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Materials for acquiring minimal communicative competence have to serve a double purpose: learning of comprehension on the one hand and of expression on the other. Because there is so little available data on the exact nature of the communicative function of language, it is difficult to construct authentic communications. CINAO (a beginning course in English for adults) uses brief excerpts from video and sound recordings that are motivating in content and that can serve the double purpose mentioned above. Practice with these "texts" leads to the acquisition of rules of language function in verbal communication and to the ability to use these rules in order to understand the communication. Because they lack necessary vocabulary, beginning students would have difficulty using these internalized rules to produce their own communications. Therefore, CINAO divides production and comprehension activities. In a first level, students use the recorded excerpts to learn and use rules for each activity separately. In a second level, they learn to use the rules internalized during the first stage, not from existing documents but by constructing their own situational dialogues under the guidance of a native speaker. Use of such materials would be facilitated by a network for the exchange of materials, availability of the proper equipment, and provision for usage by students outside of class. A two-part lesson outline completes the essay. (AMH)

Dyslexia, a difficult to define phenomenon, is manifested by the otherwise normal child who has an IQ above 90 and a reading subscore below the fifteenth percentile. Five observations about this phenomenon are: (1) The concept of dyslexia is often confused with "slowness" in learning to read. A child who is bright enough to guess instead of read could be wrongly diagnosed as dyslexic instead of "illiterate." (2) It would be rash to use a definition deficiency as an excuse to abandon a practical diagnostic tool. (3) No child should be labeled as dyslexic until all possibilities of nonreading phenomena have been eliminated. For instance, the transition from a special education class to a regular classroom may itself cause the non-reading phenomenon in a child. (4) Preconceptions of the mainstreamed staff may cause teachers to diagnose dyslexia instead of changing their teaching methods and styles for a child who is experiencing normal reading problems and confusions. (5) Teachers should stick to recognized teaching methods that offer a wide variety of alternatives and leave the diagnosis of dyslexia to specialists. An effective teaching method is to change lesson plans from "the teacher will" to "the student will" which makes the teacher more aware of the learning styles of a wide variety of children. (TJ)

Three methodological "hypotheses" elaborated by the "Centre interuniversitaire de recherche pour le recyclage des maitres d'italien" are presented here. These hypotheses came from three teams of teachers working from different perspectives on sets of lessons for beginners of all ages. Each team's operative assumptions, type of text, guiding principles, presentation and use of the texts and activities are discussed and illustrated with examples in Italian. The objective of the first team was to train beginning students to understand elementary Italian and to answer short questions in the language about simple situations suggested by a prepared text. The second team's desire to motivate students led to their choice of an animated cartoon as the basic text. Each lesson comprised six points: the presentation, descriptive text, grammar, structure exercises, vocabulary and conversation. The third group chose a film because this medium seems to allow for more active communication. An evaluation, including specific positive and negative criticisms of each approach and an indication of future perspectives, concludes the paper. (AMH)

This selected bibliography, designed to back up a working document of the International Bureau of Education (IBE), has been prepared for the 43rd session of the International Conference on Education (September 14-19, 1992). The document has been put together with the help of the Documentation Center of the IBE and the UNESCO database. It consists only of works in English and French, written or published during recent years. The bibliography is made up of the following sections: (1) "The New Concept of Development"; (2) "Culture and Development"; (3) "Education, Culture, and Development"; (4) "Cultural Identity"; (5) "Introduction to the Cultural Heritage"; (6) "Traditional Culture and Popular Culture"; (7) "Intercultural Education"; (8) "Language and Instruction"; (9) "Aesthetic and Artistic Education"; (10) "Moral Education"; (11) "Science Education (New Paradigms)"; (12) "Environmental Education"; (13) "School, Cultural Institutions, and Community"; (14) "School and Media"; (15) "Teacher Education"; (16) "Encouragement of Research"; and (17) "Cultural and Educational Policies." (Author/SG)

