Yev1.(1 ;135.Y of the Ori(Ii:Ial Document

DOCUMENT RESUME

ED 140 613 FL 008 592 TITLE Cirtel: Annotations and Analyses ot Bilingual Maticultural Materials. Winter 1976-77. Vol. IV, No. 2. INSTITUTION Dissemination and Az,_sessment Center for Bilingual Uncation, Austin, Tex. SEC/NS AGENCY Office of Education (DHEW) ,Washington, D.C. PUB DATE 77 NOTE 5-1P AVAILATILE FECH Dissemination and Assessrent Center for Bilingual Education, 7703 North Lamar ?oulevard, Austin, Texas 78752 ($1.75) EDES PEICE MF-$C.83 HC-$3.50 Plus Postage. DESCRIPTORS American Indian Languages: *Annotated Bibliographies; *Biculturalism; *Pilingue. Education; *Curriculum Evaltation; English (Second Language) ;Greek; *Ins:ructional Materials; Language of Instruction; Mathmatics; Psycholinguiz;tics: Reading Materials; *Respurce Materials; Spanish; Teacher Education; Vietnamese

ABSTRACT This is an informative listing for educators, librarians, and oth.rs interested in materials for bilingual multicultural educa:ion. There are tuo :lain sections, annotations and analy:,es. Annotated entries are arranged under the following headingll.: (1) assc..csment and evaluation; (2) bibliographies; (3) classroom re:iourcer: (11) English as a second language; (5) j/.ifortional Jl'efol,7cis;(6) mathematics:' (7)professional readings and resources tezcer education; (3) science and health; 19)social stu(3.ics; (1C) SFdni:A langagi, arts;(11) supplementary reading; and (12) vocational cd.lca-r.ion.A typical annotation inc1Ldes infozm,ition int.'le folleving titlti, author or agency, name and address ot the publisher, pnbii,;-tion date, pg:Lnation or nunber of parts, languages use.d, ii3tende1 audience or level, and a descriptive stater-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 physical desc.iption. Selection criteria tor tbe annotated and for the analyzed itc:J=:. inclu::le availability and relevance to bilingual oflucion. fpN)

bocuncnt:: acquire,1 ty ERIC include many informal unpublished * matsrial nct from .ther sources.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 not YeV1.(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 amend nailyses off nEfinannall Mt12llitricaalitnnrall Materilrearis

C13.6 Dissemination and Assessment Centei For Bilingual Education 0 7703 North Lamar Boulevard Austin, Texas 73752

WINTER 1976-77 IV, NO. 2

'-'4"'14.;11:7-7411WI'Szn.-c:+7,7747g:u..-::yrfr-.7.- ---777!77^---7.--- - 10"77017.757.....r, Dissemination and Asessinent Center for Bilingual Education Education Service Center, Region XIII 7703 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, the opinions expressed helein do nut necessarily reflect the positions or policy of the U. 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 isa special E.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 dissemination, however, the opinions expressed herein du not necessanly reflect its position or policy nor that of Education Service Center, XIII.

This publication was developed and printed with funds provided by the Bilingual Education 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 be reproduced f dr local use.

CARTEL: Annotations and Analyses of BilingnalMulticultural Materials is published quarterly by the Dissemination and Assessment Center for Bilingual Educa- tion. Price per copy: 51.75. Correspondence and materials for review should be addressed toCARTEL.c/o DACHE, 7703 North Lamar Boulevard, Austin, Texas 78752.

NOTE:Volumes I-111 were published on a monthly basis under the titleCARTEL: .4nnotated liiblOgraphy of Eilingual &cultural Materials.CUMUlatiVe issues for Volumes 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 for bilingual multicultural education. The annotations attempt toinform, rather than to recom- mend or disparage. Selections for annotation arcbased on the criteria listed below. Analyses reflect systematic evaluation of curricular materialswith potential for wide use in bilingual classrooms. Material must meet the first two criteriaand at least one other.

It must be published or available in theUnited 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 bilingualmulticultural programs.

It may further the progress or success of bilingualmulticultural education.

Entries within the two sections are listedalphabetically by title. A typical annotation includes information 'at the following order: title, author or developing agency, nameand address of the publisher and/or distributor, publication date, number of pages orparts, language(s) used, intended audience or level, and a descriptive statement. A publication datepreceded by the international copyrigh! symbol t indicates copyrighted material. Where nosuch indication is p;esent, the material is in the public domain and maybe reproduced for local use. Any information omitted from the annotation was not available at r !sstime and may be requested from the publisher. In each case, the publisher is the sourc, forfurther information; publishers' addresses are always provided. A * indicates materials published by or available fromthe Dissemination and Assessment Center for Bilingual Education. Fiscal procedures require prepayment or apurchase order in the amount indicatedno tax or postage should be added.

DACBE appreciates your comments and suggestions. Readers areurged to submit pertinent materials and information to the Center for inclusion in thispublication.

ill Table ofC..tenits

Annotations

ASSESSMENT AND EVALUATION

Santillana Bilingual Series: P7ograma delengua espaliola -72

BIBLIOGRAPHIES

Bibliography of Nonprint Ihstructional Materialson 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 MexicanAmerican and Native American Bilingual Education in the Southwest 22 Selective List of Greek Language Materials 23

CLASSROOM RESOURCE

Arco Iris: Una Revista'BilingUe 2 Chicano History calendar. 19 77 5 La Confluencia 8 Contemporary Chicano Theatre 8 Cultural Awareness for Young Children 9 Exploring the Library (AV) 13 'ENGLISH AS ASECOND LANGUAGE

Access to English as a Second Language 1 Creativity in the Language Classroom 9 Spanish-English Sound Filmstrip Sets (AV) 23 Stepsto English, Books A and B 24 Steps to English, Books I-IV 24

,1NFORMATIONAL RESOURCE

77wAmerican Indian Reader: Literature 2 La causa politica: A Chicano Politics Reader 4 Cherokee Sunset: A Nation Betrayed 4 Chicano Revolt in a 7'exas Town

Influentials in Two Border Cities: AStudy in Community DecisionMaking

The Mexican Novc. Comes ofAge 18 Personal Reflections of the Shoshone, Paiute, Washo 20 To Form a More Perfect Union: Justice for American Women 26 2001 Spanish and English Idioms12001 modismos espailoles e ingleses 26 Viva: A Look at the Hispanic Americans 27 The Zulus: Experiences and Descriptions 28

MATHEMATICS

A Cloudburst of Math LabExperiments-Di chaparrtin de experimentos de laboratorio de matematicas 5

PROFESSIONAL READINGS ANDRESOURCES-TEACHER EDUCATION The American Indian Reader: Education 2

vi Bilingual Children: A Resource Document 3

A Colloquium on the Vietnamese Language 6

The Current Status of US. Bilingual EducationLegislation 10

12 ..23 Diversity Education Materials- Volume I: ...24 EP1E Report: Selector's Guide fbr Bilingual Spanish Language Arts; Volume II: Spanish BranchPrograms 12

.. 24 The Fight against Racism in Our Schools- La lucha contrael racismo en nuestras escuelas 13

Implications of Language-Learning Theory for LanguagePlanning: Concerns in Bilingual Education 15 Language Surveys in Developing Nations: Papers and Reports onSociolinguistic Surveys .16

Major Trends in Mexican Philosophy 17

Making of the Mexican Mind 17

Memory, Meaning, ard Method: Some PsychologicalPerspectives on Language Learning. . 18 .16 A Survey of the Current Study and Teaching ofNorth American Indian Languages 25 .18 in the United States and Canada Education-Language Medium in Early School .20 The Use of Vernacular Languages in Years for Minority Language Groups 26 .26

. 26 SCIENCE AND HEALTH .27 Tecnicas de laboratorio: Umz texto de trabak) de metodosbio-quimicos 25

.. . 28 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 US 11

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 palabra 15

Mexican Americans-Past, Present and Future 18 El Mexico antiguolAncient Mexico 19 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 andTepoztkin 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 tiempos 14 Jaguar, My Twin 16

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

VOCATIONAL EDUCATION

Diccionario ilustrado de electrOnica, espafiol-ingles e ingles-espafiol 10 Diccionario tecnico de electromecdnica 11 Analyses

Ahora 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 SECOND such as subject pronouns, past tense, etc. LANGUAGE. RobertG. Breckenridge. Three kinds of oral drills appear in each les- McGraw-Hill International 13ook Company, son. Picture drills use flash cards to present 1221 Avenue of the Americas, New York, vocabulary, pattern drills, and questions and New York 10036. (01973, 1974. answers. In the substitution drills, students use their texts for written rather than pic- LevelI:Instructor's manual (24 pp.): torialclues.Transformationdrillsoften $1.13(paperbound);text(215pp.): orally introduce a writing exercise in the $1.88 (paperbound); workbook (96 pp.): workbook. For furthcr writing practice, stu- $1.05(paperbound);flashcards(67 dents may complete paragraphs with blanks 8 1/2" x 11" cards printed on both sides, which appear in their texts. Each lesson con- black and white): $6.75; cassette tapes cludeswithseveralsituationalexercises (15 tapes, boxed): $120.00. which are less structured than the other drills and which attempt to provide a more LevelII:Instructor's manual (23 pp.): naturalconversational atmosphere. Work- $1.13(paperbound);text(220pp.): book cxcrciscs are to be used if writing 'is $1.88 (paperbound); workbook (96 pp.): taught; thcy are not keyed to specific activi- $1.05(paperbound);flashcards(58 ties in the text and may be assigned as class- 8 1/2" x 11" cards printed on both sides, room work or homework when appropriate. black and white): 56.75; cassette tapes (13 The cassette tapes include tjte introductory tapes, boxed): S104.00. English: Grades narrative section for each lesson plus oral I 1-12. drills from the text; they arc suitable for a language laboratory. A total English-as-a-second-language program which addresses listening. speaking. reading, and writing. Thirty-four lessons present a variety of activities from which the teacher THE AMERICAN INDIAN IN TRANSI- may choosc; each lesson has enough material TION. (Film.)Atlantis Productions. Inc., for eight to ten hours of work. Listening 1252 La Granada Drive, Thousand Oaks, drills, which ar2 included only in the first California 91360. 5275.00 (22minutes; level of the program. arc an expansion of thc 16 mm; color; sound). Ene:sh: Grades 7-12; minimal-pairs technique. They arc designed Adult. "to develop thc student's ability to hear and recognize differences in phonemes that oc- cur in English but not in his own language." This film presents the reservation life of a A brief narrative, which the teacher or stu- North American Indian mother on a Wood- dent may read, begins each lesson and intro- land Reservation. The informative narration duces the structures and vocabulary which realistically portrays her concerns for her will be emphasized. tribe and family. The pride of the trib7, and thc poverty, are seen in daily activities and At LevelI. reading selections fcature two seasonal gatherings. The past and the future Anglo families. the Bakers-indthe Hills, are dealt with in terws of sadness and trag- who live in Centerville; thc Martinez family, edy, but not with bitteiness. The scenes who has 'moved from Pucrto Rico to New from the film and the accompanying narra- York, appears in Level II.Intensive ques- tive effectively prcsent the problems of the tions. requiring different skill levels to an- Indian in trying to live in two worlds, yet swer, follow the reading. not having the best of either. Teachers of history,socialscience, or ethnicstudies Each lesson has three brief dialogues for con- could use this film to stimulate class discus- versational practice. Grammar notes explain sion on contemporary issues concerning thc and illustrate important grammatical points. American Indian.

