DOCUMENT RESUME

ED 045 002 FL 002 078

AUTHOR Klein, Kurt A.; Merriman, PeraldTITLE An Explanation of "Levels" of Competence in Foreign

Language Learning: Russian, Levels I, II, III.INSTITUTION Illinois State Office of the Superintendent of

Public Instruction, Sprinafield.SPONS AGENCY Office of Education (DREW), Washington, D.C.PUB DATE 70NOTE lap.

EDRS PRICEDESCRIPTORS

ABSTRACT

EDRS Price MF-T0.25 HC-$1.05Articulation (Program), Audiolinaual Methods,Audiolingual Skills, College High SchoolCooperation, *Course Content, Course Objectives,Cultural Awareness, Grammar, Language Instruction,* Language Learning Levels, Language Skills,Listening Comprehension, Reading Comprehension,*Russian, *Secondary Schools, *Second LanguageLearning, Speaking, Writing Skills

This report, based on the recommendations of theIllinois Chapter of the American Association of Teachers of Slavicand East European Languages and intended to improve articulation,discusses the tasic elements of each of the first three levels offoreign language learning. Desired student performance at thecompletion of levels 1, 2, and 3 of Russian is enumerated forlistening comprehension, speaking, reading, writing, grammar, andculture. Suggested basic grammatical items for levels 1 and 2 arespecified. A list of participants in a two-day meeting on improvingforeign lanauage articulation held at. Bloomington, Illinois in April1969 is also included. For related documents see ED 033 640, ED 033641, ED 033 642, and EL 002 077. (WB)

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An Explanation of "Levels" of Competence

in Foreign Language Learning

RUSSIAN

Levels I, II, III

Prepared by

Dr. Kurt A. Klein

Associate Professor of RussianUniversity of Illinois

and

Derald MerrimanOffice of the Superintendent of Public Instruction

for ,Ptapw!.4.

Based upon

the Deliberations and Recommendations

of the Illinois Chapter of the American Association of Teachers

of Slavic and East European Languages

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON DR ORGANIZATION ORIGINATING IT. POINTS OF ;IEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

TITLE III, NATIONAL DEFENSE EDUCATION ACT

DOCTOR PAUL E. WOODS, DIRECTOR

FOREIGN LANGUAGE STAFF

DERALD MERRIMAN, ASSISTANT DIRECTOR, TITLE III, NDEAFOREIGN LANGUAGE SUPERVISOR

Office of the Superintendent of Public Instruction316 South Second Street

Springfield, Illinois 62706Phone: (217) 5252829

Mr. H. Ned Seelye

Foreign Language Supervisor38 South 6th AvenueApartment A-1LaGrange, Illinois 60525Phone: (312) 354-2538

Mr. Charles D. JayForeign Language SupervisorBenton RoadMt. Vernon, Illinois 62864Phone: (618) 242-0157

Mrs. Pat CastleForeign. Language Supervisor1326 Parkview DriveMacomb, Illinois 61455Phone (309) 833-2870

INTRODUCTION

The confusion which has resulted in Illinois from the lack of soundarticulation in foreign language programs made obvious the need formore meaningful dialogue among foreign language teachers at all levelsof learning. For this reason the Office of the Superintendent of PublicInstruction sponsored a two-day meeting at Bloomington in April 1969,which was called "A Conference for the Improvement of Foreign LanguageArticulation." Because Russian was not included, in the BloomingtonConference, The Illinois Chapter of the American Association of Teachersof Slavic and East European Languages was asked to develop guidelinesfor Russian that would be similar to those established in French, Spanish,German, and Latin.

These meetings attempted to resolve many questions that have been raisedby Illinois teachers concerning the difference between a "level" oflearning and a "year" of learning. The solution to this problem isof the utmost importance if well-articulated programs are to be developed.Classroom teachers agree that it is often unrealistic to expect studentsto master the skills of one "level" in one academic year because of thetremendous variations in materials used, teacher competency and method-ology, class size, length of period, and student abilities. Foreignlanguage supervisors in the Office of the Superintendent of PublicInstruction concur with the classroom teachers that only by defininglanguage learning in terms of levels, which will remain constant regard-less of the length of time required for a student to achieve proficiency,can sound articulation be achieved. The Guidelines became an actualitybecause this Office wanted an explanation of levels which would reflectthe professional viewpoitns of a statewide group of high school teachersand college professors. (See Appendix for list of particpants and theiraddresses.)