Papers on language research in this volume include the following: Pour une comparaison des voyelles nasals du Quebec et du Haut-Jura: observations, methodologie et outils infomatiques (A Comparison of Quebec and Haut-Jura's Nasal Vowels: Observations, Methodologies, and Instrumentation) (Vincent Arnaud and Claude Paradis); Le negociation du sens en classe de francais langue etrangere (The Negotiation of Meaning in French as a Foreign Language Classrooms) (Ioana Belu and Luc Colles); Le back-channel dans le discours procedural (Back-channeling in Procedural Discourse) (Annie Bergeron and Diane Vincent); La redaction d'un hypertexte: nouveaux parameters, nouveaux defis (The Writing of Hypertext: New Parameters, New Challenges) (Monique Cloutier); CHILDES: un logiciel d'analyse de donnees linguistique produites par des enfants en L2 (CHILDES: A Corpora and Program to Analyze Child L2 Linguistic Output) (Antonella Conte); La levee d'ambiguites mophologiques par grammaires locales: la systeme Intex (The Level of Morphological Ambiguity in Localized Grammar: The Intex System) (Anne Dister); L'adaptation phonologique des emprunts lexicaux anglais en japonais et l'influence des facteurs non phonologiques (The Phonological Adaptations of Borrowed English Lexical Items in Japanese and the Influence of Non-Phonological Factors) (Marie-Josee Goulet); Variation geographique du francais au Canada: etude et problemes d'identification de regionalismes lexicaux (Geographical Variation in the French of Canada: Studies and Problems of Regional Lexical Identification) (Caroline Laflamme, Frederick Gagne and Gilles Gosselin); Lieux de conflit linguistique: les services bilingues a Moncton (Areas of Linguistic Conflict: The Bilingual Services in Monkton) (Melanie Le Blanc); Etude des elements prosodiques influencant la perception des fins de tours de parole (The Study of the Prosodic Elements that Influence How the End of a Interlocutor1s Speech Turn Is Perceived) (Marie Josee Lepage); La Mouvement Wh- et WMF (multiple Wh-fronting) in russe (Multiple Wh-fronting in Russian) (Denis Liakin); Emprunts et alternances de code entre le makuxi, langue caribe et le portugais bresilien (Code Switching and Alternation Between Makuxi, Language of the Caribbean, and Brazilian Portuguese) (Ron MacDonell, with the collaboration of Denise Deshaies and Claude Paradis); Les founction du discours rapportte dans les soncersations de tous les jours (The Function of Discourse in Relation to Daily Conversation) (Sophie Marais and Diane Vincent); La langue dans les echanges avec les Etats-Unis: What's the Problem? (The Language of Exchange with the United States: What's the Problem?) (Julie Moisan and Conrad Ouellon); La phonetique differenciee de l'anglais langue etrangere et strategies d'apprentissage (Strategies for Teaching the Differential Phonetics of English as a Foreign Language) (Nuzha Moritz-Abubakr); De l'inexistence des locutions (On the non-existence of locutors) (Francois Parent); La norme phonetique du francais quebecois: les attitudes des Quebecois par rapport a leur francais (The Phonetic Norm of the French of Quebec: The Attitudes of People from Quebec in Relation to Their French) (Kristin Reinke); Le paysage linguistique a Kaedi (Mauritanie) (The Linguistic Landscape of Kaedi [Maritime]) (Abdourahmane Sakho); Aphorisme et sa porjection a la surface textuelle (Aphorism and Its Projection to Written Text) (Yahor Tsedryk); Une exploration du lien entre la langue, la culture et l'identite (An Exploration of the Connections Between Language, culture, and Identity) (Sheley Tulloch and Conrad Ouellon); and De la theorie linguistique a la pratique: le transfert des connaissances (On the Theory of Applied Linguistics: The Transfer of Knowledge) (Panel of CIRAL). Each paper, except for the last, contains references. (AA)

