French-Language Satellite TV in the Classroom

French-Language Satellite TV in the Classroom Russell C. Rose

University of North Carolina at Charlotte

ABSTRACT Foreign language teachers now have access to more instructional resources than ever before. One of these resources, a technology that is often underutilized, is satellite television. Satellite television can provide, especially in the case of French, a continuous stream of up-to-date, authentic language and culture materials to the classroom or lab. The challenge of satellite television is what to select among the many available programs and how to incotpo- rate them into instruction. This article describes the elements of satellite technology, provides information on French and other foreign language programming, and offers suggestions for ex- ploiting satellite television in the classroom. ’

Introduction The landscape of the foreign language classroom has changed dramatically over the last few years. In addition to the traditional chalk- board, textbook, audiotape player, overhead projector, and realia adorning walls and bulletin boards, we now have an ever-widening array of instructional resources, including TV monitors, videocassette recorders, laserdisc players, and computers that control a variety of electronic devices and teaching materials.’ Another resource, a technology which has yet to come into its own in the language classroom, but which has a role to play in the de- velopment of language skills and knowledge, is satellite television.

Satellite television offers foreign language teachers what few other resources can: it provides a continuous source of up-to-date, authentic language and culture materials. In fact, the sheer number of foreign language television shows transmitted each day via satellite poses the problem of how to keep up with the news programs, talk shows, documentaries, variety shows, dramatic series, cooking shows, cartoons, and feature films and how to select the most useful ones for the needs of instruction. The benefits of satellite television, however, far outweigh the prob-

Russel/ G. Rose (Ph.D., University of Kentucky) is Associate Professor of French and Associate Chair a t the University of North Carolina at Charlotte.

lems. Few instructional materials are as dy- namic as satellite television, and few are as ef- fective in showing students the reality of the language they are studying.

Satellite Technology Satellite television is a relatively simple

te~hnology.~ It is not necessary to master the technical aspects of satellite technology to make use of its resources, but a little knowledge of how the system works can be helpful in choosing satellite equipment or in keeping up with what you have. The system consists of three basic parts: the uplink facility, the satellite, and the receiving station. Few schools or universities are involved in uplinking, that is, transmitting TV programs to a satellite for dis- tribution, and thus, there is no need to purchase or understand any of the elaborate, expensive equipment. Some information about satellites, however, is useful.

Several commercial satellites are parked in orbit directly over the equator in an area called the Clarke Belt at a height of approxi- mately 23,300 miles. This is the distance above the earth that keeps them geosynchronous or stationary in relation to the earth’s rotation. Signals from the uplink facility are processed and are then beamed back toward the earth to cover the satellite’s footprint or geographi- cal area in which the satellite’s signals can be received. These signals are transmitted in different frequency ranges, the most common

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being those designated C-band and Ku-band. The receiving station is the part of most con-

cern to us. The parabolic antenna or dish is the first component. Some are solid, some are mesh, some are perforated. They come in different sizes but typically range from three to five meters in diameter. All satellite dishes work about the same way: The dish is pointed directly at a satellite and reflects the incoming signals to a feedhorn. The feedhorn has a scaler ring that funnels the signals to the ac- tual antenna and then to the LNB (low noise block) that processes the signals. A coaxial cable runs from the dish to the tuner or re- ceiver, which resembles a typical VCR. The r e ceiver or IRD is the device that controls the dish position and tunes in the various channels and connects to a TV monitor. There are normally 24 channels on a C-band satellite, 12 vertical polarity and 12 horizontal polarity. Some Ku-band satellites carry more channels.

An entire satellite receiving system is relatively inexpensive: The costs vary depending on the size of the dish, whether it's stationary or motor driven, whether it has C-band only or is Ku-band capable, and on the quality and features of the tuner. A majority of the foreign language programming is currently o n C- band, but since at least one foreign language subscription service has switched to Ku-band, it would be wise to purchase or upgrade to a dual band system:

