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This guide presents advice on how to choose a videotape and then adapt it to a variety of language learning situations and curriculum needs. It outlines strategies that will help to create a successful learning experience by providing a wide range of suggested activities to develop listening, speaking, and writing skills. Advice on how to use a camcorder effectively as a pedagogical tool is also included. The guide is divided into four chapters with the following titles: "Using Video to Develop Listening Skills"; "Developing Oral Skills"; "Developing Written Skills"; and "Making Your Own Video." Three appendices are also included: a satellite channel list, Web site addresses, and sources of video material. (KFT)

This book presents practical solutions for teaching foreign language learners self instruction, ranging from needs analysis to resourcing, strategy training and monitoring tools. Special emphasis is placed on different ways in which learners can be supported by learning how to analyze their own needs and set their own goals, how to choose the most effective means to reach those goals, and how to monitor their own progress. Chapter titles include the following: "What is a Learner Training Programme?""Aids for Goal Setting"; "Providing Learning Resources"; "Helping Learners Monitor Their Own Progress"; "The Learners' Response"; "Controlling Standards"; "A Few Questions for Future Development"; "Preferences"; and "Photocopiable Appendices." The references chapter is an annotated list of resources in print and electronic form. (Contains 31 references.) (KFT)

A collection of brief articles of reflective teaching focuses on how second language teachers can use reflective practice for their own continuing professional development. The first title in the "Reflections on Practice" series, this collection introduces the concept of the reflective practitioner of language teaching and serves as a foundation for the series as a whole. Each subsequent title will develop the notion of reflection on practice in relation to a specific domain, beginning with modern foreign languages at primary school. In each chapter, several essays are linked by brief editor comments. Articles reflect these five chapter topics: Why reflect on practice?; What do we reflect on?; How to reflect?; What outcomes may we expect?; and How to begin reflecting? Articles include: "Reflective Teaching in a Wider Context" (Chris Kyriacou); "Continuing Collaboration" (John Batey); "The Loneliness of the Long-Distance Reflector" (Margaret Wells); "Reflecting During Teaching Practice" (Emma Taylor, Antony Peck); "Working Towards Fluency" (Jacky Ramage); "Diary Keeping and Reflecting on Practice" (Chris Palmer, Gill Palmer); "Video Action Replay" (John Batey, David Westgate); "Keeping an Eye on Each Other: Peer Observation" (Eryl Griffiths); "Using an Observation Schedule" (Christine Korczak); "Reflecting on Grammar Teaching" (Margaret Wells); "The Foundations of a Reflective Teacher" (Diana Kent); "Reflection as an Aid to Self-Improvement" (Antony Peck); "The Short Option" (Antony Peck); "Gaining Support from Local HE" (David Westgate); and "Action Research: A Vehicle for Reflection" (Michael Calvert). Suggested additional readings are included. Contains 49 references. (MSE)

This guide illustrates how 14-, 15-, and 16-year-old students can be encouraged to explore and experiment with foreign language learning, developing an increasing awareness of register and idiom and moving from simple to complex uses of language, in the British National language learning system that focuses on the target language. Examples from successful classroom practice demonstrate how progression can be built into the teaching program by gradually extending the range and quality of learning opportunities offered and the sharing of high expectations with the learners. There is much to be gained by involving learners, such as discussing ways in which to improve the quality of their learning environment and negotiating ways in which to promote more spontaneous use of the target language. Some strategies can be quickly implemented, as in wall displays; others take more longterm planning. The real challenge of keeping on target is the development of independence in the learners. French and German examples illustrate the process discussed. (NAV)

This guide discusses ways in which departments might develop pupils' reading foreign language skills through a planned program of reading including reading for pleasure. Strategies to help students tackle new reading efforts are outlined as well as strategies in which teachers can help students. It is useful for teachers to have an understanding of what reading skills standards have developed in general terms before they begin learning a new language; there is a fine line between what can be assumed and reality in terms of what students know. Foreign language teachers need to do more than just provide texts, they need to teach reading strategies. Reading diaries are suggested as one way of teaching reading, and the policies of two schools where they are in use are detailed. German and French reading examples are used throughout the text. (Contains five references.) (NAV)