The proceedings of a Swiss conference on languages in education include: a brief preface about the conference topic; summaries in French, Albanian, German, English, Spanish, Italian, and Portuguese; background information on the conference; statistics on the home and community languages of Swiss elementary and secondary school students; the conference introduction, "Pour une education bilingue" (Toward Bilingual Education) presented by Anna Lietti; notes on parent language use in Albanian and Italian communities; teachers' perceptions of language use in Spanish, Portuguese, Bosnian, and Albanian communities; six research papers; text of a roundtable discussion concerning the challenge of opening schools to diverse languages; a conference summary; and a list of relevant journals. The papers include: "Une experience interculturelle a l'ecole primaire de la Chaud-de-Fonds" (a primary school experiment at Chaud-de-Fonds) (Philippe Moser); "Une experience d'eveil aux langues" (a language awareness experiment) (Christiane Perregaux); "Un projet interculturelle a l'ecole du Mail a Geneve" (an intercultural project at a Geneva school) (Sylviane Magnin Hottelier); "Une ecole privee bilingue allemand-francais" (a private German-French bilingual school) (Henri Moser); "Une experience anglais" (an English experiment) (Daniele Moore); and "Les bibliotheques interculturelles dans les ecoles" (intercultural libraries within schools). Contains 44 references. (MSE)

Conference papers on group methods of speech therapy include: "Donnees nouvelles sur les competences du jeune enfant. Proposition de nouveaux concepts" (New Data on the Competences of the Young Child. Proposition of New Concepts) (Hubert Montagner); "Interactions sociales et apprentissages: quels savoirs en jeu" (Social Interactions and Teaching: What Knowledge Is In Play?) (Marie-Jeanne Liengme Bessire); "Analyser les interactions en classe: quelques enjeux theoriques et reperes methodologiques" (Analyzing Classroom Interactions: Some Theoretical Stakes and Methodological Benchmarks) (Lorenza Mondada); "Arrets sur image: essai de reflexions theorique a propos d'une pratique de logotherapie de groupe" (Stopping on a Picture: An Essay of Theoretical Reflections on Practice in Group Speech Therapy) (Francine Rosenbaum, Dominique Bovet, Valerie Jequier-Thiebaud); "Ajustements mutuels des interlocuteurs: conversations avec une patiente souffrant des sequelles comportementales d'un traumatisme cranien" (Mutual Adjustment of Interlocutors: Conversations with a Patient Suffering from Behavioral Consequences of a Head Injury) (Claire Peter); "Jeu symbolique et strategies d'elaboration des dialogues" (Symbolic Play and Strategies of Dialogue Elaboration) (Cecile Martin, Solange von Ins, Genevieve de Weck); "Groupes de logopedie-psychometricite: quelques reflexions a propos des indications" (Speech Therapy/Psychometric Groups: Some Reflections on Indications) (Christine Mahieu, Sylvie Moine, Katharina Turnill); "Les interactions therapeutiques a travers le jeu symbolique dans un groupe d'enfants pre-scolaires" (Therapeutic Interactions Through Symbolic Play in a Preschool Children's Group) (Marie-Claire Cavin); "A propos du psychodrame de groupe d'enfants" (Concerning Children's Group Psychodrama) (Raymond Traube, German Gruber); and "Competences orthographiques chez des eleves presentant des difficultes dans les apprentissages scolaires" (Spelling Competencies in Students Presenting Learning Difficulties in School) (George Hoefflin, Annie Cherpillod). Individual papers contain references. (MSE)

Second language learning today requires new materials. One type of learning unit suggested would have a simple format, limited scope and objectives, and diversity of content, form, learning strategies and activities. In spite of the problems involved in the production of this format, such units might be worked out in teacher-training programs, by centralizing services in school districts or possibly by publishers. A proposal of a practical frame of reference for such units is outlined in the form of a limited collection of parameters intended to help specify who is communicating, with whom, where, when, how and why. The first step in the process is a list of 17 language acts defined by a number of performative verbs. Because these language acts generally occur in sequences and in situations, simple sequential schemas and situations have to be prepared. Examples are given of six sequences and fifteen situations. Eleven examples of situations using the various parts of a proposed pedagogical framework, including suggestions for class presentation, complete the document. (AMH)

