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This is a set of generic proficiency goals in reading, writing, speaking, listening, and culture developed for all languages and for French, German, and Spanish specifically. Both the common and specific goals are being field tested to determine their utility for college and university language instructors. In addition, a questionnaire has been distributed to elicit comments about the field testing. The majority of respondents reported that the four skill area statements comprised a coherent set of language proficiency guidelines. The culture guidelines, however, represent an attempt to break new ground in quantifying cultural skills acquisition. Future plans for the language proficiency project include a summer institute on proficiency for secondary language teachers, which will focus on oral proficiency interviewing and rating and the development of proficiency based curricula. The final report on the project, "A Design for Measuring and Communicating Foreign Language Proficiency," is appended. (RW)

Discussion of techniques for teaching vocabulary in language programs centers on five major areas: (1) "knowing" the word, (2) selection of vocabulary, (3) grading vocabulary for presentation, (4) teaching methods, and (5) vocabulary expansion in advanced levels. Theory of vocabulary instruction is largely supported by writings of Nelson Brooks, Robert Lado, and William Mackey. The general frame of reference for this study rests on the authors' belief that "the ultimate (instructional) objective must be the language as the native speaker uses it, both publicly and privately, and all that this use involves concerning sounds, graphic symbols, meaning, and cultural values. There must be some knowledge of the second language as it is possessed by a true bilinguist." (RL)

Instructional materials generated at the November 1971, American Council on the Teaching of Foreign Languages Pre-Conference Workshop on Culture compiled in this publication include papers for teachers of French, German, Spanish, and English-as-a-second-language. This compilation is intended to help secondary school teachers broaden their approach to the teaching of culture and provides samples for preparing materials. Contents are presented in four categories: (1) language and culture, (2) programed culture assimilators, (3) mini-dramas, and (4) culture capsules. (RL)

The purpose of this report is to identify the various aspects of language laboratory operation and maintenance as they relate to the teacher and the administrator, and to suggest certain practices which will result in more effective utilization of the installation. Discussion of the language laboratory includes: (1) selection of personnel, (2) scheduling, (3) budgeting, (4) mechanical operation and staff training, and (5) preventive maintenance. A sample form for scheduling the use of the laboratory and a sample laboratory service contract are included. (RL)

This language program guide is designed for teachers of primary age Spanish-background children who have limited control of standard English, the oral language necessary for success in the usual school environment. The materials included comprise Part Four of the "Primary One Guide." The conceptual content for the 40 lessons is drawn principally from three areas: (1) social science, (2) science, and (3) mathematics. Concepts are integrated into a set of oral language lessons which progress sequentially, both conceptually and linguistically. There is a Spanish support activity for each lesson which introduces the conceptual content in the first language. Five review and five evaluation lessons are contained in the guide. An extensive art supplement and a word list covering lessons 1-160 are included. For a companion document see ED 039 815. (RL)

The core of this report is three papers which focus on the current status and function of the foreign language supervisor. Klaus Mueller's paper, "Responsibilities of the Foreign Language Teacher Trainer", advocates the design and development of achievement tests that would validate teacher competency. Jermaine Arendt's, "The Local Supervisor's Role in Foreign Language Teacher Education", reexamines the role of the supervisor, particularly in the light of government withdrawal of support from foreign language programs. Kenneth Lester's, "Responsibilities of the State Foreign Language Supervisor", proposes joint sovereignty for teacher education, shared by colleges, state departments of education, and public school systems. Final recommendations concerning this subject, prepared by discussion groups at the American Council on the Teaching of Foreign Languages (ACTFL) 1970, Los Angeles, preconference workshop, are included. (RL)

Focusing on the current status of the language laboratory in instructional use, this report stresses the need to employ a systems approach in the selection and operation of laboratory equipment. The author points out the interrelatedness of the key factors in any system, including: (1) people, (2) method, (3) instructional materials, (4) equipment, and (5) facilities. Three basic types of laboratories are described: the "audio-passive" (listen-only mode), "audio-active" (listen-respond mode), and the "audio-active-compare" (listen-respond-record mode). The function of the laboratory is related to design, manufacture, and selection of equipment. Criteria concerning pedagogical, technical, and administrative matters are suggested. A selected bibliography concludes the report. (RL)

This report presents a rationale for the study of ancient history emphasizing the interrelationship of all periods of history and the arbitrary nature of the subject's division into temporal or geographical segments. Pointing out that significant discoveries are constantly being made, the author stresses the importance of the classics teacher's acquaintance with current literature on this and other relevant topics. The paper discusses the relationship of archaeology, chronology, geography, languages, and the arts with ancient history and suggests audiovisual aids and other source materials for use in the classroom. Concluding remarks focus on the classical languages vis-a-vis ancient history. An annotated bibliography is included. (CM/RL)