Annotations 1 TUE AMERICAN INDIAN READER:EDU. while the contemporarypoetry reflects the CATION. Edited by Jeannettellenry, The despair and anger of today'sIndians. About Indian Historian Press, 1451Masonic Ave- the section on storytelling,which contains nue, San Francisco,California 94117, imaginativeselections,theeditor 1972. 300 pp. Book II ofa series on edu- says: "When the art of storytellingdies, we Natives cational perspectives. See also TheAmerican too will die. It is our favoritesport, our hest Indian Reader: Literature.$3.00 (paperbound). English: College; means of communication, our one remaining Informational Re- evidence of a joyful spirit." source.

Following the stories thereis a collection of This book has been designedfor classroom contemporary articles on such subjectras use and teacher preparation and fordissemi- description of events, history,and protest; nating general information aboutthe Native there is also a series of American to those who have essays by,Native col, a special inter- umnists. Finally there is estinthearea. The cultural differences presented a critique of Native literature andof the Native in lit- among all peoples are seen asan aid to learn- erature. As an informationalresource book, ing and as a way to "develophuman beings this publication would beinteresting and capable of functioning inany society." Sub- helpful in classrooms andlibraries. ject areas covered concerningeducation for and about the NativeAmerican include: Ap- proach and Philosophy, TheLessons of His- tory, Problems of Today, Critique ARCO IRIS: UNA REVISTA HILINGOE. and Eval- BilingualPublications, Box 149, Merrick. uation, A Sampling of Filmand Book Re- New York 11566, views, Relevant Education, 1976. Volumen I, A Sampling of Primavera 1976. Subscription: Curriculum, and Organizing and $2.50 per Maintaining year; outside the United States a Native American Refe;ence Library. add $1.00 per year for postage. Single copies:S0.60. Paperbound. Spanish andEnglish: Grades 4-8. THE AMERICAN INDIANREADER: LIT- ERATURE. Edited byJeannette Henry. The Arco iris is a new bilingualpublication that Indian flistorizm Press, 1451Masonic Ave- spe:itically addresses theeducational needs nue, San Francisco,California94117. and interests of bilingualstudents, ages 11- 1973. 249 pp. Book 111 ofa series on edu- 15. The articlesare multidisciplinary and cational perspectives. See alsoTlu.' American therefore may be appliedto whichever con- Indian Reader: Ethwation.$3.00 (paper- tent or academic area theteacher sees fit. bound). English: College;Inforinationa! Re- source. This issue features: Poema:"New York"; Cuentos: "Mis primeros renos,""Un hom- bre de provecho",. Tales This book is designedas an introduction to from Other Lands: the study of the Native -Ero from the OtherWorld," "The Trum- literature of the peter of Krakow";Fauna:"Penguins"; Americas. The purpose ofthe book isto stress the fact that the literature Food: "Snacking forGood Health": Per- of the Na- sonajes famosos: "Pablo tives should be consideredas a major litera- Picasso"; Alrededor ture and not just as "folklore. del imindo: "India"; andregular features The first sec- entitled"llablemos correctamente," tion contains thepoetry of the ancients. One "Did of the most unique You Know?",- "Aesop'sCorner," "Chistes representations given y adivinan:as," "Crossword Puzzles. that of the epic historicpoem by the Lenni Jokes." Lenape, the Walum Olum.As a contrast to The front coveris this, we are also giv,en thepoetry of modern a photograph of New Native youth. The,poetry Delhi students demonstrating"Lezium," of the ancients ex- physical-education presses feelings of exultation and celebration, activityusing wedical instruments. The articleon Picasso is a brief

2 CARTEL biographical sketch illustrated with three of structional Development Program for the In- his paintings; titles, dimensions, and dates stituteof Indian Services and Research, are given. The article on India discusses the Brigham Young University. Brigham Young geography, population, religion, history, and UniversityPrintingService, 290 IIRCB. social system of the nation. The crossword Provo, Utah 84601. ©1972.221 pp. $0.59-- puzzles and unscramble exercises make this minimum order of $1.00 (paperbound). consumable material. English: informational Resource.

This publication provides a listing of ma- BENJIEDUCATIONAL PROGRAM. (Mul- terials useful to persons involved in multi- timedia.) Film by joe Can-:p; creative learn- cultural education. The types of materials ing experiences by Marge Bruder; adapted included in the book are 16-mm motion pic- into Spanish by E. Héctoi Zamorano. Straw- tures, 8-mm film loops, filmstrips, 35-mm berrj Fields Educational Productions. Inc.. slides, overhead transparencies, study prints, 10300 North Central Expressway, Suite 105, maps, charts, audio recordings, and multi- Dallas. Texas 75231. 1976. Teacher's media kits. A thorough and concise presen- guide---Juegc) de ensefian.:a (paperbound): tation is made for all materials. The bcok is 48 pp. New reducedrates: S250.00 per easy to follow in that all instructional ma- school; 5200.00if20 or more schools terials are alphabetically listed according to order together. Components of the pro- subject heading, subject, and title. A brief gram:1.Film (87 minutes. 16 mm, full description is given for each title that in- color):for rent only; 2. teachine kit for cludes type of material, distributor, color ..!ry 30students(perforatedactivities and sound aspects, length (which includes worksheets and 16 8" x 10" photographs); number of minutes or frames). and a short 3. teacher in-service guide; 4. sheet music; ;tatement on the subject of the film. This 5. record; 6. novel. 7. stuffed dog; S. poster publication could provide a source for new (30" x 40"); 9.1( with Benji's paw print teaching ideas in multicultural education. (in either English ipanish) will be sent in An important aspect to be noted concerning reply to fan letters from students. English this book is that the term "Amcrican Indian" and Spanish: K-8. in the titlerefersto South, Central. and North American Indians, so the materials This audiovisual program was especially de- included are most comprehensive. signed to provide exciting learning activities for oral-language development and to serve as a supplementary reading program. The fo- BILINGUAL CHILDREN: A RESOURCE cus of the activities is motivation as a key DOCUMENT. Muriel Saville.Troike. Center for learning experiences. The activities infor Applied Linguistics. 1611 North Kent cluded in the Juego de enseilanza provide Street, Arlington, Virginia 22209. 1973. 149 practice skills in language experience, read- pp. S3.50 (paperbound). This is the second ing comprehension. music, art. and drama: book in the Bilingual Education Series eri- the children also learn about the responsi- titled Papers in Applied Linguistics, (set of bilities involved in taking care of a pet. Word 4 for 59.95). English:Informational Re- puzzles, riddles, and games are piovided in source. the activities. The main character in the pro. gram is I3enji, a lovable dog that will capti. This book is designed to provide the data vate chiloren of all ethnic groups. necessary for personnel working with bilingual children to undeistand: (1 ) the nature of language and its diversity; (2) how chil- BIBLIOGRAPHY OF NONPRINTN- dren learntheirfirst and subsequent Ian- STRUCTIONAL MATERIALS ON THE ituactes: and (3) the cultural attitudes and AMERICAN INDIAN. Prepared by the In- practices which affect the childsocialization

