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Coordination among English classes at any given level depends on a number of factors. The classes must have a common syllabus with respect to course content, course intensity, and textbooks. The learning conditions should be the same for all groups. All classes should be the same size and have the same average of achievement based on the results of a test before grouping. Advanced students are placed in a separate class at that time. The same teaching methods should be used in all classes, along with identical grading criteria. The statistical results from each group should be determined and interpreted to illustrate the progress of each group. Objective comparisons can be made, and interpretations, evaluations, and recommendations for the next session can appear in a final report for administrators and teachers involved in the coordination project. (VM)

This paper considers Spanish adjectives and the possibility of converting some adjectives into adverbs, keeping the same general significance of a sentence. The conversion of an adjective into an adverb under these circumstances can be accomplished through a transformation which can be applied to a particular logical-semantic structure. The author establishes the formula for such a structure and the formula for the appropriate transformation. Particular types of adjectives and their potential convertibility into adverbs are discussed. (VM)

This paper presents ideas on using programed instruction in the language laboratory for second language learning. Linear programing is more suited to language instruction than is branching, because the former more easily allows comparison between the students' and teachers' solutions and is technically less complicated and less expensive to implement. A microunit of instruction should include five phases: the teacher's solution to the problem of the microunit of the previous exercise; a new solution to the problem by the student; a new problem; the student's first solution to the problem; and a chance for the student to reproduce his solution. Five-element microunits and their advantages are discussed. (VM)

This paper describes a teaching method, presently in the experimental stage, that advocates the use of a programed instruction model in the language laboratory, with students working in homogeneous groups of three. The author describes the technical construction and operation of the language laboratory which allows three students to work together and to use a programed instructional format. The students study new grammar points in microunits. Diagrams illustrate the working of the program, and the author provides an explanation of the steps in its operation. An example of how the program works is presented. (VM)

This glossary provides Spanish translations for English technical terminology used in work connected with transformational generative grammar and theory. Approximately 300 terms are listed alphabetically in English with Spanish equivalents, Spanish explanations, and examples where necessary. (VM)

This annotated bibliography lists approximately 30 documents written between 1959 and 1967 relevant to issues and problems at the university level in Latin America. The documents, mainly from Latin America with some from the United States and Europe, concern development, problems, costs, curriculum, planning, and resources. (VM)

This annotated bibliography lists approximately 50 documents written between 1963 and 1971 relevant to issues and problems at the university level in Latin America. The documents, mainly from Latin America with some from the United States and Europe, concern development problems, costs, curriculum, planning, and resources. (VM)

This booklet describes the information and documentation services available within the regional area of the National University of Litoral. The basis and general functions of the service are considered, as well as the organizational and functional structure and subjects given priority in the system. The general functions are fourfold: library duties, information, documentation, and publication. (VM)

Information services in vocational education should describe for the student the reality of different professions--current characteristics and socio-economic conditions--and the chances for development in particular professions. This document discusses the need for such information in vocational education for making intelligent career choices and for preparing for those choices. The dangers of false and insufficient information are discussed, along with what specific action the school can take to improve information facilities and services. (VM)

This paper discusses the validity and role of linguistic theory in terms of philosophy and logic and considers the relationship among these fields of human knowledge. The main objective of linguistic science is to discover the composition laws actually used by speech communities at any given moment in history. Linguistics is therefore not prescriptive but, rather, seeks knowledge of the true structure of language. The empirical and explanatory nature of linguistic statements is considered at length, as are the means for judging the validity of those statements. (VM)

This document describes a format for analyzing the information content of sentences and the language patterns that accompany particular information content. The author writes in terms of information structures, each information structure having a corresponding linguistic structure composed of distinctive features. The information structure of a given sentence and its corresponding linguistic structure are frequently conditioned by context, particularly the preceding sentence. The paper illustrates the determination of 12 different information structure types, to which correspond a total of 16 different linguistic structure types. Most of the examples are in German. (VM)