The classroom presentation of authentic nonverbal behavior as a legitimate and useful activity in the teaching of the foreign culture is explored in this report. The author focuses on the need for cross-cultural inventories for each of the commonly taught languages in American schools and colleges. Means by which currently-used language texts can be correlated with nonverbal, high frequency gestures are explored. A review of the development of kinesics as a branch of linguistics concentrates on contributions of early pioneers in the field. (RL)

This report discusses the nature of performance objectives and how they may be classified. Ways in which performance objectives may be used in improving instruction are elaborated on in sections on: (1) stating subject-matter and higher goals as performance objectives, (2) taxonomic classification of performance objectives, and (3) limitations and advantages of performance objectives. The report focuses on the interrelationship of instructional purpose, student behavior, conditions under which the behavior is to occur, and minimal criteria of acceptable performance. A bibliography is included. (RL)

The papers given at the Seattle Symposium on the Training of Foreign Language Teachers, compiled in this publication, contribute to a redefinition of the purpose of language instruction in education and the role of the foreign language classroom. The interests and aspirations of the "new student," a focal point of the 1970 Northeast Conference, are seen as central to the new learner- centered programs with multiple goals and multiple values that respect each student's motivation and talent. Introductory remarks are followed by these articles: (1) "Teacher Training--For What?" by Lorraine Strasheim, (2) "A Learning-Centered Teacher Training Program" by Donald Ryberg, (3) "Getting There from Here: The Dilemma in Music Education" by James Carlsen, (4) "What Do We Really Want from a Foreign Language Teacher?" by Phillip Leamon, (5) "Teacher Student Relations--Coercion of Cooperation?" by Wilga Rivers, (6) "The Inservice Education of Foreign Language Teachers" by Leo Benardo, and (7) "Study Program for Foreign Language Teachers at Rennes" by Norman Stokle. A section entitled "Topics and Talk," an epilogue, and a list of participants are included. (RL)

This report focuses on the nature and structure of the question and its use as an educational technique enabling the language teacher to involve his students in the use of the target language. Discussion concentrates on: (1) the question in the basic level class, (2) the question as a testing technique, (3) the question as a vocabulary activator in the second- and third-year reading program, (4) the question in advanced language study, and (5) a review of the nature of the question. (RL)

Because of recent educational trends, reliance on the language club as an instructional supplement is no longer sufficient. This paper discusses the general decline of language clubs and the changing philosophy behind extracurricular activities, such as department-wide festivals, weekend programs, and trips abroad. These activities are suggested as replacements for outdated language clubs and are intended to provide a more relevant and interesting cultural experience for today's student. (CM)

Both the potential and the limitations of radio for foreign language instruction are described, as well as its relevance for students of different proficiency levels. The author's personal experiences serve as the basis for recommendation of a six-band, shortwave, quality reception table and a listing of foreign language shortwave broadcasts emanating from France, the United States, Canada, and Sweden. A case is made for the suitability of radio as an aid in the maintenance of comprehension in an academic situation. The values for the language learner of transmitting, as well as receiving, are outlined. Some reasons for the limited use of radio are also discussed. (RL)

The basic mechanical functions of the foreign language laboratory described in this report enable utilization of authentic target language, linguistically effective learning devices, visuals, and facilities for monitoring and testing. Brief descriptions of 11 laboratory functions include: (1) isolation (physical, acoustical, and psychological), (2) program (lesson) presentation, (3) distribution system (switching program to students), (4) student record, (5) monitor, (6) intercommunication, (7) all-call and program call, (8) visual displays, (9) testing equipment (automatic monitor, automatic multiple-choice testing device), (10) supplementary devices, and (11) administrative imperatives for realizing laboratory potential. A selected bibliography is provided. (RL)

This survey of state certification practices and requirements for modern foreign languages reports on standard credit and hour requirements for elementary, secondary, supervisory, and coordinator certification. It also discusses the "approved program" option, proficiency testing, foreign language in the elementary school (FLES), reciprocal certification, licensing for differentiated staffing, and state and municipality relationships. The questionnaire used in the survey is included with a state-by-state tabulation of responses. (RL)

This study, one in a continuing series of concise reports each dealing with a problem in foreign language teaching and learning, discusses the teaching of songs in the foreign language classroom. Commentary on the cultural, esthetic, and academic value of singing introduces an enumerated series of general suggestions on teaching the song. Other material includes remarks to the "non-singing- teacher, reteaching the song, part singing, evaluation, the folk song, action songs and games, and the Christmas carol. A resource list furnishes addresses of sources for song books, recordings, and tapes. (RL)