Annota tions 3 and cognitive development. Special emphasis C;iicano-police riots of 1971 are one notable

is placed on profiles of bilingual children example). `1; (Mexican Amarican, Puerto Rican, and In- dian) and implications for early-childhood After studying these various trends, the an- program development. A selected and topi- thology concludes with some insights into cal bibliography and a comprehensive bib- the future of Chicano politics. Contributors liography are included. includeJoseph Montoya, CésarChzivez, Antonio Camejo, José Angel Gutiérrez, and Alfredo Cuéllar. LA CAUSA POLITICA: A CHICANO POLI- TICS READER.Edited by F. Chris Garcia. Universityof Notre Dame Press,Notre CHEROKEE SUNSET:ANATION BE- Dame, Indiana 46556.D 1974. 444 pp. TRAYED.Samuel CarterIII.Doubleday $4.95 (paperbound); S14.95 (clothbound). and Company, 245 Park Avenue, New York, English:College; InformationalResource. New York 10017. © 1976. 318 pp. 59.95 (hardbound).English:InformationalRe- Dr. Garcia has compiled a collection of writ- source. ings which look at the Mexican American people's position in American politics, why In 1785 the Cherokees signed a peace treaty they have participated and why they have with the United States, "a treaty which es- not. The book spans a continuum of politi- tablished their 'inviolable boundaries' and cal activity, from the most traditional tech- their independence as a sovereign Nation." niques to violence and revolution. From then on they turned mole and more to "white men's ways," cultivating crops, build- Mexican Americans haveparticipatedin ing homes, establishing schools, developing a some ways in conventional American poli- parliamentary democracy. They were allies tics. A fewChicanoindividualshave of the Americans in the War of 1812. Ac- achieved political power; however, frequent- cording to the American dream, the Chero- ly in such situations, "few, if any. material kees were responsible citizens playing by all benefits are rewardedtothe masses." In the rules. But the white people coveted the recent years some Mexican Americans have Cherokees' fertile lands, and the discovery of achieved real political power at a decision7 gold only whetted their appetites. To keep making level, pow-r not only for individuals the peace, the Cherokees yielded more and but for the Chicano commuoity as well. more territory. But many Chicanos become politically involved only when they approach a govern- At New Fchota in 1835 a sparse assembly of ment agent"; for services; these encounters Cherokees ceded 'alltheir territory east of areofteniessthan beneficial. Generally the Mississippi to the United States and speaking, "old-style" politics have been un- agreed to emigrate to the West. The gather- fruitful. Consequently. ChicanoS have tried ing was hardly representative since most unorthodox methods. For example, "some Cherokees were boycotting the meeting, but Chicanos have given up on the American the terms were on paper and the U.S. con- political system," favoring instead institu- sidered the treaty valid. During the next few tionsseparate from the mainstream.Al- years. Cherokees began slowly moving west, though radical ideologies, such as socialism but they were not moving fast 'enough for and Marxism, have found few proponents the GeOrgia settlers. In May 1835,General among Mexican Americans., radical tactics, Winfield Scott began rounding up the ("hero- such as strikes and boycotts, have been em- kees,all16,000 of them, and detaining ployed. Continually frustrated by the Ameri- them in stockades with inadequate food, can political system, some Chicanos have shelter, and sanitary facilities. Some 2,500*- struck back violently (the East Los Angeles "died of illness, malnutrition, exposure, and

4 CARTEL In certain cases brutaltreatment" in these aortal Resource. concentration camps. In October theChero- kees began moving westward along"The Thisisthe story of Crystal City. a small Trail of Tears." The trip was anightmare of town inthe Texas Rio Grande Valley illness, starvation, and bitter cold;1,500 whichhas playeda prominentrolein more Cherokees died.By the time the tribe Chicano politics. Crystal City's population reached Indian Territory, almostone-fourth is 80 percent Mexican American, yet it has of their people had been wiped out."The been dominated by Anglos since its begin- 1900s Cherokee Nation endured, of course.. .. ningsin1907. Twice during the They had atready met the challenges ofthe Chicanos revoltedagainstthe Anglo es- white man's world; they would go on doing tablishment. In 1963 five poor uneduci.ted so. But not inthe triumphant way they Mexican Americans won allcity council seemed so near when viewed from the splen- seats; however, due to inexperience. Anglc did heights of 1827." resistance, andinternaldissensions, they were defeated two years later. In1969 the This is not a pleasant book read; it is easy Chicanos were again successful, gaining con- tofallintothe trap of hating the white trol 01 the city government and the school,. people and glorifying the red. But Carter has board. Out of the second revolt grew La given us an objective picture of a complex Raza Unida. a political party which would time; we see an the people involved more influence not only Crystal City but the en- clearly than before. Perhaps we can learn tire Chicano movement in the United States. something from his scholarship. Shockley has attempted "to write a comprehensive and balanced treatment of events in CHICANO HISTORY CALENDAR, 1977. the community"; however, he recognizes Fillmore Publishing Company. P. 0. Box 98. that "full 'objectivity' and full 'impartiality' Fillmore, California 93015. 1976. Size: are impossible to achieve." He encoura2es x 28". 55.95. Spanish andEnglish: K- othersto study and write about Crystal 12; General Interest. Cityinorderto better understand the forces ^work in that community and othe: This is a bilingual historical calendar depic- American towns. ting some of the contributions made to this society by Mexican Americans. Each month features a prominent Mexican American and A CLOUDBURST OF MATH LAB EXPERI- each date gives brief information pertaining MENTSUN CHAPARRON DE EXPERI- to Mexican American history and cultIre. MENTOS DE LABORATORIO DE MATE- The inside (or back) of the front cover gives MATICAS. Ronald Buckeye. William a general lesson plan with ideas onhow to Ewbank, and John Ginther. Midwest Publi- use the calendar effectively as a teaching aid cations,P.0. Box129. Troy. Michigan in the classroom. The top portion of each .48084. © 1971English: 1975- S)anish. month, which is a reproduction of a painting Paperbound. English and Spanish: -Grades of an outstanding Mexican ,American. can be 3-12. cut off and laminated for continuous use throughout the year. This is a series of math experiments and activities designed for supplementary use in the classroom. No specific grade level is designa- CHICANO REVOLT IN A TEXAS TOWN. ted. The materials are easy to follow bacause John Staples Shockley. University of Notre each of the experiments is coded as to topic Dame Press, Notn. Dame, Indiana 46556. area and difficulty. Over 1.100experiments © 1974. 302 pp. 53_95 (paperbound); 59,95 covering elementary through lower college are (clothbound).English:College;Informa- in the five English volumes. nnly Volumes

5 - Annotations I and II covering middle-elementary and up- nainese and English and on the phonological per-elementary grades arc available in Span- and syntactic systems of the Vietnamese ish. The different subject-matter areas that language. The moderator. Kent Sutherland, are contained in each volume are: fundamen- isthe coordinator of the Center's Viet- tal operations, sets, numeration and number namese Refugee Clearinghouse. theory, fractions, probability and statistics, applications, geometry, measurement, and The firstspeaker was Nguyen Hy Quang, enrichment. No expensive apparatus will be whose subject was Vietnamese .phonology. needed, as most classrooms will already con- Mr. Quang has had considerable experience tain the equipment that is required. All vol- working with the Vietnamese language at the umes are available in either book or "key- Foreign ServiceInstitute, where he has sort" card form. taught Vietnamese to American government personnel for the past II years. Mr. Quang, a Although only Volumes I and II were avail- native of Vietnam. studied in Vietnam and able for annotation, their instructions were the U.S. and is fluent in the three major dia- clearly written and complete in form. lects of Vietnamese: northernHanoi, cen- tralHue, southernSaigon. Vol. I. book form (93 pp.; elementary): $3.95 The Vietnamese language is spoken by about Vol.I,book form (93 pp.; Spanish): 30 million people. It was influenced.by such S5.95 languages as Malayan. Thai, and especially Vol. II, book form (140 pp.; upper ele- Chinese. After centuries of using Chinese mentary): S4.95 characters, or a modified version of these Vol. II, book form (140 pp.; Spanish): characters, Vietnamese Was rornanized in the $6.95 seventeenth century by European mission- Vol. III, book form (junior high): 54.95 aries. In 1910 the romanized writing system Vol. IV, book form (high school): S3.50 or national language came into official use. Vol. V, book form (lower college): S4.25 Teacher's manual for all 5 volumes: $3.00 In all three dialects, the structure of the lan- Vol.I. card form (elementary): S20.00 guage is the same. The lexical differences arc Vol.11, card form (upper elementary): few, but each dialect has phonemes which $22.00 do not exist in others; this makes all three Vol. III, card f.mn (junior high): S24.00 dialects sound different from each other Vol. :V, card form (high school): S14.00 Mr. Quang specificallyspeaks about seb Teacher's manual for all 4 volumes: S3.00 mental phonemes, vowels. consonants, 3nd tones. Allhis comments arc based on the southern dialect, with some examples and A COLLOQUIUM ON THE VIETNAMESE phonetic descriptions. LANGUAGE. (Multimedia.) Center for Ap- plied Linguistics, 1611 North Kent Street, Mr. Quang mentions that no single English Arlington, Virginia 22209. 1975. "Sup- vowel is identical to any of the Vietnamese porting Papers,- cassette tape. S6.50. En- vowels, but there is enough similarity be- glish:Linguists; ESL Teachers: Informa- tween most of them for an ESL teacher to tional Resource. use the vowel phoneme ina Vietnamese word. Thc musical pitch and the pitch con- This is an how-and-a.half colloquium on the tour of a word is a meaningful part of its Vietnamese 1 .nguage sponsored by the Cen: pronunciation. Many words in Vietnamese ter for Applied Linguistics in Arlington. Vir- arc identical except for their tones. which ginia, as a part of the Center's Vietnamese give them entirely different meaMngs. And Refugee Education Series. The presentations although English has been described by some are on the contrastive features between Viet- as a nontonal language. Mr. Quang f%)ints

6 CA RTE L out that there are tones in English, and these learning English are word order and opposi- are usually considered on the level of the tion, verb forms, the plural of nouns, and sentence. So in teaching Vietnamese children the use of function words such as deter- how to produce a certain intonation, it's a miners and prepositions. In order that Viet- good idea to make the English word similar namese students learn English effectively, to a Vietnamese word. For example, the En- well-trained teachers are needed as well as glish word now has a tone on it; the Viet- especially well-prepared materials based on namese word for brain is also now with a an accurate, systematic, contrastive analysis rising tone. of English and Vietnamese. The range of differences must be considered at various lev-_ In the Vietnamese language tilt:te are five elsthe grammatical point of view and, more distinct tones: importantly, the cultural one.

