Three phases mark the instruction of indigenous languages since the precolonial period. Nigeria has more than 200 native languages, and the problems of instruction involve national language policy, the capabilities of the languages to cope with modern life, lack of prepared teachers, lack of understanding of language structures, teaching…

Advocates the establishment of short preparatory courses for the English language assistants going overseas, especially to France and Germany. (AM)

Language teachers listed qualities necessary in a language teacher that can be developed in training. Prime requisites are sound knowledge of the language structure and fluency; ability to communicate, organize and present material; ability to recognize student difficulties; and ability to use many materials and situations in language instruction.…

Discusses and critiques the notional/functional syllabus and the concept of "threshold level" as elaborated by the Council of Europe. (AM)

A discussion by a teacher of advanced English as a second language of the first three months of the course in which he tries to make students feel responsible, motivated and interested. Four sample lesson outlines are given. (AMH)

Discusses the implications of language instruction to all pupils, regardless of ability, for the education of language teachers. (AM)

This article discusses nonverbal communication in its relation to teaching of foreign languages. Nonverbal communication is defined, evaluated, and discussed in terms of function, teacher personality, training techniques, and class arrangements. (CHK)

Problems of turning theory into practice have made it difficult to apply research findings to language teaching. The student variable factor calls for knowledge of theory and flexibility in the teacher. It is the function of the AVLA to bring research findings together and make them available to language teachers. (CHK)

The applicability of linguistics to the work of the second language teacher is stressed here. The goals of language teaching are discussed, as well as the teacher's need to be competent in three areas--his subject, educational psychology, and teaching methodology. The pertinence of different linguistic theories and subfields to competence in these…

There is no set curriculum for language teacher training, not even a list of desirable personal characteristics to be developed. A course in methodology should, therefore, be treated as an apprenticeship. (MLA)

A foreign language teacher talks of his special first-year circumstances which ought to be the norm for every probationary teacher: many free periods, one classroom to teach in which is not used by anyone else, access to a central equipment area for all language teachers, and staff support. (CFM)