language in Los Angeles. S. K. also informs us that interlanguage-talk was available to him in both French and German. During his first few months in Austria, he was a member of a "foreign-student peer group" composed of foreign students from many different countries. Since the only language these students had in common was German, it was the lingua franca of the group. S. K. reports that other foreign students were his closest friends during his first few months in Austria. In French, S. K. also reports that a similar peer group was formed during his 1 month in Paris, and that he also used French a good deal as a lingua franca, as a common language with nonnative speakers of French while a Peace Corps Volunteer in Ethiopia (see below) and as a temporary member of a kibbutz in Israel. S. K. reports differences, however, with respect to foreigner-talk. S. K. began meeting native speakers of German more frequently after a few months in Austria, native speakers who became friends, and who, S. K. reports, took into account his less than perfect control of German. By the time S. K. left Austria, he felt quite at home with German, and experienced no particular hardships in communicating and understanding in formal and informal situations. S. K. says he received very little of such foreigner-talk in French, having stayed in Paris only 1 month and never having had a circle of native French speakers as friends. Despite a similar amount of formal instruction in both French and German (about 3 years' study of each), S. K. reports that his German is much better. While he can express himself in French and easily read fairly difficult material, he reports serious problems in listening comprehension and less feel for phrasing and finding the right word.

To this point, this case history suggests that teacher-talk and interlanguage-talk may be useful for attaining low-intermediate levels of competence, and that foreigner-talk may provide a bridge to high intermediate and advanced levels of competence. This is supported by a consideration of S. K.'s experiences with Hebrew and Amharic.

S. K.'s Hebrew experiences took place on an "Ulpan" program over 5 months' time on a kibbutz in northern Israel. The class was taught entirely in Hebrew and lasted 4 hours a day. As in the cases above, S. K. also had a great deal of use of Hebrew as a common language with other foreigners, this time with other Ulpan class members. In addition, S. K. got to know many native Israelis on the kibbutz who

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