at the Goethe Institute in Osaka, of video programs for teaching beginners in German. Learning goals, actualization, sample topics and variation scenes are presented; the teaching process (in ten points) is discussed, theoretically and on the basis of experience. (Text is in German.) (IFS/WGA)

Using practical examples, such as the language experience of foreign tourists, it is shown that the "natural method" (using target language only) hinders learning. Use of the mother tongue is necessary for learning foreign structures (e.g., arranging native words according to the foreign syntax). (Text is in German.) (IFS/WGA)

Describes a course in pronunciation produced in Buenos Aires as a supplement to a school textbook in German. The course, available on tape, was tried out in twelve schools, and was found usable beginning with Grade 3. (Text is in German.) (IFS/WGA)

The study-abroad trip can contribute vitally to the success of a foreign language program, providing strong motivation for students, cultural awareness for parents and the community, and increased visibility for the foreign language department. (Author)

An experiment in foreign language teaching inspired by the Lozanov Method was made among high school students. It was found necessary to make changes and therefore the method adopted differs from the original model. Available from: Society for Suggestive-Accelerative Learning and Teaching, 2740 Richmond Avenue, Des Moines, Iowa 50319. (CFM)