Discusses approaches to teaching reading skills in Spanish to native Spanish speaking children before transfer to reading skills in English. (BK)

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)

Presents an overview of various bilingual and bicultural education programs in San Diego County. Factors such as funding, language learning theory, and local characteristics of the Mexican-American population are considered. (EJS)

A study was carried out to extend the Spanish FLES program by integrating it into the language arts and social studies curriculum. The goals were to provide mini-courses integrating the three topics and to create a more positive attitude toward Spanish speakers and their culture. (Author/NCR)

Discusses the use of authentic materials for elementary foreign language instruction, and includes several examples of Spanish poems, songs, and games. (CB)

Lists alphabetically by author an assortment of children's books published in Spanish 1985-87. Each picture book, fiction, and nonfiction book listed is briefly reviewed. Translations and original Spanish titles, as well as addresses of United States book dealers. (Author/LMO)

An annotated list of outstanding fiction and nonfiction books for children is presented, including works recently published in Spain, Venezuela, Chile, Mexico, Columbia, Argentina, Great Britain, and the United States. The 17 books should appeal to Spanish-speaking readers as well as readers on the elementary school level. (LB)

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)

Discusses resource material to help teachers locate children's books in Spanish. (NCR)

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)

In New York State, the 24 brightest fifth and sixth graders from Avon, Caledonia, and York participated in a project funded by Title IV minigrants, distributed through BOCES. The children were bussed to a central point and permitted to study whatever they wished; Spanish was the first subject selected. (EJS)

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)

A successful bilingual English/Spanish program for Puerto Rican elementary school children in Rochester, New York, is described. The program placed particular emphasis on reading instruction. (CK)

Provides an abbreviated update of a Spanish language program, initiated in Kansas City, Missouri in 1987-88, that was begun in response to a 1986 federal court order mandating the creation of magnet schools for ending segregative practices and beginning elementary school language immersion programs for French, German, and Spanish. (GLR)