Satellite Technology and Foreign Languages

Satellite technology in the service of language teaching is not new. In the early 198Os, several pioneers saw the potential of satellites to deliver foreign-language programs to the classroom. Lee Lubbers (1985), after having purchased his first satellite dish made out of wire screen and metal pipes, set u p a local network to receive foreign-language programs and beam them across the campus of Creigh- ton University. Eventually, his local network expanded into a nationwide consortium, the Satellite Communications for Learning Associ- ation (SCOLA), providing hundreds of schools and colleges with foreign language

programs, mainly news, originating in dozens of foreign countries. Victor Aulestia (1982) and Claud Du Verlie (1988), both of the University of Maryland-Baltimore County, also beamed foreign-language programs to their campus, but they took a different approach with France- 7" Magazine. In this case, programs were se lected from French national television and edited for the needs of U.S. educators. The r e sulting 60-minute videos were then made available via satellite and, a few years later, were supplemented with instructional materials teachers could download from a computer bulletin board system. Harry Wohlert (1989) took yet another approach. His Gennan by Satellite program, originating at Oklahoma State University, combined computer-assisted language instruction, telephone communications, and live satellite transmissions to provide remote schools with a language program they would not otherwise have. This was one of the earliest and most successful examples of foreign language distance learning, which has since been duplicated and refined by a number of other language-bysatellite programs, mainly for less commonly taught languages such as Japanese.

These models represent but a few of the in- novative uses of satellite television in language learning. In the late 1980s and early 199Os, satellite television continued to attract the attention of several language educators. Banning (1992), Liontas (1992), and Narvaez (1992) advocated using materials from the Spanish-language North American networks SIN, Galavision, and Telemundo. Others such as Campana (1992) and Vande Berg (1993) have turned their attention to news shows and how to overcome some of the inherent instructional problems. There are still a number of pedagogical issues to be resolved, and there is yet to be a definitive account of satellite television's role in language instruction. However, the first concern of all language teachers who would use the authentic resources of satellite television is what programs are available.

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Foreign Language Programming Among the commercial satellites parked in

geosynchronous orbit, about 24 C-band satellites carry most of the foreign language programming that will b e available to dish owners in the United States, depending, of course, on the size of the dish and its location. The satellites are identifiable by name, SpaceNet 2, Galaxy 4, Anik El , and Satcom C 1, for example, and they are locaied by Ion; gitudinal dzgrees, in this Sase, 69 West, 99 West, 1 1 1.1 West, and 137 West respectively. The locations of these satellites, their programming, and other details are listed and continuously updated in a number of satellite magazines5

The languages available via satellite include just about any one could think of, but having access to all of them will require pay- ing a subscription fee. Greek, for example, on Galaxy 3, channel 9, is available only by subscription, as are GEMS TV’s Spanish and TV Asia’s Hindi. SCOLA and The International Channel are also subscription services, but they package a wide variety of foreign language programs, mainly news, but also documentaries, films, and variety shows. For programs in Russian, Chinese, Thai, Hungar- ian, Turkish, Armenian, or Vietnamese, the subscription services may be the only option. The prices for these latter services vary depending on a fee structure that is usually based on school or foreign language enroll- ment.

Fortunately, few of us need access to so many of the world’s languages. French, Ger- man, and Spanish language programs are readily availableP Programs in Arabic, Italian, and Portuguese are also available, but it often takes planning to receive them because they are transmitted only a few hours a day or on an occasional basis. If, then, you can find time to check satellite schedules and explore the channels, you will have many foreign language programs available to you simply by aiming your dish at the proper satellite.

French-Language Programs via Satellite There are currently7 two major sources of

French-language programming: TV5, which is an international television service, and Canada’s commercial networks. These sources are accessible via C-band satellite to viewers throughout the United States and offer a broad mix of programming. TV5, however, is an excellent resource for language teachers because its programs are in general more easily adapted to instruction.

TV5 is transmitted on the Canadian satellite Anik E2, channel 21. The TV5 we can receive in the United States is in reality TV5 Quebec- Canada. There is also TV5 Europe and its ex- tension TV5 Africa. TV5 began in 1983 when five national television networks, the French TF1, A2, and FR3, the Belgian RTBF, and the Swiss SSR formed a consortium to promote the French language and francophone cul- tures (Belaiev 1987; Thierry 1989). The programming of TV5 was, and still is, mainly a selection of shows recently broadcast on the national networks. Canada joined the consortium in 1986 as a partner and contributor to European programming, and then in 1988, as a full-fledged TV5 network and transmission site for North America, the Caribbean, and parts of South America.

