ED 140 613

TITLE

INSTITUTION

SEC/NS AGENCYPUB DATENOTEAVAILATILE FECH

EDES PEICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

FL 008 592

Cirtel: Annotations and Analyses ot BilingualMaticultural Materials. Winter 1976-77. Vol. IV, No.2.

Dissemination and Az,_sessment Center for BilingualUncation, Austin, Tex.Office of Education (DHEW) , Washington, D.C.77

5-1PDissemination and Assessrent Center for BilingualEducation, 7703 North Lamar ?oulevard, Austin, Texas78752 ($1.75)

MF-$C.83 HC-$3.50 Plus Postage.American Indian Languages: *Annotated Bibliographies;*Biculturalism; *Pilingue. Education; *CurriculumEvaltation; English (Second Language) ; Greek;*Ins:ructional Materials; Language of Instruction;Mathmatics; Psycholinguiz;tics: Reading Materials;*Respurce Materials; Spanish; Teacher Education;Vietnamese

This is an informative listing for educators,librarians, and oth.rs interested in materials for bilingualmulticultural educa:ion. There are tuo :lain sections, annotations andanaly:,es. Annotated entries are arranged under the followingheadingll.: (1) assc..csment and evaluation; (2) bibliographies;classroom re:iourcer: (11) English as a second language; (5)

j/.ifortional Jl'efol,7cis; (6) mathematics:' (7) professional readingsand resources tezcer education; (3) science and health; 19) socialstu(3.ics; (1C) SFdni:A langagi, arts; (11) supplementary reading; and(12) vocational cd.lca-r.ion. A typical annotation inc1Ldes infozm,itionin t.'le folleving titlti, author or agency, name and address otthe publisher, pnbii,;-tion date, pg:Lnation or nunber of parts,languages use.d, ii3tende1 audience or level, and a descriptivestater-dent. In section tuo, five items are analyzed in detail.Inrormaticr. given about tliese iteus includes: components, objectives,socpee SCyilenC(:r :.eths)dc;:iogy, .avaluation methods, and physicaldesc.iption. Selection criteria tor tbe annotated and for theanalyzed itc:J=:. inclu::le availability and relevance to bilingualoflucion. fpN)

(3)

bocuncnt:: acquire,1 ty ERIC include many informal unpublished* matsrial nct from .ther sources. ERTC makes every effort* to oh,F,Jn co[:1, Nevert'tw:zess, items of warginal* roprclucitility art-: oaen enccuntere,3 and this affects the guality* of the ticrofiche and hrdecpy reproductions ERIC makes available* via the ERIC Document rteproduction Service (MRS). EDPS is notYeV1.(1 ;135.y of the ori(ii:Ial document. Rei;;roductions

* 1) k.OR5 are th:. 1,(7!;t that can be made ficm the original.4

Anzrrao2attfianas amendnailysesoff

nEfinannallMt12llitricaalitnnrall

MaterilrearisC13.6

Dissemination and AssessmentCentei For Bilingual

Education0

7703 North Lamar BoulevardAustin, Texas 73752

WINTER 1976-77

'-'4"'14.;11:7-7411WI'Szn.-c:+7,7747g:u..-::yrfr-.7.- ---777!77^---7.--- - 10"77017.757.....r,

IV, NO. 2

Dissemination and Asessinent Centerfor Bilingual Education

Education Service Center, Region XIII7703 North Lamar Boulevard

Austin, Texas 78752

"The project reported herein was performed .porsuant to a Grant from the U.S.Oflice of Education. Department of I lealth, Education and Welfare. llowever, theopinions expressed helein do nut necessarily reflect the positions or policy of theU. S. Office of Education, and no official endorsement by the U.S. Office of Educa-tion should be inferred."

The Dissemination and Assessment Center for Bilingual Education is a specialE.S.E.A. bilingual project funded by the U.S. Office of Education through the Edu-cation Service Center, Region XIII. DACBE has selected these materials fur dissemi-nation, however, the opinions expressed herein du not necessanly reflect its posi-tion or policy nor that of Education Service Center, XIII.

This publication was developed and printed with funds provided by the BilingualEducation Act, Title VII of the Elementary and Secondary Education Act of 1965,as amended by Public Law 93.380. Therefore it is in the public domain and may bereproduced f dr local use.

CARTEL: Annotations and Analyses of Bilingnal Multicultural Materials is pub-lished quarterly by the Dissemination and Assessment Center for Bilingual Educa-tion. Price per copy: 51.75. Correspondence and materials for review should beaddressed to CARTEL. c/o DACHE, 7703 North Lamar Boulevard, Austin, Texas78752.

NOTE: Volumes I-111 were published on a monthly basis under the title CARTEL:.4nnotated liiblOgraphy of Eilingual &cultural Materials. CUMUlatiVe issues forVolumes 1411 0973, 1974, 1975-70 are available from DACBE at 53.7' each.

International Standard Book Number: 0-89417-288-3

II

PUBLISHER'S NOTES

Cartel is an informative listing for educators, librarians, and others interested.in materials forbilingual multicultural education. The annotations attempt to inform, rather than to recom-mend or disparage. Selections for annotation arc based on the criteria listed below. Analysesreflect systematic evaluation of curricular materials with potential for wide use in bilingualclassrooms. Material must meet the first two criteria and at least one other.

It must be published or available in the United States, its territories or pos-sessions.

It must include a source address.

It may be used in the education of bilingual children.

It may contribute to staff training for bilingual multicultural programs.

It may further the progress or success of bilingual multicultural education.

Entries within the two sections are listed alphabetically by title. A typical annotation includesinformation 'at the following order: title, author or developing agency, name and address ofthe publisher and/or distributor, publication date, number of pages or parts, language(s) used,intended audience or level, and a descriptive statement. A publication date preceded by theinternational copyrigh! symbol t indicates copyrighted material. Where no such indication isp;esent, the material is in the public domain and may be reproduced for local use. Any infor-mation omitted from the annotation was not available at r !ss time and may be requestedfrom the publisher. In each case, the publisher is the sourc, for further information; pub-lishers' addresses are always provided.

A * indicates materials published by or available from the Dissemination and AssessmentCenter for Bilingual Education. Fiscal procedures require prepayment or a purchase order inthe amount indicatedno tax or postage should be added.

DACBE appreciates your comments and suggestions. Readers are urged to submit pertinentmaterials and information to the Center for inclusion in this publication.

ill

Table of C..tenits

AnnotationsASSESSMENT AND EVALUATION

Santillana Bilingual Series: P7ograma de lengua espaliola -72

BIBLIOGRAPHIES

Bibliography of Nonprint Ihstructional Materials on the American Indian 3

Parenting in 19 76: A Listing from PMIC 20

Reference List of Materials for English as a Second Language 21

A Selected Bibliography on Mexican American and Native American BilingualEducation in the Southwest

22

Selective List of Greek Language Materials 23

CLASSROOM RESOURCE

Arco Iris: Una Revista'BilingUe2

Chicano History calendar. 19 775

La Confluencia8

Contemporary Chicano Theatre8

Cultural Awareness for Young Children9

Exploring the Library (AV)13

'ENGLISH AS A SECOND LANGUAGE

Access to English as a Second Language1

Creativity in the Language Classroom9

Spanish-English Sound Filmstrip Sets (AV)23

Steps to English, Books A and B24

Steps to English, Books I-IV24

,1NFORMATIONAL RESOURCE

77w American Indian Reader: Literature2

La causa politica: A Chicano Politics Reader 4

Cherokee Sunset: A Nation Betrayed4

Chicano Revolt in a 7'exas Town

Influentials in Two Border Cities: A Study in Community Decision Making

The Mexican Novc. Comes ofAge18

Personal Reflections of the Shoshone, Paiute, Washo 20

To Form a More Perfect Union: Justicefor American Women 26

2001 Spanish and English Idioms12001 modismos espailoles e ingleses 26

Viva: A Look at the Hispanic Americans27

The Zulus: Experiences and Descriptions28

MATHEMATICS

A Cloudburst of Math Lab Experiments-Di chaparrtin de experimentosde laboratorio de matematicas

5

PROFESSIONAL READINGS AND RESOURCES-TEACHER EDUCATION

The American Indian Reader: Education2

vi

. .23

. . . 24

. . 24

.16

.18

. 20

.26

. 26

. 27

. . . 28

Bilingual Children: A Resource Document 3

A Colloquium on the Vietnamese Language 6

The Current Status of US. Bilingual Education Legislation 10

Diversity 12

EP1E Report: Selector's Guide fbr Bilingual Education Materials- Volume I:Spanish Language Arts; Volume II: Spanish Branch Programs 12

The Fight against Racism in Our Schools- La lucha contra el racismo en

nuestras escuelas 13

Implications of Language-Learning Theory for Language Planning: Concerns

in Bilingual Education 15

Language Surveys in Developing Nations: Papers and Reports on Sociolinguistic Surveys . 16

Major Trends in Mexican Philosophy 17

Making of the Mexican Mind 17

Memory, Meaning, ard Method: Some PsychologicalPerspectives on Language Learning. . 18

A Survey of the Current Study and Teaching ofNorth American Indian Languages

in the United States and Canada 25

The Use of Vernacular Languages in Education-Language Medium in Early School

Years for Minority Language Groups 26

SCIENCE AND HEALTH

Tecnicas de laboratorio: Umz texto de trabak) de metodos bio-quimicos 25

Yo tengo un cuerpo sano (AV) 27

Your Hospital Visit Coloring Book 27

SOCIAL STUDIES

The American Indian in Thansition

Cuando me enojo 9

Cultural Contimdty and Change in Mexico and the United States 10

vii

Diosa y hembra: The History and Heritage of ("lacunas in the US11

iEstos liceron los Mayas-These Were the Mayans! (AV) 12

La historia dc los Aztec:as-The Story of the Aztecs (AV) 14

How the Lollipop Dragon Got His Name (AV) 14

I Didn't Say a WordlNo dije .una palabra15

Mexican Americans-Past, Present and Future 18

El Mexico antiguolAncient Mexico19

Northern South America-Colombia, Venezuela, and the Guiana Lowlands (AV) 19

Profile on the Mexican American Woman 20

Rebels and Reformers: The Lives of Four Jewish Americans 21

Silkmaking in China (AV) 23

Tepoztkin and Tepoztkin in Transition (AV) 25

SPANISH LANGUAGE ARTS

Ya lo leo 27

SUPPLEMENTARV,READING

Benfi-Educational Program (AV) 3

The Gypsy Wagon: CM sancocho de cuentos sobre la experiencia Chicana 13

Historias y cuentos de todos los tiempos14

Jaguar, My Twin16

Story Teller-Spanish: Caperucittz rojalLittle Red Riding Hood (AV) 25

VOCATIONAL EDUCATION

Diccionario ilustrado de electrOnica, espafiol-ingles e ingles-espafiol 10

Diccionario tecnico de electromecdnica11

AnalysesAhora conoces las plantas 31

Ahora sabes acerca de la genre en el trabajo 35

Bicmcnidos 39

Hab Ian los niiiar 42

Hab Ian Pnds los !linos 45

ix

Annotations

ACCESS TO ENGLISH AS A SECONDLANGUAGE. Robert G. Breckenridge.McGraw-Hill International 13ook Company,1221 Avenue of the Americas, New York,New York 10036. (01973, 1974.

Level I: Instructor's manual (24 pp.):$1.13 (paperbound); text (215 pp.):$1.88 (paperbound); workbook (96 pp.):$1.05 (paperbound); flash cards (678 1/2" x 11" cards printed on both sides,black and white): $6.75; cassette tapes(15 tapes, boxed): $120.00.

Level II: Instructor's manual (23 pp.):$1.13 (paperbound); text (220 pp.):$1.88 (paperbound); workbook (96 pp.):$1.05 (paperbound); flash cards (588 1/2" x 11" cards printed on both sides,black and white): 56.75; cassette tapes (13tapes, boxed): S104.00. English: GradesI 1-12.

A total English-as-a-second-language programwhich addresses listening. speaking. reading,and writing. Thirty-four lessons present avariety of activities from which the teachermay choosc; each lesson has enough materialfor eight to ten hours of work. Listeningdrills, which ar2 included only in the firstlevel of the program. arc an expansion of thcminimal-pairs technique. They arc designed"to develop thc student's ability to hear andrecognize differences in phonemes that oc-cur in English but not in his own language."A brief narrative, which the teacher or stu-dent may read, begins each lesson and intro-duces the structures and vocabulary whichwill be emphasized.

At Level I. reading selections fcature twoAnglo families. the Bakers -ind the Hills,who live in Centerville; thc Martinez family,who has 'moved from Pucrto Rico to NewYork, appears in Level II. Intensive ques-tions. requiring different skill levels to an-swer, follow the reading.

Each lesson has three brief dialogues for con-versational practice. Grammar notes explainand illustrate important grammatical points.

Annotations

such as subject pronouns, past tense, etc.Three kinds of oral drills appear in each les-son. Picture drills use flash cards to presentvocabulary, pattern drills, and questions andanswers. In the substitution drills, studentsuse their texts for written rather than pic-torial clues. Transformation drills oftenorally introduce a writing exercise in theworkbook. For furthcr writing practice, stu-dents may complete paragraphs with blankswhich appear in their texts. Each lesson con-cludes with several situational exerciseswhich are less structured than the otherdrills and which attempt to provide a morenatural conversational atmosphere. Work-book cxcrciscs are to be used if writing 'istaught; thcy are not keyed to specific activi-ties in the text and may be assigned as class-room work or homework when appropriate.The cassette tapes include tjte introductorynarrative section for each lesson plus oraldrills from the text; they arc suitable for alanguage laboratory.

THE AMERICAN INDIAN IN TRANSI-TION. (Film.) Atlantis Productions. Inc.,1252 La Granada Drive, Thousand Oaks,California 91360. 5275.00 (22 minutes;16 mm; color; sound). Ene:sh: Grades 7-12;Adult.

This film presents the reservation life of aNorth American Indian mother on a Wood-land Reservation. The informative narrationrealistically portrays her concerns for hertribe and family. The pride of the trib7, andthc poverty, are seen in daily activities andseasonal gatherings. The past and the futureare dealt with in terws of sadness and trag-edy, but not with bitteiness. The scenesfrom the film and the accompanying narra-tive effectively prcsent the problems of theIndian in trying to live in two worlds, yetnot having the best of either. Teachers ofhistory, social science, or ethnic studiescould use this film to stimulate class discus-sion on contemporary issues concerning thcAmerican Indian.

1

TUE AMERICAN INDIAN READER: EDU.CATION. Edited by Jeannette llenry, TheIndian Historian Press, 1451 Masonic Ave-nue, San Francisco, California 94117,

1972. 300 pp. Book II of a series on edu-cational perspectives. See also The AmericanIndian Reader: Literature. $3.00 (paper-bound). English: College; Informational Re-source.

This book has been designed for classroomuse and teacher preparation and for dissemi-nating general information about the NativeAmerican to those who have a special inter-est in the area. The cultural differencesamong all peoples are seen as an aid to learn-ing and as a way to "develop human beingscapable of functioning in any society." Sub-ject areas covered concerning education forand about the Native American include: Ap-proach and Philosophy, The Lessons of His-tory, Problems of Today, Critique and Eval-uation, A Sampling of Film and Book Re-views, Relevant Education, A Sampling ofCurriculum, and Organizing and Maintaininga Native American Refe;ence Library.

THE AMERICAN INDIAN READER: LIT-ERATURE. Edited by Jeannette Henry. TheIndian flistorizm Press, 1451 Masonic Ave-nue, San Francisco, California 94117.

1973. 249 pp. Book 111 of a series on edu-cational perspectives. See also Tlu.' AmericanIndian Reader: Ethwation. $3.00 (paper-bound). English: College; Inforinationa! Re-source.

This book is designed as an introduction tothe study of the Native literature of theAmericas. The purpose of the book is tostress the fact that the literature of the Na-tives should be considered as a major litera-ture and not just as "folklore. The first sec-tion contains the poetry of the ancients. Oneof the most unique representations giventhat of the epic historic poem by the LenniLenape, the Walum Olum. As a contrast tothis, we are also giv,en the poetry of modernNative youth. The,poetry of the ancients ex-presses feelings of exultation and celebration,

2

while the contemporary poetry reflects thedespair and anger of today's Indians. Aboutthe section on storytelling, which containsimaginative selections, the editor says:"When the art of storytelling dies, we Nativestoo will die. It is our favorite sport, our hestmeans of communication, our one remainingevidence of a joyful spirit."

Following the stories there is a collection ofcontemporary articles on such subjectr asdescription of events, history, and protest;there is also a series of essays by,Native col,umnists. Finally there is presented a critiqueof Native literature and of the Native in lit-erature. As an informational resource book,this publication would be interesting andhelpful in classrooms and libraries.

ARCO IRIS: UNA REVISTA HILINGOE.Bilingual Publications, Box 149, Merrick.New York 11566, 1976. Volumen I,Primavera 1976. Subscription: $2.50 peryear; outside the United States add $1.00per year for postage. Single copies: S0.60.Paperbound. Spanish and English: Grades4-8.