The objective of this course is to enable students to negotiate a business transaction directly in English. The proposed setting is a conference room and the interlocutors are upper middle class professional people. The learners are students of business administration in France who already possess some knowledge of English vocabulary and grammar. The basic material, a functional catalogue of 300 kernel sentences, was developed from tapes and notes taken by the instructors at actual business meetings. These sentences are used to train students to express themselves in three successive levels of discourse, namely, expressing an opinion without much forethought, expressing a point of view with a great deal of emphasis and feeling, and including the person addressed in the speaker's discursive universe. In addition, structural exercises based on the same sentences, situational schemas and thematic dialogues are used. Basically, the teaching strategies consist of an introductory, theoretical phase, use of recordings for listening comprehension, laboratory exercises, class practice in situational contexts, and training in assuming the "Anglo-Saxon mentality." The amount of active participation, the close link between laboratory and class work, the practical nature of the materials and the enthusiasm of both instructors and students are all factors in the sucess of the course. (AMH)

This selection of the papers presented at a conference includes 6 introductory papers, 32 papers dealing with innovations and experiences in the authors' own countries, and reports from 6 working groups. These working groups addressed the six key topic areas of the conference: (1) relationships between new technologies and labor relations and their impact on the labor market, education, and schooling; (2) new technologies in the learning process; (3) technology's impact on relationships between general education and education for careers; (4) technological demands upon recurrent education, adult education, and non-formal education; (5) technological developments and their impact on education in the Third World; and (6) the impact of technological developments on both initial and inservice teacher education and training. The majority of the papers are in English, although six are in French and one is in German. (RP)

The following papers on the issue of multilingualism in second language instruction are included: (1) "Problemes linguistiques dans les societes plurilingues (Linguistic Problems in Multilingual Societies)," by Amadou-Mahtar M'Bow; (2) "Aim: Multilingualism. The Dismantling of Resistance and Prejudice," by Eva Koberski; (3) "Problemes poses en Susisse par l'enseignement des languages vivantes (Problems Posed in Switzerland by the Teaching of Modern Languages)," by Jean-Bernard Lang; (4) "Lingue in contatto e stratificazione linguistica (Languages in Contact and Linguistic Stratification)," by Ottavio Lurati; and (5) "Planung des Fremdsprachenunterrichts in den Laendern der Europaeischen Gemeinschaft (Planning for Foreign Language Instruction in the Countries of the European Community)," by Franz J. Zapp. Each paper except the first is followed by a summary in English of the discussion engendered by the paper. (JB)

The eight papers in this collection include: "Un enseignant de langues a la recherche de la pierre philosophale" (A Language Teacher in Search of the Philosopher's Stone); "Apprentissage autodirige: Compte rendu d'experience 1978-83" (Self-Directed Learning: Report of Experience 1978-83); "Teaching Without a Language Syllabus But With a Linguistic Focus"; "Video et apprentissage des langues: l'interview sur le terrain" (Video and Language Learning: On-the-Street Interviews); "Sur quelques aspects interculturels et metalinguistiques de la comprehension d'un document en classe de langue" (On Several Intercultural and Metalinguistic Aspects of the Comprehension of a Document in Language Class); "La methode, l'attente des eleves et l'aptitude du professeur. Reflexions sur une experience d'enseignement a l'Universite de New York" (Method, Student Expectations, and the Professor's Aptitude); "Defense et illustration de la grammaire traditionnelle" (Defense and Illustration of Traditional Grammar); "La pedagogie de la prononciation et l'approche communicative: Ou en sommes-nous?" (Pronunciation Instruction and the Communicative Approach: Where Are We?). Each paper is followed by a discussion and response. A concluding essay and lists of presenters and participants are also provided. (MSE)