1) The level tone is a middle pitch. It is a Side I of the cassette tape includes the two little higher than the middle range of speeches. The handout, "Supporting Papers an average English speaker. for Colloquium on the Vietnamese Lan- 2) The higher pitch rises sharply and is guage," includes pertinent background infor- loud with a tense and squeaky quality mation, the principal points of each speech, in the terminal stage. and various charts. Side 2 of the cassette 3) This tone is lower than the first.It tape includes questions asked by the parti- trails downward toward the bottom of cipants during the seminar. The answers z!nd the voice range. It has a relaxed quali- advice offered by both speakers will be of ty and is accompanied by a kind of immense help to teachers who have Viet- breathing voicing as in a sigh. namese students. They speak of cultural 4) The southerndialectstartssligiitiy differences and of the many ways teachers lower than the leveltone and rises canhelpthe Vietnamese students learn above it. It's also known as the "rising English. The Center for Applied Linguistics tone." also offers to provide technical assistance in 5) This tone is lower than the fourth. It this area. fallsnearthe bottom of the voice range, then rises sharply. Errors cannot be ignored, and yet the question of whether or not a 2rammatical or The second speaker was Duong fhanh Binh, phonological error will actually cause mis- who spoke on Vietnamese syntax. Fler ex- understanding is one which teachers must perience with Vietnamese iinguistics dates seriously consider. A great deal of time can back to her studies at Columbia University. be wasted in the classroom if teachers try to She was formerly English graduate chairman 'insist on a student pronouncing every word atthe University of Saigon, and she also perfectly when infact he or she can be served three years as Vietnamese representa- quite well understood by allin spite of a tive of the Coordinating Committee,Regional so-called foreign accent. It is very important English Language Center, Southeast Asian that an ESL teacher help a spe%ker of Viet- Minister of Education Organization in Sin- namese to bridge not only a linguistic but gapore. also a cultural gap, and both of these gaps are wide ones. Spending-hours on drdline Ms. Binh's presentation covers the similari- phonetic features may be fruitless. Instead, ties as well as the differences between Fn- teachers should concentrate on helping Viet- glish and Vietnamese. The hypothesis of lin- namese students to understand the rapid guists and teachers isthat the differences [low of American speech and to imitate its inevitablyinterferewith the attempts rhythm, stress, and intonation. The cultural students to learn English. The main prob- and cognitive content of lessons needs to be lems encountered by Vietnamese students in increased, and the drilling and unnecessary

Annotation., 7 correction need to be decreased. tense) But instea 1 of dying. he ended up with hisfeet on the floor bccause his nylon socks had stretched. We laughed LA CONFLUENCIA. Coedited by Susan V. and laughed. It was a big relief after the Dewitt and Patricia D'Andrea; drawings by intensity of the story and the discussion. Betsy James and Rubin Ruiz: photographs A lot of teaching and thinking went into by Joan Gentry and Robert Nugent; cover that story. So that's the way it went+his by Barbara Strelke. La Confluencia, 125 particular day. I wonder how other peel- East Santa Fe Avenue, Santa Fe, New Mexi- plein other place :.manage with the co 87501.© 1976. Vol.I, No. 1. Single giraffes and the peppered moths .. copy:$2.00 (paperbound).Spanish and English: G rades 9-12 ; General Interest. "Students Write" is also another regular feature that gives exposure to the young talent La confluencia is a journal, a means of corn- of the Southwestpoets, essayists, artists, munication and expression for social scien- etc. The concluding section, "Confluences," tists, historians, teachers, administrators, stu- features descriptions of multicultural pro- dents, artists, and readers. The opening ar- grams and bilingual and community resource ticle, "Wooden Indians Unchaining,"isa centers in New Mexico and the Southwest. disquieting but perceptive essay on the ves- The editors encourage anyone interested in tiges of blatant stereotypes of Indians, which bilingual education, community action, or details the more "subtle expectations and other issues in the Southwest to send them stereotypes" which may not be malicious information on the programs and services but are, however, still somewhat distorted. being offered. La Confluencia, Inc.,isa Another article, "Verlan, c and the Llano nonprofitcorporationregisteredin New Canal: A Case Study," is a small commu Mexico. -nity's proclamation of success in retaining the ancient acequia system and maintaining the ecology of thatstretch of theRio CONTEMPORARY CHICANO THEATRE. Grande. Itis the intent of the editors that Edited by Roberto J. Garza. University of case studies of community action and devel- Notre Dame Press, Notre Damc. Indiana opments be a continuing feature of La con- 46556.©1976. 248 pp. S5.95 (paper- fluencia to serve as models to other commu- bound); $14.95 (clothbound). English and nities. Spanish: Grades 11-12; College. A regular feature entitled "Notes -from a This collection of eight plays can be consi- Teacher's Journal" provides teachers with dered representative of contemporary Chi- more than just "abstractions of educational cano drama. The collection includes works by theory."Itisa communication to other Luis M. Valdez, Alurista, Estela Portillo, teachers by which classroom experiences. Ruben Sierra, Roberto J. Garza, and Ysidro teaching techniques, and curriculum ideas R. Macias. Each play is characteristic of its may be shared. This issue's letter presents, authorandvariesaccordinglyinstyle, with an intense realism, children's views on theme, content, and technique. The play- birth, growth, old age, death. wrights do, however, share a creativity and artistry fully evident in their works. Floyd told us about somebody he knew being in jail one time in Zuni. It seuMs The editor has also included chapters on that a very disheartened prisoner, having Chicano theater anditshistRrical antece- reached his end, tried to hang himself by dents, making this anthology useful both as tying his funny long nylon socks around a basic reader and a resource text in teach- his neck and knocking the chair over. ing Chicano theater at the high school and (The atmosphere in the room was very in- collegelevel.Furthermore, each playis

8 CARTEL suitablefor staging and, indeed, has been the study of a particular aspect of the target successfully staged previously. c.ilture; using slides and films; having culture capsules; presenting folk music and dance; and planning guided tours. CREATIVITY /N THE LANGUAGE CLASS- ROOM. Irene E. Stanislawczyk and Symond Yavener. Newbury House Publishers, Inc., CUANDO ME EN0.10... (Translation of 68 MiddleRoad, Rowley, Massachusetts I Was So Mae by Alma Flor Ada.) Illustrated 01969. 0'1976. 101 pp. $5.95 (paperbound). by Dora Leder. Albert Whitman and Com- English: ESL and foreign-language educators. pany, 560 West Lake Street, Chicago, Illinois 60606. © 1974. 40 pp. Retail price: S4.25; This book is designed "to stimulate student school and library price: $3.19 (hardbound). interest in foreign.language, ESL, basic En- Spanish: K-2. glish,or language-arts instruction."Itis organized by course levels. "The Beginning This student reader deals with situations in- Phase" is that period which is the most de- volving anger which will be familiar ro chil- manding for the teacher. The dialogue lines, dren of any ethnic background. The text is vocabulary, and structured exercises need to accompanied by illustrations portraying the be extracted from thcir original contexts and child's emotions. The book will bc. fun for varied to reflect the student's needs and in- children to read and could be used as a terests. The authors elaborate on the con- supplementary reader and for oral-language struction and variation of questions, dia- development. The children would benefit logue, spontaneous narrations, and structure from discussing the anger-provoking situa- drills. tions and proposing their own solutions. "The Lower-Intermediate Phase" approxi- mates early second-level work -that is, stu- CULTURAL AWARENESS FOR YOUNG dents possess language skills but still do not CHILDREN. Earldene McNeill, Judy Allen, have adequate control of the language. It is and Velma Schmidt. Illustrated by Barbara recommended thatteachers make use of McNeill.LearningTree,9998 Ferguson group work, review discussions, and student Road, Dallas, Texas 75228. co. 1975. 242 pp. role playing. $9.95 plus 10 percent for postage handling (paperbound). English: Preschool. "The Intermediate Phase" is one where students demonstrate a more sustained use of The Learning Treeisa school located in the language. Activities for simulated conver- Dallas. Texas, which emphasizes indepen- sation, activities inspired by mass media, and dentlearning andindividualizationina language-laboratory activities are provided in 1-arning-center environment. As part of the this section. program, childrenparticipateincultural- awareness activities. This book is a collec- "The Advanced Class" shows students' abil- tion of resources for studying many differ- ity to work independently. Advanced discus- ent culturesBlack, pioneer, Eskimo, Mexi- sion techniquess.ich 2S student round-table can and Mexican American, Native Ameri- discussions. debates, seminars, lectures, pan- can, and Oriental. The activities focus on the el writing, etc.are presented. most obvious and most colorful aspects of whatwecall"culture"food, clothing, "Culture" presents specific procedures to. music, storiesand, since this book is for help teachers increase the cultural value of preschoolers. the presentation tends to be language study. The authors suggest using generalized.Buttheauthorsrealizethe foreignnewspapersandperiodicalsfor limitations of their work and see the ma- visuals; having a cultural bulletin board for terials only as a starting point toward cul-

Annotations 9 tural awareness. "If this book bridges a Occasionally the authors make broad state- small gapin understanding and accepting ments which require documentation; e.g., ALLcultures, enriching all of our lives, the "Eveninthe southwestern part of the purpose ... wil1 have been fulfilled." United States, where the Spanish heritage is evident, the English heritageisstronger" The manual is illustrated with line drawings (page 41); "Catholic groups are among the and charming photographs of children en- most patriotic groups in the United States" thusiasticallyandjoyfullyparticipating. (page 91). But, overall, they have done con- Each chapter concludes with an annotated siderable research and provided valuable in- biblioi,raphy of sources. sights intc the cultures of Mexico and the United States. Although Rice and Barnes state that the book may be used in a course CULTURAL CONTINUITY AND CflANGE for one quarter or one semester, they pro- IN MEXICO AND THE UNITED STATES. yide no suggestedactivities or guidelines M. J.Rice and B. R. Barnes. Anthropology for the teacher. The authors arc planning a Curriculum Project, University of Georgia. bilingual version of the text. Athens, Georgia. 1976. 189 pp. S2.50 (paperbound). English: Grades 9-12. THE CURRENT STATUS OF U.S. BILIN- This is a comparative study of Mexico and GUAL EDUCATION LEGISLATION. the United States. Seven chapters address Hannah N.Geffert, Robert J. HarperII, the followingtopics: culture;cultural Salvador Sarmiento, and Daniel M. Schein- change; the cultural heritage of the two na- ber. Center for Applied Linguistics, 1611 tions; language; -eligion; land tenure, labor, NorthKentStreet,Arlington,Virginia and income; and political institutions. Each 22209. 1975. 127 pp. 53.50 (paperbound). chapter features advance organizers. sum- Thisisthe fourth book inthe Bilingual mary pages which periodically highlightkey Education Seriesentitled Papers in Applied information. Linguistics(set of 4 for 59.95).