This paper explains the main concepts of communicative grammar and provides a detailed view of how communicative grammar analyses language at various levels. Language is discussed in terms of communication; the central elements in the analysis are those that carry information. Communicative grammar seeks to describe the process of the linguistic formulation of a thought. Details for analysis are provided here along with examples. Implications for theoretical, applied, and computational linguistics, language instruction, and translation are noted. A bibliography is included. (VM)

This handbook, based on the author's experience of supervising the English practice-classes of trainee teachers, was originally compiled for the specific use of students at the National University of Trujillo, Peru, and consists of a list of pointers embracing the most prevalent of trainees' shortcomings observed over a period of years at all levels of secondary school. Although special emphasis is given to the problems of non-native English speaking teacher-trainees operating under adverse teaching conditions, it was felt that the wider applicability of the modern audio-lingual techniques that are given practical application in the text would make the handbook of value to all those concerned with classroom language teaching, and it has thus been published as a special issue of"Lenguaje y Ciencias." The publication is divided into eight chapters: "The Teacher's Appearance"; "Set Routine"; "The Teacher and His Lesson Plan"; "Presenting New Material"; "Conducting Practice"; "Admonishing and Praising"; "Homework"; and "The Teacher and His Class." There are, in addition, two appendices; "Model Lesson Plan," and "Form Showing Convenient Summary of Student's General Lesson Plan"; and a short annotated bibliography. (FWB)

A guide to library services, management, and organization is offered to professionals in this comprehensive bibliography, written in Spanish, of approximately 2500 items. Published by the Universidad Nacional del Sur (The National University of the South) in Bahia Blanca, Argentina, the list covers books, articles, monographs, manuals, catalogs, and bibliographies dealing with library science published up to 1967. The emphasis is historical and practical rather than theoretical. No attempt is made to formulate or establish a philosophy on the social relevance or values of a national library system, or to define the intended audience. Works are classified in the bibliography according to the universally implemented Dewey Decimal System. A front index lists materials alphabetically; there is an author index and an abbreviation list. (DS)

THIS ARTICLE DESCRIBES THE LANGUAGE LABORATORY AT THE NATIONAL UNIVERSITY OF TRUJILLO AS IT IS USED IN THE FIVE-YEAR ENGLISH TEACHER TRAINING PROGRAM. THE FIRST TWO YEARS OF THIS COURSE ARE INTENSIVE, BASED ON A STUDY OF ENGLISH USING LADO-FRIES MATERIALS (FOR LATIN AMERICAN LEARNERS) WHICH REQUIRE FIVE HOURS OF CLASSWORK A WEEK SUPPLEMENTED BY FIVE HOURS IN THE LANGUAGE LAB. CLASSES ARE SCHEDULED BY THE HOUR WITH DIFFERENT MONITORS FOR THE VARIOUS GROUPS. A REGULAR 50-MINUTE SESSION BEGINS WITH A FREE CONVERSATION WARM-UP, AFTER WHICH BOOKS AND OTHER STUDENT PARAPHERNALIA ARE REMOVED BEFORE DRILLS BEGIN. A SHORT BREAK AFTER THE FIRST 25 MINUTES (FOR ROLL CALL) IS FOLLOWED BY A SHORT LANGUAGE GAME AND FURTHER DRILLS. THE FOUR-PHASE DRILLS (WHICH ACCOMPANY THE LADO-FRIES MATERIALS) OFFER A VARIETY OF ORAL WORK AND RANGE OF VOICES. STUDENTS ARE STRICTLY MONITORED BY A TEACHER LISTENING IN AND STRUCTURAL ERRORS AND CARELESS PRONUNCIATION ARE CORRECTED ON THE SPOT. MORE FUNDAMENTAL PROBLEMS ARE NOTED ON SLIPS AND SENT TO THE CLASSROOM TEACHERS. A PRACTICAL DISCUSSION OF THE CARE AND CATALOGING OF THE TAPES CONCLUDES THE PAPER. THIS ARTICLE APPEARED IN "LENGUAJE Y CIENCIAS," NUMBER 27, MARCH 1968, PUBLISHED BY THE UNIVERSIDAD NACIONAL DE TRUJILLO, IN TRUJILLO, PERU. (AMM)