The immediate stimulus for this collection of papers was a conference, Self-Access and the Adult Language Learner, organized by the Centre for Information on Language Teaching and Research (CILT) and the Language Centre of the University of Cambridge in December 1992 at Queen's College, Cambridge. Several 1-day conferences on the same theme were also organized during 1993 and 1994 in Stirling (with Scottish CILT), the Universities of Westminster, Leicester, and Bristol. Papers include: "Aspects of Learner Discourse: Why Listening to the Learners Is So Important" (Philip Riley); "Demystifying IT in Second Language Learning" (Jeremy Fox); "Hypermedia and Cognitive Tools" (Terry Mayes); "Preparing Learners: Toolkit Requirements for Preparing/Orienting Learners" (Leslie Dickinson);"Learner Support: Interacting with Learners" (Edith Esch); "'Whatever Is Worth Knowing Can Never Be Taught' (Oscar Wilde)" (Peter Forbes, Anny King); "Self-Access, Not Self-Service: Tesco versus Taylor's" (Edith Esch); "From Continuing to Higher Education: Open-Access Learning at Anglia Polytechnic University" (Anne Ife); "A Unique Resource-Based Language Learning System" (Ritva-Liisa Cleary, Lucila Makin); "Learner Telesupport: Language Advising by E-Mail" (Lucila Makin); "Learners' Search Criteria and Cataloguing Language Learning Material: Demands Imposed on Databases" (Ritva-Liisa Cleary); "Files and Catalogues: Meeting and Answering Learner Queries in a Resource Centre" (Sam M. Cembalo); "Implementing a Support System for Language Learning in a Resource Centre on an Industrial Site" (Daniele Abe); "Self-Access Language Centres: Implications for Managers, Teachers and Learners" (Jack Lonergan); "The Language Learning Centre at the University of Central Lancashire: A Case Study" (Stella Hurd); "Preparing Teachers for Self-Access: Hong Kong Experiences" (Herbert Pierson); "A Study of Independent Learning: The Learner Training Programme at the Chinese University of Hong Kong" (Beatrice Ma); "Keeping Contact with Learners" (Eva Fung-kuen Lai); "Using Computers for Authentic Communication" (Linda Mak); "Developing Materials for the Independent Learning Centre at the Chinese University of Hong Kong" (Emma Yuen-wai Poon); and "Comments from an Adult Language Learner" (N. W. Barlow). (MSE)

This guide discusses the use of games in the second language classroom and describes a number of games language teachers can use. An introductory chapter outlines different types of games and explains the use of the book. Chapter 1 offers a rationale for classroom use of games for second language learning. Chapter 2 suggests classroom techniques for using games, including preparation of the classroom environment, considerations for selecting games, presentation, and follow-up activities. The third and fourth chapters outline 13 games and additional activities, including information on preparation, pre-teaching, classroom procedures, follow-up, and possible variations. A chapter is devoted to techniques for overcoming student resistance to classroom games, and the final chapter offers suggestions for teachers to plan and record game use, develop a repertoire of games, obtain and use learner feedback, and pool resources with other teachers. Contains fourteen citations for further reading. (MSE)

This guide, designed for teachers of second languages to adults, discusses instruction for student groups of mixed abilities. The first chapter examines the factors that determine mixed ability, including: student motivation, interests, and needs; linguistic ability; general educational background; learning style; age; external pressures and time available to study; and anxiety. The teacher's need to differentiate between learners is also discussed. Chapter 2 describes strategies for getting to know the students: pre-course counseling; questionnaires; ice-breaking classroom activities; activities to help students know themselves; and record-keeping. The third chapter offers techniques for creating the right classroom atmosphere, developing students' study skills, involving learners, planning and organizing lessons, and starting on a small scale. Chapter 4 enumerates strategies for fostering learning: providing variety in the classroom; using a progression setting appropriate achievable goals; deciding whether to use different tasks for different ability levels; using role-play; supporting independent learning; dealing with ability differences in group oral work; group and pair work; and grouping. Appended materials include a sample 2-hour lesson plan, catering for mixed ability, notes on the responsibilities that devolve to administration, and a brief discussion of accreditation. Contains fourteen citations for further reading.