This is an update of a 1971 report entitled Throughout the book, the authors contrast "Laws and Legal Documents Relating to and compare Mexico and the United States. Problems of BilingualEducationirthe The purpose is not to praise one culture at United States," compiled by Heinz Kloss. the expense of the other but, rather, to ex7 Itdocumentsfederal,state,andother plain why the nations differ in some ways "American-flag" legislation affecting and are similar in others. For example, both gual education. Excerpts from major federal the. Spanish and English colonials interacted court opinions are given,in addition to with Indian peoples. At the time of the statutory provisions for each state in the Spanish conquest, a large number of Indians union. A final summary of legislative activity lived in Mexico. Because of their 11 umbc rs inthe 50 states and other American-flag they had considerable influence on the Span- jurisdictions is provided. iards. Because the population of the Eastern Woodlands Indians was small, they had less influence on the English settlers. Certain DICCIONARIO ..1LUSTRADO DE ELEC- Aztec religious rites resembled Catholic cere- TRONICA, ESPA&OL-INGLf.S E INGLES- monies- such as baptism and communion. ESPASOL.HumbCrto Ramirez Villarreal. These similarities made Catholicism more Editorial Diana. S.A.. Callesde Tlacoque- palatable to the Mexican Indians. On the mecad y Roberto Gayol, Mexico 12, DI., other hand, there were few religious :ere- Mexico. Available from Heffernan Supply monies shared by thBritish and the Indians Co.,1'. 0. Box 5309, San Antonio, "l'exas they encountered. 78201. ('-',i961,1975.198pp. S4.95 (paper-

10 CARTEL bound). English and Spanish: Informational DIOSA Y HEMBRA: THE HISTORY AND Resource. HERITAGE OF CHICANAS IN THE U.S. Martha P. Cotera; cover by Nora Gonzalez Dodson. Information Systems Development. This is a handy reference tool for electronics 1100 East 8th Street, Suite 4. Austin, Texas experts, students, or other interested per- 78701. 1976. 202 pp. 54.95 (paper- sons. The two sections, Spanish-Englishand bound). English, some Spanish: Grades 9-12; English-Spanish, provide terminology that is College. significantandtechnicallyimportantto those in the electronical fields. The Spanish- Diosa y hernbra is a historical, social, and English section is amply illustrated, and it political profile on the Mexican American provides an English equivalent and pronun- woman from the pre-Columbian period to ciation guide for each term listed, along with .the present. It aims to dispel the myth of an extensive definition in Spanish.,The sec- insufficient literature as an excuse for not tion in English-Spanish is an elaboration of -having curricula relevant to Mexican Ameri- an English-Spanish vocabularyadopted by can women. As a continuum of theearly the Conferencia Internacional de Radiodifu- efforts of Mexican American women (the sión por Altas Frecuencias. This second sec- terms "Mexicanas" and "Chicanas" are used tion offers terms in English with an English throughout the book interchangeably) to ef- pronunciation guide and a brief definition in fect stronger development and expression, Spanish. This dictionary would be of use pri- Cotera has anthologized (with very extensive marily to those who read Spanish but who at footnotes) the historical legaq of the Mexi- some time may come in contact with tech- ,...an American woman. nological terms in English or Spanish relating to electronics and who would need amplifi- The author starts off her treatise with an cation of those terms. elaborate documentation of four major time lines: before the Spanish conquest. during Spanishrule, the postcolonial period, and Chicanahistory1840-1960. Shefurther DICCIONARIO TLNICO DE ELECTRO- discusses the general socioeconomic charac- MECANICA. 'Compiled by Luis Weis B.illes- teristics of Chicanas in the U.S., the roles teros. Editorial Limusa-Wiley. S.A.. Arcos dL and attitudes of the Mexican American mi- Belén 75, Mexico 1, D.F., Mexico. Availible grant and farmworker women, and the myth from Heffernan Supply Co.. P. 0. Box 5309. and realitieso. f "La Chicana and La Fa- San Antonio, Texas 78201. '7-'1969. 298 pp. milia." The concluding chapters cover Chi- $3.95 (paperbound). English and Spanish. cana achievements in education,journalism, Informational Resource. politics, labor, feminist activity and organizations.

This is a technical dictionary designed to be Diosa y lwmbra is Cotera's effort to change of use not only to specialists in the fields of images and stereotypes of Mexican American electricity and mechanics but also to those women andto document attitudes and who might need a quick reference to or achievements responsible for their strength. translation of a technical term. All terms are She hopes that the basic references and in- in English with a brief definition in Spanish. formation she provides may be used as "a According to the compiler. great care was starting point by educators, program admin- taken in selecting the proper terminology in istrators. and the general public." Social the two languaees as he recoL,:ized that the studies teachers at the high school level may number of equivalent concepts in Spanish use this publication as a basis for units on were limited. Various conversion and trans- Mexican American women or for supple- formation tables are included. mental reading assignments to be done in

Annotations 11 class. Diosa y hembra has been adopted at structional materials. The organization of the university level; it is currently being used the evaluation consists of four major instruc- at the Uni.ersity of Texas. tional-designconstructsaswellasaddi- tionalconsiderationsandoverallassess- ment and recommendations. Information is DIVERSITY. Center for Cross.Cultural Edu- provided on: title, author, publisher, copy- cation/Coalition of Indian.Controlled School right,media,components,subjectarea, Boards, Inc.. Suite 6, 811 Lincoln, Denver, curriculumrole, grade levels, population Colorado 80203. No cost to those on the characteristics,research and 'development mailinglist,English:InformationalRe- evidence, linguistic content, language level, source. developer's rationale, learner goals. learner objectives, scope, sequence, methodology, Diversity is a newsletter published six times means of evaluation, physical description, a year as an aid in communication between source,teacherpreparation, community school districts in a seven-state area: Mon- acceptance, accuracy, and summary. The tana, North Dakota, South Dakota. Utah, processes uscd in thc selection criteria are Wyoming,. Colorado, and Oklahoma. Types explained in detail in the front matter of of topics covered in the newsletter are book each report. reviews, lists of conferences and workshops, recommended films, and reports on current Volume I contains a total of 78 instrac- happenings in Indian education. tional programs in teaching communications skills and reading. Volume II contains a total of 87 instruc- EPIE REPORT: SELECTOR'S GUIDE FOR tional programs inteaching mathe- BILINGUAL EDUCATION MATERIALS matics,science,socialstudies,fine VOLUME I: SPANISH LANGUAGE ARTS; arts, and creative arts. VOLUME II:SPANISH BRANCH PRO- Volumes I and Il contain complete and GRAMS. EPIE Institute. The Educational supplementary instructional programs. Products Inforrnation Exchange Institate, 463 West Street. New York. New York The information in the reports will prnve ef 10014. ©1976. (Based on earlier instrument value to any person involved in bilingual created by Maurice Eash.) Volume I:131 cducation programs. pp.; 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: itSTOS FUERON LOS MAYASTHESE $2.00 (paperbound). English: Informational WERE THE MAYANS! Joe Kelly. Resource. Films Incorporated, 1144 Wilmette Avenue. Wilmette, 60091.Sale.S225.00; These materials analyses were designed to rent: S20.00. Spanish and English: General evaluate Spanish and English instructional Interest. materials produced by foreign and U.S. com- mercial publishers and federally funded pro- This 16-minute film gives a brief historical grams. The instructional materials are dis- description of the monumental Mayan civili- tributed throughout the country for bilin- zation and shows archaelogical sites in Yu- gual-classroom use. The purpose of this eval- catan, Chiapas, Guatemala, and &lice. The uation design is to provide analytical infor- Mayans are portrayed as extraordinary ar- mation on the instructional materials to any chitects, mathematicians, astrologers, and person who isinvolved in bilingual educa- artists. Today we can still admire the gran- tion. The guidelines for instructional-design deur and beauty of the fantastic structures analysis are described in detail. The reader at the pre-Cokimbitin sites. Modern Mayan has a clear idea of each component of the in- citiesreflectboth past and present, and

12 CARTEL many of the people in them speak Mayan as `;treet. New York, New York 10014. 01974 well as Spanish. The color and photography 15pp. $0.25 (paperbound). English and in the film are beautiful, and the narration Spanish: Informational Resource. is informative and very well done. Intheintroductiontothispamphlet, Claudio Tavarez discusses the false accusa- EXPLORING THE LIBRARY. (Film.) SVE/ tions that Luis Fuentes, the only Puerto Societyfor Visual Education, Inc.,1345 Rican superintendent in New York, faced Diversey Parkway, Chicago, Illinois 60614. and thestruggles he went through. This © 1968. Using the Elementary School Li- pamphlet presents the two speeches given by brary Series. 57 frames, 15 minutes. Film- Fuentes supporting the Puerto Rican. Black, strip with teacher's guide:S7.00; record: and Chinese parents in School District 1 in $4.00; cassette: $6.00. Spanish and English: their attempts to gain control in their corn- Grades K-5. -munity. In his speeches Luis Fuentes d:s- cusses the fight against racism in the schools Elementary school librarians and teachers and analyzes the way in which the United can learn as much from this filmstrip as the Federation of Teachers (UFT) and the Coun- children. It gives such ideas as having stu- cil of Supervisors Association (CSA) have dents tape.record their own book reviews for assumed leadership. He also presents his other students to listen to. having a puppet views on bilingual education and the nega- show to act out scenes from books, having tive attitudes that these unions had toward astudent committee preview and select a positive change. films for the class, etc. The students learn that the libraryisa place w: ere try y can read and work on their own, with some as- THE GYPSY WAGON: UN SANCOCHO DE sistance from the librarian. They learn about CUENTOS SOBRE LA EXPERIENCIA CHI. using the card catalog and the various sec- CANA. Compiled and edited by Armando tions in the library and about working alone Rafael Rodriguez. Aztlan Publications. 405 at the carrel without being disturbed by HilgardAvenue,L osAngeles,California others. The students are shown usinga 90024. © 1974. 90 pp. S3.95 (paperbound). teaching machine into which a programmed English: College: Adult. lesson is fed, using a projector to view slides, listening to albums and tapes. The filmstrip This is an anthology of Chicano short sto- also emphasizes the responsibility of the bor- ries. The background of the book is unique rower to return materials in good condition .in that each of the contributors has been, :and to observe whatever rules the librarian or iS, a student at UCLA and has at one time has established in the library. or another congregated 1.vth other authors to discuss ideas. The stories reflect a variety Ail captions and titles in the filmstrip are in of situations and experiences whi,711 the writ- English. although narrated in Spianish. The ers have personally faced. The intwduction teacher's guide is also in English. The other states:"T::e influence comes from what filmstrip titles in this series are: Getting to -they have seen intheir collective experi- Know Books, What's in the Dictionary. How ences. Experiences that have led them to to Use the Card Catalog, How to Use the witness injustices that have penetrated the Encyclopedia, and Skills in Gathering Facts. schools, the universities, their streets. their .homes,and..insomecasestheirvery heads ..." THE FIGHT AGAINST RACISN1 IN OUR SCHOOLSLA LUCHA CONTRA EL RA- Although some of the language used in the

