Elaborates on and updates the article "Derived Noun Phrases in Spanish Containing Locatives" by John P. Wonder and Alberto Eraso Guerrero (1976). Gives a detailed description of the uses of "ser" and "haber" in the locative expression. (NCR)

An approach is presented for providing students with communication practice by relating course material to the common purposes of language use. A system for classifying communication activities is outlined in order to insure realistic, varied practice. Examples are provided in Spanish. (SW)

Provides a model for teaching listening comprehension through the use of soap operas. (AM)

Reports on a pilot project which used an imaginary tour of an Italian city as the basis for conversation exercises. (AM)

Redefines the "situational" approach to language teaching as meaning more than mere reference to space and time. Criteria for judging the realism of a situation and the authenticity of the language used are discussed as presented in materials for students of foreign languages. (CFM)

Discusses the interrelationship between language and culture and suggests numerous ways in which to introduce cultural content into language lessons. (CFM)

Offers advice and practical suggestions to teachers of the Latin language. It is argued that if Latin is used in the classroom in interesting activities, the students will learn the language better and more quickly. (CFM)

Traces the history of the study of French in West Germany's educational system, and argues that French, and not English, should be the principal second language taught there. (AM)

In connection with a discussion of the problem of language norms, the question is posed. Should not a pragmatic approach to foreign language teaching be emancipated from a pragmatic approach to linguistics? (IFS/WGA)

The project "Threshold Level," initiated by the Council of Europe in 1976, is compared with "Francais fondamental," comparing their aims and their differences. Offered as an interim statement, the article leaves open the question of whether Francais fondamental should be replaced by the the Threshold Level. (IFS/WGA)

Describes the use of the "micrologue," a brief narrative on cultural topics, to develop linguistic and cultural skills in the language classroom. (AM)

Discusses the lack of concern accorded to the Hauptschule (a "terminal" school, grades 1-9) in foreign language teaching. Describes the results of this neglect, and calls for greater attention to school realities. (IFS/WGA)

The use of situational sketches, drawn on the blackboard or shown by an overhead projector, is seen as more effective than ordinary illustrations. The procedure is particularly useful in the intermediate grades (8-10), being suited to the content of textbooks at that level. (IFS/WGA)

Describes and analyzes results of a questionnaire, addressed to 438 students of Spanish in grades three through college, which sought to determine the reasons behind students' interest in learning a second language. (AM)

Describes the Self-Instructional Language Programs (SILP) as articulated in some New York State secondary schools, and urges cooperation between colleges and secondary schools in promoting SILP. (AM)