TV5 Quebec-Canada provides about 19 hours of daily programming. There are some changes from year to year but the programming of TV5 is for the most part consistent and reliable.8The shows begin at 7:30 a.m. Eastern Time on weekdays with a morning news magazine show. This is immediately followed by a series of shows on a variety of topics, art and gardening, for example, and later by a cooking show, a musical variety show, a selection of documentaries, and a game show. The 5:30 p.m. time slot is reserved for the news from either a Swiss, Belgian, or French national network. The evening shows include more news from France’s TF1 or F2 which alternate monthly, more documentaries, musical variety, talk shows, telefilms, and various TV magazines. Weekend programming is similar but features more shows emphasizing leisure and entertainment. After midnight, a few of the

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day’s shows are repeated, and TV5’s instructional program La Methode Victor is aired. At about 2:30 a.m. the video programming ends and is replaced by Radio France Interna- tionale.

Tklkmatin is a recent addition to TV5 Quebec-Canada programming. This morning show from the France 2 network is transmitted only hours after it has appeared o n French television. Tklkmatin includes news updates, sports, weather, interviews, and features on topics ranging from jobs available to film re- views. T6lkmatin was France’s first early mom- ing television p r ~ g r a m . ~ La Mkthode Victor, a French language in-

structional program, debuted in the fall of 1993, and features Victor, an animated char- acter and his off-camera “instructor” whose voice is that of French actor Jean Rochefort. The 15-minute shows originated on Swiss television. At first glance, La Mkthode Victor would appear to be aimed at junior high-level learners, but the content is very standard and quickly becomes challenging. Each show has short skits demonstrating practical language and situations and has sections on vocabulary and grammar.

The daily news is a TV5 staple. Five national networks are currently represented: France’s TFl, F2, F3, Belgium’s RTBF, and the Swiss SSR. TV5 QuebecCanada receives these news programs via satellite and retransmits them only hours after they were originally broadcast in Europe. The news from these sources, there fore, is completely up-to-date. The authentic news broadcasts d o pose problems for language instruction because of the fast pace of the delivery and because of the background knowledge required, but there are techniques that minimize the difficulties (Vande Berg 1992). In addition, two of the networks, TFI and F2, closecaption their newscasts, making it possible to read what is being said.

Des Chifies et des lettres is a long-running French game show usually included in the programming of TV5. Contestants measure their skills in vocabulary and math: they have 30 seconds to find the longest word or the cor- rect numerical total from letters and numbers

selected at random. The show’s popularity has been attributed to how it taps into French cultural values and reflects the national education system (Mouchon and Vanoye 1982). Des Chifies et des lettres is among the on-line database services of the French Minitel. View- ers can dial up Minitel to play the game on- line or join a Des Chifies et des lettres club.

Bernard Pivot, the literary talk show host who gained fame in the 1970s and 1980s through his show Apostrophes, has another program, Bouillon’ de culture. In this instance, he takes on a wider range of topics but the pattern is similar to that of Apostrophes. Pivot conducts lengthy interviews with notable per- sonalities, authors, musicians, artists, and philosophers, for example, or conducts a group discussion of controversial issues. Apos- trophes has been compared to the literary salon tradition in France (Abastado 1982; Cot- tenet-Hage 1989); Bouillon de culture shares this tradition but is often more like a cafe discussion or in some cases a debate. In any event, the show provides a source of information on cultural trends and issues.

There are many other examples of programs that are or have been broadcast by TV5: musical variety shows such as Taratata, La Chance aux chansons, or during the summer months, 40 degres 6 I’ombre; documentaries including Mcouuerte, Temps prksent, and the Canadian Visions d ’Am6nque and T616objectif; the news magazine Enuoy6 spkcial; Reflets, a weekly series that focuses on francophone Africa; fiction with telefilms and literary a d a p tations; and literary talk shows such as the Canadian Plaisir de lire and F2’s Ex libris, hosted by the well-known media personality Patrick Poivre d’Arvor. Some shows will be of more interest than others to both teachers and students but there is a sufficient variety of programs on TV5 to appeal to the widest of tastes.

The other main source of French-language programs is from a Canadian commercial television network. Societe Radio-Canada is currently transmitted on Anik El, channel 15. The programming of SRC is what we would expect from a national network in the United States: morning cartoons, midday news, talk shows,

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sitcoms, game shows, dramatic series, films, and the late news, weather, and sports. The value of this commercial source for language instruction is that it offers what TV5 does not.

