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Abstract
The present paper discusses developments in the communicative approach to foreign language learning in Scottish secondary schools at three points in time: in 1977 when conventional audio-visual methodology was still in full swing; from 1978 to 1981 when the new ‘communicative’ projects such as 'Tour de France'm were being piloted; and, since 1981, when those participating in the new projects had time to regain their breath, take stock and move beyond what had been attained in the initial pilot stage.