Cites recent investigation of the acquisition of bilingualism in young children containing further evidence that they learn two languages in the same way that the monolingual child learns one. Also cites studies showing that the young child's impressive language-learning abilities function in the acquisition of reading. (BR)

Presidential address presented at the 55th Annual Meeting of the American Association of Teachers of Spanish and Portuguese, Mexico City, Mexico, August 10, 1973. (SK)

Describes progress and improvement in the process of language learning and teaching. (Editor/IR)

A child's pre-school years may be the most active learning period; for children in a bicultural community, the home language is the best in which to begin reading study, and a teacher should endeavor to minimize cultural shock to maximize learning in the primary grades. (CK)

Examines the preparation of one foreign language teacher and compares this preparation with some of the basic principles of bilingual education. It is argued that foreign language teachers would be better teachers if they had the same background and preparation as bilingual teachers. (CFM)

Critical review and discussion of John Macnamara's "Nurseries, Streets and Classrooms," Modern Language Journal, v57 n5-6 p250-4 Sep-Oct 1973. (RL)

Argues that parents, especially mothers, are the best teachers for preschoolers, but suggests that the establishment opposes the teaching of preschoolers. The need for progression in language learning beginning at home in the preschool years and continuing and building in the elementary grades, in high school, and in college is stressed. (GLR)

This paper reports on a study of bilingual education (schooling using both English and Spanish as media of instruction) by staff from the University of Texas and 30 bilingual elementary-school teachers from 13 Texas school systems. There was wide agreement on basic principles of bilingual education: that every child should be educated to his full…

This historically significant booklet explores problems and practices in the teaching of foreign languages in the elementary school. Specific chapters discuss second language offerings, student age and ability, enrollment criteria, program articulation, teaching techniques, and teacher qualifications. Variations in presentation for different…

So far bilingual education has had only the most modest success in providing for children of limited English-speaking ability (LESAS) an educational opportunity equal to that of English-speaking children. In fact, to aim only at equality is self-defeating because it is impossible for a LESA child with a five-to-six year handicap ever to catch up…

This comprehensive study examines foreign languages in the elementary school (FLES) in the history of education in America, described as a continual struggle between quality and mediocrity. The main chapters treat: (1) a view of current practices, (2) a rationale for foreign language teaching and FLES, (3) the history of FLES teaching: 1840-1967,…

In line with the psychologists' viewpoint on child development, an argument is made for reconsidering the timing and type of modern language instruction in the school. Evidence of the receptiveness of children to language learning from birth to age eleven is discussed, along with the efficacy of learning through a direct, or school, experience.…