Initial Teacher Training (ITT) has always been a partnership between schools and higher education. In recent years the relationship has been redefined into a more formal and contractual one, in which the school plays a far greater role than ever before. Improvement of partnerships between schools and higher education institutions for the preservice training of language teachers is discussed. The context is that of teacher training in the United Kingdom, but the principles are applicable in other national contexts. Five authors examine systematically some of the aspects of this partnership. Five authors trace the passage from aspiring teacher trainee to trained, but still developing, professional, and examine what the respective training partners (school and higher education institution) can best offer the trainee in knowledge, skills, and understanding. Chapters include: "What?...: Profiling Competence" (Michael Grenfell); "Where?...: Establishing the Framework for Partnership--Principles and Practice" (Valerie Stone); "How?...: How Trainers Can Help Trainees Achieve Competence" (Barry Jones); "Who?...: Partners are People--Relationships in Partnership Schemes" (Vee Harris); and "Whither?...: The First Year in Teaching" (Ewen Bird). A glossary and an eight-item bibliography are included. (MSE)

The teacher's guide is designed to accompany video recordings (not included here) of second language classroom interactions, and used to enhance language teachers' understanding of the dynamics of target language use in the classroom. An introductory section offers arguments in support of the use of the target language and offering specific suggestions for techniques of target language use. The four subsequent parts of the guide correspond to video sequences of classroom interaction. The first is a recording of a British secondary school second-year French class in which some students have special needs. Topics discussed in the guide include a warm-up activity, student-to-student language use, topic, introduction of new vocabulary or structures, and student-to-teacher language use. The second sequence is a mixed-ability secondary school group in first-year German; classroom behaviors and interactions are noted. The third recording is of third-year German students in a secondary school class; again, notes are offered on classroom activities. The fourth sequence concerns two classes, those in the first and second sequences; classroom interactions are described briefly. After a brief concluding section, reproducible visual aids for French and German instruction are presented. (MSE)

A variety of ideas and strategies for homework assignments that can be stimulating and useful to second language learners are presented. Underlying principles are that homework can: give control; develop confidence; promote creativity; support differentiation by task and outcome; encourage pupil independence; support parent-school communication; and provide practical ways of lightening the burden of assessment. Specific homework tasks and homework design techniques are outlined for development of each language skill (speaking, listening, reading, writing) and for addressing such issues as pronunciation, encountering new words, tying homework in to classwork, memorization, self-assessment, developing homework materials from a textbook, tape recordings, making use of radio and television broadcasts, dictionary use, reading tasks, encouraging reading for information and pleasure, providing appropriate materials, and using computers. Sections are devoted to homework planning (integrating homework assignments into departmental planning, using homework to support assessment, pupil participation in homework planning, recycling homework tasks) and establishing departmental policy. Contains 19 references. (MSE)

A discussion of drama as a method for second language instruction looks at rationale, requirements, techniques, and classroom procedures. The first chapter examines the connections between drama and language learning, and proposes that drama can be useful with any teaching style. Issues discussed here include encouragement of pupil talk, support of individual development, student ability level, and the role of drama in Britain's National Curriculum. In the second chapter, popular misconceptions about drama activities in the classroom are examined briefly. Chapter 3 describes specific basic classroom drama activities: memory games; circular conversations; circular stories; a task-relaying game; question-answering games; movement games; word games; circle or chain activities; rhythm exercises; mime; and guessing games. Two case studies in which simulation, improvisation, and role-playing were essential elements are reported in the fourth chapter, and in the final section, practical hints are offered for the teacher using drama activities for the first time. Contains 15 references. (MSE)

