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A rationale for the study of second languages focuses on problems encountered in communication which impede the development of interpersonal and international understanding. Difficulties caused by faulty translation, word order, stress, juncture, and intonation are illustrated. As a means of maintaining interest in second language learning, the author proposes the varied use of: (1) real life dialogues, (2) dialogue adaptations, (3) choral responses, (4) individual responses, (5) patterns drills, (6) patterned interrogation, (7) dramatizations, (8) songs, (9) films, (10) role-playing, (11) games, (12) dictation, and (13) written exercises. (RL)

ELEMENTARY AND SECONDARY SCHOOL ACT FUNDS SUPPORTED A SPRINGFIELD, MASSACHUSETTS, PUBLIC SCHOOLS' SUMMER ACTIVITY DESIGNED TO PROVIDE INTENSIVE LANGUAGE TRAINING IN FRENCH, GERMAN, AND SPANISH FOR 56 SELECTED STUDENTS. THE 6-HOUR DAILY SCHEDULE INCLUDED TWO HOURS DEVOTED TO ORAL EXPRESSION, TWO TO LITERATURE STUDY, AND TWO TO CULTURE-ORIENTED CREATIVE EXPRESSION AND RECREATIONAL ACTIVITIES. THE USE OF THE LANGUAGE LABORATORY AND AUDIOVISUAL MATERIALS WERE PLANNED EXTENSIONS OF THE CLASSROOM ACTIVITIES. NATIVE AIDES IN THE CLASSES SERVED AS SOURCES FOR CULTURAL ENRICHMENT AND ASSISTED THE STUDENTS, WHO SPOKE ONLY THE TARGET LANGUAGE AT ALL TIMES, WITH THEIR CONVERSATION AND WRITING. STUDENTS WERE ABLE TO COMPLETE A FULL YEAR'S ACADEMIC WORK, EITHER THE FIRST OR SECOND LEVEL, EXTENDED THEIR CULTURAL AND LINGUISTIC OPPORTUNITIES, AND, MOST IMPORTANT, SIGNIFICANTLY INCREASED THEIR ORAL FLUENCY AND WRITING ABILITY. THIS ARTICLE APPEARED IN "THE DFL BULLETIN," VOLUME 6, NUMBER 4, MAY 1967, PAGES 8-11. (AB)

Zusammenfassung Gruppenanalytiker neigen dazu, Konflikte zu scheuen, und vermeiden Dialoge bezuglich der Potenz und Notwendigkeit von Macht und Autoritat. Als Gemeinschaft betrachten Gruppenanalytiker unbewusst alle Macht als bosartig und alle Gruppen als hierarchielos. Die zivilisierende oder zerstorerische Potenz der Konflikte innerhalb einer Gruppe oder zwischen unterschiedlichen Gruppen wird kaum erforscht (Nitsun, 1996). Hinzu kommt, dass wir einem Ahnenkult fronen, der uns daran hindert, konkurrenzfahige Forschung im Sinne des vorherrschenden naturwissenschaftlichen Paradigmas zu betreiben. Wir versuchen, unsere wissenschaftliche Potenz mit Zitaten der Grundungsgotter, weniger mit eigenen erforschten Entdeckungen, unter Beweis zu stellen.