The task of these teachers was to discuss and agree upon what should bethe basic elements in each "level" of learning. They stressed the factthat most students will need a three-year sequence in high school tocomplete the requirements for the first two levels. Classroom teachersmust explain this to their students and also assume the responsibilityof discussing this matter with administrators and counselors. Thoseresponsible for student programs in the secondary schools should clearlyunderstand that students who have not successfully completed two foreignlanguage "levels" of learning will be severely handicapped in their firstcollege course. (Students who complete only two "years" in high schoolwill receive credit toward graduation, of course, but they should bewarned that they will usually lack many of the necessary skills that areneeded in Level III courses in college.)

EXPLANATION

In reading the explanation of "levels" on the pages which follow,it is important to remember these points:

1. Participants were primarily interested in preparinga concise statement which would indicate the languageskills and attitudes that should be expected ofstudents at the first three levels.

2. It was generally agreed that the text being used isrealistically the teacher's curriculum guide. Becausesome materials, however, are far more inclusive thanothers, particpants felt that a list of essentialgrammar items should be included in the Appendix foreach language discussed.

3. The question of preferable teaching methodologies wasnot a part of the discussion or recommendations of theIllinois Chapter of AATSEEL. Particpants did emphasize,however, that all foreign language instruction shouldfollow through the basic skills - listening, speaking,reading, and writing - in order to culminate in languageproficiency, cultural empathy, and literary appreciation.

4. It was emphasized at the conference that students shouldhave a practical knowledge of all basic grammar by the endof Level II. Although grammar does play an intensive rolein Level III, it should be taught in the form of reviewwith expansion and refinement of basic concepts previouslystudied.

5. The group decided that the work in Level III (primarilyreading and review grammar) is, in most cases, of the samecomplexity as that required in the first year of collegework for students who have completed two "levels" (usuallythree years) in h!.gh school. Secondary schools which havewell-articulated sequential courses will undoubtedly offerthe equivalent of Level III work to their advanced students.

6. Participants delegated to the Foreign Language Supervisorsin the Office of the Superintendent of Public Instructionthe task of editing and distributing the recommendations ofthe conference to all schools in Illinois. Inasmuch as thebasic premises which were formulated for each language, aswell as the desired student performance at the completionof each level, were so similar, a composite from these ideashas been used for each level in the various languages. Aseparate appendix is included for each language.

Russian - Level I

Basic Premises:

I. Introduction of the grammatical concepts is an essential featureof Russian I programs.

2. The development of skills to read elementary material withfacility and to comprehend the material read is a goal of instruc-tion in Level I.

3. Instruction in the Greek and Roman culture to show their signi-ficance in the development of western civilization is an integralpart of the regular class and extra-curricular activities.

4. Development through contextual experiences of a vocabularyneeded for the effectual manipulation of the concepts andmaterials found in the more generally used Level I textbooksis an important aim of instruction in Level I.

5. Introduction to word study and rudimentary etymology is animportant part of a Level I course.

Desired Student Performance at Completion of Level I

READING:

LISTENING:

I. Relate the sounds of the language to the printedword by reading the material which has previouslybeen heard orally.

2. Comprehend, while reading silently without trans-lation, the basic reading materials of the text.

3. Read aloud a familiar text.4. Read additional material whose meaning can be

derived through inference.5. Observe, recognize, and reproduce the thoughts of

the passage.

Comprehend the language spoken at normal classroom speed,within the range of vocabulary and constructions foundin the more generally used Level I textbooks.

ORAL RESPONSE: Reproduce meaningful utterances with reasonably correctpronunciation, intonation, and rhythm that demonstratecontrol of the whole sound system.

. 1. Form and answer questions relating to familiarsubjet matter.