This guide provides practical suggestions for creating communicative activities to teach a second language. The first chapter defines communicative language instruction and provides examples of communicative and non-communicative behaviors on the part of student and teacher. The second chapter suggests teacher behaviors and techniques that encourage communication in the classroom, including clearly-defined goals and tasks, use of repetition, use of the foreign language, emphasis on accuracy and error correction, and organization of talk. Chapter 3 offers examples of classroom presentation techniques that reflect the communicative approach, and chapter 4 outlines specific techniques for creating communicative activities. The subsequent chapter discusses ways in which teachers can take advantage of students' information gap by developing activities in which students exchange, assemble, or check information. Chapter 6 presents techniques for grading through use of visual materials, texts, and cue cards. Chapters 7 and 8 outline basic principles of student language assessment and good classroom practice. Each chapter contains one or more tasks for the teacher to undertake to practice or extend the techniques discussed. Contains four citations for further reading.

Issues associated with differentiation of learner needs and instruction in second language teaching are discussed. Differentiation is distinguished from mixed-ability teaching in that the former places emphasis on the requirements of individual learners, while the latter concerns pupil management for teaching purposes. An introductory section examines the rationale for differentiation. The first chapter defines six types of differentiation: by text, support, outcome, ability, interest, and task. Chapter 2 looks at ways in which teachers can organize differentiated learning in the classroom, with minimal additional preparation, in each language skill area (speaking, listening, reading, writing). Some specific classroom procedures are suggested, with ideas for adjusting instruction in response to student behavior. The next chapter outlines classroom activities using computers to provide differentiated learning opportunities. These include word searches, matching games, language exercises--cloze, unjumbling, sequencing, etc., information-handling activities, multi-skill tasks, foreign language writing, desk top publishing, and use of CD-Rom resources. Chapter 4 explains some issues to be addressed in making differentiated instruction an integral part of the teacher's repertoire, including departmental organization, planning, classroom management, instructional resources, and assessment. The role of differentiation in Britain's National Curriculum is discussed in chapter 5, and chapter 6 looks at the role of differentiation in developing learner autonomy. Contains 17 key titles and sources. (MSE)

Based on a second language learning workshop that was a follow-up to the 1990 British conference, "Autonomy in Language Learning," at the Lane End conference center, this report covers the practical implications of the ideas that emerged at the conference. The continuum that encompasses learner autonomy and autonomous learning is examined, and ways are suggested for both teachers and learners to move in small steps along the continuum to points where they feel comfortable. The following chapters are included: Towards Learner Independence; How We Got Started (schools, adult and further education, higher education); This Is What Happened--Two Case Studies (Boswells Comprehensive School in Chelmsford and Hanham High School in Bristol); What Do I Do and How Do I Do It? (organizing the room, forming groups, decoding instructions, using equipment, accessing textbooks, organizing free reading, managing resources, etc.); Principles and Definitions; and Independent Learning in the Languages Department. A list of materials and resources is appended. (LB)

Taking into account the British government's decision to include foreign language learning as a foundation subject in the National Curriculum for all school pupils ages 11-16, this guide examines approaches to second language learning for adults. Chapters include the following: (1) The Adult Language Learner (learning as an adult, recognizing learner needs, and facilitating learning); (2) Looking at Language (understanding learning, theories in language teaching, the communicative approach, and strategies); (3) Working Together (lesson planning, presenting new language items, developing receptive and productive skills, developing command of the language, and additional materials and alternative methods); (4) Extending the Professional Context (course design for special purposes, independent learning, testing language performance, and being a professional); and (5) A Suggested Approach (first lesson for beginners and suggestions for classroom activities). An organizational resource list of 26 entries is appended. (LB)

This sequel to "Recording Progress" (Pathfinder 1) reiterates the principles of recording for continuous assessment in second language learning and describes the British system originally adopted to implement those principles. Implications of the National Curriculum for continuous assessment are considered and then ways are suggested for handling the administrative issues. Focus is on the importance of integrating the process of planning, teaching, and assessment. Ways to involve students in their own assessment and recording are described. Other topics covered include coping with continuous assessment, recording pupils' performance, and reporting progress through a periodic review sheet. (LB)

