This publication presents three suggested social studies curriculum units designed for the bilingual Spanish-English classroom, but which would also be useful in advanced Spanish language classes for English speakers. The units, developed for grades 7-11, are entitled, "Procedures for Driving,""Maintenance of an Automobile,"…

While bilingual-bicultural education continues to be one of the most significant thrusts in the final decades of the 20th Century and numerous articles are found on this topic, many interested people are still searching for a clear, simple, and acceptable meaning of the term. Perhaps the term can be clearly defined only by a complete and…

This document summarizes the discussion and recommendation made at a meeting held to consider ways and means of putting the syllabuses of teacher training colleges and subsequently those of primary schools on an interdisciplinary footing. The conference was attended by teachers on the staff of primary teacher training colleges in Cameroon, the…

A Chinese-Canadian bi-cultural program was carried out in two Toronto public schools which had high percentages of students with a Chinese background. The program was designed to: (1) provide the children of the Chinese parents with educationally sound opportunities to learn the culture and language of their adopted country; (2) preserve the…

A description of an immersion program for 6-year-old anglophone children modeled on "les classes d'accueil" for immigrant children. The program of intensive instruction in oral and written French is outlined. This school district has found this type of immersion superior to the usual kind. (The text is in French.) (AMH)

A survey of the current language situation in India from a historical perspective, and an analysis of assumptions concerning language development. It is concluded that present government policies are ambivalent, giving lip-service to narrow definitions of mother tongues while directing resources toward the development of more broadly defined…

Describes and comments on a proposed bilingual education program for Australian Aboriginal children. (TO)

Reviews the merits of an eclectic approach to teaching language. (RB)

Distinguishes between folk bilingualism and elitist bilingualism. Bilingual education deals with the former. How second language teaching and bilingual education can be brought closer together, and the need for bilingual education among non-native speakers of English and among monolingual speakers of English, are discussed. (SC)

Describes the response of one Canadian community and its local school board to the challenge of producing functionally bilingual children within the context of the public school curriculum, grades K through 7. (CK)

Discusses early and late French immersion programs, their advantages and disadvantages, and considerations of staffing, cost, student motivation, effect on native language skills, and program effectiveness. (CK)

The Ottawa school system conducts French instruction in both immersion and "core" or regular programs. Special features are bilingual grades at the higher level and a bilingual high school. French Immersion programs are evaluated in terms of expense and educational effect. (CK)

The experience of a British Columbia bilingual education program is outlined, with information about number of pupils, program objectives, staffing, teaching materials and cost. The program teaches French in a primarily English-speaking area. (CK)

Describes a variety of classroom and library activities designed to meet the needs of bilingual students at the Mulligan School near Chicago. A bibliography of materials for use in bilingual education is included. (PM)