Arco iris is a new bilingual publication thatspe:itically addresses the educational needsand interests of bilingual students, ages 11-15. The articles are multidisciplinary andtherefore may be applied to whichever con-tent or academic area the teacher sees fit.This issue features: Poema: "New York";Cuentos: "Mis primeros renos," "Un hom-bre de provecho",. Tales from Other Lands:-Ero from the Other World," "The Trum-peter of Krakow"; Fauna: "Penguins";Food: "Snacking for Good Health": Per-sonajes famosos: "Pablo Picasso"; Alrededordel imindo: "India"; and regular featuresentitled "llablemos correctamente," "DidYou Know?",- "Aesop's Corner," "Chistesy adivinan:as," "Crossword Puzzles. Jokes."

The front cover is a photograph of NewDelhi students demonstrating "Lezium,"physical-education activity using wedicalinstruments. The article on Picasso is a brief

CARTEL

biographical sketch illustrated with three ofhis paintings; titles, dimensions, and datesare given. The article on India discusses thegeography, population, religion, history, andsocial system of the nation. The crosswordpuzzles and unscramble exercises make thisconsumable material.

BENJIEDUCATIONAL PROGRAM. (Mul-timedia.) Film by joe Can-:p; creative learn-ing experiences by Marge Bruder; adaptedinto Spanish by E. Héctoi Zamorano. Straw-berrj Fields Educational Productions. Inc..10300 North Central Expressway, Suite 105,Dallas. Texas 75231. 1976. Teacher'sguide---Juegc) de ensefian.:a (paperbound):48 pp. New reduced rates: S250.00 perschool; 5200.00 if 20 or more schoolsorder together. Components of the pro-gram: 1. Film (87 minutes. 16 mm, fullcolor): for rent only; 2. teachine kit for

..!ry 30 students (perforated activitiesworksheets and 16 8" x 10" photographs);3. teacher in-service guide; 4. sheet music;5. record; 6. novel. 7. stuffed dog; S. poster(30" x 40"); 9.1( with Benji's paw print(in either English ipanish) will be sent inreply to fan letters from students. Englishand Spanish: K-8.

This audiovisual program was especially de-signed to provide exciting learning activitiesfor oral-language development and to serveas a supplementary reading program. The fo-cus of the activities is motivation as a keyfor learning experiences. The activities in-cluded in the Juego de enseilanza providepractice skills in language experience, read-ing comprehension. music, art. and drama:the children also learn about the responsi-bilities involved in taking care of a pet. Wordpuzzles, riddles, and games are piovided inthe activities. The main character in the pro.gram is I3enji, a lovable dog that will capti.vate chiloren of all ethnic groups.

BIBLIOGRAPHY OF NONPRINT N-STRUCTIONAL MATERIALS ON THEAMERICAN INDIAN. Prepared by the In-

Annota tions

structional Development Program for the In-stitute of Indian Services and Research,Brigham Young University. Brigham YoungUniversity Printing Service, 290 IIRCB.Provo, Utah 84601. ©1972.221 pp. $0.59--minimum order of $1.00 (paperbound).English: informational Resource.

This publication provides a listing of ma-terials useful to persons involved in multi-cultural education. The types of materialsincluded in the book are 16-mm motion pic-tures, 8-mm film loops, filmstrips, 35-mmslides, overhead transparencies, study prints,maps, charts, audio recordings, and multi-media kits. A thorough and concise presen-tation is made for all materials. The bcok iseasy to follow in that all instructional ma-terials are alphabetically listed according tosubject heading, subject, and title. A briefdescription is given for each title that in-cludes type of material, distributor, colorand sound aspects, length (which includesnumber of minutes or frames). and a short;tatement on the subject of the film. Thispublication could provide a source for newteaching ideas in multicultural education.An important aspect to be noted concerningthis book is that the term "Amcrican Indian"in the title refers to South, Central. andNorth American Indians, so the materialsincluded are most comprehensive.

BILINGUAL CHILDREN: A RESOURCEDOCUMENT. Muriel Saville.Troike. Centerfor Applied Linguistics. 1611 North KentStreet, Arlington, Virginia 22209. 1973. 149pp. S3.50 (paperbound). This is the secondbook in the Bilingual Education Series eri-titled Papers in Applied Linguistics, (set of4 for 59.95). English: Informational Re-source.

This book is designed to provide the datanecessary for personnel working with bilin-gual children to undeistand: ( 1 ) the natureof language and its diversity; (2) how chil-dren learn their first and subsequent Ian-ituactes: and (3) the cultural attitudes andpractices which affect the childsocialization

3

and cognitive development. Special emphasisis placed on profiles of bilingual children(Mexican Amarican, Puerto Rican, and In-dian) and implications for early-childhoodprogram development. A selected and topi-cal bibliography and a comprehensive bib-liography are included.

LA CAUSA POLITICA: A CHICANO POLI-TICS READER. Edited by F. Chris Garcia.University of Notre Dame Press, NotreDame, Indiana 46556. D 1974. 444 pp.$4.95 (paperbound); S14.95 (clothbound).English: College; Informational Resource.

Dr. Garcia has compiled a collection of writ-ings which look at the Mexican Americanpeople's position in American politics, whythey have participated and why they havenot. The book spans a continuum of politi-cal activity, from the most traditional tech-niques to violence and revolution.

Mexican Americans have participated insome ways in conventional American poli-tics. A few Chicano individuals haveachieved political power; however, frequent-ly in such situations, "few, if any. materialbenefits are rewarded to the masses." Inrecent years some Mexican Americans haveachieved real political power at a decision7making level, pow-r not only for individualsbut for the Chicano commuoity as well.But many Chicanos become politically in-volved only when they approach a govern-ment agent"; for services; these encountersare often iess than beneficial. Generallyspeaking, "old-style" politics have been un-fruitful. Consequently. ChicanoS have triedunorthodox methods. For example, "someChicanos have given up on the Americanpolitical system," favoring instead institu-tions separate from the mainstream. Al-though radical ideologies, such as socialismand Marxism, have found few proponentsamong Mexican Americans., radical tactics,such as strikes and boycotts, have been em-ployed. Continually frustrated by the Ameri-can political system, some Chicanos havestruck back violently (the East Los Angeles

C;iicano-police riots of 1971 are one notableexample). `1;

After studying these various trends, the an-thology concludes with some insights intothe future of Chicano politics. Contributorsinclude Joseph Montoya, César Chzivez,Antonio Camejo, José Angel Gutiérrez, andAlfredo Cuéllar.

CHEROKEE SUNSET: A NATION BE-TRAYED. Samuel Carter III. Doubledayand Company, 245 Park Avenue, New York,New York 10017. © 1976. 318 pp. 59.95(hardbound). English: Informational Re-source.

In 1785 the Cherokees signed a peace treatywith the United States, "a treaty which es-tablished their 'inviolable boundaries' andtheir independence as a sovereign Nation."From then on they turned mole and more to"white men's ways," cultivating crops, build-ing homes, establishing schools, developing aparliamentary democracy. They were alliesof the Americans in the War of 1812. Ac-cording to the American dream, the Chero-kees were responsible citizens playing by allthe rules. But the white people coveted theCherokees' fertile lands, and the discovery ofgold only whetted their appetites. To keepthe peace, the Cherokees yielded more andmore territory.

At New Fchota in 1835 a sparse assembly ofCherokees ceded 'all their territory east ofthe Mississippi to the United States andagreed to emigrate to the West. The gather-ing was hardly representative since mostCherokees were boycotting the meeting, butthe terms were on paper and the U.S. con-sidered the treaty valid. During the next fewyears. Cherokees began slowly moving west,but they were not moving fast 'enough forthe GeOrgia settlers. In May 1835,GeneralWinfield Scott began rounding up the ("hero-kees, all 16,000 of them, and detainingthem in stockades with inadequate food,shelter, and sanitary facilities. Some 2,500*-"died of illness, malnutrition, exposure, and

4 CARTEL

In certain cases brutal treatment" in theseconcentration camps. In October the Chero-kees began moving westward along "TheTrail of Tears." The trip was a nightmare ofillness, starvation, and bitter cold; 1,500more Cherokees died. By the time the tribereached Indian Territory, almost one-fourthof their people had been wiped out. "TheCherokee Nation endured, of course.. . .

They had atready met the challenges of thewhite man's world; they would go on doingso. But not in the triumphant way theyseemed so near when viewed from the splen-did heights of 1827."

This is not a pleasant book read; it is easyto fall into the trap of hating the whitepeople and glorifying the red. But Carter hasgiven us an objective picture of a complextime; we see an the people involved moreclearly than before. Perhaps we can learnsomething from his scholarship.

CHICANO HISTORY CALENDAR, 1977.Fillmore Publishing Company. P. 0. Box 98.Fillmore, California 93015. 1976. Size:

x 28". 55.95. Spanish and English: K-12; General Interest.

This is a bilingual historical calendar depic-ting some of the contributions made to thissociety by Mexican Americans. Each monthfeatures a prominent Mexican American andeach date gives brief information pertainingto Mexican American history and cultIre.The inside (or back) of the front cover givesa general lesson plan with ideas on how touse the calendar effectively as a teaching aidin the classroom. The top portion of eachmonth, which is a reproduction of a paintingof an outstanding Mexican ,American. can becut off and laminated for continuous usethroughout the year.

CHICANO REVOLT IN A TEXAS TOWN.John Staples Shockley. University of NotreDame Press, Notn. Dame, Indiana 46556.© 1974. 302 pp. 53_95 (paperbound); 59,95(clothbound). English: College; Informa-

- Annotations

aortal Resource.

This is the story of Crystal City. a smalltown in the Texas Rio Grande Valleywhich has played a prominent role in

Chicano politics. Crystal City's populationis 80 percent Mexican American, yet it hasbeen dominated by Anglos since its begin-nings in 1907. Twice during the 1900sChicanos revolted against the Anglo es-tablishment. In 1963 five poor uneduci.tedMexican Americans won all city councilseats; however, due to inexperience. Anglcresistance, and internal dissensions, theywere defeated two years later. In 1969 theChicanos were again successful, gaining con-trol 01 the city government and the school,.board. Out of the second revolt grew LaRaza Unida. a political party which wouldinfluence not only Crystal City but the en-tire Chicano movement in the United States.

Shockley has attempted "to write a compre-hensive and balanced treatment of events inthe community"; however, he recognizesthat "full 'objectivity' and full 'impartiality'are impossible to achieve." He encoura2esothers to study and write about CrystalCity in order to better understand theforces ^ work in that community and othe:American towns.

A CLOUDBURST OF MATH LAB EXPERI-MENTSUN CHAPARRON DE EXPERI-MENTOS DE LABORATORIO DE MATE-MATICAS. Ronald Buckeye. WilliamEwbank, and John Ginther. Midwest Publi-cations, P. 0. Box 129. Troy. Michigan.48084. © 1971English: 1975- S)anish.Paperbound. English and Spanish: -Grades3-12.

This is a series of math experiments and activ-ities designed for supplementary use in theclassroom. No specific grade level is designa-ted. The materials are easy to follow bacauseeach of the experiments is coded as to topicarea and difficulty. Over 1.100 experimentscovering elementary through lower college arein the five English volumes. nnly Volumes

5

I and II covering middle-elementary and up-per-elementary grades arc available in Span-ish. The different subject-matter areas thatare contained in each volume are: fundamen-tal operations, sets, numeration and numbertheory, fractions, probability and statistics,applications, geometry, measurement, andenrichment. No expensive apparatus will beneeded, as most classrooms will already con-tain the equipment that is required. All vol-umes are available in either book or "key-sort" card form.

Although only Volumes I and II were avail-able for annotation, their instructions wereclearly written and complete in form.

Vol. I. book form (93 pp.; elementary):$3.95

Vol. I, book form (93 pp.; Spanish):S5.95

Vol. II, book form (140 pp.; upper ele-mentary): S4.95

Vol. II, book form (140 pp.; Spanish):$6.95

Vol. III, book form (junior high): 54.95Vol. IV, book form (high school): S3.50Vol. V, book form (lower college): S4.25Teacher's manual for all 5 volumes: $3.00Vol. I. card form (elementary): S20.00Vol. 11, card form (upper elementary):

$22.00Vol. III, card f.mn (junior high): S24.00Vol. :V, card form (high school): S14.00Teacher's manual for all 4 volumes: S3.00

A COLLOQUIUM ON THE VIETNAMESELANGUAGE. (Multimedia.) Center for Ap-plied Linguistics, 1611 North Kent Street,Arlington, Virginia 22209. 1975. "Sup-porting Papers,- cassette tape. S6.50. En-glish: Linguists; ESL Teachers: Informa-tional Resource.

This is an how-and-a.half colloquium on theVietnamese 1 .nguage sponsored by the Cen:ter for Applied Linguistics in Arlington. Vir-ginia, as a part of the Center's VietnameseRefugee Education Series. The presentationsare on the contrastive features between Viet-

6

nainese and English and on the phonologicaland syntactic systems of the Vietnameselanguage. The moderator. Kent Sutherland,is the coordinator of the Center's Viet-namese Refugee Clearinghouse.

The first speaker was Nguyen Hy Quang,whose subject was Vietnamese .phonology.Mr. Quang has had considerable experienceworking with the Vietnamese language at theForeign Service Institute, where he hastaught Vietnamese to American governmentpersonnel for the past II years. Mr. Quang, anative of Vietnam. studied in Vietnam andthe U.S. and is fluent in the three major dia-lects of Vietnamese: northernHanoi, cen-tralHue, southernSaigon.

The Vietnamese language is spoken by about30 million people. It was influenced.by suchlanguages as Malayan. Thai, and especiallyChinese. After centuries of using Chinesecharacters, or a modified version of thesecharacters, Vietnamese Was rornanized in theseventeenth century by European mission-aries. In 1910 the romanized writing systemor national language came into official use.

In all three dialects, the structure of the lan-guage is the same. The lexical differences arcfew, but each dialect has phonemes whichdo not exist in others; this makes all threedialects sound different from each otherMr. Quang specifically speaks about sebmental phonemes, vowels. consonants, 3ndtones. All his comments arc based on thesouthern dialect, with some examples andphonetic descriptions.

Mr. Quang mentions that no single Englishvowel is identical to any of the Vietnamesevowels, but there is enough similarity be-tween most of them for an ESL teacher touse the vowel phoneme in a Vietnameseword. Thc musical pitch and the pitch con-tour of a word is a meaningful part of itspronunciation. Many words in Vietnamesearc identical except for their tones. whichgive them entirely different meaMngs. Andalthough English has been described by someas a nontonal language. Mr. Quang f%)ints

CA RTE L

out that there are tones in English, and theseare usually considered on the level of thesentence. So in teaching Vietnamese childrenhow to produce a certain intonation, it's agood idea to make the English word similarto a Vietnamese word. For example, the En-glish word now has a tone on it; the Viet-namese word for brain is also now with arising tone.

In the Vietnamese language tilt:te are fivedistinct tones:

1) The level tone is a middle pitch. It is alittle higher than the middle range ofan average English speaker.

2) The higher pitch rises sharply and isloud with a tense and squeaky qualityin the terminal stage.

3) This tone is lower than the first. Ittrails downward toward the bottom ofthe voice range. It has a relaxed quali-ty and is accompanied by a kind ofbreathing voicing as in a sigh.

4) The southern dialect starts sligiitiylower than the level tone and risesabove it. It's also known as the "risingtone."

5) This tone is lower than the fourth. Itfalls near the bottom of the voicerange, then rises sharply.

The second speaker was Duong fhanh Binh,who spoke on Vietnamese syntax. Fler ex-perience with Vietnamese iinguistics datesback to her studies at Columbia University.She was formerly English graduate chairmanat the University of Saigon, and she alsoserved three years as Vietnamese representa-tive of the Coordinating Committee,RegionalEnglish Language Center, Southeast AsianMinister of Education Organization in Sin-gapore.

Ms. Binh's presentation covers the similari-ties as well as the differences between Fn-glish and Vietnamese. The hypothesis of lin-guists and teachers is that the differencesinevitably interfere with the attemptsstudents to learn English. The main prob-lems encountered by Vietnamese students in

learning English are word order and opposi-tion, verb forms, the plural of nouns, andthe use of function words such as deter-miners and prepositions. In order that Viet-namese students learn English effectively,well-trained teachers are needed as well asespecially well-prepared materials based onan accurate, systematic, contrastive analysisof English and Vietnamese. The range of dif-ferences must be considered at various lev-_elsthe grammatical point of view and, moreimportantly, the cultural one.

Side I of the cassette tape includes the twospeeches. The handout, "Supporting Papersfor Colloquium on the Vietnamese Lan-guage," includes pertinent background infor-mation, the principal points of each speech,and various charts. Side 2 of the cassettetape includes questions asked by the parti-cipants during the seminar. The answers z!ndadvice offered by both speakers will be ofimmense help to teachers who have Viet-namese students. They speak of culturaldifferences and of the many ways teacherscan help the Vietnamese students learnEnglish. The Center for Applied Linguisticsalso offers to provide technical assistance inthis area.

Errors cannot be ignored, and yet the ques-tion of whether or not a 2rammatical orphonological error will actually cause mis-understanding is one which teachers mustseriously consider. A great deal of time canbe wasted in the classroom if teachers try to'insist on a student pronouncing every wordperfectly when in fact he or she can bequite well understood by all in spite of aso-called foreign accent. It is very importantthat an ESL teacher help a spe%ker of Viet-namese to bridge not only a linguistic butalso a cultural gap, and both of these gapsare wide ones. Spending-hours on drdlinephonetic features may be fruitless. Instead,teachers should concentrate on helping Viet-namese students to understand the rapid[low of American speech and to imitate itsrhythm, stress, and intonation. The culturaland cognitive content of lessons needs to beincreased, and the drilling and unnecessary

Annotation., 7

correction need to be decreased.

