This article outlines the history and development of the substratum theory concerning Spanish in the Americas, the basic tenet of the theory being the role of indigenous languages in phonological changes in Spanish. (CLK)

Discusses the relationship of the school to Spanish-surnamed students. Reviews literature on self-concept, academic achievement, skin color, language, socioeconomic status, and cultural traits of Spanish-speaking Americans. (JMB)

An intensive course in Spanish is described which met daily for eight weeks from 7:30 a.m. to 3:30 p.m. Time was divided among classroom instruction, native speaker groups, and the language laboratory. (RM)

A program in which Spanish-speaking high school students were taught basic number skills is described. The program was individualized, and used a variety of activities and materials. (SD)

Describes the results of a study involving 103 junior-high-school-age Spanish speaking students at a private school in Mexico. Variables that can influence learners' success in producing native language words that are accepted cognates are discussed. (EJS)

Problems of cultural incompatibility among Colorado's ethnic groups have not been resolved by official gestures in the direction of racial harmony; nor have economic gains meant social integration for these groups. Anglos still hold the dominant position they gained in the nineteenth century. (Author/EB)

Explores advantages of emphasizing multicultural objectives across all curriculum areas rather than in specialized ethnic studies courses. Reviews ways to increase collaboration between bilingual education and the social studies. (DB)

The rationale for using multiple measures to assess language ability in bilingual students is examined. The relationships among the Language Facility Test, teacher judgment, home bilingual usage estimate, and, where possible, standardized achievement tests are investigated, utilizing data from a study of 1800 Washington State students. (Author/GC)

The problems affecting the reception, adjustment, and placement of Spanish-speaking students into the Toronto school system are discussed, and include immigration patterns, Spanish values, and the Latin American school. (Author/HP)

The philosophy, practice, and goals of a bilingual-bicultural elementary school program in Mexico are presented. The program, sponsored by Extraescolar, the Office of Extrascholastic Education in the Indigenous Environment, provides instruction to Indian children both in an indigenous language and Spanish. (AMH)

Describes an investigation of the nature of English dialect acquisition among bilingual Puerto Ricans. Subjects were in the sixth grade of a school in the Puerto Rican community in North Philadelphia. Results show that subjects can socially classify linguistic variants from two competing systems and use them appropriately. (Author/RM)

A questionnaire survey in one metropolitan high school suggests that both male and female Latino students generally aspire to attend college. Parents' aspirations, peer influence, ethnic and social class awareness, and students' perception of locus of control and educational benefits are related to college aspirations. (CTM)

What kind of bilingual education was being offered in New Jersey's schools before the Bilingual Education Act? What should be offered? (Editor)

Persons involved in developing a viable desegregation plan will have to take into account the diversity within the Latino community and will have to be aware of the diverse political goals and residential patterns of each Spanish speaking community. (Author/AM)

A self-instructional unit of six sections offers exercises, vocabulary, activities and self-tests that deal with shopping in Spain. The unit is designed for the first-year high school Spanish class. (KM)