This publication presents 20 conference papers in French and German on aspects of linguistic research. Papers include: "Objectivite et subjectivite dans la connaissance du langage" (Mahmoudian); "Focalisation et antifocus"(Bearth); "Remarques sur la notion d''etymologie populaire'"(Chambon); "Sur la construction serielle en malgache"; (Fugier) "Ein Schichtungsmodell der Kompetenz, als Hilfe fur den Ueberblick uber die gesamte Sprachverwendung"(Glinz); "Une mesure de l'integration d'un element a un systeme" (Jolivet); "La convention X et la structure des unites discursives" (Rubattel); "Codification phonetique de noms de famille" (Vater); "Ambiguite, malentendu et activite paradiscursive" (Berthoud); "Apprendre a expliquer" (de Gaulmyn); "Pertinence et conversation"; (Moeschler);"Syntaxe, pragmatique, stylistique" (Reboul); "Konfirmandenunterricht..tout de meme! Les procedes de transcodage en conversation bilingue et exolingue" (Oesch-Serra); "Corpus oraux et edition: Quelle transcription pour quelle lecture?" (Rittaud-Hutinet); "Malentendu et communication" (Weil); "Aspects pragmatiques de l'emploi des circonstants" (Wuest); "Neocodage et discours de la presse: Le mot compose dans le quotidien suisse-romand 'Le Matin'" (Munch); "A propos de l'identite linguistique" (de Latour); "De la cooperation a l'ajustement collaboratif polylogal dans les cours de langues" (Murphey); and "Analyse morpho-syntaxique du francais et l'enseignement assiste par ordinateur" (Renard). (MSE)

This document contains working papers prepared for a seminar on Adaptation and Integration of Permanent Immigrants, along with general and specific recommendations formulated by seminar participants. Conclusions and recommendations from each paper are presented in English, French, and Spanish; the conference papers themselves are presented only in English and are as follows: "The Situation of Children of Migrants and their Adaptation and Integration in the Host Country, and their Situation in the Country of Origin" (W.A. Dumon); "Education of Migrant Children, Including Guidance and Language Training" (G. Falcki); "Sociopsychological Problems of Migrants' Children and Cultural Conflicts" (A. Eppink); "Problems Concerning Clandestine Migrant Children" (G. Rochcau); The Situation of Migrant and Refugee Children in Relation to the United Nations Declaration of the Rights of the Child" (E. Underhill); "Resettlement in the United States of Unattached and Unaccompanied Indochinese Refugee Minors (1975-78) by Lutheran Immigration and Refugee Service" (I. Walther); "Consultative Participation and the Role of Immigrants' Associations in Relation to the Country of Origin and the Host Country" (M.C. Castro Almeida); "The Migrant's Participation in the Political Life of his Country of Origin in the Context of his Integration" (J. Cases Mendez); "Participation of Migrants in the Political Life of their Country of Origin in the Context of their Adaptation (with Special Consideration of the Situation in Turkey)" (H. Pekin); "The Preservation of Immigrant Cultures" (D. Storer); and "Preservation of the Immigrants' Culture and Sharing of Cultural Values" (I.K. Lindenmayer). The document ends with a list of all information documents submitted by governments and international organizations, and a list of participants. (RDN)

This collection of papers discusses various theoretical, clinical, and assessment issues in reading and writing delays and disorders. Topics include the following: integrating different theoretical approaches (cognitive psychology, neuropsychology, constructivism) into clinical approaches to reading and writing difficulties; difficulties of kindergartners in understanding the concept of reading and writing; a comparison of spelling, oral reading, and reading content in whole language and phonics-oriented first grade classes; the connection between visual processing and dyslexia; a reading evaluation tool for students with personality and behavior troubles; the use of writing by a deaf student; the role of the speech therapist in charge of deaf children in bilingual education; connections between difficulties in reading and writing and in accepting social norms; a therapeutic method for remediating surface dysgraphia; using "metagraphic explanations" with students with severe spelling difficulties; a comparison of text production between students with and without dysorthographia; a longitudinal analysis of text production; a didactic sequence for teaching/learning narrative discourse; and reflections on teaching versus therapy. (JSS)