LA CONFLUENCIA. Coedited by Susan V.Dewitt and Patricia D'Andrea; drawings byBetsy James and Rubin Ruiz: photographsby Joan Gentry and Robert Nugent; coverby Barbara Strelke. La Confluencia, 125East Santa Fe Avenue, Santa Fe, New Mexi-co 87501. © 1976. Vol. I, No. 1. Singlecopy: $2.00 (paperbound). Spanish andEnglish: G rades 9-12 ; General Interest.

La confluencia is a journal, a means of corn-munication and expression for social scien-tists, historians, teachers, administrators, stu-dents, artists, and readers. The opening ar-ticle, "Wooden Indians Unchaining," is a

disquieting but perceptive essay on the ves-tiges of blatant stereotypes of Indians, whichdetails the more "subtle expectations andstereotypes" which may not be maliciousbut are, however, still somewhat distorted.Another article, "Verlan, c and the LlanoCanal: A Case Study," is a small commu

-nity's proclamation of success in retainingthe ancient acequia system and maintainingthe ecology of that stretch of the RioGrande. It is the intent of the editors thatcase studies of community action and devel-opments be a continuing feature of La con-fluencia to serve as models to other commu-nities.

A regular feature entitled "Notes -from aTeacher's Journal" provides teachers withmore than just "abstractions of educationaltheory." It is a communication to otherteachers by which classroom experiences.teaching techniques, and curriculum ideasmay be shared. This issue's letter presents,with an intense realism, children's views onbirth, growth, old age, death.

Floyd told us about somebody he knewbeing in jail one time in Zuni. It seuMsthat a very disheartened prisoner, havingreached his end, tried to hang himself bytying his funny long nylon socks aroundhis neck and knocking the chair over.(The atmosphere in the room was very in-

8

tense) But instea 1 of dying. he ended upwith his feet on the floor bccause hisnylon socks had stretched. We laughedand laughed. It was a big relief after theintensity of the story and the discussion.A lot of teaching and thinking went intothat story. So that's the way it went+hisparticular day. I wonder how other peel-ple in other place :. manage with thegiraffes and the peppered moths ..

"Students Write" is also another regular fea-ture that gives exposure to the young talentof the Southwestpoets, essayists, artists,etc. The concluding section, "Confluences,"features descriptions of multicultural pro-grams and bilingual and community resourcecenters in New Mexico and the Southwest.The editors encourage anyone interested inbilingual education, community action, orother issues in the Southwest to send theminformation on the programs and servicesbeing offered. La Confluencia, Inc., is a

nonprofit corporation registered in NewMexico.

CONTEMPORARY CHICANO THEATRE.Edited by Roberto J. Garza. University ofNotre Dame Press, Notre Damc. Indiana46556. ©1976. 248 pp. S5.95 (paper-bound); $14.95 (clothbound). English andSpanish: Grades 11-12; College.

This collection of eight plays can be consi-dered representative of contemporary Chi-cano drama. The collection includes works byLuis M. Valdez, Alurista, Estela Portillo,Ruben Sierra, Roberto J. Garza, and YsidroR. Macias. Each play is characteristic of itsauthor and varies accordingly in style,theme, content, and technique. The play-wrights do, however, share a creativity andartistry fully evident in their works.

The editor has also included chapters onChicano theater and its histRrical antece-dents, making this anthology useful both asa basic reader and a resource text in teach-ing Chicano theater at the high school andcollege level. Furthermore, each play is

CARTEL

suitable for staging and, indeed, has beensuccessfully staged previously.

CREATIVITY /N THE LANGUAGE CLASS-ROOM. Irene E. Stanislawczyk and SymondYavener. Newbury House Publishers, Inc.,68 Middle Road, Rowley, Massachusetts01969. 0'1976. 101 pp. $5.95 (paperbound).English: ESL and foreign-language educators.

This book is designed "to stimulate studentinterest in foreign.language, ESL, basic En-glish, or language-arts instruction." It isorganized by course levels. "The BeginningPhase" is that period which is the most de-manding for the teacher. The dialogue lines,vocabulary, and structured exercises need tobe extracted from thcir original contexts andvaried to reflect the student's needs and in-terests. The authors elaborate on the con-struction and variation of questions, dia-logue, spontaneous narrations, and structuredrills.

"The Lower-Intermediate Phase" approxi-mates early second-level work -that is, stu-dents possess language skills but still do nothave adequate control of the language. It isrecommended that teachers make use ofgroup work, review discussions, and studentrole playing.

"The Intermediate Phase" is one where stu-dents demonstrate a more sustained use ofthe language. Activities for simulated conver-sation, activities inspired by mass media, andlanguage-laboratory activities are provided inthis section.

"The Advanced Class" shows students' abil-ity to work independently. Advanced discus-sion techniquess.ich 2S student round-tablediscussions. debates, seminars, lectures, pan-el writing, etc.are presented.

"Culture" presents specific procedures to.help teachers increase the cultural value oflanguage study. The authors suggest usingforeign newspapers and periodicals forvisuals; having a cultural bulletin board for

Annotations

the study of a particular aspect of the targetc.ilture; using slides and films; having culturecapsules; presenting folk music and dance;and planning guided tours.

CUANDO ME EN0.10 . . . (Translation ofI Was So Mae by Alma Flor Ada.) Illustratedby Dora Leder. Albert Whitman and Com-pany, 560 West Lake Street, Chicago, Illinois60606. © 1974. 40 pp. Retail price: S4.25;school and library price: $3.19 (hardbound).Spanish: K-2.

This student reader deals with situations in-volving anger which will be familiar ro chil-dren of any ethnic background. The text isaccompanied by illustrations portraying thechild's emotions. The book will bc. fun forchildren to read and could be used as asupplementary reader and for oral-languagedevelopment. The children would benefitfrom discussing the anger-provoking situa-tions and proposing their own solutions.

CULTURAL AWARENESS FOR YOUNGCHILDREN. Earldene McNeill, Judy Allen,and Velma Schmidt. Illustrated by BarbaraMcNeill. Learning Tree, 9998 FergusonRoad, Dallas, Texas 75228. co. 1975. 242 pp.$9.95 plus 10 percent for postage handling(paperbound). English: Preschool.

The Learning Tree is a school located inDallas. Texas, which emphasizes indepen-dent learning and individualization in a

1-arning-center environment. As part of theprogram, children participate in cultural-awareness activities. This book is a collec-tion of resources for studying many differ-ent culturesBlack, pioneer, Eskimo, Mexi-can and Mexican American, Native Ameri-can, and Oriental. The activities focus on themost obvious and most colorful aspects ofwhat we call "culture"food, clothing,music, stories and, since this book is forpreschoolers. the presentation tends to begeneralized. But the authors realize thelimitations of their work and see the ma-terials only as a starting point toward cul-

9

tural awareness. "If this book bridges asmall gap in understanding and acceptingALL cultures, enriching all of our lives, thepurpose ... wil1 have been fulfilled."

The manual is illustrated with line drawingsand charming photographs of children en-thusiastically and joyfully participating.Each chapter concludes with an annotatedbiblioi,raphy of sources.

CULTURAL CONTINUITY AND CflANGEIN MEXICO AND THE UNITED STATES.M. J. Rice and B. R. Barnes. AnthropologyCurriculum Project, University of Georgia.Athens, Georgia. 1976. 189 pp. S2.50(paperbound). English: Grades 9-12.

This is a comparative study of Mexico andthe United States. Seven chapters addressthe following topics: culture; culturalchange; the cultural heritage of the two na-tions; language; -eligion; land tenure, labor,and income; and political institutions. Eachchapter features advance organizers. sum-mary pages which periodically highlight keyinformation.

Throughout the book, the authors contrastand compare Mexico and the United States.The purpose is not to praise one culture atthe expense of the other but, rather, to ex7plain why the nations differ in some waysand are similar in others. For example, boththe. Spanish and English colonials interactedwith Indian peoples. At the time of theSpanish conquest, a large number of Indianslived in Mexico. Because of their 11 umbc rsthey had considerable influence on the Span-iards. Because the population of the EasternWoodlands Indians was small, they had lessinfluence on the English settlers. CertainAztec religious rites resembled Catholic cere-monies- such as baptism and communion.These similarities made Catholicism morepalatable to the Mexican Indians. On theother hand, there were few religious :ere-monies shared by th British and the Indiansthey encountered.

10

Occasionally the authors make broad state-ments which require documentation; e.g.,"Even in the southwestern part of theUnited States, where the Spanish heritage isevident, the English heritage is stronger"(page 41); "Catholic groups are among themost patriotic groups in the United States"(page 91). But, overall, they have done con-siderable research and provided valuable in-sights intc the cultures of Mexico and theUnited States. Although Rice and Barnesstate that the book may be used in a coursefor one quarter or one semester, they pro-yide no suggested activities or guidelinesfor the teacher. The authors arc planning abilingual version of the text.

THE CURRENT STATUS OF U.S. BILIN-GUAL EDUCATION LEGISLATION.Hannah N. Geffert, Robert J. Harper II,Salvador Sarmiento, and Daniel M. Schein-ber. Center for Applied Linguistics, 1611North Kent Street, Arlington, Virginia22209. 1975. 127 pp. 53.50 (paperbound).This is the fourth book in the BilingualEducation Series entitled Papers in AppliedLinguistics (set of 4 for 59.95).

This is an update of a 1971 report entitled"Laws and Legal Documents Relating toProblems of Bilingual Education ir theUnited States," compiled by Heinz Kloss.It documents federal, state, and other"American-flag" legislation affectinggual education. Excerpts from major federalcourt opinions are given, in addition tostatutory provisions for each state in theunion. A final summary of legislative activityin the 50 states and other American-flagjurisdictions is provided.

DICCIONARIO ..1LUSTRADO DE ELEC-TRONICA, ESPA&OL-INGLf.S E INGLES-ESPASOL. HumbCrto Ramirez Villarreal.Editorial Diana. S.A.. Calles de Tlacoque-mecad y Roberto Gayol, Mexico 12, DI.,Mexico. Available from Heffernan SupplyCo., 1'. 0. Box 5309, San Antonio, "l'exas78201. ('-',i961,1975.198 pp. S4.95 (paper-

CARTEL

bound). English and Spanish: InformationalResource.

This is a handy reference tool for electronicsexperts, students, or other interested per-sons. The two sections, Spanish-English andEnglish-Spanish, provide terminology that issignificant and technically important tothose in the electronical fields. The Spanish-English section is amply illustrated, and itprovides an English equivalent and pronun-ciation guide for each term listed, along withan extensive definition in Spanish. ,The sec-tion in English-Spanish is an elaboration ofan English-Spanish vocabulary adopted bythe Conferencia Internacional de Radiodifu-sión por Altas Frecuencias. This second sec-tion offers terms in English with an Englishpronunciation guide and a brief definition inSpanish. This dictionary would be of use pri-marily to those who read Spanish but who atsome time may come in contact with tech-nological terms in English or Spanish relatingto electronics and who would need amplifi-cation of those terms.

DICCIONARIO TLNICO DE ELECTRO-MECANICA. 'Compiled by Luis Weis B.illes-teros. Editorial Limusa-Wiley. S.A.. Arcos dLBelén 75, Mexico 1, D.F., Mexico. Availiblefrom Heffernan Supply Co.. P. 0. Box 5309.San Antonio, Texas 78201. '7-'1969. 298 pp.$3.95 (paperbound). English and Spanish.Informational Resource.

This is a technical dictionary designed to beof use not only to specialists in the fields ofelectricity and mechanics but also to thosewho might need a quick reference to ortranslation of a technical term. All terms arein English with a brief definition in Spanish.According to the compiler. great care wastaken in selecting the proper terminology inthe two languaees as he recoL,:ized that thenumber of equivalent concepts in Spanishwere limited. Various conversion and trans-formation tables are included.

DIOSA Y HEMBRA: THE HISTORY ANDHERITAGE OF CHICANAS IN THE U.S.Martha P. Cotera; cover by Nora GonzalezDodson. Information Systems Development.1100 East 8th Street, Suite 4. Austin, Texas78701. 1976. 202 pp. 54.95 (paper-bound). English, some Spanish: Grades 9-12;College.

Diosa y hernbra is a historical, social, andpolitical profile on the Mexican Americanwoman from the pre-Columbian period to.the present. It aims to dispel the myth ofinsufficient literature as an excuse for not

-having curricula relevant to Mexican Ameri-can women. As a continuum of the earlyefforts of Mexican American women (theterms "Mexicanas" and "Chicanas" are usedthroughout the book interchangeably) to ef-fect stronger development and expression,Cotera has anthologized (with very extensivefootnotes) the historical legaq of the Mexi-,...an American woman.

The author starts off her treatise with anelaborate documentation of four major timelines: before the Spanish conquest. duringSpanish rule, the postcolonial period, andChicana history 1840-1960. She furtherdiscusses the general socioeconomic charac-teristics of Chicanas in the U.S., the rolesand attitudes of the Mexican American mi-grant and farmworker women, and the mythand realities o. f "La Chicana and La Fa-milia." The concluding chapters cover Chi-cana achievements in education, journalism,politics, labor, feminist activity and organi-zations.

Diosa y lwmbra is Cotera's effort to changeimages and stereotypes of Mexican Americanwomen and to document attitudes andachievements responsible for their strength.She hopes that the basic references and in-formation she provides may be used as "astarting point by educators, program admin-istrators. and the general public." Socialstudies teachers at the high school level mayuse this publication as a basis for units onMexican American women or for supple-mental reading assignments to be done in

Annotations 11

class. Diosa y hembra has been adopted atthe university level; it is currently being usedat the Uni.ersity of Texas.

DIVERSITY. Center for Cross.Cultural Edu-cation/Coalition of Indian.Controlled SchoolBoards, Inc.. Suite 6, 811 Lincoln, Denver,Colorado 80203. No cost to those on themailing list, English: Informational Re-source.

Diversity is a newsletter published six timesa year as an aid in communication betweenschool districts in a seven-state area: Mon-tana, North Dakota, South Dakota. Utah,Wyoming,. Colorado, and Oklahoma. Typesof topics covered in the newsletter are bookreviews, lists of conferences and workshops,recommended films, and reports on currenthappenings in Indian education.

EPIE REPORT: SELECTOR'S GUIDE FORBILINGUAL EDUCATION MATERIALSVOLUME I: SPANISH LANGUAGE ARTS;VOLUME II: SPANISH BRANCH PRO-GRAMS. EPIE Institute. The EducationalProducts Inforrnation Exchange Institate,463 West Street. New York. New York10014. ©1976. (Based on earlier instrumentcreated by Maurice Eash.) Volume I: 131pp.; Volume II: 152 pp. 1-10 copies: S10.00;11-20 copies: S8.00; 21-30 copies: S6.00;31-50 copies: S4.00; 51 or more copies:$2.00 (paperbound). English: InformationalResource.

These materials analyses were designed toevaluate Spanish and English instructionalmaterials produced by foreign and U.S. com-mercial publishers and federally funded pro-grams. The instructional materials are dis-tributed throughout the country for bilin-gual-classroom use. The purpose of this eval-uation design is to provide analytical infor-mation on the instructional materials to anyperson who is involved in bilingual educa-tion. The guidelines for instructional-designanalysis are described in detail. The readerhas a clear idea of each component of the in-

12

structional materials. The organization ofthe evaluation consists of four major instruc-tional-design constructs as well as addi-tional considerations and overall assess-ment and recommendations. Information isprovided on: title, author, publisher, copy-right, media, components, subject area,curriculum role, grade levels, populationcharacteristics, research and 'developmentevidence, linguistic content, language level,developer's rationale, learner goals. learnerobjectives, scope, sequence, methodology,means of evaluation, physical description,source, teacher preparation, communityacceptance, accuracy, and summary. Theprocesses uscd in thc selection criteria areexplained in detail in the front matter ofeach report.

Volume I contains a total of 78 instrac-tional programs in teaching commu-nications skills and reading.

Volume II contains a total of 87 instruc-tional programs in teaching mathe-matics, science, social studies, finearts, and creative arts.

Volumes I and Il contain complete andsupplementary instructional programs.

The information in the reports will prnve efvalue to any person involved in bilingualcducation programs.

itSTOS FUERON LOS MAYASTHESEWERE THE MAYANS! Joe Kelly.Films Incorporated, 1144 Wilmette Avenue.Wilmette, 60091. Sale. S225.00;rent: S20.00. Spanish and English: GeneralInterest.

This 16-minute film gives a brief historicaldescription of the monumental Mayan civili-zation and shows archaelogical sites in Yu-catan, Chiapas, Guatemala, and &lice. TheMayans are portrayed as extraordinary ar-chitects, mathematicians, astrologers, andartists. Today we can still admire the gran-deur and beauty of the fantastic structuresat the pre-Cokimbitin sites. Modern Mayancities reflect both past and present, and

CARTEL

many of the people in them speak Mayan aswell as Spanish. The color and photographyin the film are beautiful, and the narrationis informative and very well done.