This concise report, one of a series, focuses attention on the topic of correlation of work in the foreign language class with drill in the language laboratory. Viewing the attitude of the language teacher as the critical factor in this problem, the author presents fundamental material on: (1) selection of appropriate materials, (2) the use of careful scheduling of laboratory periods, (3) detailed programing of what is to be presented in class and in the laboratory to insure appropriate correspondence, (4) physical presence of the teacher in the laboratory during drill sessions whenever possible, and (5) use of the language laboratory for testing. Reference to other pertinent documents is made. (RL)

Language teaching methodology is defined and three representative instructional approaches are described. Definition of language teaching methods is attempted through comparison with approach and technique. The essentials of the translation, direct, and audiolingual methods of language instruction are outlined (with emphasis on the latter), and the way in which they are related to the study of language, literature, or linguistics is discussed. (AF)

This annotated bibliography of programed language instruction materials lists forty-eight programs by language; including French (17), Spanish (15), German (6), Russian (3), Latin (3), and other languages (4). Information is provided on title, publisher, or supplier, author, price, student level, course objectives, mode of student response, special devices needed, format, completion time, number of frames, and an index of approximate information unit size. A list of publishers and distributors of programed materials is supplied. (AF)

The various forms of folklore are identified and suggestions are made on the use of some of them in the daily language lesson for the development of cultural understanding and language skills. Folk tales, proverbs, riddles, and regional slurs are discussed along with the French cultural themes and value systems they illustrate. A brief annotated bibliography is provided. (AF)

Research studies from different areas of the country are cited to support a favorable view of the effects of FLES instruction and to identify the most effective FLES instructional arrangements. Effects of FLES instruction on language achievement in elementary and high school and on general achievement in elementary school are noted. A study on mental maturity in FLES and non-FLES young children is also cited. Such instructional arrangements as time-spacing during the week, sequence of oral skills, physical involvement, and effectiveness of the classroom teacher are considered. An annotated bibliography is included. (AF)

Results of a national survey of domestic summer foreign language programs for elementary and secondary students are the basis for information on summer schools, workshops, and camps. A description of a cultural immersion-type camp run by Concordia College receives significant attention. Other camps, including those for disadvantaged or potential language dropout students, are described, as well as several different kinds of summer schools, workshops and festivals, college courses that accept some secondary school students, enrichment programs, and televised instruction. Special benefits of summer programs and camps are pointed out. A brief bibliography is included. (AF)

Some general information about foreign study for high school students, and source listings where more specific information may be found, make up this report. Information on three different program types, choice of a foreign study program, planning and operating one's own program, advantages of foreign study, and establishing program standards is included. An appendix also offers a reprint of an article on evaluation criteria for foreign study programs covering sponsorship, student recruitment, group leader selection, study, living abroad, and financial consideration. (AF)

German-American cultural contrasts and contrasts between different German regions are illustrated through reference to fairy tales, folk heroes, regional jokes and anecdotes. Examples of legendary figures, fairy tales, and jokes are provided with suggestions on their use to illuminate the German culture and subcultures. The footnotes provide suggestions for further source material. (AF)

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)

A case is advanced for nongraded foreign language classes as a possible solution to many current problems in foreign language instruction. Favorable results in several experimental nongraded programs in secondary schools and summer schools are cited. An excerpt from an article on ungraded classes in summer schools lists advantages to summer schools (wide ability range) and small high schools (small enrollments in upper level courses), hints on organization of modules, and the problem of record keeping. Apparent hostility to nongraded classes is also discussed. A brief bibliography is included. (AF)

General remarks on the meaning of culture and cautions on avoiding cliches and stereotypes introduce the report. Various types of folklore are described with accompanying remarks on their contribution to Hispanic culture. The possible role of proverbs, folk songs, folk games, and folk dances in instruction is discussed. A list of suggested readings is supplied. (WB)

A brief analysis and definition of general linguistics focuses on distinct areas of study within the science, including descriptive, historical, comparative, and computational linguistics. Other branches of the science discussed are psycholinguistics, sociolinguistics, and dialectology. Technical concepts encountered in the literature are also examined. The contributions of linguistics to foreign language teaching are variously noted. (RL)

