This installment of "A Comme..." presents the following: use of the felt board for group games and reinforcement activities; a proposal for a sociocultural approach to classified ads and a sample lesson plan; and a discussion of the use of authentic documents for teaching future tense. (Text is in French.) (AMH)

The Center for Urban Educational Studies is engaged in various primary school language projects, notably Second Language in the Primary School Project (SLIPP) and Reading Through Understanding (RTU). Discusses how these have affected language instruction in the multi-ethnic classroom. (Author/RK)

Hypotheses concerning second language learning and foreign language learning in general are described, and the role of listening comprehension in the development of language skills is discussed. (CLK)

This article discusses comprehension problems encountered by students of French as a second language as a result of the mismatch between the standard language they learn in classrooms and the language used by native speakers. (CLK)

Considers three criticisms of role-play: (1) it does not agree with the learning goals of communication-oriented foreign language teaching; (2) its content does not correspond to the needs of the participants; (3) it ties the student to reproductive exercises, leaving no room for creativity. (Text is in German.) (IFS/WGA)

Describes dialogues and songs used to teach listening comprehension. (SW)

Use of classroom improvisations and role-playing can help the second language learner speak quickly, naturally, and spontaneously. The technique is discussed and illustrated. (CHK)

The article discusses programmed instruction in reading a foreign language to provide students in a specialized discipline with tools they need to understand specialized texts. Recent studies indicate the validity of teaching for reading comprehension only. Two examples of programs in scientific Dutch are attached. (Text is in French.) (AMH)

This article outlines the second language teaching method based on "capitalizable units" as proposed by Trim. The method is aimed at adult students and is based on: (1) student needs, and (2) the language functions that permit the student to operate effectively in a given speech community. (Text is in French.) (CLK)

The Guichard technique is a response to the need for lively, sustained conversation in the language class. Referring to simple blackboard drawings by the non-artist teacher, students create people and situations involving an imaginary French family. (Author/SW)

A Sustained Silent Reading (SSR) program provides a way to upgrade reading instruction by stressing self-selection, independent practice, and the use of reading as a communication tool. Guidelines are offered for setting up SSR programs, a resource library, and scheduling SSR periods. (Author/SW)

Using material on race discrimination in the United States from three textbooks, a procedure for text analysis is demonstrated, including such matters as the "tone" of communication, the implications in the words used, bearing on conditions in the culture, etc. (Text is in German.) (IFS/WGA)

This paper discusses the selection and ordering of language items, one of the central issues in foreign language teaching. Three approaches to sequencing are considered: the communicative competence, the linguistic stem, and the notional approaches. (CFM)

This paper is an edited transcript of a panel discussion. The panelists were six high school students who had immigrated to Canada with their families. Their answers to the teachers' questions concerning their linguistic and cultural experiences should prove useful to all teachers who have immigrant children in their classes. (CFM)

An individualized program begun in the West Bend public schools in 1968 is evaluated in terms of completions and achievement. It appears that it is feasible to establish a continuous-progress, nongraded foreign language program within a traditional junior or senior high school without adversely affecting language achievement. (KM)