The inquiry teaching or discovery approach to learning is discussed. An object lesson is outlined using a cultural artifact as the subject of analysis. (Author/RM)

Associative speaking as a method of making oral communication the central activity in foreign language classes as early as the second semester is described. (Author/RM)

Ways to individualize and personalize instruction in the foreign language class even under conditions of traditional scheduling and large class size are discussed. (RM)

Adaptations of and variations on the grade contract system are described with emphasis on individualized instruction, fair evaluation, and learner-oriented classes. The method used is described, and results are assessed. (Author/RM)

A weekend language camp for secondary school students of Russian, attended by 125 students and teachers, is described. Tips for organization of such a camp are given. (RM)

A self-observation and self-report procedure is proposed that will assist teachers in discovering their students' learning strategies and may generate knowledge about the second language learning process. Transcriptions of segments of interviews with four students illustrate the procedure involved in eliciting student strategies. (Author/RM)

The classroom interaction of ten foreign language teachers identified as outstanding was studied and compared with that of a group of typical teachers. The FLint system of interaction analysis and anecdotal records were used to collect data as the teachers taught four different lessons. Differences between the groups are discussed. (Author/RM)

A number of conversation exercises are described for use in second language teaching which are intended to promote communication in the foreign language by creating among the students a need to talk and a need to listen. (RM)

A report is made of an experimental German program designed to assess the effects of individualized instruction on four stated areas in a continuous program curriculum. (Author/RM)

Advantages which could result from the incorporation of career education in the teaching of foreign languages are discussed. (RM)

It is asserted that many students cannot cope with a totally self-pacing individualized instruction program. A multiple-tract plan is described which does not restrict the learner who is able to proceed at an accelerated pace and which offers a considerable amount of flexibility to other students. (Author/RM)

Examples of worksheets are given and their use discussed in teaching an audiolingual course in French on the junior and senior high school levels. Activities on the worksheets involve auditory discrimination and reading and writing skills. Tape recordings are used. (RM)

An experimental university program in first-year French is described in which a self-instructional, programed text was used. Students proceeded at their own rate and were allowed repeated attempts to meet the minimal requirement of 75 percent mastery. Results indicated a higher level of performance but less material covered. (Author/RM)

An experimental seminar in language was given in spring 1973 at Bowdoin College. The final project was creation, in groups of four or five, of an artificial language. The languages had to have a demonstrable grammatical form, some idiomatic content, and a clear orthographic and phonetic system. (Author/RM)

The value of visual literacy, the ability to recognize and interpret natural and manmade symbols, to a student of foreign language is stressed. Three groups of nonverbal signs--kinesic elements, environmental elements, and objects invested with a special meaning--are discussed, and methods for teaching visual literacy described. (RM)