Five position papers resulting from a conference on the teaching of FLES discuss recent theory about elementary education and are intended to initiate a dialogue among teachers of foreign languages directed toward the exploration of ways and means of managing educational change. The report suggests how a broader rationale and a new curriculum base for FLES might be evolved. Papers include: (1) "Psychological and Educational Considerations in Early Language Learning", (2) "The Emerging Elementary School as a Setting for Foreign Language Instruction", (3) "Trends in Two Elementary School Subject-Matter Areas", (4) "Goals and Trends of Administration, Organization, and Supervision in Elementary Education", and (5) "Managing Change". The appendix contains background notes on the conference, the conference program, and a list of participants. (RL)

A chart of FLES program types indicating possible variations in program design due to variables in teachers, materials, time, and students focuses on the lack of a national, standardized, FLES policy. After discussing the patterns of organization of instruction, the author notes criticism often levied at FLES programs and provides sample, typical, and inadequate responses to such charges. The need to redefine FLES in terms of realistic and credible objectives is developed. Five types of programs, focusing on the preparation of teachers, are examined, including: (1) the classroom teacher with foreign language training, (2) the team teacher with foreign language training, (3) classroom exchange for foreign language instruction, (4) the itinerant specialist, and (5) lesson presentation by television. Other factors affecting FLES instruction refer to sources of instructional materials, time allocation, and a class profile. A short, annotated bibliography is included. (RL)

A review of traditional scheduling patterns and problems which arise from inflexible, lockstep systems leads to an examination of the seven-period day. Charts illustrate the concept of the "floating" period. The author then discusses: (1) flexible modular scheduling; (2) large, intermediate, and small group instruction; and (3) individual and independent study. Specific reference is made to programs making use of learning packages, e.g. Minipacs, Unipacs, and Learning Activity Pacs. A departure from other kinds of flexible scheduling, called "demand" scheduling, is reviewed. Problems and advantages of flexible scheduling are enumerated. Concluding remarks focus on student achievement, special needs, the teacher, and the quarter or semester plan. An appendix presents recommendations and suggestions of the Conference on Flexible Scheduling and Foreign Language Teaching. (RL)

This report focuses on a description of the overhead projector and suggests ways in which its application in the foreign language classroom can be most effective. Following a brief review of the function of the projector, the author discusses: (1) advantages and limitations of the teaching device, (2) factors to consider in selecting a machine, (3) techniques used in the construction of transparencies, and (4) suggested techniques in presentation. A short, selected bibliography concludes the report. (RL)

An examination of the goals of Latin teaching leads the author to conclude that its primary objective is the development of the ability to read extant Latin authors A brief review of past designs for teaching meaning leads to a discussion of phonetic, lexical, structural, and cultural meaning. Teaching techniques to help develop a mastery of the Latin sound system are included. Frequent examples illustrating an approach called "metaphrasing" focus on how both lexical and structural meaning is demonstrated to the student. (RL)

Two separate tests which measure children's ability to produce standard grammatical and phonological features when they speak, provide pre-instructional and post-instructional data to help determine instructional emphases. The structured response test, requiring 15 minutes to administer, yields a profile of group performance in the production of standard grammatical (word formation and word order) and phonological features in English. The test consists of 43 items which refer to three pictures. The group score indicates which features of the language are most troublesome for a particular group of students. The conceptual oral language test (COLT) is used with pupils in the primary block who are low achievers because of inadequate control of standard English. The COLT is designed to assess the pupil's ability to solve problems and talk about basic concepts in mathematics, science, and social sciences. This test consists of 60 items divided into four formats: differentiation, classification, seriation, and analogy. Test administration requires approximately 35 minutes. Assessment of instructional programs for bilingual and non-standard English speakers is facilitated through the evaluation of the results of this test. (RL)

This guide, designed to support language arts programs in teaching English to speakers of other languages and in teaching standard English as a second dialect, is for use by teachers of language-handicapped children at the kindergarten level. The 135 half hour lessons, covering one year's work, may be used with mixed groups since the basic sentence structures are presented through Kindergarten-like activities and geared to the children's conceptual and physical needs. Sentence patterns and vocabulary to be introduced or reviewed in each lesson are listed at the top of each lesson. The lessons contain a heading, brief description paragraph, example dialogues, and a listing of required audio-visual materials. A Spanish interference and dialect interference sheet and a technique for teaching pattern practice are included. (RL)

This manual is designed to introduce teachers to basic principles of language analysis which can be immediately applied to classrooms populated by non-English speaking or language handicapped children. Programed exercises covering major units of study are included with follow-up discussion on: (1) nature of language; (2) attitudes toward language; (3) contrast in vowel sounds; (4) consonant sounds; (5) suprasegmentals; stress, pitch, and pause; and (6) the ordered forms of words. The exercises involve the teacher in a detailed analysis of language interference problems which can be anticipated when Spanish background youngsters try to learn English. The manual is intended for use in workshops or by individuals. (RL)