. CISMO EN NUESTRAS ESCUELAS. Luis literarycompositions may be 'offensive to -Fuentes. Pathfinder Press. Inc.. 410 West sonic people, the collection of stories offers

13 ..Annotations : valuable insights into the lives ofsome Chi- canos in the barrio. In addition to providing the childwith infor-' mation about his co nmunity andenviron- ment, the authors intend to providestory elements of especial interest LA HISTOR1A DE LOS to the Spanish- AZTECASTHE speaking child,particularlythe Mexican STORY OF THE AZTECS.(Film.) Joe Kelly. Films Incorporated, American child. The storiesare written in 1144 Wilmette such a way as to subtlystimulate the child's Avenue. Wilmette.Illinois 60091. Order appreciation of the beauty ofthe Spanish from: P. 0. Box 31547, Dallas,Texas 75231. language. Sale. S260.0'; rent: S20.00.Spanish and English: All Is2ve ls. This readerisdivided intofive sections which provide the child with This film is based on the Aztec a wide variety legend con- of subjects, locales, andtimes. The sections cerning the belief that thepeople cf the are: El reino de los cuentos, which dealswith Aztec empire would build theircity where folktales: El reino de los they found an eagle standingon a cactus animales, which deals with animals and insects:El reino de la devouring a snake. The legendis explained through th naturaleza,which dealsspecifically with codices. In 1325 this fabulous water, forests, and oil; El reino city was built andwas called Tenochtitlan. del trabajo y When the Spanish los inventos, which dealswith past methods conquerors saw it. they and problems of producing food described it as the most beautifulcity they and energy: had ever seen, even and El reino de la historia,which.deals with more beautiful than any early settlements. city in Europe. The piophecyof the god Quetzalcoatl was thatafair-skinncd god There is an eigh..-page glossary would return to the Azteccity ; Cortezthe which gives the meaning or clarificationof new words man who conquered the Aztecs andde- and expressions. stroyed their city-was considered the ful- fillment of that prophecy. The guide for teachers givessuggested activities which include exercisesin oral and silent The film also shows the templesof the Az- tecs and the rituals they performed. reading as well as oralexpression and writ- The ing. There is also apurpose and an objective moderncityof Mexico wasbuilt over Tenochtitlan. The same given for each lesson. Materialsneeded for organization and the presentation of eachlesson are listed. beauiy that was seen inpre-Columbian times is still evident in the markets,gardens, and fountains. The photographyand color are excellent. HOW THE LOLLIPOP DRAGONGOT HIS NAME. (Film.) SVE/Societyfor Visual Edu- cation. Inc., 1345 DiverseyParkway, Chi- cago, Illinois 60614. © 1970.The Adven- H1STORIAS Y CUENTOS DETODOS LOS tures of theLollipop Dragon Series.56 T1EMPOS. Elsa Sanchez de laVega-Lockler, frames, 12 minutes. J.A.Rickard, and ClydeInez Martin. Filmstrip with guide: 37.50: cassette: 56.00;record: S4.00; The Illustratedby Leonard Vosburgh,Santa Barraza, Lollipop Dragon ColoringBook (pkg. clo!. 12): WilliamR.Sowell,andBetsy S6,00. Warren. W. S. Benson and Spanish:Prekindergarten:Grades Company. P. 0. K-2. Box 1866, Austin, Texas78767. 1977. 240 pp. A guide for teachers (32 pp.) is This isa cartoon-style presentation included at the back of thereader. Single on the copy: 58.76: concept of sharing. The storyis about a 10 copies or more: S6.59. hugegreen Spanish and English: Grade 3. dragon who frightenedihe townspeople of Tumtum. Itturns out that

14 CARTEL the dragon is a friendly creature who's only The accompanying teacher's guide covers the interested in providing lollipops for the chil- following areas: using senses to communi- dren on the other side of the mountain. The cat, using space to communicate, time, kingdom of Tumtum is a lollipop-producing body movements, touching, using signs to enterprise. Because they have millions of communicate, andcolor communication. lollipops and the dragon's children don't The teacher's guide provides a vocabulary have any, they agree to share some of their list (new and cumulative), "picture-reading" lollipops with the other children. The entire questions, "discussion and independent/criti- story is narrated in Spanish and in the third cal thinking" questions, and a section with person No captions appear in thei filmstrip, background informationfor eachless:1n. and only one male voice (with some varia- Page numbers following each of these section in intonation) is used for all the charac- tion headings refer to the student's edition. ters, frcm the dragon, to the king, to the Lessons are presented inEnglish, so the townspeople cheering. The teacher's guide bilingualteacherwillhavetoadapt the received for review contains objectiv:s and a information to suit the needs of Spanish- complete reading script in English: no Span- speaking students. ish is included. This filmstrip may be used in a bilingual classroom or in a media center, or for individualized instruction. IMPLICATIONS OF LANGUAGE LEARN- ING THEORY FOR LANGUAGE PLAN- The remaining filmstrips IV4rking Together, NING: CONCERNS IN BILINGUAL EDU- Avoiding Litter, Care of lioperty. Taking CATION. Christina Bratt Paulston. Center Turns, and Kindness tu Animalsmay be for Applied Linguistics. 1611 North Kent shown in any desired order. There is also a Street, Arlington, Virginia 22209. © 1974. Lollipop Dragon Coloring Book which is 37 pp. S2.00 (paperbound). This is the first sold separately. bookintheBilingualEducationSeries entitled Papers in Applied Linguistics (set of 4 for S9.95). English: Informational Re- I DIDN'T SAY A WORD/NO DIJE UNA source. PALABRA. Joseph G.Bielawski; photographs by Marjorie Pickens. R D Communi- This paper was originally presented at the cations, P. 0. Box 683, Ridgefield, Connecti- American Association for the Advancement cut 06877. ©1976. Student edition (95 pp.): of Science/Consejo Nacional de Ciencia y $2.90; teacher's guide (66 pp.): S1.50 (pa- Tecnologia Symposium on "Sociolinguistics perbound). Spanish and English (student and Language Planning," in Mexico City, Hon); English (teacher's guide): Grades 1-3. June 27-28, 1973. The intent of the paper is to show that when problems in educational The 40 photographs with English and Span- language planning arise, one can look to lan- ish text present a unique way of inducing guage-learning theory for answers which will childrento observe, make infereM:es. and remainvalidregardless of thesituation. voice their opinions. The photographs are of Topics of discussion include: the distinction childreninvarious moods and situations between language cultivation and language common to all youngsters. The text is writ- policy 3S they relate to language planning, ten in free verse and elicits critical thinking. basic theories of language lt-arning, and case The key elements are self-identification and studies on bilingual education. The implica- participation. The student is supposed to de- tions drawn from this paper indicate that a scribe what the child in the photograph is sociolinguistic and anthropologicalframe- doing and, most importantly, what emotions workisneededto examine solutions to are being displayed. sociolinguistic problems.

Annotations 1 5 INELUENTIALS IN TWO BORDER CITIES: the tribe has an evil shaman cast a spell of A STUDY IN COMMUNi1 DECISION sickness and death over Thun in order to MAKING. William V. D'Antonio and Wil- get Thun's father to stop encouraging the liamj. Form. University of Notre Dame government'sbringingelectricitytothe Press, Notre Dame, Indiana 46556. CO 1965. village.Excitementpievailsasanother 273 pp. $9.95 (hardbound). English: College. shaman is called in to care for Thun.

