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In section I, papers presented at the Hawaii Association of Language Teachers (HALT) in 1993 are presented. Section II includes a number of projects received from a call for papers simultaneous to the call for the HALT papers. Section 1 contains: "This is Like a Foreign Language to Me: Keynote Address" (Bill VanPatten); "From Discussion Questions to Task-Based Activities" (James F. Lee); "Learner-Relevant Literature: Developing Reading and Writing Strategies in the Intermediate Language Classroom" (Kathryn A. Hoffmann); "Reducing Foreign Language Anxiety in the Learner-Centered Classroom" (Heiko Heinz Schlesiger); "A Novel Approach to Novels" (Dorothy Buchanan); and "Problems of the Bilingual Dictionary: THe Case of French and English" (Kathryn Klingebiel). Section 2 includes:"Use of 'DONT' in French" (Marie Jose Fassiotto) in French; "The Use of the Newspaper in the Foreign Language Classroom: A Student-Centered Project" (Edda D. Hodnett with Paul Chandler); "Student Controlled Learning Environments with Hypercard (TM) and Interactive Multimedia" (Carol Beresiwsky); "From Theory to the Classroom: The Learner-Centered Approach and the Spanish for Business Class" (Rafael Gomez and Frauke Lowensen); and "Japanese Unit: Telephone Activities" (Kyoko Hijirida and Carrie N. Sato). Many papers contains references.) (NAV)

The journal of linguistics of the University of Neuchatel (Switzerland) contains information on the programs and faculty and articles in French (F) and English (E). They include: "From Behavioral Psychology to Sociolinguistics: Ten Years of Linguistics Applied to Language Teaching at Neuchatel" (F); "Intonation and Syntax: Neurolinguistic Contribution to the Study of the Role of Intonation Factors in Establishment of Syntactico-Semantic Relations of Phrase Constituents" (F); "Dialect and School in the European Countries" (E); "Experimental Psycholinguistics: A Science at the Crossroads of Several Disciplines" (F); "Teaching By Pictures or Through Pictures?" (F); "The Hidden Side of French" (F); "Phenomena of Regression in Linguistic Competence in Second Language Learning in a School Situation" (F); "What Is Logic Today?" (F); "Assimilation of Consonants in Spoken French" (F); "Good Usage is My Usage: Linguistic Norms and Procedures for Correction of Themes" (F); "Interaction Management and Discourse Complication: Narrative Sequences in Non-Native Language Conversation" (F); "Contrastive Analysis: History and Current Situation" (F); "Study of Interrogative Forms in French in 3-Year-Olds" (F); "Toward a Rhetoric of Implicit Content: The Example of Jokes" (F); "The Structure of the Minimal Utterance as Condition of Access to Interpretive Strategies" (F); and "Language Evaluation: Representative and Communicative Dimensions" (F). (MSE)

This collection of working papers in linguistics includes four works. "Autour de la racine indo-europeenne 'pet-' ('voler') (pour servir a l'histoire des faits latins)" ("Concerning the Indo-European Root 'Pet-' ('To Fly') (To Serve as an Example of Latin Facts)" by Claude Sandoz looks at the Latin manifestations of the root and illustrates the value of historico-comparative analysis. In "Analyse hierarchique et fonctionnelle du discours: co-enonciation et mouvement discursif" ("Hierarchic and Functional Discourse Analysis: Co-Enunciation and Discourse Movement"), Therese Beguin-Jeanneret applies discourse analysis in a new way, a conversation between two children and an adult. "Quelques remarques sur l'excommunication dans les interactions verbales en face a face" ("Some Remarks on Excommunication in Verbal Face-to-Face Interactions") by Serge Rubi examines conversational processes used to break off one topic of discussion for various reasons. In "Enseigner le francais L2 a des debutants avec une methode 'communicative'" ("Teaching French as a Second Language to Beginning Adults with the 'Communicative' Method"), Francoise Redard reflects on her own experiences teaching French to this population, focusing on whether having the objective of immediate communication is appropriate in all cases. (MSE)

