The ideal learning atmosphere in a Spanish-English Bilingual/Bicultural classroom provides for the learner two models with which to identify, a Spanish speaker and an English speaker, each of which reflects ethnic characteristics associated with the language. (Author)

This article discusses the bilingual programs at two community colleges with large concentrations of native Spanish speakers, Hostos Community College in New York City and Essex County College in Newark, New Jersey. (CFM)

Language choices in Spanish bilingual kindergartens are discussed and pupil and teacher language compared. In Concurrent Translation classrooms, English was used over 70 percent of class time, especially for directing and correcting children. In Alternate Day classrooms, there was a more balanced use of Spanish and English. (CHK)

Paper presented at the 1972 TESOL Convention in Washington, D.C. (VM)

This article discusses a battery of tests, the "Short Tests of Linguistic Skills," which was developed by the Chicago Board of Education to help teachers determine the language dominance of Spanish bilingual children between the ages of 8 and 13. (CFM)

Discusses the results of a study designed to investigate the effects of five different program models on both acquisition and maintenance of Spanish by native Spanish-speaking kindergarten children. (Author/CFM)