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This teacher's guide is designed to accompany the three Peace Corps students' books in Pijin, the language of the Solomon Islands. Its goal is to help the native speaker understand the American volunteers' viewpoints and to provide detailed information on methods and techniques for teaching the language and culture. The guide has three parts: (1) an introduction explaining the purpose and organization of the course; (2) a discussion of teaching techniques, which includes an introduction to the students' books and detailed techniques for the various parts of those books; and (3) lesson notes for the "Communication and Culture Handbook" and the "Grammar Handbook." (AMH)

This handbook is intended to acquaint Peace Corps volunteers with the geography and culture of the Solomon Islands. It is divided into five parts: (1) an atlas of pen-and-ink maps of the islands; (2) custom stories in Pijin, with an English translation of each one; (3) miscellaneous readings in Pijin; (4) posters in Pijin; and (5) a picture dictionary and learning guide. (AMH)

This handbook of the Pijin language is divided into four parts: (1) survival language skills, (2) situations in which the Peace Corps volunteer is likely to be involved, (3) getting the job done, and (4) information on the culture of the Solomon Islands. It establishes classroom activities that require the students to exchange messages in a way that is appropriate to the cultural context. Most of the lessons are divided into basic and supplementary material sections. Generally there are six elements in each lesson: (1)objective, (2) basic material and translation, (3) cultural usage notes, (4) class activities, (5) outside activities, and (6) references. The book is illustrated with pen-and-ink drawings. (AMH)

This grammar handbook analyzes the rules of Solomon Islands Pijin and provides exercises on them. It is divided into 24 lessons. The first part of each lesson is a description of some element or function of the language, with examples; the second part is made up of oral and written exercises. The volume concludes with appendices on the personal and indefinite pronouns, interrogative words, and some time markers. (AMH)

This teaching guide is designed to accompany the three Peace Corps students' books in Setswana, the language of Botswana. Its goal is to help the native speaker understand the American volunteers' viewpoints and to provide detailed information on methods and techniques for teaching the Setswana language and culture. The guide has three parts: (1) an introduction explaining the purpose and organization of the course; (2) a discussion of teaching techniques, which includes an introduction to the students' books and detailed techniques for the various parts of these books; and (3) lesson plans and suggestions for using them. (AMH)

This handbook presents many situations in Botswana which the Peace Corps volunteer is likely to be involved in, and it establishes classroom activities that require the students to exchange messages in the Setswana language that are appropriate to the cultural context. An introductory section acquaints the learner with techniques of language learning, explains the purpose and design of the materials, and provides indications on how to use this handbook. Most of the units are divided into basic and supplementary lessons. Generally, units contain the following parts: (1) objective, (2) basic dialogue or narrative with translation, (3) cultural usage notes, (4) class activities, (5) supplementary activities, and (6) worksheets. The volume concludes with a unit on a comparison of the United States and Botswana cultures, an English-Setswana glossary, and a picture dictionary. (AMH)

This grammar handbook analyzes the rules of Setswana and provides many types of exercises on them. It is divided into 15 units, one of which is a review. Each unit is introduced by an objective and presents explanations of points of grammar with several types of oral and written exercises. The appendix contains verb reference charts, a Setswana-English glossary, and pattern practice charts. (AMH)

This handbook is a collection of readings intended to acquaint Peace Corps volunteers with the geography of Botswana, and the culture and daily living customs of the people. The introduction provides techniques to help students use the readings to improve their speaking skills. The first section of the text, the "OXFAM Section," contains materials about the culture of the country; the remaining sections contain selections from primary sources on various topics. The readings are in Setswana and are usually accompanied by a translation on the facing page. The book is illustrated with photographs and pen-and-ink drawings. (AMH)

This handbook is a collection of readings intended to acquaint Peace Corps volunteers with the geography, history, and culture of the Gilbert Islands. Some of the readings are in English, but most are in Kiribati. Four of the Kiribati readings are accompanied by linear translations; the others have English summaries. The concluding parts of the book include maps, a gazatteer, population census information, and plant names. The text is illustrated with pen-and-ink drawings. (AMH)

