There are two good reasons for incorporating historical linguistic insight into second language instruction: (1) to answer students' questions about why certain puzzling facts and irregularities occur in the language they are studying; and (2) as in other disciplines, a historical perspective can shed light on current practice. From a historical…

Designed to acquaint social workers and other professionals in the mental health field with the basic terms necessary for professional discussions, paper presentations, and international correspondence, the English/Spanish-Spanish/English glossary lists 130 selected mental health terms. The glossary includes two sections: English to Spanish and…

For Peace Corps volunteers and others working in countries which speak an unfamiliar language, the problems of communication can be enormous and embarrassing. This guide is designed to help avoid some of these problems. Common, local names for a variety of terms have been omitted because of the large number of Latin American dialects. The 4,300…

An analysis of the structure and interpretation of Spanish adverbs ending in "-mente" focuses on the grammatical status of the constituent elements of those words. It begins by looking at the grammatical properties of "-mente" adverbs (MAs), the word-level properties of MA constituents, and the compound types and their…

Determines the listening capacity of Spanish-speaking first grade children as measured by subtests of the Metropolitan Achievement Test, Primary I Battery. (RB)

Spanish and English have exocentric verb+object = subject/instrument compounds, such as "abrelatas" (opens-cans) "can-opener" and "scarecrow." They share a general constructional pattern, consist of "clumps" or subfamilies of forms, and have a negative or jocular tendency. They differ in their individual…

Report of a study conducted to test the verbal behavior of native speakers of Spanish who were asked to provide a verb form not commonly used, the first person singular present tense of the verb "roer." (KM)

Presents several socio-cultural contexts where both extremes of crudeness and euphemism are customary in everyday verbal communication. (TL)

Suggests that dropout and illiteracy problems may be based on a refusal to consider the role of language and culture in the learning process and too much emphasis on white middle-class children as models of success. (RB)

This report is an evaluation of a New York City school district educational project funded under Title Vll of the Elementary and Secondary Education Act of 1965. The goals of the program were to provide bilingual instructional services in all subject areas to Hispanic pupils of limited English-speaking ability and to select, train, and place…