SRC and TVA, unlike TV5, have abundant commercials, many of them advertising products or services familiar to U.S. audiences, like deodorants, cars, department store sales, and breakfast cereals. SRC has animated cartoons and shows aimed at adolescents. Watatatow, for example, has been a popular series which treats important aspects of young peoples’ lives. The language of Wafatatow is often colloquial, and the situations are sometimes di- rect and frank. In addition, there are daily soap operas, sitcoms, and weekly drama series. The network features a lot of films, many of them US. films dubbed into French, but there are many Canadian and French productions as well. The news shows cover national and local events as one would expect and consequently reflect Canadian issues and concerns. Much of SRC and TVA programming is closed-captioned so that, with a de- coder built into the television set or attached to the VCR, it is possible to read what is being said. Closedcaptioning provides a useful instructional device and helps comprehension.

Satellite Television in the Classroom Satellite television, then, provides a variety

of authentic language and cultural materials teachers can bring to the classroom. The problem is not so much what to choose: teachers, once they are familiar with satellite television programming, will know which programs are appropriate for their own situation. The problem is one of how to exploit the materials.

Once a suitable program or series of programs has been identified, the first step is to record the selection. A videocassette recording is indispensable because the useful programs are almost always transmitted at times other than during class. And here is where the first se rious obstacle appears: according to U.S. guide lines pertaining to off-air recordings, teachers at nonprofit institutions are allowed a maximum of 10 consecutive school days of limited use of the recordings, and at the end of a 45day pe-

riod, they are required to erase them unless permission to retain is granted by the copyright holder.’O Such restrictions are likely to discour- age teachers who are accustomed to keeping their materials for long-term use.

The U.S. off-air recording guidelines are not as limiting as they first appear. One of the rea- sons we want to use satellite television in the first place is that the programs are current or recent productions, and thus, we should have little need for archives. Moreover, satellite television, like domestic television, is redun- dant and predictable. The news is broadcast every day, and the talk shows, documentaries, variety shows, cartoons, drama series, and television magazine shows follow a daily or weekly schedule. Each show may be different but it conforms to a familiar pattern that mini- mizes the need to retain.

A more serious consequence of the guidelines would seem to be the lack of time for teachers to prepare the materials. In reality, however, few of us have ample time to con- struct elaborate exercises, so this restriction assures that preparation of satellite television programs will be kept to a minimum and that any viewing instructions and exercises will be selective by necessity.

How teachers might decide to incorporate satellite television programs into instruction depends on a variety of factors, among them their students’ level of proficiency and the course objectives. Most teachers agree that authentic language and culture should be used for instruction whenever possible but are cau- tious about presenting ungraded materials that have no pedagogical support.

Fortunately, there are guidelines for using authentic video to help at this juncture.” First of all, we should include video on a regular basis so that students become familiar with language in context. We also need to ensure that viewing is an active, communicative process, usually by having students supply information, respond to questions, and discuss different aspects of the video. Most important, we should not expect our students to understand everything on the video or to perform tasks beyond their capabilities.

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There are also guidelines to help structure the presentation of video materials. As with any new language material, it is sound practice to prepare students for what’s to come, have them engage in a variety of activities, and eoaluate what they learn. In terms of specific suggestions, video is probably more ef- fective when presented in short segments; otherwise students lose focus and become passive viewers.I2 What the students are asked to do can vary from simple to complex: They can simply identify vocabulary and grammar items; they can mimic pronunciation; they can describe scenes; they can summarize events or debate issues. Whatever the activity, the aim is to get students to respond to and in- teract with the materials.

One of the most frequent uses of satellite television that teachers have found, though not always the most appropriate, has been the news. News programs would seem to be ideal for the language class: they present current events in a format that is familiar to us; the news segments are contextualized; and the images support the script. However, the language of the news is typically very complex, and the topics are not always of much interest to students. Vande Berg (1993) suggests ways to get around these difficulties. Choose short news segments that are within the students’ experience. Provide an orientation by brain- storming the topic. Take advantage of the structure of newscasts, particularly the synop sis at the beginning of the upcoming segments,. Have students listen or watch for specific information. Have them answer basic questions of the who, what, where, when, and why variety. Select, in addition to hard news, the lighter segments, often about cultural top ics, broadcast near the end of a news program. By way of example for this last suggestion, F2 closed one of its nightly newscasts with a segment on a late nineteenthcen- tury artist: “Pour terminer ce journal, c’est a une gloire du siecle demier que nous rendons hommage ce soir: le peintre Rene Princeteau t r k connu de son vivant mais oublie depuis. I1 etait le professeur de Toulouse-Lautrec et sa specialite: il peignait les chevaux.” A brief re-

