Institute for Rural Foreign Language TeachersSource: The Modern Language Journal, Vol. 74, No. 1 (Spring, 1990), p. 140Published by: Wiley on behalf of the National Federation of Modern Language Teachers AssociationsStable URL: http://www.jstor.org/stable/328000 .

Accessed: 25/06/2014 08:11

Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp

.JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact support@jstor.org.

.

Wiley and National Federation of Modern Language Teachers Associations are collaborating with JSTOR todigitize, preserve and extend access to The Modern Language Journal.

http://www.jstor.org

This content downloaded from 185.44.78.105 on Wed, 25 Jun 2014 08:11:45 AMAll use subject to JSTOR Terms and Conditions

140 The Modern Language Journal 74 (1990)

of familiar patterns modified by a new technol- ogy or a new technique" (p. 21). The second section offers a wide range of suggestions on how to make the best use of video in lower-level language sequences, as well as in composition, conversation, special-purpose (e.g., business), and civilization courses. The case for enhanc- ing cultural awareness through the nonverbal aspects of video is particularly well made. Under the heading "Practical Considerations," Altman provides information about both the legal and the technical aspects of video in the classroom as well as some sources of video materials. The appendixes list explanations of acronyms and technical terms.

The Video Connection does an excellent job of providing specific suggestions on how to use video segments in a proficiency-oriented class- room. It also supplies interesting theoretical material, challenging the reader to rethink basic pedagogical approaches to the language cur- riculum. If the book has a weakness, it is in the uneven mixture offered in the last part: the necessary information on copyright laws is almost overshadowed by the frequent admoni- tions about off-air taping. The suggestions on the purchase and use of equipment are more valuable than the overly detailed explanations about the inner workings of a VCR. Rather than emphasis on the demystification of the VCR in chapter ten, the reader could profit

from a comparison of its capabilities with the newer technology of interactive videodisc, and a strategy for teachers to enlist allies in other disciplines (where videodiscs are available) to support the addition of this technology in their schools.

Finally, a book that emphasizes the visual aspects of the language curriculum is not served well by the universally "muddy" quality of the photographs. While color images from video are not easily transferred to black and white, there are processes available to the publisher that would have produced better examples. The reader can, however, compensate for these photos by using the coupon at the back of the book to obtain a VHS demo tape for a nominal $5.00 handling fee.

In summary, The Video Connection is a very useful primer on video in language teaching, and it will undoubtedly take its place as sup- plementary reading in many methodology classes. It is also likely that revisions of portions of the book will be necessary as the author re- sponds to rapid technological changes and the accompanying improvements in both the avail- ability and the quality of video (especially videodisc) materials.

PHILLIP J. CAMPANA Tennessee Technological University

Institute for Rural Foreign Language Teachers

THIS YEAR-LONG (1991) INSTITUTE WILL CON- centrate on literature, culture, and language acquisition (languistics) in an integrated ap- proach to secondary school teaching. Partici- pants will be French (20), German (10), and Spanish (20) teachers. This institute is funded by the National Endowment for the Humani- ties

($265,000-- 70% of the budget), by a $300

contribution from the participant's school, and by Kansas State University. Participants will receive a stipend of $1,000, most expenses (travel, lodging, meals), long distance expenses for telephone conference sessions, and six to nine hours of graduate or undergraduate credit. Activities throughout the year include two-day workshops (January and November), a four-

week summer seminar (June/July), plus ten telephone conference calls with target-language groups during the academic semesters (partici- pants will be supplied with amplifiers to use in these sessions). KSU faculty, visiting univer- sity professors, and secondary-school teachers are the instructors. Mileage for those partici- pants in Kansas, Oklahoma, Nebraska, Iowa, and Missouri, and limited equivalent amount of travel expenses for those outside these tar- geted states will be covered. For information or application materials, contact: Dr. Loren Alexander, Modern Language Department, Kansas State University, Manhattan, KS 66506; phone (913) 532-6760. Application deadline: 1 May 1990.

This content downloaded from 185.44.78.105 on Wed, 25 Jun 2014 08:11:45 AMAll use subject to JSTOR Terms and Conditions