THE AIM OF THIS TENTATIVE SYLLABUS FOR TRAINING PROGRAMS FOR TEACHERS OF SPANISH IS TO INTEGRATE MORE CLOSELY THE LANGUAGE PRACTICE, APPLIED LINGUISTICS, AND METHODS ELEMENTS OF THE TRAINING COURSE AND TO RELATE THEM DIRECTLY TO THE PRACTICE ELEMENT BY THE INTRODUCTION OF MICROTEACHING. THE FIRST PART OF THIS FOUR-PART SYLLABUS IS ON APPLIED LINGUISTICS, AND IT OUTLINES THE MAIN FACTS OF SPANISH STRUCTURE AND VOCABULARY AS WELL AS THE MAIN POINTS OF INTERFERENCE COMING FROM ENGLISH. IT IS PRIMARILY A GUIDE FOR THE PERSON RESPONSIBLE FOR TEACHER TRAINING. PART II, LANGUAGE PRACTICE, IS AN INDEX WHICH CONNECTS THE CHAPTER OUTLINE OF PART I TO A SELECTED NUMBER OF ELEMENTARY AND/OR REVIEW TEXTS AND GRAMMARS USED FOR LANGUAGE REVIEW, AND INCLUDES SOME SECONDARY SCHOOL TEXTS. PART III, THE METHODS SECTION, CALLED "PERFORMANCE CRITERIA," LISTS OBSERVABLE BEHAVIOR OF THE GOOD LANGUAGE TEACHER AND DESCRIBES BRIEFLY HOW TEACHERS CONDUCT VARIOUS CLASSROOM ACTIVITIES. THE CRITERIA CAN BE USED TO EITHER TRAIN OR EVALUATE A LANGUAGE TEACHER. THE LAST SECTION IS A SERIES OF 31 SAMPLE MICROLESSONS WHICH SHOW HOW APPLIED LINGUISTICS KNOWLEDGE OF THE LANGUAGE AND SPECIFIC PERFORMANCE CRITERIA ARE COMBINED INTO PRACTICAL APPLICATION. THE LESSONS CAN BE TAUGHT BY THE TRAINEE OR BY AN EXPERIENCED TEACHER. SEE ED 011 934 FOR THE FRENCH SYLLABUS. (AUTHOR)