Presidential address delivered at the 54th Annual Meeting of the American Association of Teachers of Spanish and Portuguese, New York, N.Y., December 30, 1972. (DS)

Despite recent activities and the mounting of significant bilingual education efforts at federal and state levels, most schools and their personnel still do not respond as positively as they should to culturally different students. Statistics relevent to Hispanics as the U.S.'s largest ethnolinguistic group are given. (CE)

NAMES AND ADDRESSES OF THE SCHOOLS USING THE "MIAMI LINGUISTIC READERS" SERIES AND THE NAMES OF TEACHER REPRESENTATIVES AND COORDINATORS FOR EACH GROUP IN THE OUT-OF-STATE FIELD TRIAL (1964-65) ARE LISTED. REPRESENTATIVES WERE FROM ARIZONA, CALIFORNIA, PUERTO RICO, COLORADO, NEW MEXICO, AND TEXAS.

A brief review of the literature on bilingualism prefaces the study. Research which points up possible deleterious effects of bilingualism is cited. Two additional studies by Reigal et. al., and Peal and Lambert raise the possibility of bilingualism having some positive relationship to creativity. In this study, an attempt was made to examine the…

Describes the University of Ottawa, a French and English bilingual university. Discusses its history, present functioning, bilingual approach, funding, and positive and negative aspects. (EV)

This article describes the implementation of one element of an adapted language arts curriculum for Deaf students in a bilingual (American Sign Language and English) educational setting. It examines the implementation of writing workshops in three elementary classrooms in a school for Deaf students. The typical steps of preparing/planning,…

The history and future of bilingual/bicultural education are examined. (RC)

Innovative programs for the preparation of bilingual teachers both in schools of education and in public school in-service programs are described. (RC)

Federal bilingual education legislation is discussed briefly, and a definition of bilingual education is given. The following topics are then discussed: (1) four types of bilingual programs - transitional, monoliterate, partial and full bilingualism; and (2) compensatory, enrichment and group maintenance programs. (KM)

In Hartford, Connecticut, the Ann Street Bilingual Community School provides specialized services to over 300 Spanish-speaking students from preschoolers to parents. Describes the school and its programs. (JF)

Annotations of 16 documents, derived from a search of doctoral dissertations and the ERIC system, discuss the skills and competencies needed by principals or other administrators of bilingual schools or programs. A brief introduction lists the seven categories of competencies identified by the documents, comprising change promotion, conflict…

Describes the Oyster School in Washington, D.C. and their thorough bilingual program. (GB)