THE AUTHOR DISCUSSES THE "PRACTICE CLASS" AS IT IS IMPLEMENTED IN THE FINAL YEAR OF THE FIVE-YEAR COURSE FOR SECONDARY SCHOOL TEACHERS OF ENGLISH AT THE NATIONAL UNIVERSITY OF TRUJILLO. THE PERUVIAN STUDENT-TEACHER (WITH 56 HOURS OF THEORETICAL INSTRUCTION, IN ADDITION TO A BACKGROUND IN LINGUISTICS), CONDUCTS A MINIMUM OF 15 ONE-HOUR PRACTICE CLASSES APPROVED AND SUPERVISED BY APPOINTED MEMBERS OF THE STAFF. THE PRACTICE CLASSES ARE CARRIED OUT IN LOCAL SECONDARY SCHOOLS WITH GROUPS OF 25 TO 40 BOYS OR GIRLS WHOSE AGES RANGE FROM 11 TO 19. A SUPERVISOR ("TUTOR") OBSERVES AND LATER DISCUSSES HIS OBSERVATIONS WITH THE TRAINEE AND OTHER TRAINEES WHO MAY BE OBSERVING. A CULMINATING CLASS SESSION IS CONDUCTED BEFORE A JURY OF THREE--TWO TUTORS AND THE HEAD OF THE DEPARTMENT. A SECRET BALLOT DETERMINES PASSING OR FAILING. THE OTHER PROCEEDINGS (CARRIED OUT IN ENGLISH) ARE OPEN TO THE PUBLIC, ACCORDING TO A UNIVERSITY REGULATION. THE AUTHOR ALSO DISCUSSES RECENT IMPROVEMENTS IN THE LANGUAGE DEPARTMENT WHICH HAVE A WIDE RANGE OF APPLICABILITY. THIS ARTICLE APPEARED IN "LENGUAJE Y CIENCIAS," NUMBER 25, SEPTEMBER 1967 PUBLISHED BY THE UNIVERSIDAD NACIONAL DE TRUJILLO IN TRUJILLO, PERU. (AMM)

The formulas presented in this paper provide the means for showing the ease with which scientific information can be passed from one language into another. The formulas are based on several factors. The linguistic barrier can be measured to illustrate the relative degree of difference between two languages based on a comparison of vocabulary, morphology, syntax, grammar, and writing systems. The influx of scientific information from the foreign language to the native language is directly proportional to the volume of relevant scientific publications in the foreign language and their availability, and is indirectly proportional to the linguistic barrier. Linguistic characteristics of the individual are also an important factor in this consideration. Some linguistic communities are at a disadvantage in receiving scientific information in comparison to others. It would be advisable for each linguistic community to devise a strategy for overcoming linguistic barriers by developing educational programs with all these considerations in mind. (VM)

This report gives the results obtained in the semantic and syntactic analysis of the Japanese particles "de,""ni,""e," and "wo" in comparison to their equivalents in English, German, and Spanish. The study is based on the so-called "Correlational Analysis" as proposed by Ernst von Glaserfeld. The combinations of distinctive semantic features of the "correlata" with the relations are summarized in tables. A detailed and diagramed description is given of two examples showing the transition from any of the four languages to any of the others in the translation process concerning the particles involved. The model is based on the logical functions of conjunction, dejunction, and disjunction as suggested by A. Hoppe. The Japanese particles--particularly "de,""ni," and "wo"--have a wide semantic range. This will be a problem in machine translation but could be approached through coding the distinctive correlational features of the words in the dictionary and through adequate programming for the machine translation process. On the other hand, this lack of linguistic explicitness forces the speaker and hearer of Japanese to extract considerably more information from the context, both linguistic and social, than the speakers of the other three languages to achieve comprehension in the communication process. (Authors/DO)