EXPLORING THE LIBRARY. (Film.) SVE/Society for Visual Education, Inc., 1345Diversey Parkway, Chicago, Illinois 60614.© 1968. Using the Elementary School Li-brary Series. 57 frames, 15 minutes. Film-strip with teacher's guide: S7.00; record:$4.00; cassette: $6.00. Spanish and English:Grades K-5.

Elementary school librarians and teacherscan learn as much from this filmstrip as thechildren. It gives such ideas as having stu-dents tape.record their own book reviews forother students to listen to. having a puppetshow to act out scenes from books, havinga student committee preview and selectfilms for the class, etc. The students learnthat the library is a place w: ere try y canread and work on their own, with some as-sistance from the librarian. They learn aboutusing the card catalog and the various sec-tions in the library and about working aloneat the carrel without being disturbed byothers. The students are shown using a

teaching machine into which a programmedlesson is fed, using a projector to view slides,listening to albums and tapes. The filmstripalso emphasizes the responsibility of the bor-rower to return materials in good condition:and to observe whatever rules the librarianhas established in the library.

Ail captions and titles in the filmstrip are inEnglish. although narrated in Spianish. Theteacher's guide is also in English. The otherfilmstrip titles in this series are: Getting toKnow Books, What's in the Dictionary. Howto Use the Card Catalog, How to Use theEncyclopedia, and Skills in Gathering Facts.

THE FIGHT AGAINST RACISN1 IN OURSCHOOLSLA LUCHA CONTRA EL RA-

. CISMO EN NUESTRAS ESCUELAS. Luis- Fuentes. Pathfinder Press. Inc.. 410 West

.. Annotations

`;treet. New York, New York 10014. 0197415 pp. $0.25 (paperbound). English andSpanish: Informational Resource.

In the introduction to this pamphlet,Claudio Tavarez discusses the false accusa-tions that Luis Fuentes, the only PuertoRican superintendent in New York, facedand the struggles he went through. Thispamphlet presents the two speeches given byFuentes supporting the Puerto Rican. Black,and Chinese parents in School District 1 intheir attempts to gain control in their corn-

- munity. In his speeches Luis Fuentes d:s-cusses the fight against racism in the schoolsand analyzes the way in which the UnitedFederation of Teachers (UFT) and the Coun-cil of Supervisors Association (CSA) haveassumed leadership. He also presents hisviews on bilingual education and the nega-tive attitudes that these unions had towarda positive change.

THE GYPSY WAGON: UN SANCOCHO DECUENTOS SOBRE LA EXPERIENCIA CHI.CANA. Compiled and edited by ArmandoRafael Rodriguez. Aztlan Publications. 405Hilgard Avenue, L os Angeles, California90024. © 1974. 90 pp. S3.95 (paperbound).English: College: Adult.

This is an anthology of Chicano short sto-ries. The background of the book is unique.in that each of the contributors has been,or iS, a student at UCLA and has at one timeor another congregated 1.vth other authorsto discuss ideas. The stories reflect a varietyof situations and experiences whi,711 the writ-ers have personally faced. The intwductionstates: "T::e influence comes from what-they have seen in their collective experi-ences. Experiences that have led them towitness injustices that have penetrated theschools, the universities, their streets. their.homes, and.. in some cases their veryheads ..."

Although some of the language used in theliterary compositions may be 'offensive tosonic people, the collection of stories offers

: 13

valuable insights into the lives of some Chi-canos in the barrio.

LA HISTOR1A DE LOS AZTECASTHESTORY OF THE AZTECS. (Film.) JoeKelly. Films Incorporated, 1144 WilmetteAvenue. Wilmette. Illinois 60091. Orderfrom: P. 0. Box 31547, Dallas, Texas 75231.Sale. S260.0'; rent: S20.00. Spanish andEnglish: All Is2ve ls.

This film is based on the Aztec legend con-cerning the belief that the people cf theAztec empire would build their city wherethey found an eagle standing on a cactusdevouring a snake. The legend is explainedthrough th codices. In 1325 this fabulouscity was built and was called Tenochtitlan.When the Spanish conquerors saw it. theydescribed it as the most beautiful city theyhad ever seen, even more beautiful than anycity in Europe. The piophecy of the godQuetzalcoatl was that a fair-skinncd godwould return to the Aztec city ; Corteztheman who conquered the Aztecs and de-stroyed their city- was considered the ful-fillment of that prophecy.

The film also shows the temples of the Az-tecs and the rituals they performed. Themodern city of Mexico was built overTenochtitlan. The same organization andbeauiy that was seen in pre-Columbian timesis still evident in the markets, gardens, andfountains. The photography and color areexcellent.

H1STORIAS Y CUENTOS DE TODOS LOST1EMPOS. Elsa Sanchez de la Vega-Lockler,J. A. Rickard, and Clyde Inez Martin.Illustrated by Leonard Vosburgh, SantaBarraza, William R. Sowell, and BetsyWarren. W. S. Benson and Company. P. 0.Box 1866, Austin, Texas 78767. 1977.240 pp. A guide for teachers (32 pp.) isincluded at the back of the reader. Singlecopy: 58.76: 10 copies or more: S6.59.Spanish and English: Grade 3.

14

In addition to providing the child with infor-'mation about his co nmunity and environ-ment, the authors intend to provide storyelements of especial interest to the Spanish-speaking child, particularly the MexicanAmerican child. The stories are written insuch a way as to subtly stimulate the child'sappreciation of the beauty of the Spanishlanguage.

This reader is divided into five sectionswhich provide the child with a wide varietyof subjects, locales, and times. The sectionsare: El reino de los cuentos, which deals withfolktales: El reino de los animales, whichdeals with animals and insects: El reino de lanaturaleza, which deals specifically withwater, forests, and oil; El reino del trabajo ylos inventos, which deals with past methodsand problems of producing food and energy:and El reino de la historia, which.deals withearly settlements.

There is an eigh..-page glossary which givesthe meaning or clarification of new wordsand expressions.

The guide for teachers gives suggested activi-ties which include exercises in oral and silentreading as well as oral expression and writ-ing. There is also a purpose and an objectivegiven for each lesson. Materials needed forthe presentation of each lesson are listed.

HOW THE LOLLIPOP DRAGON GOT HISNAME. (Film.) SVE/Society for Visual Edu-cation. Inc., 1345 Diversey Parkway, Chi-cago, Illinois 60614. © 1970. The Adven-tures of the Lollipop Dragon Series. 56frames, 12 minutes. Filmstrip with guide:37.50: cassette: 56.00; record: S4.00; TheLollipop Dragon Coloring Book (pkg. clo!. 12):S6,00. Spanish: Prekindergarten: GradesK-2.

This is a cartoon-style presentation on theconcept of sharing. The story is about ahuge green dragon who frightened ihetownspeople of Tumtum. It turns out that

CARTEL

the dragon is a friendly creature who's onlyinterested in providing lollipops for the chil-dren on the other side of the mountain. Thekingdom of Tumtum is a lollipop-producingenterprise. Because they have millions oflollipops and the dragon's children don'thave any, they agree to share some of theirlollipops with the other children. The entirestory is narrated in Spanish and in the thirdperson No captions appear in thei filmstrip,and only one male voice (with some varia-tion in intonation) is used for all the charac-ters, frcm the dragon, to the king, to thetownspeople cheering. The teacher's guidereceived for review contains objectiv:s and acomplete reading script in English: no Span-ish is included. This filmstrip may be used ina bilingual classroom or in a media center, orfor individualized instruction.

The remaining filmstrips IV4rking Together,Avoiding Litter, Care of lioperty. TakingTurns, and Kindness tu Animalsmay beshown in any desired order. There is also aLollipop Dragon Coloring Book which issold separately.

I DIDN'T SAY A WORD/NO DIJE UNAPALABRA. Joseph G. Bielawski; photo-graphs by Marjorie Pickens. R D Communi-cations, P. 0. Box 683, Ridgefield, Connecti-cut 06877. ©1976. Student edition (95 pp.):$2.90; teacher's guide (66 pp.): S1.50 (pa-perbound). Spanish and English (studentHon); English (teacher's guide): Grades 1-3.

The 40 photographs with English and Span-ish text present a unique way of inducingchildren to observe, make infereM:es. andvoice their opinions. The photographs are ofchildren in various moods and situationscommon to all youngsters. The text is writ-ten in free verse and elicits critical thinking.The key elements are self-identification andparticipation. The student is supposed to de-scribe what the child in the photograph isdoing and, most importantly, what emotionsare being displayed.

The accompanying teacher's guide covers thefollowing areas: using senses to communi-cat, using space to communicate, time,body movements, touching, using signs tocommunicate, and color communication.The teacher's guide provides a vocabularylist (new and cumulative), "picture-reading"questions, "discussion and independent/criti-cal thinking" questions, and a section withbackground information for each less:1n.Page numbers following each of these sec-tion headings refer to the student's edition.Lessons are presented in English, so thebilingual teacher will have to adapt theinformation to suit the needs of Spanish-speaking students.

IMPLICATIONS OF LANGUAGE LEARN-ING THEORY FOR LANGUAGE PLAN-NING: CONCERNS IN BILINGUAL EDU-CATION. Christina Bratt Paulston. Centerfor Applied Linguistics. 1611 North KentStreet, Arlington, Virginia 22209. © 1974.37 pp. S2.00 (paperbound). This is the firstbook in the Bilingual Education Seriesentitled Papers in Applied Linguistics (setof 4 for S9.95). English: Informational Re-source.

This paper was originally presented at theAmerican Association for the Advancementof Science/Consejo Nacional de Ciencia yTecnologia Symposium on "Sociolinguisticsand Language Planning," in Mexico City,June 27-28, 1973. The intent of the paper isto show that when problems in educationallanguage planning arise, one can look to lan-guage-learning theory for answers which willremain valid regardless of the situation.Topics of discussion include: the distinctionbetween language cultivation and languagepolicy 3S they relate to language planning,basic theories of language lt-arning, and casestudies on bilingual education. The implica-tions drawn from this paper indicate that asociolinguistic and anthropological frame-work is needed to examine solutions tosociolinguistic problems.

Annotations 1 5

INELUENTIALS IN TWO BORDER CITIES:A STUDY IN COMMUNi1 DECISIONMAKING. William V. D'Antonio and Wil-liam j. Form. University of Notre DamePress, Notre Dame, Indiana 46556. CO 1965.273 pp. $9.95 (hardbound). English: College.

The authors provide a comparative analysisof the two largest border cities, El Paso andCiudad Juarez, based on interviews and sur-veys conducted over a span of eight years,1354-62. This research is concerned withstudying the ititerrelations of authority andinfluence to community decision making.Several assumptions were made about bothcities, the principal being that El Paso andCiudad Juzirez cotild be studied by means ofthe same niethods;although they are in dif-ferent countries 'and. represent differingsociocultural systeins. The six chaptersincluded in this book-deal with the historicaland contemporary features of each city. Theauthors investigate the structure of influenceand the processes of decision making withineach city. They describe the influentials inbusiness and politics in. the two communi-ties.

The last section is an appendix on the meth-odology used, explaining in detail the vari-ous steps or stages of this study: the researchphase, explorr. my interviews, selection andvalidation of the respondents. special prob-lems encountered, language fluency and thehistorical perspective, gaining rapport, ob-jectivity, etc. For college students workingon research projects. this last section may beof particular help.

JAGUAR, MY TWIN. Betty Jean Lifton;illustrated by Ann 1.eggett. Atheneum Pub-lishers, 122 East 42nd Street, New York,New York 10017. cp. 1976. 114 pp. $6.50(hardbound). English: Grades 3-8.

Thun, a Zinacantec Indian boy. lives withhis family in a remote Mexican village. Asare all Zinacantecs, Than is anxious thatno danger befall either him or his twin spirit,the jaguar. Unfortunately, another person in

16

the tribe has an evil shaman cast a spell ofsickness and death over Thun in order toget Thun's father to stop encouraging thegovernment's bringing electricity to thevillage. Excitement pievails as anothershaman is called in to care for Thun.

This story is carefully wrii ten to present thebeliefs of another culture in an interestingway. The research done for the story wasthorough and allows the reader to enjoy afeeling of actually "being there." Pen-and-_ink illustrations by a woman who lived withthe Zinacantecs for several years accompanythe text.

LANGUAGE SURVEYS IN DEVELOPINGNATIONS: PAPERS AND REPORTS ONSOCIOLINGUISTIC SURVEYS. Edited bySirarpi Ohannessian, Charles A. Ferguson,and Edgar C. Polorné. Center for AppliedLinguistics, 1611 North Kent Street, Arling-ton, Virginia 22209. © 1975. 226 pp. $8.50(paperbound). English: College; ProfessionalResource.

Most of the articles in this volume were pa-pers presented in September 1971 in GlenCove, New York, at a small conference onsociolinguistically orientcd language surveys.The conference was organized by the Centerfor Applied Linguistics under a special awardfrom the Ford Foundation. These papers ex-amine the role and function oi sociolinguis-tically oriented language surveys. The editorsfelt that since it was likely that more suchsurveys might be conducted in the future,it would be beneficial to investigate and con-trast the types of surveys_ the techniquesand methods used, the pr-iblems encoun-tered, and the controls involved in carryingthem out. Among the authors and titles are:Ashok K. Kelbar, "The Scope of a LinguisticSurvey"; Sirarpi Ohannessian and GilbertAnsre, "Some Reflections on the Uses ofSociolinguistically Oriented Language Sur-veys"; William D. Reyburn, "AssessingMultilingualism: An Abridgement of Prob-lems and Procedures in Ethnolinguistic Sur-veys"; Mervyn C. Alleyne, "Sociolinguistic

CARTEL

Research in Latin America."

This collection of papers can be used by stu-dents of language and language teaching as aguide to identifying potential problems andfactors to keep in mind in organizing a sur-vey. A selected reading list is also includedunder General Texts, Periodicals, and Sug-gested Titles for Research Techniques.

MAJOR TRENDS IN MEXICAN PHILOSO-PHY. Translated by A. Robert Caponigri.University of Notre Dame Press, NotreDame, Indiana 46556. 1966. 328 pp.$7.95 (hardbound). English: College: Infor-mational Resource.

In September 1963, the Thirteenth Inter-national Congress of Philosophy convened inMexico City to discuss two central themes:Man and The Criticism of Our Times. Inhonor of the occasion, the Consejo Técnicode Humanidades asked outstanding teachersand scholars to prepare historical studies ofMexican philosophy. This book containstheir essays.

Dr. Miguel Le6n Portilla "studies pre-Hispanic philosophy, offering some idea ofthe mind of the Indian who once inhabitedthe valleys where this very Congress wascelebrated." Edmundo O'Gorrnan looks atAmerica after the conquest, examining themyth, reality. significance, and history ofthe New World. José NI. Gallegos Rocafulland RAiel Moreno review the colonialperiod, the influence of Catholicism andSpanish thought. and "the awakening self-consciousness of the New World." LuisVilloro discusses the ideological currentsduring the period of independence. Positi-vism, which became the official philosophyof the "triumphant bourgeoisie," is exam-ined by Leopoldo Zea. Fernando Salineremconcludes the volume with a review oftwentieth-century philosophy. This bookwould be useful to any student of Mexicanhistory and thought.

Annotations

MAKING OF THE MEXICAN MIND.Patrick Romanell. University of Notre DamePress, Notre Dame, Indiana 46556. © 1952.213 pp. $3.25 (paperbound). English:General Interest; College.

Making of the Mexican Mind is a study of apeople's philosophy rather than a statementof a philosopher's philosophy. It is theauthor's intent to say something about theunwritten philosophy of the Mexican peo-ple. Up until recently almost no informationabout Latin American philosophers was tobe found iii most reference works. "Even thegreat five-volume Ueberwegthe standardGerman history of philosophy which is

supposed to tell us something about every-one everywhere in the realm of philosophydevoted a scant half page of Volume V of itslatest prewar edition to the whole of Centraland South America. To make the illustrationperfect for our purpose, Mexico is not evenhinted at."

Chapter 2 is an analysis of the developmentof Mexican philosophic thought since colo-nial slays. There have been principally fivestages: the Scholastic, the Enlightenment,the Antirationalistic, the Positivistic, and theAntipositivistic. These philosophical ideasare related to specific social episodes in thegeneral history of Mexico: the Counterrevo-lution, the Revolt, the Reform, the Recon-structiun, the Revolution.

Chapters 3 and 4 are Romanell's historicalpictures of Mexican philosophers AntonioCaso and José Vasconcelos. both greatleaders of the 1910 revolt against positivismin Mexico. Caso's philosophy is a "Christianvision of the world""life for love's sake.not life for life's sake." Because of his longteaching career, he has come to be known asel maestro of Mexican thought. Jose Vascon-celoshas looked back at himself as destinedby God to be a philosopher in the Platonicsense." He's known for "bringing the Mexi-can Revolution sloganMexico for the Mexi-canout of the arena of political works into

17

the realm of cultural works." Romanell alsoelaborates on the influence exerted. on Casoand Vasconcelos by French philosophersBlaise Pascal and Henri Bergson and theSpanish philosopher Jose Ortega y Gasset.

The last chapter deals with the directiongiven to present-day Mexican nationalism bynative existentialists and perspectivists. Thebook includes a selected bibliography of re-cent Mexican thought.

MEMORY, MEANING. AND METHOD:SOME PSYCHOLOGICAL PERSPECTIVESON LANGUAGE LEARNING, Earl W.Stevick. Newbury House Publishers. Inc.,68 Middle Road, Rowley, Massachusetts01969. aD 1976, 177 pp. 55.95 (paper-bound). English: Informational Resource.