This language program guide is designed for teachers of first grade children whose native language is Spanish or for children who are limited in their command of standard English, the oral language necessary for success in the usual school environment. The conceptual content for the 40 lessons is drawn principally from three areas: (1) social science, (2) science, and (3) mathematics. Concepts are integrated into a set of oral language lessons which progress sequentially, both conceptually and linguistically. There is a Spanish support activity for each lesson which introduces the conceptual content in the first language. Five review and five evaluation lessons are contained in the guide. An art supplement and a vocabulary index are included. (RL)

This language program guide is designed for teachers of primary age children whose native language is Spanish or of children who are limited in their command of standard English, the oral language necessary for success in the usual school environment. The referential content for the 40 lessons is drawn principally from three areas: (1) social sciences, (2) science, and (3) mathematics. Concepts are integrated into a set of oral language lessons which progress sequentially, both conceptually and linguistically. Contrastive analysis of Spanish and English is developed in the study of linguistic features. There is a Spanish support activity for each lesson which introduces the conceptual content the student encounters in the corresponding English lessons. There are four units in this guide, each containing ten lessons. Five review lessons, five evaluation lessons, an art supplement, and a vocabulary index are included. For Parts One and Two of the guide see FL 001 772 and FL 001 793. (RL)

This language program guide is designed for teachers of primary age children whose native language is Spanish or of children who are limited in their command of standard English, the oral language necessary for success in the usual school environment. The referential content for the 40 lessons is drawn principally from three areas: (1) social sciences, (2) science, and (3) mathematics. Concepts are integrated into a set of oral language lessons which progress sequentially, both conceptually and linguistically. Contrastive analysis of Spanish and English linguistic features is used to develop language skills. There is a Spanish support activity for each lesson which introduces the conceptual content the student encounters in the corresponding English lessons. There are four units in this guide, each containing 10 lessons. Five review lessons, five evaluation lessons, an art supplement, and a vocabulary index are included. For Parts One and Three of the guide see FL 001 772 and FL 001 794. (RL)

This report studies the potential function of poetry as a literary genre to be used in language instruction. Strategies and tactics which are designed to develop the four basic skills, advanced as fundamental objectives of audiolingual programs, are delineated through a section on guidelines for teaching language through literature. The author examines three phases of classwork which involve study of the poem's surface, inner, and personal meaning. Poetry selection, methodology, and the use of the target language are discussed. Special emphasis is given to the need to adopt a Socratic method for the study of poetry. (RL)

An attempt is made to define and describe culture for foreign language teachers, particularly those involved in the earlier phases of instruction. Reasons advanced for the inclusion of culture in language study center around the light it sheds on the real meanings of the target language. Projects, activities, and reports on culture in the language field are briefly reviewed. Negative and positive definition of culture are offered, distinctions are made between formal and deep culture, and an anthropologist's list of cultural focal points is outlined and expanded. Also discussed is the changing presentation of cultural content in the language classroom as the student advances. Proposals are made for the sharpening of these cultural definitions and for the preparation of pertinent materials. A brief bibliography is included. (AF)

A prologue to the 1967 ACTFL Bibliography (American Council on the Teaching o f Foreign Languages), this bibliography contains items published between 1920 and 1966 and a few very important documents of earlier date. It is designed for use by researchers, methods teachers, supervisors, and classroom teachers, and includes articles, studies, research reports, monographs, books, and bibliographical sources. All listings are classified by section, level (e.g., secondary, graduate), and language. Sections are (1) festschriften, (2) linguistics, (3) physiology and psychology of language learning, (4) analysis and teaching of cultural and cross-cultural context, (5) teaching foreign literature, (6) curricular problems and developments, (7) teacher education and qualifications, (8) materials and equipment, (9) methods, and (10) testing. Curriculum guides and other classroom resources, adequately covered elsewhere, are not included. An author index, compiled subsequently, is appended to the bibliography. (AF)

The first half of the proceedings report is a transcript of the keynote address by Victor Hanzeli, and the second portion features remarks by other discussants, including Dwight Bolinger and James McClafferty. While Mr. Hanzeli's discussion centers on the relationship between linguistics and the language teacher, he offers background information on (1) the history and effectiveness of the audiolingual method, (2) the language skill learning order, native language use, and descriptivist-transformationist disputes, and (3) various other psychological learning theories. Additional remarks on these themes are offered, in less detail, by the other participants. (AF)