The author expresses his belief that language learning opportunities should be offered to all levels of ability and discusses the development of strategies to meet the problems which the less-able child may encounter in untracked, mixed-ability language classes. (FB)

Suggests that the Contrastive Analysis Hypothesis (CAH) be revised to incorporate a notion of degree of difficulty which corresponds to the notion of typological markedness. (Author/CFM)

Speakers of many Oriental languages find it difficult to distinguish systematically between the /l/ and /r/ phonemes. Due to the importance of recognizing these contrasts in English, the teaching of these phonemes should be one of the foremost elements in teaching English as a second language to Asian students. (CFM)

Foreign students learning English often do not correct their own errors when working in the language laboratory. It appears that students fail to respond if the material to be processed, answered or repeated is either too long or cannot be interpreted. A repeat-loop tape system may answer some problems. (CHK)

This paper explains a language teaching method derived from the questioning of students regarding the contents of a foreign language text; student responses are made in the target language. (CK)

This conference address touches on a variety of issues in second language learning and underlines points that the speaker considers areas for thought and discussion. Initial remarks concern second language learning in Ireland. In his statements concerning second language learning in general, the speaker emphasizes the importance of contact between…

First language and second language learners have to learn through making mistakes. Foreign language learners do not have to learn, to anything like the same extent, in this way. Foreign language teachers should study students' mistakes in order better to understand how they are learning and mislearning. Teachers should try to avoid language…

Discusses the special problems of teaching foreign languages (specifically English) to the hard of hearing, including the monolingual approach and the introduction of a reading text. (IFS/WGA)

Two questions are addressed: (1) Should immersion programs be offered to all children, and (2) should the child who is experiencing difficulties in immersion be switched to the regular English program? It is felt that there is no definite answer to the first question at present and that the answer to the second is "yes." (AMH)

The author teaches a course in basic Latin to pupils without great ability. She claims three objectives: development of word sense; stimulation for the imagination, and enjoyment of the lessons, learning and use of the mind. (CHK)

A report is made of an investigation regarding the type of learning disabilities found in children who fail or do poorly in primary French immersion programs. Comments and criticisms are made by three guest analysts. (RM)

Report of findings which indicate that error analysis can be used as a method to test the predictive value of contrastive analysis and extend its power of pedagogical applications. (Author/FWB)

The purpose of this annotated bibliography is to bring to the attention of the German teacher some of the critical issues in language teaching methodology and pedagogical theory that have been of concern recently. The bibliography points out some specific works that have a clear and direct bearing on what happens in the German classroom. The works…

Paper read at the Pacific Conference on Contrastive Linguistics and Language Universals, Honolulu, Hawaii, January 11-16, 1971. (VM)

This bibliography cites books, articles, and theses dealing with error analysis and remedial work in English language teaching. Entries include publications from a wide range of countries, and most have been published since 1965. (CLK)