port on Princeteau followed. TFl highlighted a production of Giraudoux’s La Guerre de Troie n ’aura pas lieu. “Cette piece de Jean Gi- raudoux permet Francis Huster de deployer cet 6t6 les differentes facettes de son talent. Apres l’avoir adaptee a sa maniere, il la joue et la met en scene. Cela se passe au th68tre en plein air Canto Santo de Perpignan.” Neither of these segments was insurmountable from either a linguistic or a cultural point of view. And the entire newscast was closedcaptioned so that difficult words or instances of grammar could be checked.I3

Satellite television offers more than news and there are many other options for instruction. Television commercials are ideal for the classroom because they are short, usually less than a minute long, and exploit contemporary language and c~1ture . l~ The television commercials available to us via satellite are Cana- dian-produced, and consequently, advertise many brand name products known to U.S. television viewers. Many of them are closedcaptioned.

Animated cartoons are available as well. Tic et Tac, Les Rangers du Risque is an Ameri- can production dubbed into French; Braoo la Famille is French. Animated cartoons can be problematic because the language is rapid and often colloquial, but they can be ex- ploited for language instruction because even beginning students can get a general under- standing from context and visual cues and are likely to add to their v~cabu la ry .~~

Cooking shows such as TV5’s La Cuisine des Mousquetaires are also appropriate for the language classroom. Typically, the chefs select a recipe, list all the ingredients, explain the preparation, and show off the final product. Students need not prepare a recipe from these shows to learn vocabulary and to practice fol- lowing instructions, but it would deepen the experience.

For those teachers who are looking for materials to expand their students’ awareness of the Frenchspeaking world, TV5 offers a wide range of possibilities. Espace francophone pre- sents reports from diverse francophone re- gions of the world. Reflets focuses on Africa

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with features, mainly documentaries, produced by local television networks. Clip postal is also international in scope, but in this case, the topic is contemporary francophone music. The host of Clip postal interviews singers and musicians and features videoclips of their performances.

Whether music or cooking, commercials, or the news, the goal is to provide a mix of programs that will extend and enrich the materials of the curriculum. In some instances, satellite television programs will supplement the textbook by illustrating a topic or situation, a weather report, for example, or a sport- ing event. In others, they may be unrelated to formal instruction and be intended for students to test the waters of authentic language. In any case, teachers will want to avoid the temptation to provide a lot of instructional support for these programs as do the commercial video packages, that is, videos sup ported by vocabulary lists, grammar aids, culture notes, and extensive exercises. I t is more important to have a clear idea of how satellite television fits into instruction and to keep the preparation as simple and stream- lined as possible.16

Conclusion Satellite television has a significant role to

play in foreign language instruction. It provides current models of language and culture in all their diversity. It allows students the o p portunity to sample authentic language on a regular basis. It helps teachers keep up with current events and contemporary issues. Satellite television is not without its shortcom- ings, however. The material can at times be overwhelming if not properly controlled. And in spite of their variety, the programs are nonetheless media creations, that is, someone is behind the camera selecting what viewers will hear and see. Also, there is the tendency to expect too much from this one medium. Satellite television is not a panacea; it is only one of many foreign language instructional r e sources. But satellite television is likely to b e come more important in the future. It is one of the technologies contributing to how we

teach and IearnI’and should be a common fixture in the foreign language classroom.

NOTES I This article is based in part on a presentation,

French by Satellite, given at the national convention of the American Council on the Teaching of Foreign Languages, 1993, San Antonio, Texas.

* Underwood (1993) provides a brief survey of technology in the teaching of foreign languages.

Karl Fincke (1993) succinctly describes the basics of satellite television technology in his All About Satellite W.

Most schools contract locally for satellite equip ment. Local dealels can provide uptodate information on price, installation, and maintenance.

See Satellite TV Resources section for information.

French is available as described; German is available from Deutsche Welle TV; and Spanish, by subscription, from Univision. There are fewer resources for Spanish-language television than in the past because two major networks, Galavision and Telemundo, have converted to digital technology.

’At press time, TV5 was being transmitted “in the clear,” but TV5 QuebecCanada has announced plans to convert to a digital technology not available to the home dish owner. However, many of TV5’s programs, such as the evening news, a game show, a news magazine, and other selections will continue to be available by subscription from The International Channel.

