Presents case promoting foreign languages in elementary schools using study conducted to explore relationships between bilingual and cognitive abilities of Mexican American children. Favors additive over subtractive bilingualism. (BK)

Besides linguistic and cultural components, bilingual education should include the "psychoinstructional dimension," that is, the dimension that includes a child's intellectual and personality traits derived from cultural and social class uniqueness. (Author/JM)

Presents alternatives to three misconceptions about bilingual learners to promote the revaluing of these students. Describes traditional views of literacy instruction for second-language learners and suggests a whole-language literature program as an alternative. Lays out differences between inauthentic, controlled literature-based reading…

Notes that the number of English as a second language students enrolled in American schools is increasing and presents an integrated language lesson plan designed to meet their needs and match their abilities. (FL)

School psychologists must be aware of the influence of sociocultural and linguistic variables on the acquisition of reading skills when assessing reading problems in children from bilingual populations. Although the article deals primarily with Spanish speaking children, many of the considerations also apply to other minority language groups.…

Advocates the development of bicognition of Latino students, because Latinos develop hierarchies of abilities, solve problems in two languages, process information in two cognitive styles, and reflect in two cultures. They can be productive individuals if they receive proper guidance and assistance. Authors suggest procedures for effective,…

This article discusses international (governmental) and local (school/institution-based) issues related to appropriate support for the dyslexic multilingual child. The article then identifies factors to consider when developing an assessment package that can be used to identify educational needs with children from different language backgrounds.…

Discusses flaws that undermine the validity and generalizability of S. Neuman and P. Koskinen's "Captioned Television as Comprehensible Input: Effects of Incidental Word Learning from Context for Language Minority Students," published in an earlier issue of this journal. (RS)

Responds to criticisms raised in another article in this issue concerning a study of incidental word learning among second-language learners viewing captioned television. Suggests that the criticisms fail to "see the forest for the trees." Responds to specific methodological criticisms. (RS)

Bilingual elementary pupils can successfully learn to write in English if they write about what is important to them, get feedback from their peers, use "invented spelling," and are allowed to work with partners. This report describes a third-grade teacher's class experience. (PS)

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)

Pedagogical and administrative problems in teaching English to native speakers are reviewed, including criteria for students and teachers and lack of a graded syllabus. Guidelines for solving these problems are proposed. (LB)

This paper argues that teaching writing effectively to diverse students of non-English backgrounds will require an examination of existing views about the nature of writing and a critical evaluation of the profession's ability to work with bilingual individuals of different types. Part 1 of the paper suggests that existing compartmentalization…

The status of English as learned and used by Chinese students in South Africa was investigated to provide perspective on the language policy. Language planners in South Africa require that all secondary school students be taught and tested through the medium of either English or Afrikaans, regardless of their mother tongue. The students are…

The developing concern of Canadian Parents for French about the lack of opportunities for anglophone students fluent in French to pursue bilingual higher education, the organization's role in focusing attention on the issue, and the evolution of organizational policy through conferences, surveys, and reports are discussed. (Author/MSE)