This teacher's guide is designed to accompany the three Peace Corps students' books in Kiribati, the language of the Gilbert Islands. Its goal is to help the native speaker understand the American volunteers' viewpoints and to provide detailed information on methods and techniques for teaching the volunteers the language and culture. The guide has three parts: (1) an introduction explaining the purpose and organization of the course; (2) a discussion of teaching techniques, which includes an introduction to the students' books and detailed techniques for the various parts of those books; and (3) lesson notes for the "Communication and Culture Handbook" and the "Grammar Handbook." (AMH)

This Kiribati communication and culture handbook presents 40 situations in which the volunteer is likely to be involved in the Gilbert Islands, and establishes classroom activities that require the students to exchange messages in a way that is appropriate to the cultural context. Most of the lessons are divided into "basic material" and "supplementary material" sections. Generally there are seven parts to each lesson: (1) objective, (2) basic material and translation, (3) cultural usage notes, (4) class activities, (5) outside activities, (6) references, and (7) vocabulary worksheets. An English-Kiribati glossary completes the volume. (AMH)

This grammar handbook analyzes the rules of the Kiribati language and provides exercises on them. It is divided into 40 lessons. The first part of each lesson is a description of some part of the language, with examples; the second part is made up of oral and written exercises. Answers to the written exercises are provided at the end of the book, as well as appendices containing the old system of higher numbers, numeral classifiers, and an English/Kiribati glossary. (Author/AMH)

This handbook presents a number of situations in West Africa in which one would need certain Soninke words and phrases; it fulfills a function like that of a traveler's handbook. Classroom activities are provided that require the student to communicate in a way that is appropriate to the cultural context. Each of the 30 lessons contains objectives, a basic dialog, a cultural note, useful expressions, activities, and a grammar note. Most of the exercises are accompanied by pen-and-ink drawings. (JB)

This handbook presents samples of the Soninke language of West Africa in various contexts, such as folk tales, newspaper articles, personal histories, articles on history and culture, and articles on activities likely to be undertaken by Peace Corps volunteers. Much of the material is presented in a facing-page bilingual format, with a translation in English. Although the material is not set up as a series of language learning units, it can be used for self study or in conjunction with lessons in the two related handbooks. The material in Soninke is preceded by an English narrative outlining the history and culture of the Soninke-speaking peoples. (JB)

This handbook is a general introduction to the handbooks, methods, and materials used in Peace Corps language training classes. The first part of the handbook introduces the reader to the nature of language teaching and gives a general introduction to the handbooks. It also provides a more detailed description of the handbooks on (1) communication and culture, (2) grammar, and (3) special skills, as well as a discussion of classroom atmosphere. Part two explains in some detail a variety of teaching techniques for the Peace Corps'"Communication and Culture Handbook" and the "Grammar Handbook," which can be used in teaching any language. (AMH)

This handbook is composed of: (1) 20 grammar lessons; (2) an introduction to the handbook and to the Ewe language; (3) an appendix presenting the most important differences between Ewe and Mina, the lingua franca in the capital and in markets, offices, and work-sites throughout Togo; (4) answers to written summary exercises; (5) an Ewe-English glossary; and (6) a bibliography. (AMH)

This handbook, concerning the Ewe language and culture of Togo, presents classroom activities that require the learner to exchange messages in a way that is appropriate to the cultural context. These activities are presented in 30 lessons containing both basic and supplementary material that deal with situations and topics which will be useful to the Peace Corps Volunteer. Some of the exercises require memorization and others require the student to experiment with the language and learn through discovery. (AMH)

This handbook contains 28 lessons on Soninke phonology and grammar and is intended particularly for Peace Corps volunteers in West Africa. Each lesson consists of explanations in English of Soninke grammatical features, vocabulary, and drills and exercises. An answer key and glossary complete the volume. (JB)