A current schedule of TV5 programs is available via the Internet: http://www.tv5.ca/ and by consult- ing a viewing guide such as TV Hebdo, Satellite Orbit, or On Sat.

Altman, Bjornstad, and Skoglund (1989) were the first to recognize the instructional uses of T616- matin and produced a video and workbook based on this morning show.

lo See Richardson and Scinicariello (1989) for a text of, and comments on, the guidelines.

I’ A comprehensive treatment of using video in foreign language instruction can be found in Rick Altman’s The Video Connection (1989) and Jack Lonergan’s Video in Language Teaching (1984). Altman et al. (1990) produced a set of practical guidelines to accompany videos from PICS, the

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Project for International Communication Studies. Iz Satellite television programs are nonetheless

appropriate for extensive viewing, that is, having students skim the video materials for general mean- ing and scan for specific information. See Joiner, Adkins, and Eykyn (1989) for a description of skimming and scanning activities.

Is Research has shown that subtitles or closed- captions increase language comprehension and performance. See Garza (1991) and Borrh and Lafayette (1994).

l4 Berwald (1986) was an early proponent of using mass media for instruction. Lawrence (1987) provides a thorough discussion of using commercials from French television.

Is The Cartoon Network makes selected cartoons in Spanish available to educators. There is also a teaching guide that contains a vocabulary list, a transcript, and suggested activities for beginning, intermediate, and advanced-level students. See Cartoon Network in the Satellite TV Resources section.

l6 Lonergan (1984) proposes several models for viewing guides, one of them to be created “on the spot.” Herron (1994) concludes that easily pre- pared advance organizers outlining major scenes enhance comprehension of videos.

Herron and Moos (1993) discuss the impact of modem electronic media in the foreign language classroom.

REFERENCES Abastado, Claude. 1982. “Le Phknomhe Aposfre

phes.” Le Frangais dans le monde 173:43-48. Altman, Rick. 1989. The Video Connection: Inte-

grating Video into Language Teaching. Boston: Houghton-Mifflin.

Altman, Rick et al. 1990. PICS Videoguidelines. Iowa City, IA: The University of Iowa.

Altman, Rick, Deborah H. Bjornstad, and Susan J. Skoglund. 1989. T@l@guide: Video Workbook to Accompany T@l@matin. Boston: Houghton Mif- flin Co.

Aulestia, V.-H. 1983. “The Impact on a Foreign Lan- guage Curriculum of Foreign Language Televi- sion Signals Received from Geo-Synchronous Earth Satellites.” NALLD Journal, 1821-23.

Banning, Bemardine, and William D. Yerrick. 1987. “SIN in the Language Lab.” Hispania 70:187-88.

Belaiev, Meli. 1987. “TV5, la tklkvision francophone par satellite.” Le Francais dans le Monde 21 1:26-27.

Berwald, Jean-Pierre. 1986. “Au Courant: Teaching French Vocabulary and Culture Using the Mass Media.” ERICKLL Series in Education. Theory and Practice 65. Arlington, VA: Center for A p plied Lingustics.

Borrh, Isabel, and Robert C. Lafayette. 1994. “Ef- fects of Multimedia Courseware Subtitling in the Speaking Performance of College Students of French.” Modern Language Journal 78:61-75.

Campana, Phillip J. 1992. “Window to the World: The SCOLA News Network.” ERICKLL News Bulletin 15: 1, 6-8.

Cottenet-Hage, Madeleine. 1989. “Apostrophes: entre tradition et changement.” Contemporary French Civilization 13,2:20 1-2 14.

Du Verlie, Claud. 1988. “Satellite-Assisted Instmc- tion for Foreign Languages: An Emerging Model in French.” ADFL Bulletin 19,3:2831.

Fincke, Karl. 1993. All About Satellite TV: A Techni- cal Guide for Home Dish Owners. Fortuna, CA: Fortuna Communications Corp.

Garza, Thomas J. 1991. “Evaluating the Use of Cap tioned Video Material in Advanced Foreign Lan- guage Learning.” Foreign Language Annals 24: 239-258

Herron, Carol. 1994. “An Investigation of the Effec- tiveness of Using an Advance Organizer to Intro duce Video in the Foreign Language Class- room.” Modern Language Journal 78: 19Ck198.

