The ideal learning atmosphere in a Spanish-English Bilingual/Bicultural classroom provides for the learner two models with which to identify, a Spanish speaker and an English speaker, each of which reflects ethnic characteristics associated with the language. (Author)

Briefly surveys the history of bilingualism in the Bureau of Indian Affairs (BIA), including the program to promote native-tongue literacy and the Navajo Five-Year Programs, and describes present day programs such as the Rough Rock and Rock Point Schools. (Author/FB)

Identifies four types of bilingual education programs, those having transitional, monoliterate, partial, or full bilingualism as their objectives, and discusses the importance of societal information in deciding which type of program to establish. (FB)

This article discusses the bilingual programs at two community colleges with large concentrations of native Spanish speakers, Hostos Community College in New York City and Essex County College in Newark, New Jersey. (CFM)

Language choices in Spanish bilingual kindergartens are discussed and pupil and teacher language compared. In Concurrent Translation classrooms, English was used over 70 percent of class time, especially for directing and correcting children. In Alternate Day classrooms, there was a more balanced use of Spanish and English. (CHK)

Reports on a study of the bilingual program in the Milingimbi community in Australia. For four years, children from both English-only and bilingual classes were tested for achievement in academic subjects. By the seventh year, children in the bilingual classes were performing better than the English-only children. (Author/AMH)

Examines the characteristics of teachers' language in the classroom and the use of explicit teaching behaviors in an attempt to determine the relationship between selected characteristics of formal language input and second language achievement. The language samples discussed were collected in bilingual French/English and all-French grade schools.…

Paper presented at the 1972 TESOL Convention in Washington, D.C. (VM)

Suggests how the high school English-as-a-Second-Language program might utilize the total resources of the school and synthesize its educational approach with the school's ideological mainstream. Specific mention is made as to how the ESL program can work with the music, art, reading, home economics, and physical education disciplines. (Author/FB)

Discusses the sociolinguistics of literacy with reference to three examples: the history of Jewish education and attitudes toward literacy, the Rock Point Community School bilingual program, and the Pacific Northwest Indian Reading Program. (EKN)

This paper summarizes the presentations given at the 1974 TESOL Convention, and includes discussion of second language learning universals, statistical techniques for analyzing morphemes, data collection techniques and tests of hypotheses about the nature of the second language learning process. (CK)

Four dimensions of bilingual measurement are defined, and three major topics in the assessment of language proficiency and language dominance are discussed: selection of the language components to be assessed; appropriateness of certain elicitation tasks used; and general checkpoints that can be used to evaluate language proficiency dominance…

Presents the results of a national survey of graduates of bilingual education programs. Areas surveyed included: (1) level of English proficiency of graduates, (2) field of employment of graduates, (3) percentage of graduates teaching English as a second language, and (4) percentage of graduates in administration and teacher training. (SED)

This article describes the English-Navajo bilingual education program at Rock Point, Arizona, and reports on the results of various reading achievement tests illustrating that learning to read in one's mother tongue will result in better reading skills, and will improve second language reading skills. (CLK)