This handbook presents samples of the Kabiye language in various contexts, such as folk tales, newspaper articles, personal histories, articles on Kabiye history and culture, and a selection of Togolese government literacy texts. Much of the material is presented in a facing-page bilingual format, with a translation in either English or French. In addition to these literal translations, each section has a free summary translation of the material. Although the material is not set up as a series of language-learning units, it can be used for self-study or in conjunction with lessons in the "Communication and Culture Handbook" and the "Grammar Handbook." (Author/AMH)

This Kabiye handbook presents a number of situations in Togo in which a person would need certain words and phrases; it fulfills a function like that of a traveler's handbook. It provides classroom activities that require the student to communicate in a way that is appropriate to the cultural context. Each lesson contains objectives, indications on supplementary material, the basic dialogue, a cultural note, useful expressions, activities, and a grammar note. Many of the exercises are accompanied by pen-and-ink drawings. (AMH)

This handbook contains 20 lessons on Kabiye phonology and grammar and is intended particularly for Peace Corps volunteers in Togo. Each lesson contains explanations in English, vocabulary, and oral and written exercises. A number of pen-and-ink drawings of cultural interest illustrate the lessons. An answer key to the written exercises and a glossary complete the volume. (AMH)

This handbook contains two types of materials: (1) texts in Swahili with English translations, and (2) vocabulary lists. The introduction of the book provides numerous suggestions for using the texts and lists to expand vocabulary, improve ability in using grammatical structures, developing writing and speaking ability, and improving listening comprehension skills. The handbook is divided into four sections: (1) culture, a collection of folktales; (2) health-related information; (3) articles on Tanzanian agriculture; and (4) articles on politics included specifically to help the volunteer learn to read the newspaper in Swahili and to talk about politics. The book is illustrated with pen-and-ink drawings. (AMH)

This teaching guide is designed to accompany the three Peace Corps students' books in Tanzanian Swahili. Its goal is to help the native speaker understand the American volunteers' viewpoints and to provide detailed information on methods and techniques for teaching the Swahili language and Tanzanian culture. The guide has three parts: (1) an introduction explaining the purpose and organization of the course; (2) a discussion of teaching techniques, which includes an introduction to the students' books and detailed techniques for the various parts of those books; and (3) lesson notes for the "Communication and Culture Handbook" and the "Grammar Handbook." (AMH)

This handbook presents a variety of different social and cultural situations in which the Peace Corps volunteer is likely to be involved in Tanzania. It establishes classroom activities that require the students to exchange messages in a way that is appropriate to the context. Generally, new vocabulary and language structures are introduced in the context of a conversation or narrative. The lessons are in both Swahili and English. The text is illustrated with pen-and-ink drawings. (AMH)

This grammar handbook analyzes the rules of Tanzanian Swahili and provides different types of exercises on them. It is divided into 36 lessons and is illustrated with pen-and-ink drawings. A bibliography, index, and Swahili-English glossary complete the volume. (AMH)

This handbook provides lessons and exercises for Peace Corps volunteers learning to communicate in Belizean Creole. The 41 lessons emphasize such aspects of Belizean culture as asking for directions, talking about personal feelings, introducing people, visiting, when to use Creole, Creole food, and the economy. Each lesson includes a conversation in both English and Creole, activities, a proverb, and a list of new vocabulary words. General suggestions are made for enhancing language learning. This handbook is part of a set which includes a grammar workbook, a teacher's guide, and a glossary. This component focuses on culturally appropriate communication and is designed for use in conjunction with the grammar workbook, which focuses on formal linguistic features. (RW)

This teacher's handbook is designed for native speakers of Belizean Creole who teach their own language to American Peace Corps volunteers. The handbook is one of a four-part set which also includes a communication and culture workbook, a grammar workbook, and a glossary, all of which should be used together to teach students to communicate in Creole. Thirty teaching techniques are described, each of which corresponds to a lesson in one of the workbooks. Among the techniques described are dialog, recitation, drama, drills, question and answer, and exercises. Also noted are general suggestions for creating a good classroom atmosphere. Specific guidelines for each lesson in the workbooks are provided along with a discussion of each book in the Belizean Creole series. (RW)