This resource guide will help rural school districts with a low incidence of English language learners (ELLs) develop the capacity to build and implement a comprehensive program that meets both the academic and language proficiency needs of ELLs. Under Title III of the No Child Left Behind Act of 2001, ELLs must show increased academic achievement…

Article considered the merits of adult education programs in terms of the attitude development and values parents would gain and in turn share with their children. (RK)

Considered the impact of intelligence testing upon Spanish speaking children and the relationship between the classroom environment and bilingual students' social background. (Author/RK)

Safety posters printed in Spanish welcome bi-lingual students to shop; translating, printing, and proofreading recipes and menus for home economics, songs, poems, metric conversion tables, and instruction or project sheets encourage communication with English-speaking students, confer prestige, provide language experience, and draw new students…

The Director of a Multicultural Education Center explores some of the problems and potentials of bilingual-multicultural classrooms from kindergarten through fifth grade. (CS)

Reports on the success and wide coverage of a home economics television program broadcast through State extension services. Adaptation of a speech given at the 63rd Annual Meeting of the American Home Economics Association in Detroit, Michigan, June 28, 1972. (DS)

Paper presented at the 1972 TESOL Convention in Washington, D.C. (VM)

Describes the activities of the bilingual program for Spanish-speaking students at Elgin, Illinois. (DS)

Discusses aspects of the multigraded Spanish classes at the International School in Santiago, Chile. (DS)

Proposes an integrated program of changes in the educational system to implement a true equality of opportunity for Spanish-speaking Americans. (AN)