Problems encountered in the teaching of Spanish to bilingual Spanish-speaking students are discussed. The implications of teaching the standard dialect of Spanish are considered, and a normative approach to language instruction is compared to a comprehensive language development program. (CLK)

Folk music is musical expression of deep culture, and is therefore a useful tool in teaching culture in the language class. The use of Spanish music to teach Hispanic culture is described. Useful books and music are suggested. (CHK)

Describes Project Orillas, a telecommunications network designed to improve the writing skills of bilingual and foreign language students studying English and Spanish in Mexico, Puerto Rico, and the United States. The electronic bulletin board system used for communication is explained and guidelines for joining the network are included. (LRW)

Provides a 27-item annotated checklist of the print, nonprint, and online bibliographic sources that serve as foremost access tools to Latin American and Hispanic American studies and services. General reference sources, major collections, and printed catalogs are also mentioned. (Author/EJS)

A study of bilingual development in preschool children had two components: (1) a followup of a previous study in which the English and Spanish language development of children in a high-quality bilingual preschool remained stable over time, and (2) a replication of the study with a different cohort. The original study found that native…

With the growing numbers of English language learners in the schools, more and more educators are creating bilingual programs and opportunities for students to learn in their native languages while also perfecting their English skills. Writing is integral to these approaches, and learning to write well in Spanish often contributes to academic…

Describes governement's efforts to increase the participation of Spanish-speaking people in manpower programs. (MF)

Concluding part of a two-part series. Part I appeared in the February-March 1972 issue of Yelmo". (DS)

Part 1 of a two-part series; to be continued in the April-May 1972 issue of Yelmo". (DS)

Describes curricular changes and experimental interdisciplinary approaches in teaching foreign languages at Grinnell College, Grinnell, Iowa. Paper read at the 1971 ADFL Summer Seminar for Chairmen, June 21-25, at Middlebury College, Middlebury, Vermont. (DS)

Describes a program for 8 to 11 year old gifted children involving one-half day of Spanish and one-half day of science twice a week. Discusses in detail lesson plans, instructional materials, and activities designed to provide the children with an experience of the Spanish culture and way of life. (MES)

Problems involved with native Spanish-speaking students enrolled in college Spanish courses, and balancing their instruction with non-native speakers are discussed. One solution described established two sections for a fourth-semester reading and discussion course - separating natives and non-natives. (CHK)

Used a quasi-experimental approach to examine whether exposure to age-appropriate books in their native language would affect pre-literacy skills development of language minority kindergartners. Found that native Spanish-speaking children exposed to Spanish-language books scored significantly higher on a pre-literacy skills tests than did their…

Examined gender and age patterns of diminutive use in conversations between Spanish-speaking Peruvian mothers and their 3- and 5-year-old children. Results confirm previous findings concerning both parents' greater use of diminutives with younger children and children's early acquisition of this aspect of morphology. Findings do not support…