The present issue of "English for American Indians" follows the format and approach of the Spring 1970 issue. (See ED 040 396.) In the lead article, Evelyn Hatch surveys some of the research in first language acquisition and points out its implications for second language teaching. Her main thesis is that with the best of intentions, teachers often insist that children in English-as-a-second-language classes achieve a mastery of certain structures that is beyond the mastery achieved by "advantaged" middle class children who speak English natively. Following her article, she reviews three new books on child language. Bilingualism is the subject of most of the items included in "Information Exchange," which describes important surveys of the field, discusses the need for bilingual programs and presents a definition of their structure, and reports on individual programs for American Indian children. A special section of "Information Exchange" deals with the American Indian languages themselves, with maps, lists of the most widely spoken Indian languages and Summer Institute of Linguistics linguists working on them, and a brief report of a study of social factors involved in Shoshoni dialect variation. Two sets of materials are worked on: the CITE materials for Navajo children, and the Michigan Migrant Workers Council materials for Spanish-speaking children. (AMM)