The authors provide a comparative analysis This story is carefully wrii ten to present the of the two largest border cities, El Paso and beliefs of another culture in an interesting Ciudad Juarez, based on interviews and sur- way. The research done for the story was veys conducted over a span of eight years, thorough and allows the reader to enjoy a 1354-62. This researchis concerned with feeling of actually "being there." Pen-and- studying the ititerrelations of authority and _ink illustrations by a woman who lived with influence to community decision making. the Zinacantecs for several years accompany Several assumptions were made about both the text. cities, the principal being that El Paso and Ciudad Juzirez cotild be studied by means of the same niethods;although they are in dif- LANGUAGE SURVEYS IN DEVELOPING ferentcountries'and. representdiffering NATIONS: PAPERS AND REPORTS ON socioculturalsysteins.Thesixchapters SOCIOLINGUISTIC SURVEYS. Edited by included in this book-deal with the historical Sirarpi Ohannessian, Charles A. Ferguson, and contemporary features of each city. The and Edgar C. Polorné. Center for Applied authors investigate the structure of influence Linguistics, 1611 North Kent Street, Arling- and the processes of decision making within ton, Virginia 22209. © 1975. 226 pp. $8.50 each city. They describe the influentials in (paperbound). English: College; Professional business and politics in. the two communi- Resource. ties. Most of the articles in this volume were pa- The last section is an appendix on the meth- pers presented in September 1971 in Glen odology used, explaining in detail the vari- Cove, New York, at a small conference on ous steps or stages of this study: the research sociolinguistically orientcd language surveys. phase, explorr. my interviews, selection and The conference was organized by the Center validation of the respondents. special prob- for Applied Linguistics under a special award lems encountered, language fluency and the from the Ford Foundation. These papers ex- historicalperspective, gaining rapport, ob- amine the role and function oi sociolinguis- jectivity, etc. For college students working tically oriented language surveys. The editors on research projects. this last section may be felt that since it was likely that more such of particular help. surveys might be conducted in the future, it would be beneficial to investigate and contrast the types of surveys_ the techniques JAGUAR, MY TWIN. Betty Jean Lifton; and methods used, the pr-iblems encoun- illustrated by Ann 1.eggett. Atheneum Pub- tered, and the controls involved in carrying lishers, 122 East 42nd Street, New York, them out. Among the authors and titles are: New York 10017.cp. 1976. 114 pp. $6.50 Ashok K. Kelbar, "The Scope of a Linguistic (hardbound). English: Grades 3-8. Survey"; Sirarpi Ohannessian and Gilbert Ansre, "Some Reflections on the Uses of Thun, a Zinacantec Indian boy. lives with Sociolinguistically Oriented Language Sur- his family in a remote Mexican village. As veys";William D.Reyburn,"Assessing areallZinacantecs, Than is anxious that Multilingualism: An Abridgement of Prob- no danger befall either him or his twin spirit, lems and Procedures in Ethnolinguistic Sur- the jaguar. Unfortunately, another person in veys"; Mervyn C. Alleyne, "Sociolinguistic

16 CARTEL Research in Latin America." MAKING OF THE MEXICAN MIND. Patrick Romanell. University of Notre Dame This collection of papers can be used by stu- Press, Notre Dame, Indiana 46556. © 1952. dents of language and language teaching as a 213pp.$3.25(paperbound).English: guide to identifying potential problems and General Interest; College. factors to keep in mind in organizing a survey. A selected reading list is also included Making of the Mexican Mind is a study of a under General Texts, Periodicals, and Sug- people's philosophy rather than a statement gested Titles for Research Techniques. of aphilosopher's philosophy.Itisthe author's intent to say something about the unwritten philosophy of the Mexican peo- MAJOR TRENDS IN MEXICAN PHILOSO- ple. Up until recently almost no information PHY. Translated by A. Robert Caponigri. about Latin American philosophers was to Universityof Notre Dame Press,Notre be found iii most reference works. "Even the Dame, Indiana 46556. 1966. 328 pp. greatfive-volume Ueberwegthe standard $7.95 (hardbound). English: College: Infor- German history of philosophy whichis mational Resource. supposed to tell us something about every- one everywhere in the realm of philosophy In September 1963, the Thirteenth Inter- devoted a scant half page of Volume V of its national Congress of Philosophy convened in latest prewar edition to the whole of Central Mexico City to discuss two central themes: and South America. To make the illustration Man and The Criticism of Our Times. In perfect for our purpose, Mexico is not even honor of the occasion, the Consejo Técnico hinted at." de Humanidades asked outstanding teachers and scholars to prepare historical studies of Chapter 2 is an analysis of the development Mexican philosophy. This book contains of Mexican philosophic thought since colo- their essays. nial slays. There have been principally five stages: the Scholastic, the Enlightenment, Dr.MiguelLe6nPortilla"studiespre- the Antirationalistic, the Positivistic, and the Hispanic philosophy, offering some idea of Antipositivistic. These philosophical ideas the mind of the Indian who once inhabited are related to specific social episodes in the the valleys where this very Congress was general history of Mexico: the Counterrevo- celebrated." Edmundo O'Gorrnan looks at lution, the Revolt, the Reform, the Recon- America after the conquest, examining the structiun, the Revolution. myth, reality. significance, and history of the New World. José NI. Gallegos Rocafull Chapters 3 and 4 are Romanell's historical and RAiel Moreno reviewthecolonial pictures of Mexican philosophers Antonio period, the influence of Catholicism and Casoand José Vasconcelos. both great Spanish thought. and "the awakening self- leaders of the 1910 revolt against positivism consciousness of the New World." Luis in Mexico. Caso's philosophy is a "Christian Villorodiscussestheideologicalcurrents vision of the world""life for love's sake. during the period of independence. Positi- not life for life's sake." Because of his long vism, which became the official philosophy teaching career, he has come to be known as of the "triumphant bourgeoisie," is exam- el maestro of Mexican thought. Jose Vascon- ined by Leopoldo Zea. Fernando Salinerem celoshas looked back at himself as destined concludesthe volume withareview of by God to be a philosopher in the Platonic twentieth-centuryphilosophy. This book sense." He's known for "bringing the Mexi- would be useful to any student of Mexican can Revolution sloganMexico for the Mexi- history and thought. canout of the arena of political works into

Annotations 17 the realm of cultural works." Romanell also Principle 2a: The' human mind learnsnew elaborates on the influence exerted. on Caso behavior rapidly at any age. and Vasconcelos by Frenchphilosophers Principle 2b: But (many kinds of) learn- BlaisePascal and Henri Bergson and the ingwill be slowed down Spanish philosopher Jose Ortega y Gasset. when the learner is busy de- fending himself from some- The last chapter deals with the direction one else. given to present-day Mexican nationalism by native existentialists and perspectivists. The This book gives important informationon book includes a selected bibliography ofre- modern language trends for educators who cent Mexican thought. areinvolved in foreign-language teaching.

MEMORY, MEANING. AND METHOD: MEXICAN AMERICANSPAST, PRESENT SOME PSYCHOLOGICAL PERSPECTIVES idN11) FUTURE.JulianNava.American ON LANGUAGE LEARNING,EarlW. Book Company, 450 West 33rd Street, New Stevick. Newbury House Publishers. Inc., York, New York 10001. ,01969, 1973. 120 68Middle Road, Rowley, Massachusetts pp.Netpricefor educationalfacilities: 01969. aD 1976,177 pp. 55.95 (paper- 53,33; list price: 34.44 (paperbound). Also bound). English: Informational Resource. available in Spanish:Los Mexicimo-Ameri- canosPasado, presente y futuro.English: This book deals mainly with the psychologi- Grades 7-12; Informational Resource. cal aspects of second-language learning. The hook is divided into th:ee main parts. Part I This is a comprehensive sou:cebook dealing discussesmemory from the biological point with the Mexican American cyraiencein of view in experiments done with animals, the United States. This minoritygrow, is how memory works in the minds of the studied from social-science aspects hism students, and the types of memory that will geography,anthropology,sociology, be effective in the learning process. Part II Each of the chapters is explicit indet discusses meaning in the linguisticsense such factual,andinteresting. A review as in pronunciation and fluency, drills and and analysis follow each Chapter. Thequestions exercises, teacher and student interaction, in the review are designed tomeasure under- problems that would affectthe learning standing, reinforce concepts and vocabulary, process. and how certain strategies used by and encourage problem solving. Thesubject the teacher would give the studentsa more areas covered in the book include: Minority effective and successful learning experience. Groups in America; The Southwest;Spain Part III discusses method from the general and the New World; Mexico Emerges;New point of view of the "audiolingual habit Lands, NeW People; and The Mexican Ameri- theory" and the "cognitive codelearning can Today. theory,"inorder to analyze more thor- oughly the "psychodynamics theory" of lan- Ample illustrations accompany thetext. and guage learning. Some learning principles are the cover art is colorfulark; a:zractive. This presented by Stev.ck: publication would be usefulto supplement classroom studies in which culturalenrich- Principle la: Language isone kind of pur- ment is encouraged. posefulbehaviorbetween people. Principle lb: And language behavior is in- THE !\rEXICANNOVEL COMES OF AGE. tertwined with other kinds Walter M.Langford. University of Notre 'of purposive behavior be- Dame Press, Notre Dame, Indiana46556. tween people. © 1971.229pp.53.95. (paperbound).

