En route (review)

recent trends in the foreign language profession. The collection's multiple perspectives cover a wide range ofground and offer a rich overview and sampler of the tremendous amount ofwork that has already been accomplished in SLA research. The only thing that is somewhat distracting about this book is the apparent lack ofany logical order as to the arrangement ofthe separate studies. And while some of die essays are somewhat jargon-filled, they do provide stimulating reading for researchers, teachers, and administrators alike. I would recommend the book to anyone in the profession interested in second and foreign language teaching and learning. % En route. CD-ROM. London: Thomas Nelson, 1994. Lars Erickson University of Northern Colorado The En route software package takes full advantage of multimedia technology. Designed for beginning students of French, it grabs learners immediately, lighting up with graphics and music. The software begins with a catchy song and the appearance ofthe guide, a cartoon hitchhiker. The graphics strike the viewerwidi bright colors, images, and movement, demonstrating a concerted effort to connect with the visually savvy. The system requirements are within the standards of today's computers. To run the software, the developers recommend a minimum ofa 386- or 486-based PC, a double speed CD-ROM drive, 4 MB RAM, SVGA graphics, MS-DOS 5.0, Microsoft Windows 3. 1, a mouse, and a sound card. As a whole, the software has the rhythm and look of young students. The catchy theme song, the elaborate graphics, and the "Ouah, cool" used by the hitchhikerguide all indicate an effort to tap into the verve ofyoudi. The product is divided into ten diematic sections, beginningwidi "Salut!" and including "Miam, miam!," "En ville," and "Bonnes vacances." Within these chapters , die designers utilize sound, drawings, pictures, video, games, and quizzes to promote language learning. Outcome-based objectives subdivide each section. For instance, section two, "Nous voilà," is composed of three sub-units: counting to twenty and saying how old you are, talking about your brodiers and sisters, and talking about your family. In general, die sections flow through expected beginning -level topics and build upon each odier. However, section three, entitled "Nos amis les animaux," feels awkward. This chapter on animals could easily be eliminated since it offers nothing but the vocabulary to discuss one's pets. The menu-page for each section displays die choices of vidéo, rappel, réviser, vocabuUire,feuilledecontrôle, as well as die section's subdivisions. VocabuUiregives 118 Hr ROCKY MOUNTAIN REVIEW H- FALL 1999 a useful list ofsection-specific words. Vidéo provides an opportunity at the end of the chapter for the student to check his or her global progress. The rappel selection concerns itself with grammar but avoids explanations, preferring to show without telling. Thefeuille de contrôle may help students reflect on their progress, but is nothing more than a list ofthe objectives he or she may check. The réviser part contains questions that provide an occasion for the student to check his or her progress or for the instructor to verify successful completion of the chapter. Unfortunately, the questions are not contextualized and feel disjointed. En route demonstrates sound pedagogical principles. The activities start off mechanically and gradually demand more active participation of the student. When used, the pictures and video clips depict authentic artifacts and settings. The section on money shows all French bills and coins, and the one on travel shows real tickets and timetables. These documents help the disk impart some cultural knowledge. While the software focuses on France there are mentions of other Francophone countries and even some video ofAfrican settings. Occasionally the order ofthe activities seems illogical. At one point, one reads a pen-pal letter and answers true-false questions. Following this, however, is the simpler rearrange-theletters activity. As expected for a beginning-level CD-ROM, this one stresses vocabulary and listening comprehension. The chapters begin by introducing vocabulary through sound and images. When the student clicks on the drawing or picture, a voice names the object. Often there will be drawings ofthe new words and the student must move the word to the appropriate drawing. Other times, the learner will hear someone...