2. Participate in a directed dialogue with acceptableaccuracy and speed.

3. Relate facts about a familiar object or situation.

Level I (Con't.)

GRAMMAR: Although additional grammar may be introduced in orderto preview work which will be studied in the succeedinglevels, emphasis should be placed upon attaining usuablecontrol of the basic grammatical principles. (See

Appendix)

CULTURE: NOTE:In the first years of study the acquisition of the basiclinguistic skills is in itself an important cultural goal.It is essential to remember that language is the mostcomplete expression of the cultureof any people. in

addition, the student must learn to identify the needs,desires, and aspirations that are common to all mankind while*also becoming aware of how people are uniquely different.

1. Demonstrate knowledge of the cultural connotationsof the language within his structural control,as well as of the accompanying gestures andexpressions.

2. Show an awareness of the social conventionswhich regulate the what and how'of communicationin the foreign culture.

3. Have an initial acquaintance with the manners,foods, clothing, customs, and family lifeunit-- to the country being studied, as derivedfrom ,he text, audio-visual aids, and outsidereadings in.English.

4. Reflect attitudes which show a human understandingand respect for a society uniquely different,and yet similar, to his own.

3. Know some folklore as well as a few anecdotesand proverbs.

6. Demonstrate as a result of class discussionsand club activities an introductory knowledgeof the music, dance, art, geography, andhistory of the country.

Russian - Level II

Basic Premises:

1. Continued development of oral comprehension and accuratecontrol of the sound system when speaking are major goalsin Level II,

2. A practical knowledge of all basic grammar is essential bythe end of Level II.

3. A firsthand knowledge of brief examples of cultural and ofcontemporary writing is an intregal part of the reading ofLevel II.

4. An awareness in written and oral work of the similaritiesand differences of each culture, and the continued develop-ment of empathy with the value systems of the foreign societyare major goals in all Level II courses.

Desired Student Performance at Completion of Level II

LISTENING:

SPEAKING:

1. Relate sound to symbol, recognizephonetic items in speech, and easilyunderstand the spoken alphabet whenused in spelling activities.

2. Recognize the correct sounds and soundcombinations of the language.

3. Recognize all of the basic syntacticpatterns of speech.

4. Comprehend an educated native speakingat normal classroom speed on a topicconcerning everyday situations in thecontemporary culture of the country.

Develop an active vocabulary of approximately 1000words and easily produce in oral speech the verbtenses and moods of the commonly used verbs.

1. Reproduce all sounds of the speechsystem in such a way as to be recog-nized by a native speaker and distinguishclearly those sounds where an error candistort meaning.

2. Use correctly all basic sentence patterns.3. Initiate simple questions, and answer in

complete sentences questions asked by otherstudents, the teacher, or the'text.

4. Participate in an impromptu dialogue usingten statements from material or topicspreviously studied and make appropriaterejoinders to the comments of others.

5. Retell an anecdote of approximately 100words or describe an everyday activityof interest to the class.

6. Converse in simple terms about the culturaland contemporary reading selections studiedduring this level.

7. Sightread orally material containing familiarvocabulary.

READING:

WRITING:

GRAMMAR:

CULTURE:

Level II (Congt.)

1. Read materials of a difficulty equalto that found in most standard Level IItexts. This material should contain allcases, tenses, moods, and voices.

2. Develop a passive reading vocabulary ofapproximately 1300-1800 words, derivingmeanings from context without using thedictionary until all other means havebeen exhausted.

3. Read simple selections in newsprpers,magazines, and graded readers on travel,geography, history, and social customs,as well as biographical sketches, shortstories, and poems rather than longexamples of "literature."

1. Write from dictation text material pre-viously examined for details of writtenform.

2. Display the ability to write controlledsentences using the subject, direct object,indirect object, prepositional phrases,adverbs, and subordinate clauses in correctword order. Punctuate and spell allmaterial correctly.

3. Write summaries, under the guidance ofthe teacher, of selections that have beenread as a group or as an individual studentwith teacher help.

4. Demonstrate tee ability to transpose fromEnglish to the foreign language simplesentences and exercises designed to developspecific grammatical skills.

