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This paper examines the importance of hands for the person who is deafblind, reviews hand development, and identifies specific teaching skills that facilitate hand development and expressiveness in persons who are deafblind. It notes that the hands of a deafblind individual serve not only as tools but also as sense organs (to compensate for their missing vision and hearing) and as the primary means of expression. The literature is reviewed on the role of hands in early development in general, hand development in the child who is blind, hand development in the child who is deaf, and hand development in the child who is deafblind. Among 13 suggested teaching strategies are: (1) watch and/or touch the individual's hands and learn to read them; (2) use the teacher's hand under the child's hand to respond to exploration, to initiate topics, and to express feeling; (3) make your hands available for the child to use as he/she wishes; (4) play interactive hand games frequently; (5) make environmental provisions to encourage hand activity; (6) invite the child who is deafblind to have frequent tactual access to the environment; (7) make language accessible to the hands of the person who is deafblind; and (8) become aware of your own hands as carriers of feelings and pragmatic functions. An "afterword" by Harlan Lane suggests that people with deafblindness can teach others how to channel information through the tactile sense. (CR)

This paper addresses how German-language teachers in the United States can use broadcasts of the German language television, "Deutsche Welle," in their classrooms. Emphasis is placed on the knowledge gained about Germany and the opportunity to not only hear, but also see, German as it is really spoken in everyday life. Care must taken to select programs where the student must understand the German, not just see the picture, to understand what is happening, and programs must be selected that are not too out of date or boring to students. Once programs have been selected, a sequence of program presentation for maximum student effectiveness is suggested. The greatest value of the Deutsche Welle programs is the challenge that they offer the teacher for classroom use. (NAV)

A number of papers by secondary school German language teachers resulting from an institute on incorporation of literature into classroom instruction jointly sponsored by the National Endowment for the Humanities and the Goethe Institute of Germany are collected here. They represent classroom methods and materials developed by institute participants for use in their own courses. A brief introductory essay discusses a rationale for the use of literature in the proficiency-oriented language classroom. The following papers are included: "Poetry in the Classroom" (Aleidine J. Moeller); "Meyer's 'Der Romische Brunnen'" (Jake Erhardt); "'Die Bremer Stadtmusikanten' (Bruder Grimm)" (Maureen Helinski); "'Heimkehr' von Kafka" (Kathy Russman); "'Der Stift' von Kafka" (Gracie Jackson);"Mogliche Aktivitaten zu 'Popp und Mingel' von Marie Luise Kaschnitz" (Marilyn Mitchell); "Teaching Literature: A Suggested Unit for High School Students" (James V. Wehner); "'Drei Kamaraden' von Remarque" (Kathy Russman); and "'Beidermann und die Brandstifter' von Frisch" (Deloris DeLapp). These papers are followed by a section called "Writing in the Classroom." Introduced by Aleidine Moeller this section provides an outline of the writing portion of the institute are provided as well as excerpts from the institute newspaper featuring the participant's talents and achievements during the four weeks spent at Westminster College. This document concludes with a paper titled "Compositions the Easy Way" (Carol Heckman). Some papers contain literary excerpts and illustrations, and others are activity outlines or descriptions. All papers are mostly if not entirely in German. A list of contributors' names and addresses is appended. (MSE)

Suggestions are made for the organization of a business German course. It is proposed that course material be divided into chapters, one per week, each containing five sections. The sections include: (1) a broad selection of typical German business letters exemplifying operations in all branches of export and import, followed by a special vocabulary list for the letters in that chapter; (2) a descriptive text in German addressing the business and economic concepts in the letters, accompanied by a German-English list of terms used, a list of verbs in the infinitive, and sample sentences using the verbs; (3) discussion questions relating to the text, for reading comprehension; (4) an authentic text from the economics section of a recent German or Swiss newspaper; and (5) comprehension questions and composition/discussion topics for summarizing the main points either orally or in writing. Details of each section's contents are described, and examples are appended. (MSE)

The existing German curriculum should be updated to include career-oriented, career-related language courses, especially in German commercial language, since West Germany is one of the world's most important trading countries and the United States is a major trading partner. Language fluency alone is not sufficient for employment in international business. Language students must also have a command of technical business vocabulary and the tone and format of commercial correspondence, as well as an understanding of cultural traditions, social conventions, prejudices, and habits. Knowledge of the formality of German industrial culture and the conventions used in specific business-related situations is essential to conducting business competently and with the confidence of the German businessman. A detailed description of the elements of a German business letter is included as well as examples of various types of business correspondence, in German. (MSE)

Presented is a description of the preservice teacher education program for science teachers of grades 5-13 in the Federal Republic of Germany. Information reported is focused on the science content portion of the preservice program rather than on the education courses and field experiences. (PB)