The Bracken Basic Concept Scale (BBCS) was translated into Spanish, and 32 preschool and primary age bilingual children were assessed in a counter-balanced format with the English and newly translated Spanish forms to assess the adequacy of the translation. Preliminary content validity of the Spanish BBCS was demonstrated. (Author/JAZ)

Offers ideas on how to use stamps from foreign countries for second-language instruction. (SRT)

Considers the historical background and the demographical characteristics of those residents of St. Augustine, Florida, who are descended from the city's original Spanish and Minorcan population. Included are a list and analysis of words found in the English dialect which represent the lexical vestiges of colonial Florida Spanish. (SED)

Describes elementary school science trade books written in Spanish. Topics considered in these books include: animal life; astronomy; biology; earth sciences; mathematics; general science; and general technology. (DH)

Presents a bibliography of books recently published in Mexico, Spain, Argentina, and Peru for Spanish-speaking children and young adults. The books are grouped by the following levels: (1) preschool and primary grades; (2) grades 3 to 6; (3) junior high and up; and (4) young adult. (SED)

It is proposed that treatment of translation as a discipline can provide translators with techniques and perspectives on their work. Spanish and Dutch versions of a novel illustrate how seemingly innocent and subtle shifts in perspective can affect the most important and distinguishing qualities of a text. (MSE)

Describes a study of how the verb-form variables of tense, aspect, mode, person, number, and stem and suffix irregularities interact for lower-level students of Spanish to determine if performance can be improved by asking students to monitor an individual variable when many of such variables must be integrated in a particular exercise. (SED)

Describes a study of first-year university students of Spanish done to discover their types of motivation for learning a second language and to investigate the relationship between type and strength of motivation. Findings indicate the existence of two types of motivation clusters that resemble the integrative and instrumental orientations. (SED)

Discusses a class in which the lyrics and music of Ruben Blades, a Panamanian musician, were read in English and in Spanish and then discussed. (DF)

Presents an abbreviated version of a large scale investigation of second language attrition covering 50 years. Results yield benefits to teachers and students of foreign languages by leading to an understanding of how various procedures of acquisition affect the rate of loss and ultimately minimize the potential for later attrition. (SL)

Strongly suggests the establishment of methodology courses designed to address the needs of the exceptional child--specifically in relation to learning a foreign language. In addition, the need for more bilingual teachers in the fields of special education, reading, testing, and interpreting is stressed. (SL)

Examines the correlation between high school foreign language study and success in college. Found that those who studied Latin, French, German, or Spanish in high school may be expected to perform better academically in college than students of equal academic ability who do not take a foreign language. (SED)

Describes a method of writing across the curriculum that works and identifies two Spanish-language young adult novels written by Hispanic authors. (HOD)

Examined the equivalency of the Spanish translation of the Strong-Campbell Interest Inventory to the English version. The results indicated that the translated version was comparable to the English version and that the two forms elicited similar interests. (JAC)

Reviews bilingual television programing in Canada and the United States and concludes that television networks offer few alternative programs for bilingual children. (FL)