In bilingual education programs, instruction may be (1) "less-than-half," in which instruction is mostly in English except for such subjects as social studies and native language arts; (2) "half-and-half," in which instruction is half in the student's language, half in English; or (3) "more-than-half," which provides instruction entirely in the…

Gives some general suggestions for teaching English modal auxiliary verbs. For example, "would" and "could" should be taught as verbs in their own right, rather than as forms of "will" and "can." English modals do not exactly match German modals. (IFS/WGA)

Determining the gender of German nouns is an awesome task for the beginning student of German. This article lists rules which might facilitate this task. The gender can sometimes be inferred from the ending of a word, sometimes by the meaning, but sometimes only through memorization. (Author/TL)

Speakers of Italian often have problems mastering Spanish because they erroneously believe its great similiarity to Italian makes it easy to learn. One of the fundamental problems is the lack of ability to choose the correct verb, "ser" or "estar," both equivalents of the Italian "essere." (Text is in Spanish.) (CFM)

Argues that reading should be a significant portion of the foreign language student's experience but that, in order for the reading to be an occasion for comprehensible input, the text must be authentic, meaningful to students, and followed by questions which encourage reading for meaning. Gives examples of such questions. (SED)

Explains how antonymy (opposition) can offer another approach to vocabulary development in a classroom situation. (HOD)

Suggests that integrating story maps into a reading lesson helps readers attend to details as well as to relationships between story elements before, during, and after reading. Reports findings of a study to support this belief. (FL)

Reviews research indicating that presenting vocabulary in semantically related clusters may improve students' vocabulary knowledge and reading comprehension. Describes how words from elementary school textbooks were divided into semantic clusters and makes suggestions for their use. (FL)

Problems encountered in attempting to teach the Spanish verb system can be traced to misconceptions arising from the inadequate or misleading names of many of the tenses. The nature of descriptive terminology is the level at which the problem of nomenclature is treated in this study. (SL)

Elementary Russian textbooks are criticized generally as failing to supply sufficient specific syntactical information. A method for teaching sentence subordination is described. (RM)

The see-saw pair is a technique for perceptually contrasting the two realizations of the third tone, viz. the low-level half third and the low dip full third. (DD)

Discusses a few of the approaches in applying general semantics to the teaching of creativity. (Author)

Suggestions are given for teaching Russian conventions for the general question intonation, and it is proposed that instruction is clearer if students are encouraged to make comparisons within and among English intonation patterns. (MSE)

At the beginning of an introductory social psychology course, students were asked to rate their professor on a semantic differential scale. The results were compiled and used to generate questions about interpersonal perceptions, stereotypes, data collection, and the characteristics and limitations of social psychological research in general. (AM)