These articles on scaffolding in language and speech pathology/therapy are included in this issue: "Strategies d'etayage avec des enfants disphasiques: sont-elles specifiques?" ("Scaffolding Strategies for Dysphasic Children: Are They Specific?") (Genevieve de Weck); "Comparaison des strategies discursives d'etayage dans un conte et un recit d'experiences oraux" ("Comparison of Scaffolding Discourse Strategies in an Oral Story and Personal Narrative") (Marie-Claude Rosat); "Questions ouvertes/questions fermees: une dichotomie qui appelle une analyse critique" ("Open Questions/Closed Questions: A Dichotomy that Calls for Critical Analysis") (Shirley Vinter, Charles Bried); "Interactions avec des enfants migrants en contexte logopedique: quels etayages?" ("Interactions with Migrant Children in the Speech Therapy Context: What Kinds of Scaffolding?") (Sandra Galli Cornali); "Contributions maternelles et paternelles au developpement des representations symboliques et categorielles des objets par les jeunes enfants" ("Maternal and Paternal Contributions to the Development of Symbolic and Categoric Representation of Objects by Young Children") (Florence Labrell); "De la variation de l'etayage logopedique comme outil therapeutique" ("Variation of Speech Therapy Scaffolding as a Therapeutic Tool") (Douchka Gaillard); "L'adaptation langagiere de differents intervenants en interaction avec un aphasique" ("Linguistic Adaptation of Different Therapists in Interaction with an Aphasic") (Helene Perren); "L'evaluation formative a l'ecole: quelle place pour la regulation interactive?" (Formative Evaluation in School: What Place for Interactive Regulation") (Yviane Rouiller); "Quelques considerations sur l'etayage dans une situation d'evaluation particuliere: le jeu symbolique" ("Some Considerations Concerning Scaffolding in a Special Evaluation Situation: Symbolic Play") (Mireille Rodi, Cecile Moser); "'Suivez le guide'...L'acquisition de routines de lecture en langue 1 et langue 2" ("'Follow the Guide'...Acquisition of Reading Routines in First and Second Languages") (Matthias Marschall); and "Apprendre a raconter? Comment lisons-nous les textes des auteurs eleves?" ("Learn to Tell Stories? How Do We Read the Texts of Student Authors?") (Frederic Francois). All papers are in French, with English abstracts. (MSE)

The purpose of this conference sponsored by the French Commission of the Methods of Teaching was to give deep reflection as to the place of algorithms in the teaching curriculum and learning of mathematics. Devoted to the concept of new teaching methods at levels 1-4 of compulsory school education, the debates of this seminar were an occasion for many exchanges among researchers, teachers, authors, and other people involved in the development of mathematics teaching methods. The participants' papers focus on how to use algorithms of calculation for the teaching methods of French-speaking Switzerland. A list of participants is appended. (NB)