This book deals mainly with the psychologi-cal aspects of second-language learning. Thehook is divided into th:ee main parts. Part Idiscusses memory from the biological pointof view in experiments done with animals,how memory works in the minds of thestudents, and the types of memory that willbe effective in the learning process. Part IIdiscusses meaning in the linguistic sense suchas in pronunciation and fluency, drills andexercises, teacher and student interaction,problems that would affect the learningprocess. and how certain strategies used bythe teacher would give the students a moreeffective and successful learning experience.Part III discusses method from the generalpoint of view of the "audiolingual habittheory" and the "cognitive code learningtheory," in order to analyze more thor-oughly the "psychodynamics theory" of lan-guage learning. Some learning principles arepresented by Stev.ck:

Principle la: Language is one kind of pur-poseful behavior betweenpeople.

Principle lb: And language behavior is in-tertwined with other kinds

'of purposive behavior be-tween people.

Principle 2a: The' human mind learns newbehavior rapidly at any age.

Principle 2b: But (many kinds of) learn-ing will be slowed downwhen the learner is busy de-fending himself from some-one else.

This book gives important information onmodern language trends for educators whoare involved in foreign-language teaching.

MEXICAN AMERICANSPAST, PRESENTidN11) FUTURE. Julian Nava. AmericanBook Company, 450 West 33rd Street, NewYork, New York 10001. ,01969, 1973. 120pp. Net price for educational facilities:53,33; list price: 34.44 (paperbound). Alsoavailable in Spanish: Los Mexicimo-Ameri-canosPasado, presente y futuro. English:Grades 7-12; Informational Resource.

This is a comprehensive sou:cebook dealingwith the Mexican American cyraience inthe United States. This minority grow, isstudied from social-science aspects hismgeography, anthropology, sociology,Each of the chapters is explicit in detfactual, and interesting. A review andanalysis follow each Chapter. The questionsin the review are designed to measure under-standing, reinforce concepts and vocabulary,and encourage problem solving. The subjectareas covered in the book include: MinorityGroups in America; The Southwest; Spainand the New World; Mexico Emerges; NewLands, NeW People; and The Mexican Ameri-can Today.

Ample illustrations accompany the text. andthe cover art is colorful ark; a:zractive. Thispublication would be useful to supplementclassroom studies in which cultural enrich-ment is encouraged.

THE !\rEXICAN NOVEL COMES OF AGE.Walter M. Langford. University of NotreDame Press, Notre Dame, Indiana 46556.© 1971. 229 pp. 53.95 . (paperbound).

12CAR7'EL

English: College; Informational Resource.

This book stresses Mexican noveli:ts of thetwentieth century, the period in which "thegreatest changes and developments have oc-curred." After briefly reviewing the earliernovelistic efforts, Langford discussesMariano Azuela, the author who broke withpast traditions and produced a "puro mexi-cano" novel. Azuela paved the way fornovels of the Mexican Revol.u:ion, a subjectwhich would dominate untii the 1940s.Azucla's work was distinguished by realisticprose, use of colloquial speech, brevity, crea-tion of atmosphere rather than plot, and theoverriding thei l?. of rcvolution.

In 1947, Agustin Ydriez published Al filo delagua. "the single most important work in thehistory of the Mexican novel." Rather thanlooking at neople in theit social, political.and phys;eal environments, Yafiez studiedinstead individual thoughts, motives, andproblems. Other authors. such as Juan Rulfnand Carlos Fuentes, hate folloWed Yanez,producing psychological novels of interiori-zation. Fuentes is indeed the most w;delyknown Mexican writer in the world.

In additioi: to these wr:ters, Langford discusses other outstanding novelist:. B. T!aven.

German immigrant to Mex,eo, is bestkno..vn for The Treasure of the Sierra Madreand his themes about the common man.Luis Spota, "possibly Mexico's an-time best-selling novelist," is a skilled but controversialwriter whose works are imaginative, irrever-ent, brash, and sometimes sensational. SergioGalindo is a master at portraying hmman re-lationships. Langford also describes severalother novelists too numerous to name here.He is always careful to document personalexperiences, historical events, and literaryinfluences which have affected each writer.Consequently, his book goes beyond isolatedliterary criticism: we see the novelists intheir own worlds with ,:.:ious forces shapingtheir work. Langford's comr,,eiits and bib-hograPhies are useful aids for teachers select-ing literature for secondary or conege stu-dents.

EL MtXICO ANTIGUO/ANCIENT MEX-ICO. Paul Gendrop. Editorial Trillas, MexicoImported Books, 3013 Rolinda Street,Dallas, Texas 75211. O1972. 183 pp. S3.90(paperbound). English and Spanisli: Grades9-12.

Ei Mexico AntiguolAncient Mexico is a

bilingual publication ideal for high schoolstudents interested in the art and history of.Mexico's ancient ciqizations, the Olmec,"the Maya, and the Aztec. Tht main aim ofthis book is to contribute to existing bilin-gual education and cultural programs in theSouthwest. Spanish and English texts arepresentcd on opposing pages; sentencelength and paragraph construction reflectreading at the high school level. There are nochapter questions for review purposes.

/. wide spectrum of topicslegends, lifestyle, farming, astronomy, sculpture, stoneand monumental architecture, mural paint-ings. etc.--is discussed in 52 short chapters.The book r Attains an enormous amount ofinformation and a very larv number of textdrawings depicting the grandeur and splen-dor of these pre-Hispanic cultures. A fewcolor plates are also included. This bcokmay be used as a text or supplemental ma-terial in Mexican American studies or artclasses, particularly in a bilingual setting.At present it is being used in bilingual edu-cation programs in school district through-out Southern California.

NORTHERN SOUTH AMERICACOLOM-BIA, VENEZUELA, AND THE GUIANA

'LOWLANDS. (Film.) SVE,'Society forVisual Education, Inc.. 1345 Diversey Park-way, Chicago, Illinois 60614. ,,r)1968. Livingin South America Today Series. 49 frames.15 Minutes. Fihnstrip and teacher's guide:S7.00: record: S4.00; cassette: S6.00. Span-ish and English: Grades 5-8.

The color photographs used in this filmstripgive the student some idea about the urbanand rural living conditions, the geography,the industry, etc., in these countries. The

Annotations 19

narration is in Spanish with all captions andtitles ir the filnistrip appearing in English.The reading script for the filmstrip, in theteacher's guide, is also in English. NorthernSouth America is suitable for use in socialstudies, world geography, and Spanishclasses. The other titles in this series arc:The Antic 7n HighlandsEcuador,. Peru,Bolivia; The Amazon Basin; The BrazilianHighlands; The Rio de Plata CountriesArgentina, Uruguay, and Paraguay.

PARENTLNG IN 1976: A LISTING FROMPMIC. Parenting Materials Information Cen.ter (PMIC). Early' Cn;ldhood Program,Southwest Educational Development Lab-oratory, 211 East 7th Street. Austin. Texas78701. 1976. 163 pp. S5.00 (paperbound).English: Informational Resource,

Parenting in 1976 lists the current holdingsof the Parenting Materials Inforrnati;-n Cen-ter (PM1C) at the Southwest EducationalDevelopment Laboratory. Titles listed aredivided into 19 major subject areas such asfamily, health and safety, multiethnic heri-tage, and language and intellectual develop-ment. Full bibliographic information plusprice is given about each title. Some ma-terials in the collection have been analyzed,and in fomiation sheets are available at S0.15per title. Titles with information sheets areindicated with asterisks in thc text. Thislisting would be helpful to any individualworking in parent involvement.

PERSONAL REFLECTIONS OF THE SHO-SHONE, PAIUTE, WASHO. hitertrihalCouncil of Nevada, 98 Colony Road, Reno.Nevada 89502. ,0 1974. 28 pp. $2.00 pluspostage (paperbound). English: GeneralInterest ; Informational Resource,

This book consists of the recolleetions andimpressions of 15 authors concenling thehistory and present status of thiec triba!groups. Titles of sonie of the articles are:"New Challenges. for Nevada Indians,""Goshute History," "Education at 1)uck-

20

water," and "History of the Las Vegas Col-ony." The purpose of this resource book isto prevent furtiier discrimination against theIndian by educating people so that they willunderstand the history and the culture ofthe tribes involved. As the writings areapplicable to only a few Indian groups, thebook would be most useful as a supple-mentary tool in historical studies.

PROFILE ON THE MEXICAN AMERICANWOMAN. Martha Cotera. National Educa-

- tional Laboratory Publishers. Inc., 813 Air-port Boulevard, Austin, Texas 78702.0 1976. 267 pp. $8.00 (paperbound). En-

glish: Informational Resource:College.

Martha Cotera has delved into many 3reasand has provided a comprehensive view ofthe Mexican American woman. informatbnwhich is particularly valuable since it appecrsin a single volume. A historical overview be-gins with Mexicanas during the pre-Colum-bian period and concludes with the Chicanasof the 1970s. Over half of the historicalchapter is devoted to the twentieth century.Cotera notes general trends and also identi-fies outstanding individual women, many ofwhom hav.: not been noted in publicationsbefore. For example, wc learn about thewell-known personalities La Malinche andJosefa Ortiz de. Dominguez. but Cotera alsotells us about Queen XOchitl, a Toltec war-rior; Patricia de LeOn, one of the foundersof Victoria, Texas; and Maria Hernández, acontemporary civil rights activist.

In addition to the historical data. Cotera hasalso provided a socioeconomic profile onChicanas -educational, employment, and in-come statistics. Her comments on family lifecounteract the many falsities and stereo-types surrounding this subject. She agreeswith Miguel Montiel that "as long as researchon the Mexican American family is guidedby anything other than sound definitions, itsfindings, conclusions, and interpretationsmust be seen only as philosophical andideological speculations, not as empiricaltruths."

CARTEL

Cotera's final chapters look at the contem-porary Chicana and her accomplishments incertain areasjournalism, politics, labor, thewomen's Movement, etc. She provides namesof individuals and organizations which arepresently active in Mexican American affaiis.Teachers should find this book a valuableresource; the historical data could be thebasis for a unit on outstanding Chicanas, andthe contemporary material would be usefulfor the study of current events. Further-more, the book is a good tool for profes-sional consciousness raising. Cotera providesa comprehensive bibliography.

REBELS AND REFORMERS: THE LIVESOF FOUR JEWISH AMERICANS. AlbertaEiseman. Illustrated by Herb Steinberg.Zenith Books, Doubleday and Company.Inc., 245 Park Avenue, New York, NewYork 10017. The aim of Zenith Books is topresent the history of minority groups in theUnited States and their participation in thegrowth and development of the country.T.) 1976, 131 pp. S2.50 (paperbound). En-glish: Grades 4-8

This book tells the stories of four outstand-ing Jewish Americans. Uriah Phillips L wy,"the first Jewish officer ever to choose alifetime career in the Navy of the UnitedStates," was loyal to both his religion andhis country. His naval career spanned almost50 years of service including two wars. theWar of 1812 and the Civil War. PerhapsLevy's most outstanding contribution washis crusade against corporal punishment inthe navy; he became known as "the fatherof the abolition of flogging."

A Polish immigrant. Ernestine L. Rose was afollower of the social reformer RobertOwen. She was an active feminist and aboli-tionist whose stirring speeches inspired audiences all over the United States.

Louis D. Brandeis earned his legal reputationin two disparate areas: corporate law andpublic-service law. Through the courts hemade progress toward safer working condi-

Annotations

tions, shorter hours, and collective bargain-ing. "The daily rights, the daily needs ofworking people" were his major concern.From 1916-39 Brandeis served on the Su-preme Court, writing "historic opinionswhich upheld the rights of individuals."

Lillian D. Wald was a pioneer in publichealth and social work. After receiving hernurse's training, she established a clinic andhealth-education center in an immigrantneighborhood of New York City. Throughthe years her center's activities expanded toinclude athletics, tutoring, spcf-ial education,and other community servicef.

This book inay be used for supplemontaryreading in social studies. It is illustrated withblack-and-white drawings.

REFERENCE LIST OF MATERIALS FORENGLISH AS A SECOND LANGUAGE.Center for Applied Linguistics. 1611 NorthKent Street, Arlington, Virginia 2209.2

1964, 1966, 1969. l'art I: 7'extz,. Read-ers, Dictionaries, T-sts (152 pp.): S6.00;Fart 2: Backgrount Materials, Methodology(105 pp.): $6.00; Supplement, 1964-1968:S8.50 (paperbound). English: InformationalResource.

These three volumes are a comprehensiveannotated bibliography covering materialsproduced between the years 1953-1968. Thefirst part cites texts, readers, dictionaries,and evaluation.instruments; Part 2 deals withbackground materials in linguistics, the En-glish language, the psychology of languagelearning, and the methodology ol languageteaching. The purpose of the publications isto provide information about materials pub-lished from 1953-1968 which address En-glish as a second language. number of'classics' have been included . . Also, incategories where there was an abundance ofmaterial, a degree of selectivity has been pos-sible." Each work is descriptively annotated.The supplement features materials from1964-1968. updating Parts 1 and 2. A sec-tion of particular value to bilingual teachers

21

deals with titles designed for students fromspecific language backgrounds, e.g., Spanish,Portuguese, Japanese.

SANTILLANA BILINGUAL SERIES: PRO-GRAMA DE LENGUA ESPASOLA. Direc-tor: Antonio Ramos; staff: Jose Vázquez,Migdalia Romero de Ortiz. and P. J.Hutchings. Santillana Publishing Company,575 Lexington Avenue. New York. NewYork 10022. (?) 1975. Student's material(PAL): S0.89; examiner's manual (PAL):$1.46; Criteria Reference Assessmen t (C RE ): .$1.79 per set; answer key cards for CRAS:$8.93; mastery level tests I and 2: $0.89;and the MLT examiner's manual: S1.46.Spanish: Grades K-Z.

Santillana Bilingual Series now has an evalua-tion system to provide individual instructionto the Spanish-speaking child. The system isdesigned to 'follow the sequence of the read-ing program in order to meet the student'sneeds at his/her level of progress. The ordersuggested for this PMS ("program manage-ment system") evaluation system is as fol-lows:

PALPrzwba de aptitud para la lecturalRRA Reading Readiness Assessment: ThePAL evaluation system is designed to assessthe student's reading-readiness skills beforehe starts the -Basic Reading Program. Theindividualized assessment consists of a totalof 52 exercises divided into 3 parts evalua-ting the following skills:

Part 1 visual discrimination/similarities.16 exercises;

Part 2 concept development and motorcoordination, 16 c!xercises;

Part 3 visual discriminatAm/differencesand auditory discrimination, 20exercises.

Each part also contains an item.analysischart to identify which skills need to he rein-forced and which have already beentored by the student. The examiher's manualcontains detailed instructions on preliminaryprocesses, general and specific directions.

22

and the interpretation of results. Fot,r pic-ture cards are used as cue cards, and a list ofactivities to assess the student's needs is alsoprovided. This pretest could be administeredin English or Spanish.

CRA Criteria Reference Assessment: Level1: 4 sets for the books Mira. Mira y lee, Lee

y trabaja, Trabaja y aprende. Level 2: 4 setsfor the books 1.a ciudad; Otros amigos, Otrasculturas. Sample skilis evaluated are:

visual discrimination--phonetic analysisof initial sounds; rhymes; differentiationof graphs; shapes; spatial relations; wordrecognition: structural analysis of sylla-bles and question marks. etc.

listening comprelvmsionidentifyingcharacters and places; interpreting; ana-lyzing feelings and characters; predicting;in ferring etc.

Answer Key Cards: Levels 1 and 2 totalof 24 cards are provided for the student'suse so he can check his own results in theCRAS. The cards contain the right answeis.

Mastery Level Test 1: This consisls of anevaluation at the end of Level 1, testingphonetics, vocabulary, and comp,thensionard an MLT examiner's manual e,plainingdeniled processes on how to administer thetest.

Mastery Level Test II: This consists of anevaluation at the 'end of Level 2. testing vo-cabulary and compreher sion and an MLTexaminer's manual.

A SELECTED BIBLIOGRAPHY ON MEXI-CAN AMERICAN AND NATIVE AMERI-CAN BILINGUAL EDUCATION IN THESOUTHWEST. Stephen Cahir. Rosa Montes,and Brad Jeffries. Published jointly by ERICClearinghouse on Languages and Linguistics,Center for Applied Linguisti,.:s. I bl 1 NorthKent Strect, Arlington. Virginia 22209. andERIC Clearinghouse on Rural Education andSmall Schools. New Mexico State University,

CARTEL

P. 0. Box 3 AP, Las Cruces, New Mexico88003. 1975. 296 pp. $15.96 (paperbound).Number 6, CAL. ERIC/CLL Series on Lan-guages and Linguistics. English: Informa-tional Resource.

These two ERIC clearinghouses have collab-orated to produce a selected bibliographydn.wn from their mutual fields ef study. Themonthly journal Resources in Education,issues January 1971 through June 1974,was the source for the abstracts which areincluded. The bibliography "is intended toprovide access to the latest research findingsor developments in bilingual education"specifically for Mexican American andAmerican Indian students. A sociolinguisticanalysis of bilingual education for thesegroups pr,2cedes tiw entries, with cross-references to materials cited in the bibliogra-phy. Each entry includes publication date,title, author. ERIC descriptors, and abstract.Some sources are cited, but most documentsare available in their entirety at any ERICmicrofiche collection. There is a subject in-dex.

