Paper presented at the Joint Meeting of the Ontario Modern Language Teachers' Association and the New York State Association of Foreign Language Teachers, Toronto, Canada, March 27, 1971. (DS)

The author, a secondary school teacher in Tanzania, presents a test designed to be used as a diagnostic test before a controlled program of integrated grammar and composition teaching and as an achievement test afterwards. (FB)

Describes the Strategic Interaction Approach, which is built around the use of scenarios, rather than a grammar syllabus, and requires students to work through communication problems. Discusses its usefulness for short term courses aimed toward training professionals to gain working knowledge in specific fields. (EKN)

Describes the development and evaluation of a test designed to measure the level of achievement in Hebrew as a second language. Suggests procedures for developing a similar second language achievement test. (EKN)

To examine language performance and its subskills, the McCarthy Scales of Children's Abilities were administered to 30 three- and four-year-old children. The contradictory findings of verbal performance examined by age suggests that component skills contributing to verbal language behavior may vary significantly with age in the preschool years.…

Discusses some common misconceptions about foreign language learning and the foreign language teaching profession. Lists some basic needs for the profession if language education is to continue to be developed and promoted. (EKN)

Describes the planning for and the presentation of the first language career workshop at a college in California. The workshop was publicized in the college and in the community. The four panelists spoke for 45 minutes then answered questions for one hour on career opportunities for persons proficient in foreign languages. (AMH)

Investigated the effects of preferred play partnership on the conversational competence of preschool children. In general, preferred partners appeared to use language more effectively while playing. (Author/RH)

Examines the hypothesis that there are fundamental differences between using language in different situations or for different purposes and that these differences may be accounted for in terms of the requirements of the task to be solved, on the basis of knowledge represented in a particular way. (Author/MES)