Research papers on the relationship between oral and written language include: "Une distinction bien fragile: oral/ecrit" ("A Fragile Distinction: Oral/Written") (Francoise Gadet); "Oral et ecrit dans les representations des enseignants et dans les pratiques quotidiennes de la classe de francais" ("Oral and Written Language in Teachers' Presentations and in Daily Practice in the French Class") (Jean-Francois de Pietro, Martine Wirthner); "La lecture a d'autres: un oral public a partir de l'ecrit" ("Reading to Others: Public Speaking Based on Written Language") (Joaquim Dolz, Janine Dufour, Sylvie Haller, Bernard Schneuwly); "Discours oraux--discourse ecrits: quelles relations...au visuel?" ("Oral Discourse--Written Discourse: What Relationship...To the Visual?") (Alain Brossard);"Acces au langage et acces au recit" ("Access to Language and Access to Narrative") (Philippe Meirieu); "Approche linguistique de l'illettrisme" ("Linguistic Approach to Illiteracy") (Dominique Morcrette); "Etude linguistique du discours narratif sur images d'adultes illettres" ("Linguistic Study of Narrative Discourse Based on Pictures in Illiterate Adults") (Frederique Brin); "Interactions verbales en acces a la litteratie" ("Verbal Interactions in Literacy Learning") (J.-M. Oderic Delefosse); "Conscience linguistique et traitement de l'information ecrite" ("Linguistic Consciousness and Treatment of Written Information") (Jean Emile Gombert, Clara Martinot, Isabelle Nocus); "Representations sur les pratiques sociales de l'ecrit et apprentissage de la lecture" ("Notes on Social Practice Surrounding Writing and the Learning of Reading") (Genevieve de Weck, Nathalie Niederberger); "Debusquer l'auteur d'un texte derriere l'absence d'ecrit" ("Understanding the Concept of Author") (Francoise Cornaz); "Les enigmes d'un acces au langage ecrit bloque chez un enfant migrant" ("Enigmas of Blocked Access to Written Language in a Migrant Child") (Francine Rosenbaum, Stephanie Evard); and "De l'agir a l'ecrit chez les jeunes adolescents en institution: un regard pluridisciplinaire" ("From Acted Out to Written Out Among Institutionalized Adolescents: An interdisciplinary Approach") (Jean-Marie Villat, Raymond B. Traube, Daniele Gabus, Caroline Bertoldo, Nicole Kraenbuhl). Individual articles contain references. (MSE)

Papers from the linguistics colloquium address a variety of topics in linguistic theory and language research, most in French. Topics include: objectivity and subjectivity in understanding language; focalization in conversational language; the notion of "popular etymology"; serial construction in Malagasy; linguistic competence (in German); measuring the integration of an element in a linguistic system; discourse analysis; phonetic linkages among family names; ambiguity, misunderstanding, and paradiscursive activity; learning to explain; pertinence and conversation; syntax, pragmatics, and stylistics; bilingual discourse; transcription of oral language corpori; neologisms and the press; linguistic identity; cooperation, adjustment, and collaboration in language class; and morphosyntactic analysis of French and computer-assisted instruction. (MSE)

This special issue concerns the content, function, and form of instructional materials dealing with second language instruction. The following articles appear: (1) "Deliberate Semantics--an 'Interventionist' Approach to Second Language Teaching Methodology," by A.P.R. Howatt; (2) "Sprechakte und Sprachunterricht (Speech Acts and Language Research)," by T. Ebneter; (3) "Materiels pedagogiques et/ou materiels heuristiques (Pedagogical Materials and/or Heuristic Materials)," by R. Richterich; (4) "Texte linguistique et representation iconographique (The Linguistic Text and Pictorial Representation)," by E. Arcaini; (5) "A propos de la conception d'une unite didactique dans le cadre du francais, language etrangere (On the Idea of Didactic Unity in the Framework of French, Foreign Language)," by A. Barrera-Vidal; (6) "Accuracy and Fluency as Polarities in Foreign Language Teaching Materials and Methodology," by C. Brumfit; (7) "La linguistique et le reste dans la conception des materiaux pedagogiques pour l'enseignement scolaire des langues secondes (Linguistics, etc. in the Concept of Pedagogical Materials for the Teaching of Second Languages)," by D. Coste; (8) "Lehrwerkanalyse und Lehwerkkritik aus der Sicht der linguistischen Pragmatik (Analysis and Criticism of Instruction from the Point of View of Linguistic Pragmatics)," by M. Pelz; and (9) Reve et Realite (Dream and Reality)," by G. Capelle. A synthesis article concludes the volume. (AMH)