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Three interrelated, principal factors bearing on the concept of "individualized instruction" are critically examined in this study. They include the notions of: (1) "integrity of the discipline," (2) "democratization" of instruction, and (3) academic accountability. Discussion of the growing mythology surrounding individualized instruction reveals critical weaknesses and basic, contradictory educational objectives in such teaching methods. While the value of educational "democratization" cannot be denied, the realities of educational financing and the nature of language instruction itself preclude the success of individualized programs of instruction at this time. The author concludes by noting that "...overall, individualization appears to be no more effective than conventional lockstep instruction insofar as student 'achievement' is concerned." (RL)

The nationwide need for maintenance of skills programs for students who discontinue their language studies 1-3 years before college is explained. Figures based on a national questionnaire identify the extent of this need, and possible program objectives and structure are suggested. Major attention is directed to such student activities as audiovisual productions, correspondence with students in the target culture, language clubs, newspapers and student publications, directed reading and writing, guided free expression, self-study topics, and summer camps and programs. A selective bibliography is provided. (AF)

This brief examination of innovative foreign language programs in Wisconsin high schools begins with descriptions of the varied use and design of the language laboratory in three schools to increase self pacing, eliminate waste of time, and allow for tapes that supplement rather than repeat textbook material. Also described are (1) a course in World History taught in a foreign language, (2) a correspondence course supplemented with radio lessons in the target language, and (3) summer language institutes which emphasize individualized instruction and study. (SS)

A preliminary set of content objectives for a 4-year Russian program for Wisconsin secondary schools is delin"ated in this curriculum guide. Trends in the high school study of Russian are discussed briefly, and the skills and concepts necessary for communication are spelled out. Major attention is given to the skill and content tables which chart desired student progress in the areas of Russian phonology, morphology, syntax, vocabulary, and culture for levels 1-4. For similar guides for German, French, and Spanish, see FL 000 643, FL 001 013, and FL 001 014 respectively. (AF)

This curriculum guide for Wisconsin's secondary school Spanish program begins with a section on guiding principles, briefly covering such concepts as the nature of language, the length of language study, language selection, the place of English in the foreign language classroom, the place of grammar, and the prereading phase of second language learning. New scheduling approaches are also presented. The major portion of the guide is devoted to the skill and content tables which chart desired student progress in the areas of Spanish phonology, morphology, syntax, vocabulary, and culture. Content objectives are outlined for grades 9-12 in a 4-year sequence and grades 7-12 in a 6-year sequence. For similar guides in German, French, and Russian, see FL 000 643, FL 001 013, and FL 001 015 respectively. (AF)

This curriculum guide for Wisconsin's secondary school French programs begins with a section on guiding principles, briefly covering such concepts as the nature of language, the length of language study, language selection, the place of English in the foreign language classroom, the place of grammar, and the prereading phase of second language learning. New approaches to scheduling are also presented. The major portion of the guide is devoted to the skill and content tables which chart desired student progress in the areas of French phonology, morphology, syntax, vocabulary, and culture. Content objectives are outlined in a 4-year sequence for levels 1-4, and a 6-year sequence is outlined for grades 7-12. For similar guides for German, Spanish, and Russian, see FL 000 643, FL 001 014, and FL 001 015 respectively. (AF)

This curriculum guide for Wisconsin's secondary school German programs begins with a section on guiding principles, briefly covering such concepts as the nature of language, the length of language study, language selection, the place of English in the foreign language classroom, the place of grammar, and the prereading phase of second language learning. New scheduling approaches are also presented. The major portion of the guide is devoted to the skill and content tables which chart desired student progress in the areas of German phonology, morphology, syntax, vocabulary, and culture. A 4-year sequence is outlined for levels 1-4, and a 6-year sequence is delineated for grades 7-12. For similar guides for French, Spanish, and Russian, see FL 001 013, FL 001 014, and FL 001 015 respectively. (AF)

IN ORDER TO ASSIST NON-TECHNICAL PEOPLE IN SCHOOLS TO CONDUCT A FIELD CHECK OF LANGUAGE LABORATORY EQUIPMENT BEFORE THEY MAKE FINAL PAYMENTS, THIS MANUAL OFFERS CRITERIA, TESTS, AND METHODS OF SCORING THE QUALITY OF THE EQUIPMENT. CHECKLISTS ARE PROVIDED FOR EVALUATING CONSOLE FUNCTIONS, TAPE RECORDERS, AMPLIFIERS, SOUND QUALITY (INCLUDING EXTRANEOUS NOISE AND FREQUENCY RESPONSE), AND SERVICE AND MAINTENANCE FACTORS. (AS)

THE KNOWLEDGE ACCUMULATED FROM THE EXPERIENCE OF INSTALLING MANY LANGUAGE LABORATORIES UNDER THE TITLE III, NDEA PROGRAM FORMS THE BASIS FOR THE GUIDELINES PRESENTED IN THIS BULLETIN. THE DOCUMENT INCLUDES A SUMMARY OF CONDITIONS DESIRABLE PRIOR TO THE PURCHASE OF A LABORATORY, SAMPLE SPECIFICATIONS FOR EACH COMPONENT OF THE LAB, SPECIFICATIONS FOR THE OPERATION OF THE SYSTEM AS A WHOLE, AND SUGGESTED WORDING FOR OTHER PROVISIONS WHICH SHOULD BE INCLUDED IN THE BID DOCUMENT. OPTIONAL EQUIPMENT AND MATERIALS ARE GIVEN IN THE APPENDIX, ALONG WITH DESIGNS AND FLOOR PLANS FOR VARIOUS TYPES OF LABORATORIES SUITABLE FOR SECONDARY SCHOOLS. (AM)

This writer questions some of the basic conventions of foreign language teaching in this country. As an alternative approach, he suggests an exploratory concept for grades 5-8. (Editor)

Report on the Central States Conference on the Teaching of Foreign Languages in Milwaukee, Wisconsin, April 18-20, 1974. (PMP)

Abridged version of an address delivered on April 22, 1972, at the Annual Convention of the Ontario Modern Language Teachers' Association in Toronto, Canada. (DS)

Reviews the place of behavioral objectives in the foreign language curriculum. Paper delivered as part of a debate on Behavioral Objectives: Pro and Con" held on November 26, 1971, in Chicago, Illinois, at the Annual Meeting of the American Council on the Teaching of Foreign Languages (ACTFL). (DS)

Criticizes educational "bandwagon" movements developed by "barbarians" who exploit and manipulate students while rejecting the learning principles characteristic of humanistic education. (RL)