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The distinction between artifact and tool is introduced into the study of language diversity and the posting of linguistic universals. A complicating factor in all language investigations is the use of language as the chief tool to create new language. Analogy and metaphor are considered as two major creative forces at work in all languages. Understanding how these creative forces operate leads to an explanation of linguistic diversity within the framework of universals. If we wish to do more than chart linguistic diversity, we shall have to move to a consideration of innate creative forces. (Author)

The survey of foreign language testing described in this paper resulted in the issuing of three handbooks and a special validation report, encompassing the results of research, consultation with professional committees, and significant position statements in four major areas of foreign language testing: placement of incoming students in foreign languages at the college level, the use of standardized achievement tests in foreign languages and the preparation of teacher made tests, interpretation of the results of the MLA Foreign Language Proficiency Tests for Teachers and Advanced Students, and validation of the Proficiency Tests in terms of the native speaker. The paper includes a detailed outline of the objectives of the survey, the background of the survey, the methods and procedures used, and the results, findings, and conclusions. (Author/HW)

A review of historically and sociologically significant cultural interrelations between Italy and its language and the world commences with a historical sketch from the Roman period. The author examines reasons for the rebirth of interest in Italian culture and suggests that the best approach to developing an appreciation of the culture is the study of the language. Concluding remarks present an outline for a study unit on Italian culture including: (1) pre-Roman period; (2) Rome; (3) Middle Ages; (4) Renaissance; (5) Baroque, Neoclassical, and Romantic periods; (6) Italians in the United States of America; (7) twentieth century influences; and (8) contrastive linguistic study of English and Italian. A bibliography is included. (RL)

John Dewey High School, the first experimental non-graded school in New York City, is described in this article in terms of its educational philosophy and administrative procedures. With modular scheduling, five area resource centers, and innovative student evaluation procedures integrated into the program, the school views the concept of individualized progress and independent study as the cornerstone of its educational theory. The function of the Dewey Independent Study Kit (DISK) concept is related to the curricular options permitted the student. With French, Hebrew, Italian, and Spanish offered at three levels in the language program, the author describes the function and administration of the foreign language resource center. (RL)

TWO MODELS OF DESCRIPTION, GENERATIVE AND NONGENERATIVE, ARE APPLIED TO THE PHONOLOGY OF ITALIAN TO DETERMINE WHICH OF THE TWO OFFERS A SIMPLER YET MORE COMPREHENSIVE STATEMENT. THE NONGENERATIVE MODEL IS GIVEN IN A LISTING OF PHONEMES AND A BRIEF STATEMENT OF THE PHONOTACTICS AND ALLOPHONICS. THE GENERATIVE MODEL STATES THE FACTS IN 11 REWRITE RULES, WHICH ARE FOLLOWED BY SAMPLES OF ITALIAN WORDS GENERATED FROM THE RULES. THE CONCLUSION IS THAT THE NONGENERATIVE STATEMENT IS SHORTER AND SIMPLER, BUT THE GENERATIVE MODEL IS MORE COMPREHENSIVE. SUCCESSIVE APPLICATIONS OF THE 11 REWRITE RULES PRODUCE AN INFINITE NUMBER OF ITALIAN WORDS WHILE STAYING WITHIN THE RESTRICTIONS OF PERMISSIBLE UNITS AND ARRANGEMENTS. THIS PAPER WAS GIVEN AT THE MEETING OF THE WASHINGTON LINGUISTICS CLUB (NOVEMBER 1965) AND WAS TO BE PUBLISHED IN THE PROCEEDINGS OF THE INTERNATIONAL CONGRESS OF ROMANCE PHILOLOGY (11TH, 1965) UNDER THE TITLE "ESQUISSE D'UNE PHONOLOGIE GENERATIVE DE L'ITALIEN." (IT)

American Italian exhibits interference from English in loanwords, loanblends, loanshift extensions and loan translations, and some of these are analyzed in this paper. (CK)

The Report of the First Working Committee of the 1972 Northeast Conference on the Teaching of Foreign Languages focuses on the interrelationship of culture and language. A discussion on teaching another culture and on sociocultural aspects of foreign-language study comprises the first major section of the "Report." The second part presents short papers, with discussions, on: (1) ancient Greek and Roman culture, (2) France, (3) Quebec: French Canada, (4) an approach to courses in German culture, (5) Italy and the Italians, (6) Japan: spirit and essence, (7) the Soviet Union, (8) Spain, and (9) Spanish America. Source materials and periodicals are suggested in each area. Appendixes contain several articles: "Teaching Foreign Languages: A Brief Retrospect and Prospect," by Robert Mead; "Individualizing Instruction through Team Teaching," by Frank Otto; and "La Revolte des jeunes or An Experiment in Relevancy," by Michael Agatstein. A topical index of the Northeast Conference Reports of 1954-71 concludes the study. (RL)

GRADES OR AGES: Grades 11, 12, and 13. SUBJECT MATTER: Italian. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into five main sections: Preamble, Course Content, Reading Program, Vocabulary Topics, and Reference. Each section is in list form. The guide is offset printed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for the 3-year course are outlined in the preamble. The section on course content presents a detailed outline of all grammar forms to be studied in the course, while the section on reading lists suggested procedures to be used in working with reading materials. The section on vocabulary topics lists 10 topics relating to daily life and Italian civilization around which a vocabulary list should be organized by the teacher. INSTRUCTIONAL MATERIALS: The reading section lists about a dozen books for each level, categorized as either "extensive" or "intensive" readings. In addition the reference section lists and indicates availability of grammars, dictionaries, resource material, culture and civilization materials, linguistics materials, recordings, periodicals, slides, and filmstrips. STUDENT ASSESSMENT: No provision. (RT)

Paper presented in Rome, Italy at the Annual Meeting of the Italian Linguistic Society on June 2, 1970. (DS)

Paper read at the International Congress of Teachers of Italian held at the Universita Italiana per Stranieri in Perugia, Italy, August 27-28, 1971. Discusses the patterns of growth of Italian studies in Ontario at high school and university levels. (DS)

Paper presented at the convention of Teachers of English to Speakers of Other Languages, Washington, D.C., February 1972. (RS)