This article reports on experiences in the bilingual education, psychologically and pedagogically planned, of a child who died of brain cancer at age 5. Conclusions are drawn regarding order and method of language learning. (CHK)

Challenges the notion that linguistic units which are equivalent from the point of view of being translated with ease from one language to another have a common deep structure. This notion is not seen as feasible in a transformational generative framework. (CLK)

Presents a grid for analyzing language learning materials based on certain sociolinguistic criteria. (CLK)

Argues against the teaching of foreign languages to children under the age of ten, basing conclusions on empirical and theoretical evidence. (CLK)

The differences between the use speakers make of a language in different areas of a country, or in one social class as opposed to another, are nowadays recognized as essential parts of a description of a language. Progress beyond the elementary stage of language acquisition requires the development of sensitivity to the appropriateness of language…

Task-specific language demands should be established by study of language in use on the job. The main components of the Casualty doctor's communicative competence must be specified, and the course in English for Special Purposes must reflect these components in its simulations. (CFM)

Is phonetics essential in the learning of pronunciation? It is taught in the hope of aiding muscular-motor function and is therefore essential. The problem arises then of designing a course which supplies the learner with all relevant phonetic information during pronunciation teaching in the most effective way. (CFM)

This article draws attention to a number of syntactic peculiarities of the so-called pronominal adverbs "en" and "y" in French, and maintains that these adverbs differ quite markedly in syntactic behavior. (Text is in French.) (Author/AM)

This article maintains that advanced language learning is inseparable from subject study in the foreign language in question, and that the teaching of specific disciplines in a foreign language should be the cornerstone of advanced language study. Curriculum and methods for advanced levels are discussed. (CLK)

This article examines the common assumption that the inductive method is more effective than the deductive one in foreign language instruction. Following a review of the relevant literature, a study to test the inductive method is described. Results show the deductive approach to be more effective. (CLK)

A contrastive analysis should describe the different processes of conceptualization in the languages under consideration. Furthermore, a detailed semantic analysis of linguistic items should be undertaken to discover perceptual strategies which force the speaker to use these items. Research in psycholinguistics is valuable in these tasks. (DB)

Bilingual subjects' decoding of texts in mixed language requires no more time than their decoding of material in homogeneous language. Bilingual speakers appear not to command two separate lexical lists, but only one basic internal dictionary consisting of the lexical items they have learned for both languages. (DB)

This article offers insights into mnemonic strategies ("mental elaboration") of foreign-language learners, with implications for vocabulary learning in the target language. (DB)

Both Italian and English have four degrees of stress: emphatic, main, secondary and weak. This paper outlines some similarities, then reviews differences between the languages that can cause difficulties in learning the second language. (CHK)

The Gregg shorthand system is founded on formal and theoretical principles originating in the structure of the English language. An analysis of some aspects of the formal code of this system illuminates some interrelationships between the verbal and the written sign. (CHK)