Recognize and use correctly all basic grammatical patterns.A practical knowledge of all basic grammar is essentialby the end of Level II. .(See Appeedix)

1. Appreciate how the values in the foreignculture affect family, society, economy,politics, and education in the foreign country.

2. Demonstrate empathy with the value systemsof the foreign society.

3. Show in classroom discussions and extra-curricular activities how these valuesaffect family, society, politics, economy,etc.

4. Demonstrate the ability to react withinauthentic social conventions to commonsituations such as greetings, compliments,condolences, etc.

Level II (Con't.)

CULTURE: 5. Express an awareness in written and oralWon't.) work of the similarities and differences

of each culture as these characteristicsare made evident in travelogues, films,slides, speeches by foreign visitors, andAmericans who have lived abroad.

6. Read independently foreign newspapers andmagazines which have a vocabulary commen-surate to the student's interest and levelof learning.

7. Attend foreign films, plays, lectures,concerts and art exhibits whenever possibleto appreciate the artistic accomplishmentsof the people.

8. Identify foreign influence on U. S. andworld culture.

Russian - Level III

Basic Premises:

1. Continued practice in the basic skills - listening,speaking, reading, and writing - which now include studyof subtle grammar concepts, is an essential feature of LevelIII programs.

2. Opportunities to expand individual interests are numerous inthe developmental reading and individual study, which areimportant components of Level III programs.

3. Discussion of cultural items are all in the target language.Empathy for the way of life of the people being studied,and enthusiasm for di7ersity as it is encountered areimportant.

Desired Student Ierformance at Completion of Level III

LISTENING: 1. Understand all previously studied material when itis recombined.

2. Understand disconnected and sustained discourse.3. Comprehend recording of native voices recognizing

standard speech and dialects.4. Demonstrate the skill of auditory discrimination

when listening to long and complex sentences.5. Distinguish nuances of meaning with different stresses

and intonations.6. Demonstrate the ability to comprehend a large, passive

vocabulary.

SPEAKING: 1. Use only the foreign language in the classroom.2. Participate in spontaneous discussion of topics

related to class reading, visual experiences, andextra-curricular activities with appropriatequestions, answers, or rejoinders.

3. Demonstrate increased skill in using the subjunctive,and complex and compound sentences.

4. Show skill in integrating and recombiningsyntactical units on assigned topics.

5. Display agility in using correctly numerousidiomatic structures necessary to express the"flavor" of the language.

6. Prove in an oral-taped test the ability to expressfluently, all sounds of the language using correctintonation, stress, and liaison when it applies.

READING:

WRITING:

Level III (Can't)

1. Read unedited literary readings, short stories,plays, essays, biographies, or poetry which will

. serve as a preparation to later formal in-depthstudy of literature in. Level IV.

2. Demonstrate the ability to analyze in a general waythe fundamental components instrumental in developingliterary appreciation.

3. Indicate ability to derive meaning from what isread by skillful use of contextual clues andjudicious use of the dictionary.

4. Demonstrate the ability to read and fully compre-hend a short unfamiliar selection of material equalin difficulty to the materials previously assignedto the class.

5. Show the ability to read aloud with proper intonationdemonstrating awareness of meaning through intonationand stress.

6. Derive genuine enjoyment from reading experiences.

1. Demonstrate ability to write easily basic grammaticalforms.

2. Write topical paragraphs, dialogues, and compositions,both directed and original, that \are logical andrelatively error-free.

3. Employ note - taking as a learning device.4. Demonstrate a writing vocabulary suitable for composing

informal and formal letters, and summaries of materialread.

5; Spell and punctuate accurately.

GRAMIAR: New grammar details, representing the exceptions and subtleLlesof the language, must be learned by the student as theseelements are encountered within the context of extensivereading and not as mere isolated manipulative skills. Studentsshould also evaluate, review, and reinforce conceptspreviously learned in Levels I and II. (No Appendix includedfor Level III since all basic grammar items are includedin Levels I and II.)

CULTURE: 1. Be cognizant of the varieties of ways in which themain themes of the culture are reflected ineveryday cultural patterns.

