Relates language acquisition theories regarding comprehension, early speech, and speech emergence within the Natural Approach, which returns language learning to the living context and maintains the isolated fragments of language as a whole, to those theories expressed in a comparison between the experience of an apprentice singer of tales to that…

Describes the University of Maryland at Baltimore County's one-week foreign language exploratory program for fourth through sixth grade students, and details methods and strategies used to conduct "Spanish Day," where students learned about Spanish language and culture through songs, games, and stories. (CB)

Presents authentic Spanish rhymes and jingles that elementary school foreign language teachers can incorporate in classroom activities. The rhymes not only introduce children to the oral and cultural traditions of the language but also serve as language drills for increasing Spanish vocabulary. (CB)

Hexagonal'' refers to the new vocabulary and idioms that continue to infiltrate Spanish, French, and other languages. (SK)

Discusses the effectiveness of student-created oral presentations and visual displays in helping second-language students personalize and internalize the second language, and proposes structural guidelines that provide students flexibility in developing Spanish-language drama, writing, and art activities. (CB)

An assessment of the substantive progress made regarding the study of language contact and bilingualism in the Hispanic world explores research concerning language contact and grammars, the bilingual speech community and linguistic structure, and bilingual discourse. (45 references) (CB)

Multiple regression analysis of data regarding college students' oral proficiency in using the present subjunctive after residence in a Spanish-speaking country found a significant positive relationship between length of residence and subjunctive proficiency, and a nonstatistically significant positive relationship between formal study and…

An exploration of the reasons for the failure of former elementary school foreign language programs precedes the identification of issues that should be addressed to ensure the effectiveness of current and future programs. The three basic FLES program models, Foreign Language Experience (FLEX), sequential FLES, and immersion, are described. (CB)

Teachers can further Spanish language students' appreciation of the language's variety and richness through consideration of the use of puns in contemporary Spanish advertising. The puns are useful in introducing and reinforcing grammatical points and for providing culturally relevant and interesting material to students. (CB)

Describes how to plan a weekend foreign language workshop in terms of facilities, students, staff, and budget. Gives a possible schedule and suggests various activities and games. (EKN)

Analysis of four adult Quechua speakers' acquisition of clitic pronouns in Spanish revealed that educational attainment and amount of contact with monolingual Spanish speakers were positively related to native-like norms of competence in the use of object pronouns in Spanish. (CB)

Describes college-level Spanish conversation courses that also focus on content to help those teacher education students who cannot or will not take Spanish literature, civilization, or linguistic courses. (CB)

Study of the use of a Portuguese speaking test to evaluate placement and gains in oral proficiency during a six-week summer study abroad program indicated that the test results augmented existing information for appropriate placement and had limited ability to measure language gains made during the summer study program. (11 references) (CB)

Describes the activities and objectives of an intensive summer institute on language awareness for elementary school teachers. Evaluation of the institute included home school visits and found two benefits of the institute: (1) increased awareness and tolerance for language and cultural differences, and (2) significant practical applications of…