Search

Stating that man's intellectual and spiritual horizons need to be expanded through educational programs and approaches in cross-cultural understanding, the author claims that a greater world perspective is attained through the study of social studies, foreign language, English, fine arts, and science, particularly in interdisciplinary programs. The Whorfian hypothesis of language and culture is reviewed, citing France as an example, in a discussion of values. Relevance, communication, provincialism, ethnocentricism, world community, sociocultural context, anthropology, and formal and deep culture are concepts discussed in the address. (RL)

A systematic cross-cultural study of French and Hispanic cultures is made in three major areas in this guide designed to help integrate sociocultural subject matter into the foreign language instructional program. Human nature, social relations, man and nature, time, and space--as universal problems of cultural orientation--serve as the foundation for the author's structuring of the inventory of the sociocultural systems. First, "historical" culture is presented including value systems, underlying assumptions of fact, art forms, language, and paralanguage and kinesics. The unit on social structure involves the family, leisure-time activities, and a wide variety of material relating to everyday living. Finally, the section on ecology ranges from the physical and social environments to technology. An annotated bibliography of books, periodicals, pamphlets, and reports is provided. (RL)

THIS BRIEF BULLETIN, OUTLINING A 6-YEAR FOREIGN LANGUAGE PROGRAM IN FRENCH, GERMAN, AND SPANISH, COMPLEMENTS A 1962 CURRICULUM GUIDE OF A 4-YEAR SEQUENCE OF LANGUAGE STUDY ISSUED BY THE NORTH CAROLINA STATE DEPARTMENT OF PUBLIC INSTRUCTION. OF SPECIAL SIGNIFICANCE IN THE DOCUMENT IS A CHART OF A 6-YEAR PROGRAM HIGHLIGHTING, AT EVERY LEVEL, SPECIFIC AREAS AND ACTIVITIES TO BE EMPHASIZED IN EACH OF THE LANGUAGE SKILLS AND IN THE USE OF SUPPLEMENTARY MATERIALS AND EQUIPMENT. A SUPPLEMENTARY BIBLIOGRAPHY OF RECENTLY PUBLISHED READERS, TEACHER BULLETINS, INSTRUCTIONAL FILMS AND TAPES, AND PERIODICALS FOR LEVEL FIVE IS INCLUDED. OTHER TOPICS TREATED BRIEFLY IN GENERAL TERMS ARE (1) THE PLACES OF THE ADMINISTRATOR, TEACHER, AND COUNSELOR IN THE NEW LANGUAGE PROGRAM, (2) STUDENT SELECTION CRITERIA, (3) PROVISION FOR THE ACADEMICALLY TALENTED, (4) LEARNING LEVELS, (5) DISTRIBUTION OF LEARNING TIME AMONG THE FOUR SKILLS, AND (6) LANGUAGE LABORATORY USE. SEE FL 000 439 FOR THE 1962 GUIDE. (AB)

TO ENCOURAGE UTILIZATION OF THE LANGUAGE LABORATORY AS A TEACHING TECHNIQUE, THIS BULLETIN DESCRIBES SUCH POSSIBLE USES OF THE LABORATORY AS PROGRAMING LESSONS, RECORDING, AND TESTING LANGUAGE SKILL DEVELOPMENT. ONE OF THE MOST IMPORTANT FUNCTIONS OF THE LABORATORY IS THE PATTERN DRILL, DESCRIBED HERE FOR FRENCH, GERMAN, AND SPANISH. EXAMPLES ARE GIVEN IN EACH OF THESE LANGUAGES FOR REPETITION DRILLS, TRANSFORMATION DRILLS, SUBSTITUTION DRILLS, PROGRESSIVE DRILLS, COMBINED SUBSTITUTION AND TRANSFORMATION DRILLS, AND ANALOGY DRILLS. OTHER SECTIONS INCLUDE A LIST OF LANGUAGE LABORATORY TERMS GIVEN IN FRENCH, GERMAN, AND SPANISH, BASIC PRINCIPLES CONSTITUTING A GOOD TAPE, BRIEF DISCUSSIONS OF LABORATORY MAINTENANCE AND EVALUATION, AND A BIBLIOGRAPHY OF RELATED MATERIALS. (SS)