2. Show an awareness of how age, sex, social class,and area of residence affect language use.

3. Demonstrate the ability to evaluate theauthenticity of statements made regarding theforeign culture.

4. Assimilate the cultural values and contributionsof the countries in which the language is spoken.

5. Develop, through reading selections that. /rovideinsights into the social, political, and economicstructures of the country, a background sufficientto facilitate subsequent reading on Level IV.

Level III (Con't.)

6. Exhibit the ability to speak intelligently andcorrectly, expressing empathy for the socialcustoms of the people, and knowledge of thehistory and geography of the land, of selectedclassical and contemporary literature, and of thepresent-day role of religious and politicalgroups, ethnic minorities, and education in thesocial life of the country.

7. Relate the foreign culture, in oral and written work,to our own society and to other disciplines,especially the humanities.

8. Sense and begin to appt,ciate the great contributionsof the people in literature, art, music, philosophy,religion, science, and eaucation.

9. Have a legitimate concern for the popular cultureof the people as expressed in movies, art, popularand folk music, sports and recreation, journalise.,and dance.

10. Be able, in the final analysis, to imaginativelyshare the foreign culture as an active participantof that community.

APPENDIX

Russian - Level I

Suggested Basic Grammatical Items:

1. Nounsa. Number and genderb. Introduction of basic patterns in all cases

2. Adjeccivesa. Hard and soft endingsb. Long and short formsc. Possessive adjectives-pronounsd. Declension of basic patterns of hard and soft adjectives

in all cases3. Pronouns

a. Number and genderb. Polite and familiarc. Demonstrative (etot)d. Personale. Interrogativef. Declension of pronouns in all cases

4. Verbsa. Present tense of first and second conjugation verbs

and reflexivesb. Past tensec. Aspect: imperfective in present, past, and futured. Most important irregular verbs

5. Prepositions - important prepositions with all cases6. Numerals

a. Cardinalb. Ordinalc. Nouns with numbers (case requirements).

7. Most important conjunctions, particles, adverbs, andadverbial expressions. Motion vs. location. Double negative.Basic time expressions in various cases.

8. Pronunciation - letters and sounds. Unstressed o,'e,voiced and unvoiced consonants. Hard and soft consonants.

9. Writing - most import spelling rules10. Intonation in questions and statements

APPENDIX

Russian - Level II

Suggested Basic Grammatical Items

"40^' ..le". V

1. Nounsa. Number and genderb. Declension of all patterns in all casesc. Indeclinable nouns

2. Adjectivesa. Declension of all patterns in all casesb. Stress in short formsc. Adjectives used as nouns

3. Pronounsa. Demonstrativeb. Interrogativec. Personald. Interrogativee. Reflexive

-4'10., Verbsa. Formation of the perfective aspect. Aspectua.l pairs.b. First and second conjugation and reflexives.

Consonant changes.c. Verbs of motion. Determinate and indeterminate forms.d. Verbs governing certain casese. Irregular verbs

5. Prepositions - use of prepositions with all cases6. Numerals

a. Ordinals and Cardinalsb. Nouns with numbers (case requirements)

7. Adverbs and adverbial expressions8. Dates. Telling time. Age expressions. Impersonal expressions.9. Pronunciation and intonation. Devoicing of voiced consonants.

Voicing of unvoiced consonants. Basic intonational patternsof declarative and interrogative sentences.

10. Writing. All spelling rules. Punctuation.

CONFERENCE PARTICIPANTS

Office of Superintendent of Public InstructionDr. Paul Woods, Director

Title III, NDEAMr. Derald Merriman, Assistant Director

Foreign Language SupervisorsMrs. Pat CastleMr. Charles D. JayMr. H. Ned Seelye

Patricia AshleyHyde Park ligh School6220 Stoney Island Ave.Chicago, Illinois 60649

Peter J. BabrisArlington High School502 West EuclidArlington Heights, Illinois 60004

Walter O. BachirForest View High School2121 South Goebert RoadArlington Heights, Illinois 60005

David BarkerMaine Twp. High School EastDampster and Potter RoadPark Ridge, Illinois 60068

