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

Discusses the use of song as a language-learning medium. Particular reference is made to the use of folk songs in teaching French. (AM)

Language teachers can also provide cultural instruction. Language texts may be adapted for such use by relating language structures to cultural background and providing cultural reading in English and the target language. Basic patterns of living such as work, play, time, religion, economy can be used to organize language teaching. (CHK)

A secondary school French immersion program in Montreal is discussed. A research and testing program to evaluate student performance is described. Results show a significant increase in French skills over regular language programs, no decrease in English skills, and no decrease in general academic achievement. (CHK)

Teachers' attitudes toward language teaching trends were surveyed. Prospective teachers about to enter the profession believed that language programs should be self-paced and there should be a cooperative learning climate in classrooms. Experienced teachers were more moderate but used techniques for self-pacing and real communication often in…

This article presents a glossodynamic model for language learning. It takes a humanistic approach involving the desire and ability to communicate and analyzing a speaker's personality and attitudes. Factors and functions of communication are discussed. (CHK)

An experimental "oral survival" French course is described. Role playing, discussions of reading assignments, a taped mystery thriller and educational games were used to force students to speak French and to lose their inhibitions against speaking. Testing showed students' French speaking ability to be much improved. (CHK)

Discusses development and objectives of language educational centers concerned with the signigicance of applied linguistics in the development of second language learning theory. (RL)

Discusses the importance of the language-learning environment, appropriateness of language courses, language comprehension, and self-evaluation. (RL)

Comments on various teaching techniques found to be helpful in teaching conversational language courses. (RL)

Revised version of a paper read at the Leadership Seminar sponsored by the Ontario Ministry of Education, August 1973, Brock University, Ontario, Canada. (RL)

Speech delivered at the Third International Conference of the New York State Association of Foreign Language Teachers and the Ontario Modern Language Teachers' Association, Rochester, New York, March 29-31, 1973. (RL)

Student teacher and associate teacher interact in a brief dialogue to develop greater understanding and rapport as a working team. (RL)

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)