The overhead projector (OHP) is described as one of the simplest and most versatile resources available to the language teacher, yet one that is frequently undervalued and underutilized. It can be used to support classroom practice in many ways: enhancing and expanding group and pair work; stimulating the use of target language by pupils; ensuring progression; assisting the teacher in use of the target language; clarifying difficult concepts; and revising and reinforcing vocabulary and structures. Seven chapters are devoted to methodology, showing how the OHP can be used effectively for language input, language games, real communication, model exercises, support for the target language, grammar, posters, songs, story telling, and in organizing group work. Three additional chapters deal with the practicalities of preparation of good quality transparencies and of the most efficient use of OHP in the classroom. Instructions for maintaining the equipment are appended. (LB)

A practical guide for language teachers illustrates the different ways in which cameras can be employed in language work, with suggestions and advice taken from current experience. Teachers can be involved by making their own language training videotapes and focusing on an area of language, literature, or thematic interest directly applicable to the learners' needs. Chapters cover the following topics: (1) first steps with the camera (e.g., equipment, talking heads, short presentations); (2) recording pairs and groups (e.g., lighting and sound, close-ups, topics, communicative function); (3) sketches, role plays, and simulations; (4) evaluating learners' performance (e.g., teacher and learner role, student projects such as advertisements or news reports, language teaching materials); and (6) titles, captions, and editing. Examples and techniques are described throughout. A glossary is included. Contains 5 references. (LB)

This book is divided into six sections and 33 chapters. Section 1, "Who Needs Languages?" has five chapters: "Employers Do...and You Do!"; "What Are Employers Looking For"?; "In Which Careers Are Languages Useful?"; "How Do I Prepare Myself?"; and "Who Speaks What Where?" Each chapter in sections 2-6 ends with a checklist. Section 2, "Studying Languages," has 10 chapters, including the following: "Learning Languages Post-16"; Diploma Courses with Languages"; "Degree Courses with Languages"; "Languages of the European Union"; "Scandinavian Languages"; "Russian and East European Languages"; "European Studies"; "Asian Languages"; "Arabic, Middle Eastern and African Languages"; and "Linguistics." Section 3, "Studying Languages with Other Subjects," includes 10 chapters:"Institution-Wide Language Programmes"; "Languages and Business Related Subjects (including accountancy)"; "Law and Languages"; "Tourism, Sport, and Languages"; "Engineering and Languages"; "Science and Languages"; "Information Technology and Computer Science with a Language"; "Food Science and Technology with Languages"; "Agriculture, Horticulture and Other Land-Based Subjects with Languages"; and "Preparing To Become a Teacher of Languages." Section 4, "Signposts to Degree Courses", has 2 chapters: "Studying for a Degree in Languages" and "Studying for a Degree in Languages with Other Subjects." Section 5, "Studying and Working Abroad," has 3 chapters: "Studying in Europe"; "Work Placements in Europe"; and "Taking Time Out: The Gap Year." Section 6, "Making Your Choice," has 3 chapters:"Finding a Course"; "Getting In"; and "Interviews and Open Days." (KFT)

This study skills book is intended for British students in foreign language degree courses. It is intended as a manual and resource book for undergraduates. In addition to providing guidance on basic study methods and study skills, information is provided on audio-visual and computer resources that are now widely available in higher education institutions in England. Prominence is given to oral and aural skills and especially to communicative approaches to language learning. Chapters are devoted to task-based language exercises and to the experience of spending a prolonged period of residence abroad. Careers available to language graduates are also examined in some detail. (JL)

This guide reviews a number of ways that written text has been used in the classroom to help develop enriching classroom activities, using French examples, in modern European language instruction and examines ways in which text can reinforce and extend what students are learning to say and write. The text deals with teacher and learner creativity, suggesting ways that teachers can vary uses of text and ways that students can be helped to use text as a springboard for making language their own. Approaches presented have been tried and tested in class, from year 7 to year 13. Units included suggestions for text and pronunciation, text and talking, and reading to learn and write. (NAV)