N. P. BrillAtlanta Elementary SchoolAtlanta Public SchoolsAtlanta, Illinois 61723

Mary I. BrooksThornridge High SchoolCottage Grove Ave. & Sibley Blvd.Dolton, Illinois 60419

Kenneth BrostromDept. of Slavic Lang. & Lit.University of IllinoisUrbana, Illinois 61801

Peter J. BuchasHomewood - Flossmoor High School999 Kedzie AvenueFlossmoor, Illinois 60422

Gustav CarlsonMaine Twp. High School NorthPark Ridge, Illinois 60068

Anthony ChagasO'Fallon High School600 SmileyO'Fallon, Illinois 62269

Constance CurtinUniversity High SchoolMathews & SpringfieldUrbana, Illinois 61801

Judith DalcheHarold L. Richards High School10601 South CentralOak Lawn, Illinois 60453

Valentine DalyLarkin High School1475 Larkin AvenueElgin, Illinois 60120

Martha DanielsGuilford High Scnool6120 Spring CreekRockford, Illinois 61111

Clayton L. DawsonDepartment of Slavic Langs. & Lit.University of IllinoisUrbana, Illinois 61801

James.H. DeweyJames B. Conant High SchoolOld Plum Grove RoadHoffman Estates, Illinois 60172

CONFERENCE PARTICIPANTS (Con't.)

Marcia DeweyPalatine Twp. & Wm. FriendHigh School1000 S. Quentin Rd. & 150 E.Wood StreetPalatine, Illinois 60067

Frank DivilaHomewood-Flossmoor High School999 Kedzie AvenueFlossmoor, Illinois 60422

Luba DreisinJames Hart Jr. High SchoolAberdeen & 183rd StreetHomewood, Illinois 60430

Rasio DunatovDept. of Slavic Lang. & Lit.University of IllinoisUrbana, Illinois 61801

Valentina DziubinskyEvanston Twp. High School1600 Dodge AvenueEvanston, Illinois 60200

Jonnye EgnotNew Trier High School East385 Winnetka AvenueWinnetka, Illinois 60093

Ingrid FriedemannDwight D. Eisenhower High School12700 Sacramento AvenueBlue Island, Illinois 60406

P. GeorgieffNiles Twp. High School WestEdens Expwy. at Oakton StreetSkokie, Illinois 60076

Anne GilmanDowners Grove High School North4436 MainDowners Grove, Illinois60515

Frank Y. GladneyDept. of Slavic Lang. & Lit.University of IllinoisUrbana, Illinois 61801

Alice GiawackiHinsdale Twp. High School - Central55th & Grant StreetsHinsdale, Illinois 60521

Tom GorcawskiRich Central High School203rd & Route 54Olympia Fields, Illinois 60461

Valdis GrantsElk Grove High School500 West Elk Grove Blvd.Elk Grove, Illinois 60007

Tom GutchMount Carmel Catholic High School6410 S. Dante AvenueChicago, Illinois

John H. Harvey815 N. CooperPeoria, Illinois 61606

Olive Ruth HewettStephen Decatur High School400 North FranklinDecatur, Illinois 62521

Stephen P. HillDept. of Slavic Lang. & Lit.260 Lincoln HallUniversity of IllinoisUrbana, Illinois 61801

M. M. JerabekMorton West High School2400 S. Home AvenueBerwyn, Illinois 60402

CONFERENCE PARTICIPANTS (Con' t.)

K. JungewaelterGranite City Senior High School3101 Madison AvenueGranite City, Illinois 62042

Kurt A. KleinDept. of Slavic Lang. & LiDt.University of IllinoisUrbana, Illinois 61801

J. KochkaGlenbard West High School670 Crescent Blvd.Glen Ellyn, Illinois 60137

Joseph KonciusRiverside-Brookfield High SchoolRidgewood and Golf RoadRiverside, Illinois 60546

Joseph R. KupcekForeign Lang. Dept.Southern Illinois UniversityCarbondale, Illinois 62901

Winnie LemonsOak Park & River Forest High School201 North Scoville AvenueOak Park, Illinois 60302

Paul LendwayNiles Twp. Comm. High School NorthLawler Ave. & Old Orchard RoadSkokie, Illinois 60076

Rev. Arthur M. Linz, S. J.Loyola Academy1100 N. LaramieWilmette, Illinois 60091

Virginia Y. Lorber1636 W. Farwell AvenueApt. 3A.

