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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)

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 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)

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)

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)

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)