Outlines a high school or college level course involving the combination of literary texts and commercial films. A selected list of films suitable to such a course is also included. (DB)

A year of sixth-form French instruction is described. Lessons included a great deal of discussion, dramatics exercises, reading of journals and French stories and novels, and use of a residential facility where only French was spoken. (CHK)

Problems in English sixth-form language classes are discussed, as teachers must provide instruction for both high and low ability students. Suggestions are provided for necessary listening facilities, audio material, visual material, and reading material for French instruction under the English system. (CHK)

Recommends having students watch videotaped recordings of satellite transmissions of foreign television programs to enhance their acquisition of a foreign language. (JC)

Offers teaching plans for the use of dramatic films in teaching French in Grades 11, 12, and 13, and discusses their significance for the leisure-time activities of adolescents. (IFS/WGA)

Discusses the educational value that televised films may have in foreign language teaching, as well as their function in the development of basic skills. (IFS/WGA)

Describes a method used at Yale University that uses film study to expose the student of French to culturally authentic language. (AM)

A description of a secondary school Italian course using literature and film as teaching resources illustrate how the use of a communicative approach can foster the natural integration and development of listening, understanding, speaking, reading, and writing skills. (two references) (CB)

The history of filmmaking in China and Japan and film usage in teaching are considered in this document. Pointing out how films describe historical context and culture, the document also describes various techniques of film making. Films in China were heavily influenced by western models and have tended to be tools of the power structure, as…

UNTIL THE FRENCH MINISTRY OF EDUCATION ESTABLISHED A COMMISSION TO INVESTIGATE THE BASIC ELEMENTS OF SPOKEN FRENCH AND TO DEVELOP A NEW TYPE OF LANGUAGE COURSE, THE MOST WIDELY ACCEPTED METHOD OF INSTRUCTION IN FRANCE WAS THE DIRECT METHOD OF BERLITZ AND GOUIN. FROM THE COMMISSION'S RESEARCH, A NEW AUDIOVISUAL COURSE, "VOIX ET IMAGES DE…

More than 100 films, selected for use in college-level French programs, are evaluated in this teaching guide. Films are listed alphabetically under the following categories: (1) "Beaux-Arts," (2) "La France Contemporaine," (3) "La France et le Nouveau Monde," (4) "Histoire," and (5) "Langue." The index gives an alphabetical list of all the films…

Describes a course in German film offered by the Department of Germanic Languages and Literatures at the University of Illinois. A sample syllabus is given, which includes a list of the films and textbooks used, as well as a selective listing of films available in the United States. (CFM)

A description of the use made by a college teacher in Germany of films in his language classes. Students provided the dialogue for silent films during class. Films were also used in this way for testing speaking ability. Motivation was high. It seemed to be successful as a testing technique. (AMH)

Describes an approach to French literature that looks at the process of making a novel into a film. The technique focuses on comparisons of composition, characters, and language. (MSE)

Most modern language teachers consider commercial films prepared for native speakers of the target language useful as a teaching device only for advanced students. The results of an analysis of the vocabulary content of "High Tide at Noon" seem to indicate that any student with a basic English vocabulary could follow the script. (CFM)