A description of a German conversation class organized around video production projects includes the pedagogical rationale, course format, and detailed descriptions of individual taping projects. (17 references) (Author/CB)

Suggestions for incorporating correspondence with German-speaking people as part of high school German instruction include tips for testing, follow-up activities, writing activities, and pen-pal activities. (Author/CB)

Investigation of data regarding the use of "so'n" in authentic German speech situations suggests that speakers used the form as a hedging expression indicating uncertainty or discomfort, enabling them to indicate their attitudes about various aspects of the speech situation. (21 references) (Author/CB)

Argues that the traditional method for learning German verbs by their infinitives is a more practical and communicative approach to German language instruction than a recent pedagogically harmful suggestion that verbs be introduced by their stems. (Author/CB)

An exploration of intercultural stereotypes about Germany and Germans and their impact on language instruction argues that refusing to acknowledge the existence of stereotypes does not effectively counter them, but recognizing the nature of and content of stereotypes will encourage the critical thinking necessary to reject them. (Author/CB)

Information is provided for German teachers on the main aspects of the European Community (EC), and on how to integrate the EC into the classroom. The history of the EC is outlined, and political and economic features are highlighted. (Author/VWL)

A discussion, in the form of an animated letter exchange, argues that, contrary to most current grammatical descriptions, the German particle "bis" should not be viewed as a preposition governing the accusative case. Rather, it is demonstrated that "bis" most often occurs as a proclitic adverb. (16 references) (JTC)

German textbooks have grown too large and too diverse in emphasis, inhibiting the promotion and maintenance of German beyond the first college semester of language study and destroying author and publisher initiative to produce books for any level higher than the elementary level. (Author/CB)

Demonstrates how, by following the presumed and attested historical development of the German relative clause, students can be led through the formation of the structure in a simple three-step progression using familiar operations that impart the clause's various functions and meanings. (Author/CB)