The equipment and use of language laboratories are described, and their advantages and disadvantages are discussed. Comparisons are made between the use of a language laboratory and the use of tape recorders. (RM)

Discusses an approach to teaching note-taking to students of English as a second language who will go on to study at the university level. (CFM)

A procedure is outlined which is designed to enable teacher trainees to put into practice certain teaching techniques early in their training in order to make concurrent lectures on principles and methods more meaningful. (RM)

Stresses the need for all language teachers, and second language teachers in particular, to suit the content and the methodology of their lessons to their particular group of students. (PM)

A procedure is outlined for teaching spelling to students of English as a second language. (RM)

Five ways are described in which the language laboratory can be used with students who have passed the stage at which they can profit from drills and other repetitive material. (RM)

Discusses teacher overload, learner underinvolvement, and learner training to support a switch of emphasis from teaching to learning materials and concludes that questions about materials should be related to conception of the whole of language teaching and learning as the cooperative management of language learning. (Author/BK)

The mother tongue should not be used in the classroom. If the student is constantly allowed to translate he will never make the jump into the target culture. Translation is an aim that can be achieved only when considerable proficiency in the target language has been attained. (SCC)

Discusses the effectiveness of a treasure hunt as an educational language-activity for students of English as a second language. Instructions for the treasure hunt and a sample list of items are included. (CFM)

This article presents a method for teaching the meaning of the word "hope" to students of English as a second/foreign language. (CFM)

Urges the use of plays as a means of practicing English; however, the play should be chosen to suit the players. (LG)

This report discusses a program designed to teach English to German children in Munich, Germany. (CFM)

Advocates the use in language teaching of different but complementary approaches to language description rather than strict adherence to a single theoretical model. Various linguistic descriptions of indirect object structures are given as support for the thesis. (KM)

Reading aloud can be an effective tool in the teaching of English as a second language. (LG)