Papers from an international conference on language teaching/learning are presented by topic and grouped under seven sections. An introductory section contains two papers on cultural diversity and world English. The second section, on teacher development, contains papers on these topics: teacher development and socialization; teachers' responses to questions about instruction; characteristics of a good language lesson; teaching students to understand instruction; students' reasons for poor English skills; cross-cultural aspects of the teacher's role; and an instructional materials development workshop. The third section, on classroom techniques and issues, addresses these topics: postsecondary level cooperative learning in Japan; shared inquiry for fostering critical thinking in English-as-a-Second-Language (ESL) instruction; story grammar as a reading and discussion strategy; use of Japanese literature in reading instruction; multimedia second language reading instruction; vocabulary building; Japanese particle usage; beginning writing instruction; discipline-based technical writing; peer writing evaluation; oral communication instruction; dance as an instructional technique; test revision; and continuous assessment using computer-assisted instruction. In section 4, papers on use of technology in the classroom address: use of the Internet; on-line newspapers and magazines; computerized test and materials development; designing materials t accompany videos; and content video in ESL instruction. Papers on cultural issues in section 5 include these topics: multiculturalism in the classroom; comparing cultures through critical thinking; authority and individualism in Japan and the United States; a study trip to France; setting the stage in kindergarten; comparative social studies; folklore in ESL instruction; Model United Nations; global issues; geography instruction; gender issues; and English variation. The final section contains five papers on the Linguapax Program of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Papers are primarily in English, with some Japanese and French included. (MSE)

A discussion of French immersion education in Canada begins with a general examination of language immersion, including the historical context and social climate from which the immersion approach has grown in Canada, its beginnings in Quebec and spread throughout Canada, and the status of the approach in the United States, a number of European countries, Australia, and Nigeria. The second part of the overview focuses on the Canadian experience, looking at: the characteristics and structure of immersion programs; theoretical considerations; research on French language achievement in immersion programs, both early- and late-entry; the effects of immersion on English language development and subject area-knowledge; effects of immersion on children with learning problems or who are disadvantaged; social and psychological effects of immersion; problems encountered in implementation of immersion in Canada, including sociopolitical issues and resistance; and revisions, redefinitions, and changes in direction. The concluding part looks at the future of immersion in Canada. Contains 234 references. (MSE)

This guide, intended for secondary school teachers of French and Spanish, integrates the teaching of culture and literature with a focus on the child in the target culture. The readings and discussion notes are designed to focus student attention on the target culture through these topics. An introductory section discusses the teaching of culture through literature. The second section provides reading outlines for independent study on specific segments of Francophone and Spanish literature (e.g., African and Antillean, Mexican, etc.). The third section contains a series of short papers on children in literature, and the fourth consists of instructional plans for individual literary works. The fifth and final section lists supplementary instructional aids and materials for each language. An extensive list of references is contained in this section. Contents are in English, French, and Spanish. (MSE)

This issue of an annual publication on second language teaching contains nine articles. All but one of the these is written in French; each paper, however, is preceded by an English-language abstract. The articles are as follows: "Des cultures, des pubs" ("Cultures, Advertising") (Sophie Bailly, Isabelle Tolle); "Construire son apprentissage: Compte-rendu d'une experience d'auto-apprentissage avec soutien en anglais pour des etudiants en architecture" ("Report of an Experiment in Teacher-Assisted Self-Directed Learning of English for Architecture Students") (Sophie Bailly, Gilles Petitdemange); "Essai d'analyse des erreurs dans les productions ecrites de jeunes enfants sourds" ("Use of Error Analysis in the Written Production of Young Deaf Children") (Jacqueline Billant); "Une experience d'enseignement du FLE en entreprise: Bilan et perspectives" ("An Experiment with Corporate French Second Language Instruction: Statement and Perspectives") (Emmanuelle Carette-Ivanisevic); "Des documents authentiques, pour quoi faire?" ("Authentic Documents, What Use?") (Henri Holec); "Qu-est-ce qu'apprendre a apprendre?" ("What Is Learning to Learn?") (Henri Holec); "Evaluation et competence culturelle: Bilan d'une experience avec un groupe d'apprenantes norvegiennes" ("Evaluation and Cultural Competence: Report of an Experiment with Norwegian Learners") (Dominique Lecomte); "Assessing the Self-Directedness of Foreign Language Learners" (Harvey Moulden); and "Des cultures, des regards" ("Cultures, Outlooks") (Charles Trompette). (MSE)