This handbook provides a detailed discussion of curriculum design for advanced French language instruction in British secondary schools, intended to assist in planning during a period of rapid educational change and newly mandated curricula. An introductory section offers background information on those developments, both statutory and philosophical, in British education, including syllabus content, heterogeneous grouping, emphasis on communicative skills, and encouragement of student autonomy. The first of the book's eight chapters discusses the strategic approach to curriculum planning of both content and language skills in advanced French. Chapters 2 through 5 specify performance objectives and contexts, skill development exercises, and additional instructional suggestions for teaching reading, listening, speaking, and writing. In the sixth chapter, integration of skills within an instructional unit is discussed, with related classroom exercises provided. Chapter 7 addresses a variety of issues in student assessment and monitoring, including record-keeping, evaluation criteria, use of self-assessment techniques, practice examinations, and grading. The final chapter looks at considerations in the choice of instructional materials and technological resources. Appended materials include a brief list of grammatical elements and structures to be included in the curriculum and selected bibliography of textbooks, periodicals, reference works, and other books useful for curriculum planning. (MSE)

A guide to various instructional technology (IT) approaches is aimed at modern language teachers who are just beginning to integrate IT into their methodology. Hints and suggestions are given about what questions to ask when acquiring a computer and buying software and how to avoid some problems. Chapters include the following: (1) Why should I?; (2) Which computer should I choose?; (3) Where do I start? (e.g., managing computers, options varying from single stand-alones to a network room available on the timetable); (4) What software should I buy? (e.g., word processing, concept keyboard, information retrieval, text manipulation, simulations, language work); (5) problems and pitfalls (e.g., disk management, time management, authoring problems, printing); (6) What else? (e.g., newspaper production, the European FAX Project, 1989). Lists of further sources of information and extra reading, as well as a glossary, are provided. (LB)

Possible applications of satellite television and interactive video in language teaching are described. Advice is given on how to set up, expand, and effectively exploit these technologies in the classroom. A variety of activities are suggested for developing listening, speaking, and writing skills at different levels. The guide concludes with a look at the future and some suggested guidelines to help teachers in purchasing new educational technologies and developing their use. Chapters include the following: (1) setting the scene (e.g., reasons for interest, problems in the use of authentic television, getting started or expanding); (2) exploiting authentic television in the classroom (e.g., news, advertisements, documentaries); (3) a user's view of authentic television in schools (e.g., research findings, implications of satellite television, recording and cataloging programs; (4) an eye to the future (e.g., receive and transmit, audio conferencing); and (5) "Interactive Video," by Michael Picciotto (e.g., benefits, the Nebraska Scale, commercial programs). A glossary is included. (LB)

The guide is designed to illustrate how it is realistic and possible to teach in a target foreign language, propose effective instructional strategies and techniques, and offer suggestions for inservice teacher workshops on the approach. It is proposed that language students need to experience the target language as a real means of communication, have a chance to develop their own built-in learning system, and bridge the gap between controlled, secure classroom practice and the unpredictability of real language encounters. The guide begins with a discussion of teacher concerns about teaching in the target language, sources of meaning other than verbal in communication, classroom techniques for providing messages without use of language, and providing messages using limited language. The second section offers specific strategies for implementation in the classroom, including simple instructions and other expressions, techniques for encouraging student participation and satisfaction, and areas in which teachers can cooperate. Specific activities are provided and illustrated. The final section gives ideas for departmental inservice workshops on teaching in the target language, including activities, and recommendations for troubleshooting in classroom communication. (MSE)

This resource guide is designed for teachers and others interested in fostering Spanish instruction in the schools of the United Kingdom, especially at the secondary level. The first of nine chapters looks at the status of and rationale for Spanish language instruction in the United Kingdom. The second chapter addresses topics in instructional management, including identification of learner needs, using available resources, and evaluating instructional materials. Filling in the gaps in instructional materials by creating or adapting existing materials is the subject of chapter 3. Chapter 4 offers ideas for incorporating Spanish culture into the classroom environment, and chapter 5 offers guidelines for the teacher in the arrangement of visits and travel. The sixth and seventh chapters focus on the objectives of student assessment and on standardized tests. Finally, chapters 8 and 9 provide, respectively: guidelines for helping students who want to pursue higher level courses in Spanish or to use it in jobs and careers; and information on courses, conferences, and other resources for the future professional development of the teacher. A glossary and list of useful addresses are appended. (MSE)

