Describes a program for 8 to 11 year old gifted children involving one-half day of Spanish and one-half day of science twice a week. Discusses in detail lesson plans, instructional materials, and activities designed to provide the children with an experience of the Spanish culture and way of life. (MES)

This performance guide is the result of work conducted at the University of Virginia's National Endowment for the Humanities Summer Institute, 1989, on "Spanish Literature in Performance," in which 25 secondary school Spanish teachers studied Spanish texts from the perspective of classroom performance to deepen knowledge of the texts and…

This performance guide is the result of work conducted at the University of Virginia's National Endowment for the Humanities Summer Institute, 1989, on "Spanish Literature in Performance," in which 25 secondary school Spanish teachers studied Spanish texts from the perspective of classroom performance to deepen knowledge of the texts and…

This performance guide is the result of work conducted at the University of Virginia's National Endowment for the Humanities Summer Institute, in 1989, on "Spanish Literature in Performance," in which 25 secondary school Spanish teachers studied Spanish texts from the perspective of classroom performance to deepen knowledge of the texts…

This performance guide is the result of work conducted at the University of Virginia's National Endowment for the Humanities Summer Institute, 1989, on "Spanish Literature in Performance," in which 25 secondary school Spanish teachers studied Spanish texts from the perspective of classroom performance to deepen knowledge of the texts and…

This performance guide is the result of work conducted at the University of Virginia's National Endowment for the Humanities Summer Institute, 1989, on "Spanish Literature in Performance," in which 25 secondary school Spanish teachers studied Spanish texts from the perspective of classroom performance to deepen knowledge of the texts and…

This performance guide is the result of work conducted at the University of Virginia's National Endowment for the Humanities Summer Institute, 1989, on "Spanish Literature in Performance," in which 25 secondary school Spanish teachers studied Spanish texts from the perspective of classroom performance to deepen knowledge of the texts and…

This document, comprising volume 5, issues 1-3 of Learning Languages: The Journal of the National Network for Early Language Learning (NNELL), includes the following articles: "Poverty, Race, and Foreign Language Immersion: Predictors of Math and English Language Arts Performance" (Stephen J. Caldas, Nicole Boudreaux); "Meet a…

This performance guide is the result of work conducted at the University of Virginia's National Endowment for the Humanities Summer Institute, 1989, on "Spanish Literature in Performance," in which 25 secondary school Spanish teachers studied Spanish texts from the perspective of classroom performance to deepen knowledge of the texts and…

Traditional problems in language instruction include competing methodological approaches, excessive cognitive content, and ineffectual teacher and student roles. A new combination of cognitive, direct, and confluent methodological approaches uses classroom time for acquisition activities, reduces grammar learning requirements, and gives students…

Techniques for using children's rhymes, games, tongue twisters, and fables in Spanish to teach bilingual education classes are described. It is argued that these abundant materials serve as natural sources for authentic Spanish from a variety of Hispanic cultures. With the appeal of rhythm, rhyme, and game-like feeling, they can be used to teach…

Spanish language teachers are encouraged to introduce popular sayings, figures of speech, and proverbs into the language curriculum, both as a means of maintaining the usage of the expressions and to bring variety to the language taught. Definitions, characteristics, origins, and general uses of such expressions are outlined. Some of the most…

Characteristics and types of role-play for the language classroom are discussed. Sample activities for grades K-3 and for grades 4-6 are offered. (Contains 15 references.) (Author/LB)

Practical strategies for eliciting vocabulary without translation in a Spanish class are discussed, and examples are given of a cross-skills approach that requires students to use different linguistic abilities to generate appropriate lexical responses. Figures showing how to construct these exercises are included. (Contains 14 references.)…

Pictorial flashcards, particularly with effective use of color and humor, are recommended for effective secondary school Spanish classrooms. Student participation in flashcard creation, thematic cards as teaching tools, and class activities are described. (LB)