Recommends, for English teaching at advanced levels, equating English participial constructions with German participial constructions rather than with paraphrases, in order to develop an analytic approach on the part of the student. (IFS/WGA)

Describes how foreign stamps can be collected, catalogued, photographed, and arranged in thematic areas in order to be incorporated into a language curriculum or culture cluster. (Author/AM)

Asserts that, if the aim of foreign language teaching is to be communicative competence, then some of the sociocultural determinants of usage of some forms should not be overlooked. The Spanish pronominal address forms, "tu" and "Ud.," are discussed as an example. (EJS)

Reports on a game devised for teaching English to German seventh graders, consisting of a series of 12 letters, containing instructions for carrying out specific assignments of varying degrees of language difficulty. The assignments were geared to the students' capacity at each stage. (IFS/WGA)

Presents a scheme for formulating correct sentences involving article and adjective endings, with specific suggestions for teaching noun phrases. Recommends also that the basic rules governing the choice of endings be taught, parallel with the students' progress. (IFS/WGA)

Discusses the foreign language situation in the Hauptschulen (ninth-grade "terminal" schools) of Lower Saxony, including the serious problems to be found there. The instructional pattern is defended. It is argued that foreign language study should be obligatory, and that English should not drop to subordinate status. (IFS/WGA)

Discusses the "image," its role in modern society, and its role in a meaningful second language pedagogy for children. (AM)

Discusses the use of "creativity seminars" for releasing the creative senses necessary to language learning. (AM)

Discusses recent studies giving conflicting answers, mostly unfavorable, to the question of whether the language laboratory is effective. Also, it is argued that children learn their native language by a process very different from foreign language learning and that research on the stages of language learning is urgently needed. (WGA)

Discusses current language needs analyses, and considers the relationship between this type of analysis and language programs and materials. (AM)

The use of the overhead projector is described. Information is provided on where to obtain transparencies; the value of pointing; writing and drawing "in situ"; commutation; and movables. (HP)

The efficient use of the telephone by non-native speakers of English is discussed. (HP)

The tasks of the translation teacher--the elicitation of correct translations and the prevention of incorrect translations--are discussed. (Author/HP)

Discusses the assumptions underlying content-area reading instruction for native speakers of English, which also apply to students of English as a second language. This includes the need for providing guidance for students acquiring the concepts inherent in the content. (Author/HP)

The article encourages the use of the language lab and gives creative suggestions for student activities under teacher direction. (NCR)