Describes an experience using the Silent Way in an elementary and intermediate sequence of college-level Spanish courses, outside of the laboratory setting. Information is drawn from student commentary, instructor and research assistant observation, and student test results. (MSE)

Evaluated the receptive vocabulary ability and nonverbal cognitive ability of 20 Spanish-speaking and 11 bilingual Mexican-American preschool children. The children obtained significantly lower scores on the Peabody Picture Vocabulary Test-Revised than on the Perceptual Performance Scale of the McCarthy Scales of Children's Abilities. Bilingual…

Argues that the explanation of the use of "ser" and "estar" with locatives presented in the March 1984 issue of "Hispania" derives so directly from a theory of universal grammar because it is indicative of the explanatory adequacy of Case Grammar or of other, comparable theories of the deeper levels of linguistic structure. (SED)

Describes two certificate programs, one in translation, the other in conference interpretation, offered at Georgia State University. The translation program includes courses in Comparative Stylistics, Advanced General Translation, and Advanced Technical Translation. The interpretation program includes courses in Consecutive Interpretation and…

Describes 12 collections and anthologies, many of them bilingual editions and published in Argentina, Costa Rica, Mexico, and the United States, that include poems by Spanish and Latin American poets. Provides tentative grade levels for each selection. (HOD)

The internal consistency reliability, concurrent validity, and stability of the Cooperative Preschool Inventory in English and Spanish editions were examined for monolingual English and monolingual Spanish Hispanic preschool pupils. The finding support the reliability, validity, and stability of both editions as used as well as the comparability…

Describes a study which tested the proposal that adults learning second languages transfer errors from their first language (L1) to their second language (L2) when the L1 has activated a parameter of Universal Grammar which is not operative in the L2. The subjects were native Spanish speakers learning English. (SED)

Describes a comparative study of interrogative words in Spanish and English, which resulted in a series of hypotheses about the way Spanish speakers convey the interrogative how plus adjective or adverb. To test the hypotheses, surveys were conducted with native Spanish speakers. Surveys and results are discussed. (AMH)

This guide is intended to help instructors of business Spanish select appropriate texts for their students. Presenting capsule reviews of 12 of the leading texts currently available in business Spanish, it contains information on the level, focus, pedagogical approach, content, types of exercises, and strengths and weaknesses of each text. (SL)

Describes the "Texas Project," a project to train a cadre of Texas-based college-level teachers of French, German, and Spanish to serve as oral-proficiency interviewers and raters. Discusses the four goals of the project and reports on its current status. (SED)

Examines the efficacy of foreign language programs at the elementary school level by looking at three programs--immersion, partial immersion, and foreign language in the elementary school--currently found in 15 schools in the United States. Comparisons are made by measuring achievement in listening, speaking, reading, and writing. (SED)

A study determining that a single test incorporating several special features can adequately place and evaluate native speakers and nonnative learners of Spanish is described. The description of native speaker proficiency is also refined. (MSE)

Dialogue learning as a tool in teaching conversational skills to lower-level language students is discussed. The use of an outline of the day's dialogue to assist the student to learn the material without complete memorization is recommended. (Author/RM)

The need to teach students speaking skills in Spanish, and to choose among the many standard dialects spoken in the Hispanic world (as well as literary and colloquial speech), presents a challenge to the Spanish teacher. Some phonetic considerations helpful in solving these problems are offered. (CHK)

Describes an experiment conducted among the 20 students of a fourth-semester college Spanish class to evaluate vocabulary teaching as a means of vocabulary expansion. Student-to-student teaching with illustrations was employed. (Author/KM)