Herron, Carol, and Michael A. Moos. 1993. “Elec- tronic Media in the Foreign Language and Liter- ature Classroom: A Fusion between Science and the Humanities.” Foreign Language Annals 26:479-490.

Joiner, Elizabeth G., Polly B. Adkins, and Lolie B. Eykyn. 1989. “Skimming and Scanning with Champs-Elyskes: Using Authentic Materials to Improve Foreign Language Listening.” French Review 63:427-35.

Lawrence, Katherine. 1987. “The French TV Com- mercial as a Pedagogical Tool in the Class- room.” French Review 60: 83544.

Liontas, John I. 1992. “From the Living Room to the Classroom: Working with Authentic Spanish Language Videos.” Hispania 75:1305-1320.

Lonergan, Jack. 1984. Video in Language Teaching.

FOREIGN LANGUAGE ANNALS-WINlER 1995

Cambridge, MA: Cambridge University Press. Lubbers, Lee, S.J. 1985. ”Satellite Reception of For-

eign Language Programming,” 25-25 in Junetta B. Gillespie, ed., Video and Second Language Learning. Studies in Language Learning, 5,l. Ur- bana, IL: University of Illinois at UrbanaCham- paign.

Mouchon, Jean, and Francois Vanoye. 1982. “Le jeu televise comme dispositif.” Le Frangais dans le rnonde 173:4955.

Narvaez, Leon. 1992. “Authentic Cultural Materials: The Case of Television Programs Received Via Satellite.” Hispania 75:207-08.

Richardson, Charles P., and Sharon G. Scini- cariello. 1989. “Television Technology in the Foreign Language Classroom,” 43-74 in Wm. Flint Smith, ed., Modem Technology in Foreign Language Education: Applications and Projects.

Lincolnwood, IL National Textbook Co. Thierry, Lancien. 1989. “W5: le defi francophone.”

Le Frangais dans le rnonde 221 22-23. -. 1993. “TV5, toujnurs plus! toujours mieux!”

Le Frangais dans le rnonde 261:1819. Underwood, John H. 1993. “The Lab of the Future:

Using Technology to Teach Foreign Language.” AACC Journal 4,1:33-39.

Vande Berg, Camille Kennedy, 1993. “‘Turning Down the Fire-Hose’: Some Techniques for Using SCOLA Broadcasts at the Intermediate Level.” French Review 66 769776.

Wohlert, Harry S. 1989. “German by Satellite: Tech- nology-Enhanced Distance Learning,” 201-120 in Wm. Flint Smith, ed., Modem Technology in For- eign Language Education: Applications and Re jects. Lincolnwood, IL: National Textbook Co.

Satellite TV Resources

TV5 (French) Consortium de television QuebecCanada 1755 Boulevard Rene LkvGque Fst Bureau 101 Montreal, Quebec H2K 4P6 Phone: (514) 522-5322 Fax: (514) 522-6572

SRC (French) Canadian Broadcasting Corporation Societe Radio-Canada Montreal (Quebec) Canada H3C 3A8 Phone: (514) 5974188

Deutsche Welle TV (German) P.O. Box 5064 1 Washington, DC 20091-0641 Phone: (202) 3937427 Fax: (202) 3937434

Univision (Spanish) 605 Third Ave, 12th Floor New York, NY 10158-0180 (212) 455-5280 Fax: (212) 867-6710

SCOLA (Multiple Languages) Box 619 McClelland, IA 51548-0619 Phone: (712) 566-2202 Fax: (712) 566-2502

The International Channel (Multiple Languages) 12401 West Olympic Blvd. Los Angeles, CA 90064 Phone: (2 13) 82G-2429 Fax: (213) 447-7916

Cartoon Network Turner Educational Services P.O. Box 105366 Atlanta, GA 30348 Phone: (800) 344-62 19

On Sat Triple D Publishing Inc. 12 Automatic Road, Unit 101 Brampton (Ontario) Canada L6S 5N3 Phone: (905) 458-0036 Fax: (905) 4589429

Satellite Orbit Orbit Publishing 8330 Boon Blvd, Suite 600 Vienna, VA 22182 (800) 777-1 194

TV Hebdo 2001, rue University, bureau 900 Montreal (Quebec) Canada H3A 2A5 Phone: (514) 499-0561

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Documents

French-Language Satellite TV in the Classroom