Four methods of teaching a second language are discussed: (1) traditional approach, involving a limited amount of study each day; (2) second language study followed by study of another subject in that language; (3) early immersion in the language in grades k-2; and (4) late immersion, where exclusive use follows traditional language study. (CK)

The teaching profession is encouraged to retreat from the search for one method of instruction and to recognize that there are many factors which lead to success in modern language learning. Several models offering different approaches for organizing classroom instruction are suggested. (Author/PMP)

Discusses the role of today's language teacher, as "humane model," learning model, and "quality control." (AM)

Address given to students at Althouse College of Education, London, Ontario; discusses Canadian reaction to the "imported" audiolingual method and future directions of language instruction in Canada. (RL)

A mock trial weighs the pros and cons of the pattern drill as it is commonly used in audiolingual methods. (RL)

Abridgement of address presented at the second International Conference of the Ontario Modern Language Teachers' Association and the New York State Association of Foreign Language Teachers, Toronto, Canada, March 27, 1971. Attempts to persuade teachers to utilize structure and vocabulary from live natural materials rather than contrived"…

Presents an overview of the language teaching situation in Canada's universities, and makes suggestions for its improvement. (AM)

Presents an outline of a progression plan for university language courses, combining features of various methods of language teaching. (AM)