The effect of such examiner variables as language, ethnicity, and sex in the measurement of the self-concept of 169 Spanish speaking migrant pupils were studied. (Author/NQ)

Two parties of different native languages communicate via a third of which neither is a fluent speaker. Lingua franca talk is discussed under four aspects: entrance considerations, non-comprehension problems, speaker frustration, and increasing entropy. Devices for achieving strategies in multilingual settings are discussed. Available from…

A discussion of university-level FL instruction in Canada. (RM)

A successful bilingual English/Spanish program for Puerto Rican elementary school children in Rochester, New York, is described. The program placed particular emphasis on reading instruction. (CK)

Deals with 13th and 14th century distribution of [s] and [z] retracted or apical sibilants in the languages of Western and Central Europe. Based on philological evidence and on dialect evidence of today, the presence of various sibilants is determined. (SC)

This study, part of an on-going investigation, analyzes the syntactic aspects of code-switching. A series of empirical studies has confirmed that there are only two general linguistic constraints where code-switching may occur, the free morpheme constraint and the equivalence constraint. This study describes in formal terms how the two constraints…

The criteria employed in most textbooks to differentiate "ser" and "estar" followed by an adjective are mainly semantic. Most exercises offer to second language learners too high a proportion of "estar" usages, a practice that leads to overgeneralization with regard to the use of "estar." An experiment was…

The majority of Latin American immigrant students in ESEA Title VII Spanish/English programs that have been evaluated seem to suffer from inexperience in taking tests like the Comprehensive Tests of Basic Skills (CTBS). This study was designed to assess test familiarity, language of the test, and literacy, and to examine whether certain…

The bilingual program implemented in Community School District 32 in Brooklyn, New York, had Spanish and Italian instructional components. The Spanish component served limited English speaking children in grades K-3. The Italian component served 328 Italian dominant children in grades K-9. English dominant students participated as peer models in…

Folk dances from three regions of Mexico (Yucatan, Veracruz, and Jalisco) are examined. Emphasis is placed on the ways in which these folk dances reflect the history and cultural attitudes of the Mexican people and, particularly, on the influence of Spanish culture and history on Mexican folk dances. For the dances of each of these areas,…