Discusses how schema theory and discourse analysis together form an especially strong theoretical framework for the use of video in the second-language classroom. (Author/OD)

Outlines helpful steps to assist the foreign language teacher in integrating video into the foreign language curriculum. Information is provided on where to find, review, and select video materials; on setting instructional objectives and uses for video; and developing and selecting support materials. (Author/OD)

Provides the theoretical underpinnings to a very successful project that involves high school teachers in the development of carefully sequenced student materials for the German video series "Deutschlandspiegel." (22 references) (Author/OD)

Discusses the task of finding appropriate materials for the beginning levels of language instruction, and presents a cogent rationale for employing a combination of authentic materials and on-campus production that, together, closely follow and reinforce the course syllabus. (Author/OD)

Surveys some of the often neglected human factors that must be confronted if the total value of video as an instructional tool is to be realized. These factors include fear of technology, literacy issues vs. television, students' media awareness, and the role of the teacher. (Author/OD)

Analysis of the effects of an interactive video workstation during lessons about Spanish culture suggested that the use of single or dual monitors was not an important factor in student learning, although there were some cost advantages associated with the two-monitor workstation design. (seven references) (Author/CB)

Presents a series of library- and legal-related perspectives on video copyright, and then delineates strategies for clarifying the copyright law for both copyright holders and users. (CB)

Describes a university's use of a multilingual cable network as a foreign language instructional resource by incorporating series, news programs, and commercials into foreign language courses. (CB)

Describes the interactive use of constant linear velocity (CLV) videodisks and its similarities with constant angular velocity (CAV) videodiscs. (CB)

Relates the special properties of videodiscs and the economics of videodisc production with the nature of second-language instruction, and suggests ways to design and use cost-effective videodiscs as aural and visual databases for a variety of instructional levels and contexts. (two references) (Author/CB)

A review of the language laboratory-related relationships between context and background knowledge, individualization and learner characteristics, feedback and continuing assessment, and focus and sequence supports foreign language teachers' use of eclectic, integrative, and alternative approaches that make full use of language laboratory…

The current concept of the "global village" is used as the basis for a discussion of new approaches to language acquisition, and particularly a new pedagogy. It is noted that the pedagogy of the language classroom of the 1990s does not call for a language "laboratory" but centers that focus on communicative competence or proficiency. (LB)

The LABLIB system at the Language Centre of the University of Turku, Finland, is described. LABLIB is a computerized bilingual information retrieval system that assumes a minimum of user computer expertise and includes comprehensive information on tape recordings, video programs, and other teaching materials. (four references) (LB)

After a brief review of trends in language labs, the history of Wisconsin's Learning Support Services (LSS) lab, which grew into an independent department serving all foreign languages, is traced. Its evolution included the development of an extensive library, audio studio, video service, and special cataloging and outreach system. (11 references)…

The renovation of the Language Lab at the University of Notre Dame and the creation of the Language Resource Center are described. Challenges related to poor facility design and limited equipment are recounted, along with the role played by the university's director of foundation and corporate relations. (LB)