*SELECTIVE LIST OF GREEK LAN-GUAGE MATERIALS. Compiled by AnneFellowski. Distributed by the Disseminationand Assessment Center for Bilingual Educa-tion, 7703 North Lamar, Austin, Texas78752. 1977. 6 pp. Free ,)f charge. Englishand Greek: Informational Resource.

This is a selective list describing recent Greekchildren's books and other materials de-signed for Greek as a Second Language pro-grams and English-Greek bilingual programs.This information list was compiled by thedirector of the Information Center on Chil-dren's Cultures, a service of the UnitedStates Committee on UNICEF.

The materials are divided into four separatesections: 1) games, alphabet books, phrasebooks, and other easy books for the begin-ning Greek reader: 2) picture books withminimal text; 3) books dealing with music.gymnastics. crafts, etc.; and 4) picture and

story books requiring average-to-advancedreading ability in Greek. Titles are given inGreek, and the descriptions following thetitles are written in English.

S1LKMAKING IN CHINA. (Film.) AtlantisProductions, Inc., 1252 La Granada Drive,Thousand Oaks, California 91360. S175.00(13 minutes; 16 mm; color; sound). English:Grades 3-8.

The entire process of silkmaking and its his-torical importance in the People's Republicof China are shown in this colorful film. Theexceptional photography highlights the iimportance of each step in the silkmaking pro-cess. This film would provide a good stimu-lus for class discussion concerning activitiesof a different culture, scientific processes,and historical facts.

SPANISH-ENGL1SH SOUND FILMSTRIPSETS. (Multimedia.) Weston Wood Studios,Weston, Connecticut 06880. 1971. The setcontains: 4 films, 1 tape cassette in Spanishand in English, 4 picture-cued text bookletsin Spanish and 4 in English, and a 12" LPrecord. $42.00 per set. Spanish and English:K-2.

These sets have been designed for use in theteaching of English as a second language toSpanish-speaking children in the earlygrades. Each set in the series contains storiesthat young children will enjoy; the film-strips have animated drawings, and thosechildren who already read can use theirbooklets ti, follow along with the narrationin English or Spanish. Althouch second-lan-guage strategies are not pcovided. this ma-terial will imp:Dye children's listening skillsin English and expand their vocabulary inSpanish. The series contains 5 sets. Somesample titles from Set I are:

Milloncs de gatosillillions of eatsMiguel Mulligan y su pala raporAllike

illulligan and ills Steam Shore!

Annotations 23

La familia silvestre encuentra hogarlMakeWay for Ducklings

Hercules/Hercules

These materials arc also available in otherlanguages, among them French, Ge-man,Italian, Russian, Welsh, Turkish, Danish,Swedish, Dutch, and Japanese.

STEPS TO ENGLISH, BOOKS A AND B.Doris Kcrnan. Webster/McGraw-Hill, Inc.,1221 Avenue of the Americas, New York,New York 10020. (L."1975, 1976. Teacher'sedition A (200 pp.): S2.61 (paperbound);pupil's edition A (64 pp.): $2.01 (paper-bound); teacher's edition B (286 pp.): $2.61(paperbound); pupil's tdition B (63 pp.):S2.01 (paperbound). English: Grades K-2.

S?eps to English is "a program which isbased on thc most up-to-date methodologyin foreign-language teaching." Books A andB provide skills in understanding. speaking,and pronouncing English and serve as anintroduction to the core of the scries, BooksI through IV. Empharis in Books A and B ison basic language structures, "natural, func-tional vocabulary," and "the controlledpresentation of sounds." Structures are pre-sented through brief games question-answertechniques, and dramatizations outlined inthe teachcr's guide. Students' books providevisual clues. VocabWary is prescnted pri-marily in the context of other activitiesquestions, inferences, repetitions, pictures,and puppets. At the beginning of each les-son, special notes on pronunciation discussparticular sounds which are to bc .stressed.Two dialogues, a story, and an individualizedevaluation section are also included in cachlesson. In the latter pert of i.N:ook 13. readingreadiness and speiling activities arc provided.The author does not indicate how muchclass time thc program requires but doesemphasize that children learn at differentrat^s and the teacher should plan according-ly. Wt.rkbook illustrations fcature all ethnicgro,.r , and some are two color.

24

STEPS TO ENGLISH, BOOKS I-IV. OorisKernan. Webster/McGraw-Hill, 1 221 Avenueof thc Amcricas, New York, New York10020. 01974, 1975. Each level has the fol-lowing components: pupil's edition (approx-imately 275 pd.); $3.99 (paperbound);teacher's edition (approximately 300 pp.):$4.17 (paperbound); workbook (approxi-mately 125 pp.): $1.98 (paperbound); cuccards (approximately 16-20 17" x 22"cards, printed on both sides, 2 color):$12.00; cassettes: $96.00. English: Grades2-6.

Steps to English is "a program for teachingEnglish which is based on the most up-to-date methodology in foreign-language teach-ing." The child learns the new language byusing it in a %variety of situations; emphasisis on action and discovery. Structurc, themost important part of each lesson, is prc-sented through oral pattern skills whichbegin with vocabulary. The teacher points toa picture on thc card, identifies thc ncwword, eel uses it in a s.mtence; studentsmodel after the teacher. Qucstions encour-age thc students to use the new words. Dia-logues, pronunciation exercises, and rhymcsprovide additional oral work. Reading andwriting sections reinforce oral activities.Tapes may be used for individual practice.

The teacher's editions are annotated versionsof the student's texts; teaching suggcstionsare printed in colored ink in the margins,enabling the instructor to view both studentand teccher materials without having to usctwo separate manuals. Sometimes, hcwever,pages in thc teacher's edition appcar somc-what crowded. Two-color drawings, black-and-white photographs, and storics featurepeople from many cultures, e.g., PuertoRico, India. Australia, and Peru. The photo-graphs are a particularly effecth e way ofshowing people from different ethnic groupsand income levels. Thc author does not indi-cate how much class time the program re-quirer but ds emphasize that childr:mlearn at different rate.; and thc teachershould plan accordingly.

CARTEL

STORY TELLERSPANISH: CAPERU-CITA ROJA/LITTLE RED RWING HOOD.(Multimedia.) Rex Irvine and Jonn Strejan.Produced by Superscope; distributed byPublishing Services. Inc., 2021 Guadalupe,Suite 31, Austin, Texas 78705. 1973.Book (22 pp., hardbound) and cassette:$2.49. Additional stories available. Spanishand English: K-2.

This is one in a series of famous fairy talesintended especially for young children. Thestories will be useful for language-develop-ment skills in both Spanish and English.The stories are dramatized on the cassettes;the audio is well done, with music in thebackground. The book is beautifully illus-trated. Those children who already read inSpanish can follow the story along with thetape. Other titles in the series (all available inSpanish and English) are: Cinderella, Hanseland Gretel, Tom Thumb, Jack and the Bean-stalk, Akddin, Rumpelstiltskin, SleepingBeauty, Snow White. Pinocchio, The UglyDuckling, and The Ekes and the Shoetroker.

A SURVEY OF THE CURRENT STUDYAND TEACHING OF NORTH AMERICANINDIAN LANGUAGES IN THE UNITEDSTATES AND CANADA. Jeanette P. Mar-tin Center for Applied Linguistics, ERICClearinghouse on Languages and Linguistics,.1611 North Kent Street. Arlington, Virginia22209. 1975. 90 pp. S4.00 (paperbound).Number 17, CAL. ERIC/CLL Series on Lan-guages and Linguistics. English: informa-tional Resource.

The author begins with an overview of thestudy of North American Indian languages.In historical perspective shc outlines the con-tributions of several generations of linguistsand then describes the two most importantcurrent trends: university and college pro-grams and bilingual education in elementaryand secondary schools.

Three appendixes form the bulk of the re-port. Appendix A lists American Indian lan-guage courses, both practical and academic

Annotations

in nature, which are offered by colleges anduniversities. In Appendix B, Martin cites ma-terials useful in the study of American In-dian languages. Serials, bibliographies, andsources used in preparing the survey arelisted. General sources and materials aboutparticular languages are included. 1ppendixC indcates persons who are working withindividual languages or language groups.

Most of the material for .,this report wasdrawn from a questionnaire sent to 61 col-leges and universities in the United Statesand Canada.

TECN1CAS DE LABORATORIO: UN TEX-TO, DE TRABAJO DE METODOS BIO-QUIMICOS. Gabrielle I. Edward and MarionCimmino; translated by Sonia Casasnovas.I3arron's Educational Series. ICC., 113 Cross-ways Park Drive, Woodbury, New York11797. © 1976. 240 pp. S4.95 (paperbound).Spanish: Grades 9-12.

This book was designed for Spanish-speakingstudents interested in the health-sciencefield. It pm vides basic information on lab-oratory experiments that deal with hematol-ogy, bacteriology, arld urinalysis. Safety pro-cedures for laboratory experiments are alsoprovided. There is a total of four units. A ta-ble of contents presents the laboratory-worktopic for each lesson, and each lesson con-tains basic information, detailed procedureson the materials or equipment used, andquestionnaires to review the lesson. At theend of each unit, there is a glossary of terms.The book also includes diagrams. photo-graphs, drawings, and a bibliography.

A) TEPOZTLAN AND B) TEPOZTLAN INTRANSITION. (Film.) Coproduced byMarie; Miller. B.F.A. Eduzational Media,Distributor; Division of CBS. Inc., 2211Michigan Avenue, Santa Mon:-..a. California90904. 01976. A) S420 (16 mm; color;sound: 27 min.); B) $20 (16 mm; color;sound; 23 min.). English: Grades 3-12;Adult.

25

These two films present actual scenes of asmall village located six miles from Cucrnavaca,,The narrative starts with some histori-cal background dealing with pre-Columbianand colonial times. The filmr show the tradi-tional ways of life of the people of Te-poztlan, pointing out, for instance, that theystill observe the religiois festivities of theold days and the old ways of planting andharvesting. We are alw shown funeral rites,carnival parades with dances dating fromcolonial times, jaripeos (rodeos), the Day ofthe Dead celebration, market scenes, andlocal architecture. The people's way of lifeis presented sympathetically and with under-standing. The photography is beautiful, andthe film is enriched with the strains of nativemusic.

TO FORM A MORE PERFECT UNION:JUSTICE FOR AMERICAN WOMEN. Na-tional Commission on the Observance of In-ternational Women's Year. Superintendentof Documents, U.S. Government PrintingOffice, Washington, D.C. 20402. 1976. 382pp. $5.20 (paperbound). English: College;informational Resource.

Although tins publication is designed pri-marily to address women's issues, some sec-tions are relevant to bilingual multiculturaleducation. A chapter entitled "Double Bur-dens" deals with the problem of "womenconfront[ingi age or race discrimination aswell as sex bias." The commission is offi-cially urging state educational departmentsto meet the "bilingual-vocational needs" ofminority women. Dr. Annie D. Wauneka. amember of the Navajo Tribal Council, isfeatured in an interview on Indian problems.She speaks about issues critical to the Ameri-can Indian: economics, education, nutrition,housing. A section entitled "What YouShould Know About Women" provides sta-tistics on employment, os:cupations. income.and education of sian American. AmericanIndian, and "Spanish-origin wom,n.

26

2001 SPANISH AND ENGLISH IDIOMS/2001 MODISMOS LSPANOLES E IN-GLESES. Eugene Savaiano and Lynn W.Winget. Barron's Educational Series, Inc.,113 Crossways Park Drive, Woodbury, NewYork 11797. ci)1976. 560 pp. $4.95 (paper-bound). English and Spanish: InformationalResource,

This is a completely bilingual book of com-monly used Spanish and English. idioms es-pecially designed for those "who deal closelywith Spanish speakers." It would also be use-ful for travelers and students of either theEnglish or Spanish language. Approximately2500 Spanish and 2500 English idioms areincluded, all alphabetically arranged according to the key word of the idiomatic phrase.A wide variety of phrases has been included,phrases that contain idioms known notonly to Mexican Americans but also to Mexi-cans, Spaniards, Puerto Ricans, Cubans, andSouth Americans. In addition to the idioms.this book presents, in both languages, usefulreference lists for irregular English verbs,abbleviations. and weights and measures.Spanish and English indexes farther cnhancethis book's usefulness as a language refer-enCC.

THE USE OF VERNACULAR LAN-GUAGES IN EDUCATIONLANGUAGEMEDIUM IN EARLY SCHOOL YEARSFOR MINORITY LANGUAGE GROUPS.Patricia Lee Engle. Center for Applied Lin-guistics. 1611 North Kent Street, Arlington.Virginia 22209. 1975. 33 pp. 52.50 (paper-bound). This is the third hook in the Bilin-gual Education Series entitled Papers in Ap-plied Linguistics (set of 4 for $9.95). En-glish: Informational Resource.

This is a study on research centering aroundtwo frequently asked questions: (1) Willch'ild learn to read more rapidly in his sec-ond laaguagc if he is first taught to read inhis primary language? (2) Will the childachieve greater general knowledge of othersu ect-matter areas in his second language

CARTEL

if he is taught these subjects first in his na-tive language? The answers to these ques-tions are sought through a survey of therelevant literature. The two teaching ap-proaches nom4y used-the direct-methodand the native-Unguage approaches-are de-scribed and compared to one another. Areasof disagreement between the two approachesare considered, and a number of suggestionsare given for future research strategy.

VIVA: A LOOK AT THE HISPANICAMERICANS. Domingo Nick Reyes. DNRand Associates Press, 4330 Cedarlake Court,Mexandria, Virginia 22309. 'D. 1976. 52. pp.$1.00 (paperbound). English: informationalResource.

This booklet is designed to provide informa-tion about the Hispanic American peopleand their contributions to United States lifeand history. The historical period covereddates from 8000 -0.C. to 1975 A.D., w!tichincludes the pre-Hispanic period, the Ilis-panic era, and the modern llispanic Ameri-can period. Topics are presented briefly yetclearly. Over 200 photographs and drawingshighlight the text.

Preceding an overview that addresses itselfto population, income. education, and em-ployment of Hispanic Americans is a photo-graphic essay of Hispanic men and womenwho have served or are serving in the Un:tedStates Air Force. The experiences of the flis-panic Americans as presented in this bookletcontribute to the general knowledge avail-able concerning the rich heritage of thisgroup of people.

YA LO LEO. Barron's Educational Series.Inc., 113 Crossways Park Drive, Woodbury.New York 11797. ,D1976. 66 pp. $1.95(paperbound). Spanish: Grade 1.

Fao ko is a reader divided into two units.-Mt* fämilia" and "Mis tios y Dido,- eachwith various lessons intended as stories.These stories are three or ft- ur lines long and

Annotations

arc very much like repetition drills on theconsonants in, p, s, I, .1)1, t, and d in themiddle and beginning positions. There aresome exercises to complee at the end of thebook. Witlt its laige drawings and easy-to-read print, it may be used with beginningreaders in a bilingual setting.

The book was first published as two separatereaders by the Dissemination and Assess-ment Center for Bilingual Education underthe title Chula Vista Readers.

YO TENGO UN CUERPO SAM/ (Multi-media.) School Days, Inc., 2020 WestMcNab Road. Fort Lauderdale, Florida33309. 1975. 30 coloring books (48 pp.each); 1 tape cassette; parent-teacherguide (27 pp.); $46.00. Spanish: K-2.

This health ilrogram is especially designedfor Spanish-speaking children in the earlyelementary grades anti focuses on nutrition.respiration, growth, awareness of the senses,and other health topics. The first instruc-tional kit concerns muscles and bones; a tapecassette presents a musical lesson with livelymusic and verses. The guide presents objec-tives, strategies, a possible schedule, and sug-gestions for supplementary activities. Thisprogram enables children to learn abouthealth and have fun while doing so.

YOUR HOSPITAL V!SIT COLORINGBOOK. Physicians Art Service. Inc.. 343-13Serramonte Plaza Office Center. Daly City,California 940!5. (E.s 1974. 32 pp. Unit cost:$0.39. Minimum order of 200: $78.00. Pa-perbound. English and Spanish: Grades 1-4.

Bilingual teachers teaching elementary stu-dents may find this coloring book suitablesuppkmentary material for a unit on healtheducation. The authors also suggest that thisbook be used by parents and health profes-sionals to acquaint the child with medicalterminology, instruments, and procedures.The illustrations are large cartoon drawingscaptioned in both English and Spanish. Also

27

Included is a physical-examination maze forthe student to complete; it presents the nor-mal order of hospital procedures a patientmust follow: visit to the doctor's office, arriv-al at the huTital, lab tests, hospital admin-istration, ward greeting, induction, X rays,blood pressure and temperature, recoveryroom, all well, and checked out. The backcover is a Certificate of Bravery which thechild (and his physician) may fill out shouldhe be a patient at a hospital.

Another booklet, The Lope Rugs. or, vene-real diseases, is in the planning fur future dis-.tribution. Physicians Art Service, Inc., is aphysician-owned company.

THE ZUNIS: EXPERIENCES AND DE-SCRIPTIONS. The Pueblo of Zuni. ZuniLearning Center. The Pueblo of Zuni. Box339, Zuni, New Mexico 37327. 1973. 28pp. $1.25 (paperbound). English: GeneralInterest.

