In this column, the three authors address the teaching of ELs within the content areas. Specifically, they highlight the difference between having language and content objectives, utilizing small-group work to maximize involvement, and inclusion of beginning English speakers into the learning process. Currently there is a gap of 36 points between…

Compares the phonetically regular orthography of Spanish with the phonetic inconsistencies of English. Reports on the role of phonics in six popular Spanish reading programs. Notes that the regularity of the Spanish language is compatible with the use of systematic phonics for reading instruction. (MM)

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)

Describes a bilingual reading program in which students translate cooking recipes from Spanish to English and vice versa. (RB)

Analyzes the order in which selected structures of English are acquired by young speakers of English vs speakers of Cantonese, Spanish, Tagalog, and Ilokano and draws implications for instruction. (MKM)

For children in school whose fluency in English (as a second language) is minimal, reading instruction using the language experience approach has proved successful. (JM)

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)

Notes that current American basal series have integrated Hispanics into their materials, with eight of nine important aspects of Hispanic ethnicity represented. Concludes that these series offer teachers fine opportunities for enrichment activities. (FL)

Describes children's literature suitable for young Hispanic students as well as English-speaking readers who want to learn Spanish. (FL)