Study abroad programs in Paris and the French provinces offer a variety of opportunities for study by both language and nonlanguage majors, and for faculty directing programs. Courses have varying structures, objectives, and costs, but continue to be generally popular. (MSE)

Discusses a research project carried out in Germany to compare the English proficiency of secondary students who had begun studying English in the third form (eight years old) with those who had begun in the fifth form (10-11 years old). (CFM)

Three activities used with first-year French students are described: (1) drawing pictures by following directions which demonstrates knowledge of subjects and prepositions, (2) reading a poem in French and rewriting it in French prose, and (3) learning numbers through role-plays involving money. (PMJ)

The association between an attitudinal/motivational factor and the acquisition of French oral proficiency is discussed. Eighty-nine Canadian students were satisfied with the intensive French language program while the 65 Americans were not. The sociocultural background of the student plays a major role in the development of attitudes. (PMJ)

This report states the belief of the Task Force that study of the less commonly taught languages is in the national interest and that the study of any foreign language is valuable. Recommendations are given for improving and increasing the study of "strategic" or "critical" languages. (CFM)

Three groups of Grade 7 students participated in a study to examine the personality and language exposure factors associated with learning French as a second language. (CFM)

A study was conducted to examine the changes in students' attitudes, motivation and French achievement during a five-week, residential, summer program. Sixty-two students were administered a battery of attitude and motivation tests as well as a test of oral French proficiency prior to, and upon completion of, the course. (CFM)

Examines the concept of culture from the perspective of language teaching and explores how conversation analysis assists in the teaching of culture in interaction. Argues that one outcome of language teaching should be communicative competence, that the model of language underlying an assessment is crucial, and that the interdependence of language…

Describes a variation of content-based instruction for beginning-level language learners called content-enriched instruction (CEI). In CEI, emphasis is on cultural and real-world information, and vocabulary, grammar, and content are integrated to reflect a specific theme, or converge to represent a specific topic. (Author/CK) (28 references)

Presents a model process for "bottom-up" teacher development of a proficiency-oriented, criterion-referenced second or foreign-language curriculum. The process is designed for second- and foreign-language teachers and administrators at all levels of education to enhance articulation and coherence of teaching objectives and practices between levels…

Investigated the types of reception strategies and the frequency of their use by students of French as a second language at different levels of language proficiency, measured by an oral proficiency interview. A number of distinct strategies were identified: kinesics, global reprises, hypothesis testing in English and uptaking. Results are…

Discusses the attitudes of students concerning the benefit of Year 12 foreign language courses to the development of their oral and aural proficiency in the target language, i.e., French. While most students felt that their ability to speak and understand spoken French had improved as a result of the course, some expressed dissatisfaction with…

Suggests a test to assess the language proficiency of second language teachers prior to their admission to teacher education programs in Canada or their being hired by a school board. The themes explored include education in general, classroom organization, stories as told by teachers and learners, and different forms of communication. (21…

Presents a literature review seeking to answer four questions: (1) What is washback? (2) How does washback work? (3) How can we promote positive washback? and (4) How can we investigate washback? A model is proposed that identifies participants, processes and products which may influence or be influenced by, washback. Strategies for investigating…

"Language for business" programs, well established at universities, could be expanded to include beginning language courses. It is argued that "language for business" courses at the beginner's level can attain some of the goals of business language study at an early stage and usefully complement their more advanced…