"This small book is designed for use inschools and for those who would like toknow a little ot the history of the Zuni."The Zunis were p:obably an outgtc,wth ofancient cultures such as the Anasazi and theMogollon. From the late 1300s to the early1500s, they spent most of their time farm-ing and conducting the religious and govern-mental affairs of the pueblo; occasionallyNavajos or Apaches would attack the Zuni.

28

In 1539 a Spanish friar, Marcos, came t3 theZuni villages, thinking he was near the SevenCities of Gold. For the next three hundredyears, the Spanish and the Zuni often en-counterJd each other, sometimes violently.The Spanish introduced sheep and cattle,and in the early nineteenth century theZunis began to practice the trades of jewelryand blacksmithing.

After the Treaty uf Guadalupe Hidalgo,more and mole Anglo-American trappersand traders crossed Zuni lands. In 1879Frank Hamilton Cushing, the first of severalanthropologists to study the Zunis, arrivedat the pueblo. Two outstanding governorsled the Zunis during the nineteenth century.Lai-iu-ah-tsai-lu signed several treaties withthe Americans and was in ch trge of supply-ing corn to American troop ;. He was suc-ceeded by his son Ba:lawaluliwa, who wasgovernor when the Zuni Reservation wasformed in 1877.

The twentieth century has brought Manychanges. In the 1950s electricity was intro-duced to the pueblo, and cars became com-monplace. Ranching has taken the place ofmore traditional farming. The jewelry indus-try iF a multimillion-dollar enterprise and theeconomic mainstay of the tribe. The Zunis:Experiences and Descriptions, illustratedwith maps and photographs, provides an in-troductory look at the Zunis and suggestsseveral topics for further study.

CARTEL

Analyses

AHORA CONOCES LAS PLANTAS

Title: Alwra conoces las plantas.

Author: Anne Neigoff. Spanish translation by Robbe Lynn Henderson, Earique Romero,Martha Gonzalez, and Yolanda Pena.

Publisher: Encyclopaedia Britannica Educational Corporation, 425 North Michigan Avenue,Chicago, Illinois 60611.

Copyright: 1973, by Encyclopaedia Britannica Educational Corporation.

Media: Print, tapes.

Components: Teacher's guide for LliciOn en espafiolReaders, set of fiveCassettes, set of fiveComplete set: 559.50; combination offers available at reduced. rates

Subject area: Reading, science readiness.

Curriculum role: Supplementary.

Grade levels: Primary. State-adopted in Texas as third-grade supplementary reader.

Population characteristics: The developers state that this product was developed "for childrento whom English is a second language and for children who are learning Spanish as a secondlanguage."

Research and development evidence: None specified.

Linguistic content: English/Spanish Teacher's guide gives instructions to the teacher in En-glish and in,:ludes the Spanish script for the recorded enrichment material. Readers are inSpanish. The language used is understood by Spanish speakers worldwide.

Language level: Primary; intermediate. The analysts feel that students must have experiencein the language far beyond the beginner's level. In some cases. such as the description ofplaces where plants live, the language is advanced. Overall, the language used in the materialmay be too difficult for second-language learners.

Rationale: "Long before they can talk. children begin exploring the world around them."Based on this natural tendency of children to be curious about plants. the developers' in-tent was to provide children with learnini; experi.mces in exploring the world around them.

Goals: The broad general goals for this product are to direct the child's natural curiositytoward scientific inquiry and to encourage reading skills.

The broad specific goals are for the learners to find opportunities to:

1) observe and compare sizes, shapes, textures, and the changing cycles of plantgrowth;

Analyses 31

2) classify inforrna;lon into groupings;3) gather data from which they can make thoughtful generalizations.

Objectives. The teacher's guide gives suggested activities for each reader and specific objectivesfor each activity. The objectives, as stated, are not in measurable terms. Some examples ofspecific objectives are:

To help children discriminate between living and nonliving things and between plantsand animalsTo help children identify the environmental needs of different kinds of plantsTo help cPdren identify the different kinds of plants we use for food

Bilingual/bicultural activities are also given with specific objectives for each activity. Again,the objectives are not stated in measurable terms. One or more of the readers can be usedfor these activities. Examples of these objectives are:

To help children extend their Spanish-English vocabulary of plant lifeTo help children develop communication skills through picture readingTo help children recognize the bicultural character of their American heritage

Scope: The scope is broad. The topics are clearly stated and well covered. The main topics asthey are presented in each book are as follows:

Muchas plantas introduces children to the variety of r:ant *life and to the common prop-erties plants share as living things.

Los lugares donde riven las plantas helps children explore the places where plants liveand discover how they adapt to their habitat.

Las plantas v cOmo crecen introduces children to the functions of plant parts and to the,v;:ried ways plants grow.

Las plantas y sus semillas helps children discover and observe the variety of ways seedsdiffer in size, shape. color, and dispersal.

Las plantas que necesitamos helps children deepen their awareness of the many ways weuse plants in our daily lives.

Every topic, or reader, is accompanied by a recording which presents a reading of the textcontent of the reader on one side and enrichment material on the opposite side. The en-richment material covers the theme of the book in greater depth.

It is not necessary for all the material to be covered in order for the children to have asatisfactory experience. Supplementary material is suggested for the bilingual/biculturalactivities.

Sequenc.,_: The developers suggest that the teacher may use the books in any sequeace shcchooses or may follow the sequence suggested in the teacher's guide.

The beginning activities are related to science concepts; the activities which follow aredesigned to help children deepen their awareness of their cultural heritage.

The route is linear as determined by the teacher. There are opportunities for branching inthe Bilingual/Bicultural Activities section in the teacher's guide. There are opportunities forrecycling at any point in the readers or the recordings.

32 CARTEL

Methodology: The teaching/learning methodology is described in the teacher's guide in theform of suggested activities for eachrreader. The methodology is clearly stated and easy tofollow. The approach is primarily diScussion, discovery, and group experience.

Sequenced instructions for implementation are given for each activity. There are threesuggested activities for each book. The activities call for the use of readers and/or the en-richment recordings.

Teaching strategies are teacher directed. All students are to respond and perform tasks atthe same time. There is provision for recycling by having the children use the skills they arelearning over and over.

The recordings present the text content of each book on one side and enrichment activitieson the opposite side. The recording of the text is conducive to the development of compre-hension and interpretation skills. The students may read along in their books as their read-ing skills increase. The enrichment activities, on the second side of the recording, developthe theme of the book in greater depth.

Evaluation: There is no specific :valuation design provided. The teacher may, of course, deter-mine or measure learner progress by discussion and/or observation.

Physical description: The teacher's guide and the five readers are 8 1/2" x 11". The readersare hardbound and colorfully illustrated. The teacher's guide is soft cover with no illustra-tions except on the cover. The quality uf the paper and the printing is good.

The cassettes come in 4 sturdy plastic folder with a pocket for each. The quality of soundand pronunciation is good.

Summary statement: The intent of th,!, producti.e., to direct the child's curiosity towardscientific inquiry and to encourage reading skillsis well met in the content of the product.

The rationale and goals are well established. The objectives are specifically stated but not inmeasurable terms, thus making them teacher objectives rather than learner objectives.

The goals, objectives, scope, sequence, and methodology are congruent within and amongthemselves. One analyst has stated that besides being congruent within itself, the text isalso congruent with the reality of nature.

Correlation is consistent among the teacher's guide, the readers, and the recordings. The ap-proach is traditional in :hat the activities are teacher directed.

The product is suitable in a bilingual setting for use in science, social science, or language-learning programs. However, it may be difficult to use in teaching Spanish as a second lan-guage because the vocabulary used is beyond the scope of beginning readers or secund-lan-guk,_ learners,

Few inaccuracies were found in spelling and language usage.

One analyst feels that the methodology, as suggested by the author, might be more effec-tive if the teacher forms small groups according to mastery of the language and of subjectmatter.

.4nalyses 33

Although evaluation is left entirely to the teacher, the text provides opportunities for eval-uating different cognitive, psychomotor, and affective outcomes. This, of course, requiresthat the teacher be very imaginative and creative.This course of study has been state-adopted in Texas as a supplementary reading programfor third grade.

34

CARTEL

AHORA SABES ACERCA DE LA GENTE EN EL TRABAJO

Title: Ahora sabes acerca de ia gente en el trabajo.

Author: Anne Neigoff. Translated by International Language Communications Center.

Publisher: Encyclopaedia Britannica Educational Corporation, 425 North Michigan Avenue,Chicago, Illinois 60611.

Copyright. 1974, by Encyclopaedia Britannica Educational Corporation.

Media: Print, tapes.

Components: Teacher's guide for Edición en EspaiolReaders, set of fiveCassettes, set of fiveComplete set: S59.50; combination offers available at reduced prices.

Subject area: Career awareness, reading.

Curriculum role: Supplementary.

Grade levels: Primary. State-adopted in Texas as third-grade supplementary reader.

Population characteristics: The developers state that this product was developed "for childrento whom English is a second language and for children who are learning Spanish as a secondlanguage."

Research and development evidence: Validation or learner verificatio:, is not specified. How-evcr, in selecting career areas. the developers were guideo by the occupational clusters for-mulated by the U.S. Office of Education.

Linguistic content: English/Spanish. The teacher's guide gives instructions to thc teacher inEnglish and includes the Spanish script for the iccorded enrichment material. Readers arein Spanish. The language used is understood by Spanish speakers woAdwide.

Language level: Intermediate. The analysts feel, however, that some vocabulary is beyond thescope of beginning readers and that, overall, the product is too difficult for second-lan-guage learners.

Rationale. The developers state that "since the world of work is an integtal part of our dailylives, it [ the product) offers an exciting opportunity to help children discover that theyshare many bicultural experiences, many hopes and dreams and goals."

Goals. The broad general goals of this material are to provide children with the opportunityto:

I) observe and compare different ,:areer areas:2) discover that. there are many kinds of workers who contribute to our daily riced:,;

Analyses 35

3) discover that there is a wide range of career opportunities and that someday they canchoose the one that best meets their individual

needs, likes and dislikes, aptitudesand skills;

4) discover that work can be its own reward, a fascinating and integral part of their lifepattern.

Objectives: The teacher's guide suggests activities foi each reader and gives specific objectivesfor each activity. The objectives, as stated, are not in measurable

terms. Some examplesare:

To help children become awarl of the variety of workers in their own community,/To help children understand that theN may be many job variations in a career areaTo help children recognize that petyle share basic needs but also have individualneeds

Bilingual/bicultural activities are also given, with specific objectives for each actiTity. Oneor more of the readers can be used for these activities. Some examples of these objectivesare:

To help children expand their Spanish-Englishvocabulary of workers and work ac-

.

tivitiesTo help children observe and compare the likenesses and differences of one kind ofwork done in different countries

Scope: The career areas which are addressed were selected from the occupational clusters for-mulated by the U.S. Office of Education The areas covered arc: consumer and home-making, public services, manufrcturing, marketing and distribution, agribusiness and na-tural resources, fine arts and humnities. construction, transportation, health, hospitalityand recreation. communictitions and media, personal services, business and offie, marinescience, environment.

The depth to which job variation is covered varies within career areas. A survey approach is .

used in covering the material. Most career areas are addressed several times within andamong the readers. It is not

necessary for all the material to be covered in order for thechildren to have a satisfactory experience.

Supplementary materials are recommended for the bilingual/biculluralactivities; titles and

authors are given for books and records. One analyst feels that supplementation is neededin the form of simpler readings on the various topics.

Sequence. The developers suggest that me books may be used in any sequence the teacherchooses; she may also follow the order in which they appear in the teacher's guide.All learners follow a linear rcute as determined by the teacher. There are many opportuni-

ties for recycling.

Methodology: Theteaching/learning methodology is described in the teacher's guide and is

(dear and easy to follow. The apr roach is, primarily,discussion, discovery, and group ex-

perience.

36

CARTEL'

The activities include sequenced instructions i..r implementation. There are three suggesteaactivities for each book, and most of these can for the use of the readers or the enrichmentrecordings.

The learning approach is teacher directed. All students make ruponses and perform tasksat the same time. The author indicates that children develop learning skills by using theskills over and over again."

Side 1 of the recordings gives a reading of the text content of the book. Beginning readerswill listen to the tapes as they follow along in the book looking at the pictures and recog-nizing soMe words. The developing readers may read along as they listen.

Side 2 of thc recordings provides enrichment rnaterial which develops the theme of thebook in greater depth.

Evaluation: Since this is basically a supplementary-rzading program that also develops aware-ness, there is no specific evaluation design provided or intended. The teacher, of course,may determine learner progress by discussion and observation.

Physical description: The teacher's guide and the five readers are 8 1/2" x 11". The readersare hardbound and colorfully illustrated. The illustrations dcpict people of various physicaltypes and ages. The teacher's guide is soft cover with no illustrations except on the cover.The quality of the paper and the printing in both is good.

The recordings come in a sturdy plastic folder with pockets for the cassettes. 1 he qualityof sound and pronunciation is good.

Summary statement: This product is basically a career-awareness program. The approach tothe teachirg/learning process is traditional in that it is teacher directed.

The goals and objectives are congruent with the scope, sequence, and methodology in thatthey all revolve around the occupational clusters formulated by the U.S. Office of Educa-tion. This, of course, makes it congruent with the Arierican reality of career opportunity.One analyst feels that it tends to guide children toward certain career areas where thereMay be mare demand for workers. The readers seem to convey the idea that people choosethe kind of work they like to do -and that nobody works out of necessity!

There is consistent correlation among the teacher's guide, the readers, and the recordings.Objectives are given as teacher objectives rather than learner obje.:tives. The teacher, 'iow-ever, can use the content and design her own measurable objectives to be reached basedon the reading or on her evaluation of the answers given to the questions which appearwithin the content.

a

The scope, although congruent with the goals and objectives, is a little limited in tliat thereare many professions or jobs which are omitted.

The methodology is clear and easy to follow.

Evaluation is left entirely to the teacher; she is the only one to determine what to measureand how to measure.

Analyses 37

Some of the major problems in the readers are not only spelling errors but errors in lan-guage usage. Examples of errors in spelling arc: sembran for siembran; radiogralid for radio-grafia (misplaced accents are .t as bad as misp7.aced letters); earmelos for earamelos, etc.Some exampies of errors in language usage are: "y en bo te': should be "y en un bole";"Cln enorme camiem está rugiendo a lo !ergo de la earretera"should be "Un enorme eamionva . . ," etc. This analyst feels that these and similar errors in language usage can very wellbe due to the literal and direct translation of English to Spanish with no thought to theappropriateness qf the language.

This course of study has been state-adopted in Texas a., a supplementary reading programfor third grade.

38CARTEL

BIENVENIDOS

Title: Bienvenidos: Wekome tc the Spanish Language.

Authors: Dorothy S. Bishop and Arlene Schrade.

Publisher: National Textbook Company, 8259 Niles Center Road. Skodie, Illinois 60076.

Copyright: 1972, by National Textbook Company.

Media. Print, tapes.

Components: Student text: 56.65, five or more: S5.00Teacher's guide: $1.50; free with 20 student editions purchased on one order

Student workbook: S2.00; five or more: $1.50Workbook, teacher's edition: $4.50; five or more: $3.00Unit tests: S12-00Tapes (reel or cassette; set of eight): S110.00Complete package (20 copies each of student text and student workbook,1 teacher's guide, 1 teacher's workbook, unit tests, and set of tapes): $247.00

Subject Area: Spanish language development.

Curriculum Role: Basic.

Grade levels: 3, bilingual/bicultural program. However, the authors also state that "it may also

be used as a first-year book for junior high and first-year high school students."

Population characteristics: The authors state that Bienvenidos was developed for "students

who have had two years of previous study or as an introductory course in Spanish."

Research and development evidence: Bienvenidos has been field-tested for over six years .:s a

continuation course for students who have had two years of previous study and as an intro-

ductory course in Spanish. Results sbow that students with previous study are more fluent,

have a more ,tithentic accent. and possess a larger vocabulary. I lowever, results also show

that both groups of students do equally well in understanding and in using the grammatical

concepts and in reading comprehension.

Linguistic content: 'English/Spanish. English is uscd throughout for giving instructions to the

teacher. Th F! target language for the learner is Spanish. The authorS state that they "haveattempted to stay within the framework of what is referred to as World Standard Spanish."

.One analyst feds that some words and expressions sound a little urrisual. An example isthe greeting ",-,Cdmo andas?" which means "How do you walk?" A student could feasiblyanswer, "I walk upright with my legs and feet." A better and simplcr greeting would be

"eComo estas?"

Language level: Intermediate

Analyses39

Rationale: The author's purpose is to facilitate Spanish language development with a course ofstudy which "focuses first on the student, then on grammatical syntax," thus showing stu-dents how to "put the language together." Thc students gain confidence and find them-selves listening because they want to learn.

Goals: Bienvemdos serves as a continuation or developmental course for students who havt,

been exposed to simple grammatical structures, vocabulary, and phonetics. The learnerswill acquire skills in listening, speaking. reading,and writing. They will acquire an aware-ness of the fact that Ianguar iS a cultural phenomenon and an awareness of varieties in lan-guages, patterns of usage. and concepts of appropriateness which are realistic for today.

