Details some of the issues regarding the publication and distribution of Spanish language children's books in the United States. Discusses books selected for translation, quality of translations, Spanish language books from outside the United States, and Spanish language books from the United States. Challenges educators to work toward improving…

Concludes that the Spanish Oral Reading Test can be a useful tool for teachers who need to estimate the reading levels of immigrant children. (FL)

A number of issues related to the production of literacy materials for the Chicano children of New Mexico are discussed. First, a historical survey gives some idea of the way in which instructional materials available for use with Spanish-speaking children have contributed to cultural estrangement and alienation from their own particular home and…

Presents an overview of bilingual education in the United States, with particular reference to the Spanish-speaking. (AM)

Describes the author's directing experiences in Lima, Peru, and in San Migual de Allende, Mexico. Includes insights gained through work in both Spanish-spoken theater and bilingual Spanish-English theater. (SR)

An elementary school foreign language teacher reflects on her first year and a half of being a Spanish foreign language in the elementary school (FLES) teacher. Highlights challenges, frustrations, and positive aspects of the job. (Author/VWL)

Describes a Spanish-as-a-foreign language email project carried out with kindergartners through third graders from six elementary schools. The project involves a traveling Teddy bear named Tito. (Author/VWL)

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)

Contains a descriptive list of the finest childrens books available, not as a means of creating mandatory curriculum reading lists but as a means of helping teachers keep up with the best books on the market. Discusses books that address authors' lives, honor the Spanish language, enrich the teaching of history, and teach reading. (TB)

Describes the development of "Espanol para ti," a video program for teaching Spanish at the elementary school level. The program was designed for use in Clark County, Nevada elementary schools and is taught by a certified Spanish teacher via video twice a week, utilizing comprehensible input through visuals, games, and songs that are conducive to…

Describes the creation, content, and implementation of SALSA, a program developed to provide elementary school students in pre-kindergarten through second grade with their first experience with Spanish language and culture. After a short introduction in English, SALSA uses only Spanish for instruction. (Author/VWL)

Describes the Ann Arbor court decision, reviews current research dealing with teachers' language attitudes, and discusses implications for instruction. (MP)

Explains how functional language instruction can be made useful for persons with moderate to severe handicaps who are also culturally and linguistically different. Explains how vocabulary and cultural information of the Spanish-speaking student can be included in functional language instruction. (RS)

Describes the issues that effect availability of free-reading materials in Spanish in elementary and middle school libraries. Conclusions are drawn regarding the effectiveness of the school library in providing language-minority children with access to reading materials in their primary language and whether the needs of language-minority children…

Finds the test useful but criticizes its lack of generalizability of norms and the absence of reliability, validity, or normative information for the Spanish version. (FL)