Techniques and arguments are provided for teachers interested in promoting second language program development in British schools. An introductory section presents an exercise for gauging and initiating an awareness of language needs and attitudes in department staff. The first section of the guide then outlines salient arguments, including those focusing on economic and educational benefits of second language learning, especially in the context of the emerging European Community, the case for devoting substantial resources to improve language teaching, and the case for more inservice education for language teachers. A self-assessment form designed to help language teachers think about their department's training and professional development needs is provided. The second section of the guide offers suggestions for tailoring thinking and arguments to appropriate audiences, including other departments, parents, and students. Lists of additional resources, related research and development projects, and useful agency addresses are appended. (MSE)

This guide offers ideas and techniques for projects designed to enhance the social and linguistic experiences of students participating in international exchanges. The first section outlines potential topics and procedures for projects conducted in the home, school, or local environment during stays in foreign countries. Most are based on site visits and personal interviews. The second section gives recommendations for ensuring the success of such project work by establishing collaborative relationships with colleagues in the host school, planning work and visits very carefully, and preparing students adequately. Section three contains practical advice for visits to a primary school, nursery school, home for older adults, hospital, market or shopping area, radio station, and library. Followup activities are outlined in section four, and spinoff activities are suggested in section five. Section six presents additional ideas for maximizing the benefits of visits abroad, including organizing collections or exchanges of books, cassettes, games, and other materials, and individual and group assignment topics. Sources of further reading and useful addresses are also listed. A variety of interview formats in French, Spanish, and German are appended. (MSE)

Suggestions for individualizing language instruction for students in England with learning problems are offered. Following an introduction, the second section looks at techniques for involving students in the presentation phase of a lesson through use of visual aids, mime, rhythmic chanting, and song. The third section discusses ideas for creating a classroom environment in which students use the target language more freely. They include setting an example, creating a secure environment, and increasing exposure to the language. Useful games, chants, and classroom resources are suggested. The fourth section contains specific ideas for practice and support in the pre-communicative phase of language learning. The fifth section gives hints for organizing a multi-activity classroom, and the sixth offers ideas and activities for maintaining student motivation in the critical fourth year of language instruction. In the final section, dispelling notions of student inability and replacing them with a positive agenda are recommended. Examples are given in French and German. (MSE)

Based on widespread teacher perceptions that British upper secondary school students entering advanced language courses are poorly prepared, an approach for making the transition to advanced language instruction is suggested. Teachers are invited to use existing syllabuses creatively to develop language awareness as well as language skills. Four aspects of curriculum design and development are discussed: (1) the need to create a new model of progression through language learning; (2) beginning with and building on students' existing strengths and knowledge level, emphasizing collaboration, self-assessment, and study skills; (3) progressing from known to unknown in syllabus content; and (4) incorporating grammar into a syllabus designed around topics and skills. Specific examples of classroom techniques and activities are provided in French, Spanish, and German. (MSE)

This guide is designed to assist British language teachers in organizing language lessons to offer opportunities for real communication and lively interaction while maintaining a reasonable working atmosphere for both pupils and teachers. The guide suggests ways to avoid creating unnecessary problems, respond constructively to classroom problems that do arise, and reduce the need for overtly imposed control. The first section offers help in anticipating the effect of a given activity, recommending that teachers ask whether: (1) the activity has the result of stirring up or settling the class; and (2) in what ways it involves the learner, mentally and physically. Some insights into the relationship between student involvement and behavior are offered. The second section provides specific techniques for adjusting an activity to provide the same linguistic experience while creating a different mood in the classroom, including changing the behavior of an individual student, increasing actual class occupation, and increasing mental engagement. The third section discusses adjustments in the sequence of activities to: (1) start a lesson in a way that calms students; (2) place lively work between calm phases; and (3) improve management of longer lessons. Some final, general comments on class management are also offered. (MSE)