Recent work in the field of sociolinguistics is discussed as it relates to problems of national integration in a multilingual society. The implications of such a situation for language teaching programs are also discussed. (RM)

The need for testing oral proficiency in the foreign language is discussed and several kinds of testing procedures described. A specific oral language production test is suggested. (RM)

The use of the paragraph is recommended in teaching composition, provided that heuristic rather than mechanical techniques are used. Some such techniques for advanced level teaching are discussed. (RM)

The equipment and use of language laboratories are described, and their advantages and disadvantages are discussed. Comparisons are made between the use of a language laboratory and the use of tape recorders. (RM)

It is asserted that the teacher and learner of a foreign language must learn to direct his attention to the auditory phenomena of the new language. Several auditory exercises in which some of the basic parameters of speech are involved--number, order, duration, pitch, vowel quality--are described. (RM)

A procedure is outlined for teaching spelling to students of English as a second language. (RM)

It is argued that the present system of language teacher training requires reconsideration, revision, and restructuring to include other disciplines. (Author/RM)

Errors made by the foreign language learner are classified and discussed. (RM)

Temporal and causal uses of "since" are examined. (RM)

Basic assumptions implicit in course design for foreign languages are examined. The course must first satisfy the basic needs of the learner, later his sociolinguistic or psycholinguistic needs. Relevance of materials is looked at in terms of framework of a course, role of situational teaching, and conduct of the lesson. (SCC)

The behavior of the "It's...who..." type of construction and its relation to defining and non-defining relative clauses is examined. Reference is made particularly to suprasegmental features. Parallels are drawn to French relative constructions. (SCC)

The mother tongue should not be used in the classroom. If the student is constantly allowed to translate he will never make the jump into the target culture. Translation is an aim that can be achieved only when considerable proficiency in the target language has been attained. (SCC)

Too many teachers have misguided ideas about the principles of the oral approach to teaching EFL. They are either too sure of themselves and of the theory and become complacent, or their confidence is shaken by the failure of a technique they thought to be infallible. (SCC)

A suggestion is made for solving the problem of testing spoken English. The students were from the Economics Department of a university in Finland. Their needs (practical ones), their courses in spoken English, the form of the test--oral, reading, and writing--and the marking system are considered. (SCC)

A testing model is developed for teachers in multiracial classes in British schools who want to assess their pupils' proficiency in using English for learning, thinking, and communicating. The model serves as a framework for the design and administration of tests for communicative competence in foreign and second languages. (SCC)