Chicago, Illinois 60626

Mitchell LudwinskiReavis High SchoolOak Lawn, Illinois u0626

George Ma2elisLane Technical High School2501 West Addison StreetChicago, Illinois 60618

J. E. McCardleCanton Jr. & Sr. High Schools1001 North Main StreetCanton, Illinois 61520

Charles T. McComasForeign Language Dept.Illinois State UniversityNormal, Illinois 61701

Father T. MeyersSt. Ignatius High School1076 S. MainLombard, Illinois 60148

Hollis MeyerGlenbard East High School1014 S. MainLombard, Illinois 60148

Robert H. MeyersQuincy Senior High SchoolMaine at ThirtiethQuincy, Illinois 62301

Judith MollerWaukegan Twp. High School1011 Washington StreetWaukegan, Illinois 60085

Robert P. Moore10041/4 University Street

Normal, Illinois 61761

Stanley MooreRich Twp. High SchoolSauk Trail & Westwood DrivePark Forest, Illinois 60466

N. MoravcevichSlavic Dept.University of ChicagoChicago, Illinois 60607

CONFERENCE PARTICIPANTS (Con't.)

T. MoshakNiles Twp. High School EastLincoln & Niles AvenueSkokie, Illinois 60076

bora MrksichBarrington Middle School216 Eastern AvenueBarrington, Illinois 60610

Paul NitsWheeling High School900 S. Elmhurst RoadWheeling, Illinois 60090

Randall L. NoldeBarrington Cons. High School616 W. Hain StreetBarrington, Illinois 60010

Jerilyn OltmanJoliet Catholic High School29 N. BroadwayJoliet, Illinois 60435

Gregory M. Perun509 W. Iowa StreetUrbana, Illinois 61801

F. PetronaitisLyons Twp. High School100 S. Brainard AvenueLa Grange, Illinois 60525

Josephine PetrusMorgan Park High School1744 W. Pryor AvenueChicago, Illinois 60643

J. RoosHyde Park High School6220 S. Stoney IslandChicago, Illinois 60637

Momcilo Rosic2708 Lincoln Park Drive.Galesburg, Illinois 61401

Peter RudyRussian Dept.NorthWestern UniversityEvanston, Illinois 60201

Irene RuenneCarl Sandburg High SchoolOrlando Park, Illinois 60462

Donna SeiferKenwood High SchoolHyde Park Blvd.Chicago, Illinois 60637

William SenkoMaine Twp. High School South111 South DeePark Ridge, Illinois

Helen SirelEvergreen Park C. High School99th Street and Kedzie Ave.Evergreen Park, Illinois 60642

Lee van SlykeDowners Grove SouthDowners Grove, Illinois 60515

Steven StroudMaine Twp. High School EastDempster and Potter RoadPark Ridge, Illinois 60068

C. M. StuchlikAlton Senior High School2200 College AvenueAlton, Illinois 62002

Fania SuessJunior High Dept.Gurnee Grade SchoolGurnee, Illinois 60031

Joseph Suhadlc418 N. 1st StreetDeKalb, Illinois 60115

CONFERENCE PARTICIPANTS (Con't.)

Edward C. SwickProspect High School801 Kensington RoadMount Prospect, Illinois 60056

R. L. TurnerMorton East High School2423 South Austin Blvd.Cicero, Illinois 60650

C. UshinskyDept. HumanitiesIllinois Insittute of TechnologyChicago, Illinois 60616

Irvin WeilDept. of RussianNorthWestern UniversityEvanston, Illinois 60201

Z. J. Werchun4617 WrightwoodAvenue WChicago, Illinois 60639

Trudy WhyteThornton Fractional High School17836 Community StreetLansing, Illinois 60438