Objectives: (Implied.) Although objectives are not specified, they can easily be inferred from-.the major headings for each lesson in the teacher's guide. Some examples are: telling timein the present aria past. using numbers, infinitive and tense, colors and clothing.

Scope: Bienrenidos is the third-year course in the language-development program entitled TheSpanish for Young Americans Series. The course of study begins with an introductory unitwhich presents basic vocabulary, structure. and Spanish phonics. This unit is followed by14 units, with suggestions for their implementation found hi the teacher's guide. Each unitis broken down into three sections: a ellarla which dramatically reinforces what has beenlearned; a section which introduces new grammatical and phonetic coi.:epts with appro-priate oral and written exercises; and a lectura for oral reading, mastery of vocabulary, andgrammatical review.

The text covers present and preterite tenses and the use cf verbs with the infinitive. The vo-cabulary is designed to bi-! used in meaningful everyday situations.

The set of tapes provides models for the readings. dialogues, and all other material whichlends itself to oral practice.

Sequence: The lessons arc designed to move from simple and concrete to more complex andabstract; therefore, the entire course is based on progressive difficulty in learning Spanish.New terms are introduced through and built upon material that has been previouslylearned.

The reading seletions are short and utilize the grammar and vocabulary that has previouslybeen introduced.

Progression is usually through group activity because a large portion .of instruction isthrough group oral practice. Entry and exit points arc the same for all learners, and theroute is linear. Branching. however, is possible through the use of a special reading sectionat the.back of the book. This section is included for those students who are ready for moreadvanced work and can go ahead of the group.

Methodology. The total approach is a combination of the audiolingual and cognitive theories.The instructional setting is basically traditional in that the teacher leads the learners. Thestudents have an opportunity to play an active role by participating in the dialogues, drills,oral practice, etc.

40

Throughout the learning process. the students are shown how -to put the language to-gether." They gradually :,zquire the skills w.th which to express almost anything within the

CARTEL

context of their everyday life. This approach givs the students confidence, and they findthemselves learning because they want to learn.

The teacher's guide gives clear and explicit instructions for teaching each lesson. The stu-dents may go through the lessonS and exercises on their own at the discretion of theteacher. The workbook provides paper-and-pencil exerc;ses for the students. Examples ofdesired responses are,eien.

Evaluation: Unit tests have been developed for evaluation purposes. The te:ts may be givenafter completion of each lesson or after completion of each unit. The tests arc designed inshort-answer format; the students fill in the blanks following detailed instructions whizhare given in English.

The workbook and the text ako have fill-in-the-blank exercises which can be used as a mea-sure of student achievement or progress. The student is also asked. occasionally, to writeoriginal sentences or paragraphs, to work crossword puzzles, or to do substitution drilis.

The concepts and skills to be assessed include grammatical concepts and structure, verbs(present and past tense), vocabulary, specialized terminology (time, weather. days, %%eeks,and months), pronouns. articles. adjectives, interrogatives. exclo.nations, and pronuncia-tion. These are based on workbook and text exercises as well as on the unit tests.

Physical description: The text is a 6" x 9", 244-page. hardbound book with an attractive andcolorful cover. Photographs are in black and white, and illustrations are in black and %%liiteor green and white. Sometimes the illustrations are a little dark, making it difficult to readthe unit through the color. The teacher's guide is a 30-page saddle-stitched pamphlet.

The student workbook and the teacher's edition of the workbook are softbound, 8 1/2" xI 1", and consist of I 07 pages.

The set of tapes is of good quality.

Summary statement: The course is a well-prepared, traditional approach to teaching/lcainingOpanish.

The scope. sequence. and methodology support the goals and the implied objectives. Theyare all congruent within and among themselves. The progress and mastei ). procedures seemto cover the content well. The correlation between the content of each lesson and the wad-ing selections is good and allows the student to concentrate on one theme at a tinw.

No specific teacher preparation is indicated or spggested; however, one analyst feels thatthe teacher must devote a great deal of time to preparation.

The material seems to be especially designed for U.S. learners. Some communities mayreact negatively to emphasis given to a Central American country.

This course of study has beer. state-adoptcd in Texas and New Mexico for use in third.grade bilingual classrooms. Its main goal. however, is to teach Spanish as a second langiniFe.

Analyses41

HABLAN LOS Nifi/OS

Title: flab tan los niiios.

Author. Dorothy Sword Bishop, et. al

Publisher: National Textbook Company, 8259 Niles Center Road, Skokie, Illinois 60076.

Copyright: 1968,1970, by National Textbook Company.

Media: Print, tapes, visuals, filmstrips.

Components: Teacher's manual: S10.00; 5 or more: S7.50Tapes (reel or cassette; set of 7): S110.00.Language visuals (set of60): $32.50; 3 or more: $24.38

Filmstrips (set of 2 with accompanying cassette): S22.50

Complete package: S155.00

Subject area: Spanish language development.

Curriculum role: Basic.

Grade levels: I, bilingual/bicultural program:4-5, teaching Spanish as a foreign language.

Population characteristics: The author states that "this course of study presupposes that the

children do not live in a Spanish-speaking community." In this environment, therefore, the

course of study is effective as foreign-language instruction. This analyst feels that the

course of study is also effective in Spanish language development in a first-grade bilingual

setting where the children are Spanish speaking already.

Research and developmeni evidence: No specific data is presented. However, the author states

that course of study was devt:loped in schools in Des Plaines, Illinois (District 62),

where "the work done in the fiist year is endrely oral, and Spanish is begun in the flfth

grade."

Linguistic content: English/Spanish. English is used for giving instructions to the teacher. The

Spanish used is understood by Spanish speakers worldwide, although a few Mexican expres-

sions are used.

Language level: Beginner/sip-0e.

Rationale: The course of study was developed in order to provide material for teaching chil-

dren to speak Spanish with some facility, for helping the teacher give children the neces-

sary skills to enable them to read simple Spanish and to begin to write the language, and

for helping the children to develop an appreciation of the language and of the people who

speak it.

Coals: (Implied.) The children will develop skills in speaking, listening, and understanding

verbal Spanish. They will develop an appreciation of the culture and of the people who

speak Spanish.

42

CARTEL

Objectives: The learner objectives are stated as objectives of the text. They are as follows:

To learn the sounds of SpanishTo learn a basic Spanish vocabulary of immediate useTo learn Spanish word order and sentence structureTo develop a positive attitude toward learning a foreign :anguageTo gain some insight into the culture of Spanish-speaking people

Scope: Hab lan los nifios is the first year of an elementary language-development series entitledThe Spanish for Young Americans Series. Seventy lessons comprise the work of the firstyear. These lessons take an audiolingual approach and consistently stress the developmentof listening and speaking skills. The main topics covered within and among the lessons are:colors, holidays, parts of the body, clothing, telling time, basic verb forms, school, names,and numbers.

This first-year program provides a 400-word vocabulary based on subjects the child likes totalk about. Within the basic vocabulary, concepts such as noun-verb agreement, noun-adjective agreement, proper Spanish word order, and correct use of idioms are developedand are repeatel frequently to provide the drill needed to make proper Spanish usage ha-bitual. "Enough cultural material is included to point up our own cultural heritage and togive the children some appreciation of the peoples who speak Spanish."

Supplemental materials are recommended and sources of additional material to help planfor a "change of pace" are given in the bibliography section.

-Sequence: "Hablan los niiios combines the topical approach with sequential development of

vocabulary and structure." Consequently, the sequence which is followed is of utmost im-portance within and among the lessons. The lessons are designed to move from simple andconcrete to more complex and abstract. The beginning lessons give the child a few

rds, phrases, and sentences that may be used repeatedly in order to give him a sense ofsecurity in learning Spanish. As the children become mete proficient and begm to gain aworking vi-Jcabulary, the lessons become more complex.

The entry and exit points are the same for all learners. The sequence is linear although op-portunities for branching, based on teacher discretion, are possible. Provisions for recyclingare made throughout the course of study.

Methodology: .The teacher's manual describg the procedure or plan for each lesson; it evendescribes what the teacher's attitude toward the children should be. The less:ris areplanned to allow for as much flexibility as possible. A separate manual describes the use ofthe flashcards; the tapes are divided into sections for use in drills and dialogues. The teach-er's manual does not specify the use of the filmstrips; this seems to be left to the teacher to

-decide.

An .audiolingual repetitive rnethodolcgy is used throughout the text. The student plays anactive role by paiticipating in dialogue, story telling, drills, and convers:tional stituations.

Evaluation: The author states that "formal testing in the usual sense has no place in the begin-ning elementary foreign-language program." The developer's procedures for evaluation arebased entirely upon observation of pupil progress. The teacher is asked to simply observethe manner in which the child participtes in the work of the class. Suggestions are given

Analyses 43.

for more objective evaluation, although the objectives of the course are not stated in be-havioral terms. Examples of the suggested evaluation methods are:

1) a student may be evaluated on accent and intonation as he recites a verse or partici-pates ill a dialogue;

2) a student may be evaluated on his ability to answer a question correctly.

Physical description: The teacher's manual is a 6" x 9" plastic, spiral-bound, soft-cover bookand consists of 210 pages. Cover and text paper are of good quality. Each of the 12 sec-tions is separated by a colored sheet.

Language visuals are packaged in an attractive and sturdy vinyl ,arrying case. The set con-sists of 60 11" x 14" full-color flashcardsr with a 48-page teacher's manual.

The filmstrips and accompanying cassettes are of good quality; the filmstrips are in full

color and visually appealing.

Summary statement: One analyst feels tnat the approach will be a little naive if the course ofstudy is to be used with Spanish-speaking children.

The scope, sequence. and methodology are congruent with the rationale, goals, and objec-tives as stated by the author. The audiolingual learning theory, or approach, is applied con-sistently throughout the book.

The fact that the objectives are not stated in behavioral terms makes it difficult for a begin-ning teacher to objectively evaluate pupil progress.

The material seems to be especially designed for U.S. learners. This analyst feels that it canbe used effectively in the intermediate grades for teaching Spanish as a second language orin the first grade in a bilingual program.

This course of study has been state-adopted in Texas and New Mexico as a basic language-development course in the first grade.

44 CARTEL

HABLAN MAS LOS NNOS

Title: flab lan Inas los nifios.

Author: Dorothy Sword Bishop, et al.

Publisher: National Textbook Company, 8259 Niles Center Road, Skokie, Illinois 60076.

Copyright: 1971, by National Textbook Company.

Media: Print, tapes.

Components: Teacher's manual: S10.00;5 or more: $7.50Tapes (reel or cassette; set of 6): S85.00Ya se leer (reader): 53.25;5 or more: $2.44Mi prinzera fonetica (workbook): $2.25; 5 or n,ore: S1.69La prirnera fonetica (teacher's guide): S6.00; 5 or more: $4.50Complete package (1 teacher's manual, 20 Mi primera fonetica, 1 La primera

foneticc, 20 Ya se leer, set of tapes): 5167.00

Subject area: Spanish language development.

Curriculuni role: Basic.

Grade levels: 2, bilingual/bicultural program; 5-6,- teaching Spanish as a foreign language.

Population characteristics: As in the first year of this course of study, the author "presup-poses that the children do not live in a Spanish-speaking community"; therefOre, the pro-gram's effectiveness is in teaching Spanish as a second language. However, it has also beenfound to be effective in Spanish language development in a second-grade bilingual settingwhere the children are already Spanish speakers.

Research and development evidence: No specific data is presented. However, the author statesthat the course of study was developed in schools in Des Plaines, Illinois (District 62),where the teachers rave their "time, patience. and talent to trying out new ideas, to experi-menting with new approaches, and to refining techniques so that they could be shared withothers."

Linguistic content: English/Spanish. English is used for giving instructions to the teacher. Theauthor stresses that "the sound system of standard Latin American Spanish is used, and noattempt is made to call attention to varimIs dialectical or regional variations of the soundof certain letters like II, s, a, and rr.- S.,me Mexican idiomatic usagcs arc noticeable in thesongs and jingles.

Language level: Intermediate.

Rationale: (Implied.) This second book in The Spanish for Young Americans Series intends toexpand and build vocabulary and struciural concepts upon the listening and speaking skillswhich were deyeloped in the first-year program. It introduces the child tu reading and writ-ing Spanish.

Analyses' 45

Goals: (Implied.) The children will expand their skills in listening, speaking, and understand-ing verbal Spanish and then build vocabulary and structural concepts upon this foundation.

Objectives: (Implied.) The objectives are not described in behavioral terms. They ar..: pre-sented in each unit of the teacher's manual under "Notes t,) the Teacher." Some examplesare:

. The children will memorize jingles and poems for the purpose of building good Span-ish pronunciation. intdnation, and fluency:

. The children will learn to manipulate the language by the use of dialogues and con-versation.The children will learn vocabulary and reinforce noun-adjective agreement by paint-ing or sketching houses and rooms.The children will begin to develop reading skills by reading letters in clusters, words,and then simple sentences.

Scope: Hablan ruds los nirios is the second-year course of this language-development series forthe elementary level. It is comprised of 50 complete lesson plans. It begins with a basic re-view of the first-year program, which stressed .the development of listening and speakingskills, and then continues to develop vocabulary based upon daily situations such as foodand eating, the home. the school, and shopping.

The student workbookVi primera fomtica, introduces a phonetic approach to sound-letter correspondence. Spanish sounds are represented visually in 50 simple lessons. Theauthor starts with the alphabet and continues with the vowels, the consonants, special com-binations, and dipthongs.

The reader, Ya se leo-, introduces the child to reading. The 20 stories; vignettes, and easypoems are written in the prsent tense for easy comprehension, and the vocabulary is cor-related with the teacher's mai 'mi.

The set of six recordings includes all the material v. ..h is covered in the 50 lessons given inthe teacher's manual.

Sequence: Sequencing is very imp. >runt throughout the entire series. The units are designedto move from simple and concrete to more complex and abstract. Students must masterskills in the order they are presented in the lessons in eaCh unit.

There is opportunity for recycling: however, it is limited to revlov and warm-up exerciseswhich are to be directed by the teacher. Branching opportunities are provided in the clos-ing activity of each lesson since this is an extension of the structured activities within thelesson. The route is linear with single entry and exit points for all learners.

Methodology: The teachineearning methodology is :clearly described under the section"Notes to the Teacher" Which is found at the beginning of each unit in the teacher'smanual. A great deal of review is built into each lesson. All new materials or conceptswhich are to be introduced are described carefully. Suggestions are given for their introduc-tion and use in the classroom.

46

Teacher-directed activities include warm-up exercises. conversation. comprehension. vocab-ulary devdopment, structure drill, and review exercises. Child-centered activities includedramatization;individual recitation, and closing activity.

CARTEL

The instructional setting, overall, is traditional in that the teacher leads the learners. It isleft to the discretion of the teacher to continue (individually or in groups) to the nexttopic or to provide some recycling. There are no individualized tests for each topic. Spe-cific instructions on the use and appropriateness of the tapes are not given; however, it wasfound that the audio material does correspond to the activi ies in the lessons within eachunit.

As in the first book, an audiolingual approach continues to be used, in addition to a pho-netic approach to initial reading in Spanish. The student plays an active role by partici-pating in dramatization, individual recitation, dialogue, story telling, drills, and conversa-tional situations.

Evaluation: There are no specified methods of evaluation found either within or among theunits. Pupil progress or achievement is measured only by teacher observation and teacher-pupil interaction. This is the only method provided for monitoring the extent to which theobjectives are being achieved.

The topics or skills which are addressed by the activities and on which students should beassessed are: 1) vocabulary and language structure; 2) audiolingual practice; 3) formal read-ing skills; 4) formal writing skills; and 5) cultural concepts.

Physical description: The teacher's manual is a 6" x 9" spiral-bound, soft-cover book and con-sists of 210 pages. Cover paper, text paper, and printing are of good quality.

Mi prirnera fonetica and Ya se leer are attractive to children and the illustrations are color-ful:

The six magnetic-tape recordings (reel or cassette) are of good quality and average aboutfive minutes per lesson. Pacing. Spanish pronunciation, and clarity are good.

Summary statement: The scope. sequence, and methodology of this product are congruentwith the goals and objectives as implied by thc rieveloper. Evaluation is congruent orly tothe extent to which the teacher can tiveI ,,sess pupil.progress by observation.

There is a good balance Ln the en!,re coursc study r etween the audiolingual approachand the phonetic approach to learmng the Spanish language.

Lesson material oddresses the needs an,, interests of young children in general. The vocabu-lary is simple and practical, n Ig it applieJhle in othc: subject areas. The development ofstructural concepts is orderly a.(.1 well sequenced. A 1,7:at deal of review is written :nto theactivities. The components of the program are well correlated within and among them-selves.

The lack of a specific evaluation design may make it difficult for some teachers to monitorthe extent to which the goals and objectives are being achieved..

Instructions for the audiolingual lessons ask the teacher to prepare sulYllementary andcomplementary material, but they do not suggest materials to he used. Two assumptionsare implicit in the program: 1) that the teacher has mastery of the language:and 2) that theteacher is aware that many excellent books are available that deal in detail with linguistics.

Analyses_7

47

The material seems to be especially designed for U.S. learners. It has been state-adopted in

Texas and New Mexico for use in second-grade bilingual classrooms. Its use in teaching

Spanish as a second language is in the fifth- and sixth-grade levels.

U.S. GOVERNMENT' l'InN TANG OFFICE 19 /7-774 00

48CARTEL