Discusses reasons for the existence of multilevel foreign language classes and methods of coping with the problems they present, including independent study, rotating levels, and split-period approaches. (JB)

Examines the plight of the overloaded secondary school foreign language teacher, with examples taken from Indiana statistics, and suggests that the attention of textbook writers and professional organizations be directed toward helping these teachers. (AM)

Defines "global education" and urges foreign language teachers to establish dialogue with global educators to determine whether they want to or can be a contributing part of global education. Components and goals of global education are also discussed. (EJS)

Analyzes some salient features of nontraditional methodologies in foreign language teaching focusing on four areas: (1) the provision of as stress-free a learning environment as possible, (2) the emerging role of silence in foreign language learning and teaching, (3) the role of grammar, and (4) the development of students' speaking skills. (SED)

Social studies and foreign language educators are taking tentative steps on the national, state, and local levels toward integration of the fields in curriculum and cooperative efforts. Opportunities for further efforts include joint planning in some areas of study, class exchanges, joint classes, fairs and festivals, and student projects. (MSE)

Discusses three obstacles to interdisciplinary cooperation in education: (1) compartmentalization of teachers and teaching, (2) reluctance of educators to tackle the problem, and (3) difficulties in intraschool and intrasystem communication. Recommends collecting, expanding, and sharing curricular components to achieve the goal. (PMJ)