This article introduces an innovative approach to teaching texts at every level of the foreign language curriculum through the use of an interactive reading journal. The article describes how the journal can address the interpretive communication standard at the secondary level, as well as the challenges of integrating lower-level "skills" courses…

Details a program of intensive language learning at Kenston (Ohio) High School that begins with a two-and-one-half-hour-a-day class and ends with a three-week homestay abroad on school time. The approach involves using foreign language for communicating about matters relevant to the students combined with a no-grade, no-fail system. (Author/EJS)

Describes a method, developed to make vocabulary learning a creative challenge, that consists of a four-step learning process that makes the student responsible for selecting words to learn daily. (Author/AM)

A description of the twenty learning center units for advanced classes developed by the French and Spanish teacher-participants. Learning centers permit students to work independently at well-defined tasks. The units deal with housing, shopping, cooking, transportation, sports, fiestas, literature, history, architecture, painting, and music.…

The Guichard technique is a response to the need for lively, sustained conversation in the language class. Referring to simple blackboard drawings by the non-artist teacher, students create people and situations involving an imaginary French family. (Author/SW)

Foreign language teachers need a reservoir of techniques designed to dispel misconceptions students may have about poetry and to lead them step-by-step into its study. This article presents learning experiences of such a nature and illustrations for teachers to help them devise activities. (Author/SW)

This article summarizes opinions of 39 foreign language teachers regarding gaps in language teacher education. Innovations in secondary schools have made teacher preparation fall behind. Residence and study abroad is necessary for skills in language and culture. Films and tapes of excellent teaching should be available for study and analysis. (CHK)

A visual method of classroom presentation was needed to represent the structure and movement of drama and to move from written text to performance dynamics. A photographic slide was made showing character presence in each scene, and the sequence of slides for the entire play was presented for explanation and discussion.

Presents a three-part approach for developing critical reading and critical thinking skills in the foreign language curriculum. This approach seeks to (1) establish a conducive environment for critical thought; (2) sharpen students' critical eye through extensive analytical reading; and (3) sensitize students to language and language use.…

Describes an eight-week model role-play project applicable to second language classes on secondary, college, and adult levels. The project was found to result in a greater variety in the students' acquired vocabulary, improved written work, enriched cultural knowledge, and an unusual classroom atmosphere. (Author/SED)

Discusses the advantages of presenting the negatives and partitives together as a unit when teaching French and describes communication activities that reinforce and elaborate on negative and partitive constructions. The activities are designed to promote fluency and generate original responses and include material that lends itself to cultural…

Describes the experience of two high school French teachers who developed a curriculum for the nine French courses, according to school and departmental goals. The curriculum was developed according to the ACTFL/ETS proficiency guidelines. Examples are given of the format for Level One units. (SED)

Discusses the advantages of using student-made transparencies of homework exercises as the working model for correction and discussion in the classroom. (EKN)

The miscues of thirty randomly chosen third-year French students in four high schools were examined and analyzed to discover the strategies they used. (Author/RM)

A teaching technique is described in which each student is presented with a written clue from a mystery story which is pertinent to the solution of the mystery. Sustained student interaction is required. This joint problem-solving endeavor requires students to use both oral and written linguistic skills. (Author/RM)