12 CAR7'EL English:College; Informational Resource. EL MtXICO ANTIGUO/ANCIENT MEX- ICO. Paul Gendrop. Editorial Trillas, Mexico This book stresses Mexican noveli:ts of the ImportedBooks,3013RolindaStreet, twentieth century, the period in which "the Dallas, Texas 75211. O1972. 183 pp. S3.90 greatest changes and developments have oc- (paperbound). English and Spanisli: Grades curred." After briefly reviewing the earlier 9-12. novelistic efforts, Langford discusses Mariano Azuela, the author who broke with Ei Mexico AntiguolAncient Mexicoisa past traditions and produced a "puro mexi- bilingual publication ideal for high school cano" novel. Azuela paved the way for students interested in the art and history of. novels of the Mexican Revol.u:ion, a subject Mexico's ancient ciqizations, the Olmec," which would dominateuntiithe1940s. the Maya, and the Aztec. Tht main aim of Azucla's work was distinguished by realistic this book is to contribute to existing bilin- prose, use of colloquial speech, brevity, crea- gual education and cultural programs in the tion of atmosphere rather than plot, and the Southwest. Spanish and English texts are overriding thei l?. of rcvolution. presentcdonopposingpages;sentence length and paragraph construction reflect In 1947, Agustin Ydriez published Al filo del reading at the high school level. There are no agua. "the single most important work in the chapter questions for review purposes. history of the Mexican novel." Rather than looking at neople intheit social, political. /.wide spectrum of topicslegends, life and phys;eal environments, Yafiez studied style, farming, astronomy, sculpture, stone insteadindividualthoughts, motives, and and monumental architecture, mural paint- problems. Other authors. such as Juan Rulfn ings. etc.--is discussed in 52 short chapters. and Carlos Fuentes, hate folloWed Yanez, The book r Attains an enormous amount of producing psychological novels of interiori- information and a very larv number of text zation. Fuentes is indeed the most w;dely drawings depicting the grandeur and splen- known Mexican writer in the world. dor of these pre-Hispanic cultures. A few color plates are also included. This bcok In additioi: to these wr:ters, Langford dis may be used as a text or supplemental ma- cusses other outstanding novelist:. B. T!aven. terialin Mexican American studies or art German immigrantto Mex,eo,isbest classes, particularlyina bilingual setting. kno..vn for The Treasure of the Sierra Madre At present itis being used in bilingual edu- and his themes about the common man. cation programs in school districtthrough- Luis Spota, "possibly Mexico's an-time best- out Southern California. selling novelist," is a skilled but controversial writer whose works are imaginative, irrever- ent, brash, and sometimes sensational. Sergio NORTHERN SOUTH AMERICACOLOM- Galindo is a master at portraying hmman re- BIA, VENEZUELA, AND THE GUIANA lationships. Langford also describes several 'LOWLANDS.(Film.)SVE,'Society for other novelists too numerous to name here. Visual Education, Inc.. 1345 Diversey Park- He is always careful to document personal way, Chicago, Illinois 60614. ,,r)1968. Living experiences, historicalevents, and literary in South America Today Series. 49 frames. influences which have affected each writer. 15 Minutes. Fihnstrip and teacher's guide: Consequently, his book goes beyond isolated S7.00: record: S4.00; cassette: S6.00. Span- literary criticism: we see the novelists in ish and English: Grades 5-8. their own worlds with ,:.:ious forces shaping their work. Langford's comr,,eiits and bib- The color photographs used in this filmstrip hograPhies are useful aids for teachers select- give the student some idea about the urban ing literature for secondary or conege stu- and rural living conditions, the geography, dents. the industry, etc.,in these countries. The

Annotations 19 narration is in Spanish with all captions and water," and "History of the Las Vegas Col- titles ir the filnistrip appearing in English. ony." The purpose of this resource book is The reading script for the filmstrip, in the to prevent furtiier discrimination against the teacher's guide, is also in English. Northern Indian by educating people so that they will South America is suitable foruse in social understand the history and the culture of studies,worldgeography,andSpanish thetribes involved. As the writingsare classes. The other titles in this seriesarc: applicable to only a few Indian groups, the TheAntic 7nHighlandsEcuador,.Peru, book would be most usefulas a supple- Bolivia; The Amazon Basin; The Brazilian mentary tool in historical studies. Highlands; The Rio de Plata Countries Argentina, Uruguay, and Paraguay. PROFILE ON THE MEXICAN AMERICAN WOMAN. Martha Cotera. National Educa- PARENTLNG IN 1976: A LISTING FROM - tional Laboratory Publishers. Inc., 813 Air- PMIC. Parenting Materials InformationCen. portBoulevard,Austin,Texas78702. ter(PMIC).Early'Cn;ldhoodProgram, 0 1976. 267 pp. $8.00 (paperbound). En- Southwest Educational Development Lab- glish: Informational Resource:College. oratory, 211 East 7th Street. Austin. Texas 78701. 1976. 163 pp. S5.00 (paperbound). Martha Cotera has delved into many3reas English: Informational Resource, and has provided a comprehensive view of the Mexican American woman. informatbn Parenting in 1976 lists the current holdings which is particularly valuable since itappecrs of the Parenting Materials Inforrnati;-n Cen- in a single volume. A historical overview be- ter (PM1C) at the Southwest Educational gins with Mexicanas during the pre-Colum- Development Laboratory. Titles listedare bian period and concludes with the Chicanas divided into 19 major subjectareas such as of the1970s. Over half of the historical family, health and safety, multiethnic heri- chapter is devoted to the twentieth century. tage, and language and intellectual develop- Cotera notes general trends and also identi- ment. Full bibliographic information plus fies outstanding individual women,many of priceis given about each title. Somema- whom hav.: not been noted in publications terials in the collection have been analyzed, before. For example, wc learn about the and in fomiation sheets are available at S0.15 well-known personalities La Malinche and per title. Titles with information sheets are Josefa Ortiz de. Dominguez. but Cotera also indicated with asterisks inthc text. This tells us about Queen XOchitl, a Toltecwar- listing would be helpful to any individual rior; Patricia de LeOn, one of the founders working in parent involvement. of Victoria, Texas; and Maria Hernández,a contemporary civil rights activist.

PERSONAL REFLECTIONS OF THE SHO- In addition to the historical data. Cotera has SHONE, PAIUTE,WASHO.hitertrihal also provided a socioeconomic profileon Council of Nevada, 98 Colony Road, Reno. Chicanas -educational, employment, and in- Nevada 89502.,0 1974. 28 pp. $2.00 plus come statistics. Her comments on family life postage(paperbound).English:General counteract the many falsities and stereo- Interest ; Informational Resource, types surrounding this subject. She agrees with Miguel Montiel that "as longas research This book consists of the recolleetions and on the Mexican American family is guided impressions of 15 authors concenling the by anything other than sound definitions, its history and present status of thiec triba! findings,conclusions, andinterpretations groups. Titles of sonie of the articles are: must be seen onlyasphilosophical and "NewChallenges.forNevadaIndians," ideological speculations, not as empirical "Goshute History," "Education at1)uck- truths."

20 CARTEL Cotera's final chapters look at the contem- tions, shorter hours, and collective bargain- porary Chicana and her accomplishments in ing. "The daily rights, the daily needs of certain areasjournalism, politics, labor, the working people" were his major concern. women's Movement, etc. She provides names From 1916-39 Brandeis served on the Su- of individuals and organizations which are premeCourt,writing"historicopinions presently active in Mexican American affaiis. which upheldtherightsof individuals." Teachers should find this book a valuable resource; the historical data could be the LillianD. Wald was a pioneer in public basis for a unit on outstanding Chicanas, and health and social work. After receiving her the contemporary material would be useful nurse's training, she established a clinic and for the study of current events. Further- health-education centerinan immigrant more, the book isa good tool for profes- neighborhood of New York City. Through sional consciousness raising. Cotera provides the years her center's activities expanded to a comprehensive bibliography. include athletics, tutoring, spcf-ial education, and other community servicef.

REBELS AND REFORMERS: THE LIVES This book inay be used for supplemontary OF FOUR JEWISH AMERICANS. Alberta reading in social studies. It is illustrated with Eiseman.Illustratedby HerbSteinberg. black-and-white drawings. Zenith Books, Doubleday and Company. Inc., 245 Park Avenue, New York, New York 10017. The aim of Zenith Books is to REFERENCE LIST OF MATERIALS FOR present the history of minority groups in the ENGLISH AS A SECOND LANGUAGE. United States and their participation in the Center for Applied Linguistics. 1611 North growth and development of the country. KentStreet,Arlington,Virginia 2209.2 T.) 1976, 131 pp. S2.50 (paperbound). En- 1964, 1966, 1969. l'art I: 7'extz,. Read- glish: Grades 4-8 ers,Dictionaries, T-sts (152 pp.): S6.00; Fart 2: Backgrount Materials, Methodology This book tells the stories of four outstand- (105 pp.): $6.00; Supplement, 1964-1968: ing Jewish Americans. Uriah Phillips L wy, S8.50 (paperbound). English: Informational "the first Jewish officer ever to choose a Resource. lifetime career in the Navy of the United States," was loyal to both his religion and These three volumes are a comprehensive his country. His naval career spanned almost annotated bibliography covering materials 50 years of service including two wars. the produced between the years 1953-1968. The War of 1812 and the Civil War. Perhaps firstpartcites texts, readers, dictionaries, Levy's most outstanding contribution was and evaluation.instruments; Part 2 deals with his crusade against corporal punishment in background materials in linguistics, the En- the navy; he became known as "the father glish language, the psychology of language of the abolition of flogging." learning, and the methodology ol language teaching. The purpose of the publications is A Polish immigrant. Ernestine L. Rose was a to provide information about materials pub- followerof thesocialreformer Robert lished from 1953-1968 which address En- Owen. She was an active feminist and aboli- glish as a second language. number of tionist whose stirring speeches inspired audi 'classics' have been included . . Also, in ences all over the United States. categories where there was an abundance of material, a degree of selectivity has been pos- Louis D. Brandeis earned his legal reputation sible." Each work is descriptively annotated. in two disparate areas: corporate law and The supplementfeaturesmaterials from

public-service law. Through the courts he 1964-1968. updating Parts 1 and 2. A sec- made progress toward safer working condition of particular value to bilingual teachers

Annotations 21 deals with titles designed for students from and the interpretation of results. Fot,rpic- specific language backgrounds,e.g., Spanish, ture cards are used as cue cards, and a list of Portuguese, Japanese. activities to assess the student's needs is also provided. This pretest could be administered in English or Spanish. SANTILLANA BILINGUAL SERIES: PRO- GRAMA DE LENGUA ESPASOLA.Direc- CRA Criteria Reference Assessment: Level tor: Antonio Ramos; staff: Jose Vázquez, 1: 4 sets for the books Mira. Mira Migdalia y lee, Lee RomerodeOrtiz.andP.J. y trabaja, Trabaja y aprende. Level 2: 4 sets Hutchings. Santillana Publishing Company, for the books 1.a ciudad; Otros amigos,Otras 575 Lexington Avenue. New York.New culturas. Sample skilis evaluatedare: York 10022. (?) 1975. Student's material (PAL):S0.89; examiner's manual (PAL): visualdiscrimination--phoneticanalysis $1.46; Criteria Reference Assessment (C RE ): . of initial sounds; rhymes; differentiation $1.79 per set; answer key cards forCRAS: of graphs; shapes; spatial relations; $8.93; mastery level tests word Iand 2: $0.89; recognition: structural analysis of sylla- andthe MLT examiner's manual: S1.46. bles and question marks. etc. Spanish: Grades K-Z. listening comprelvmsionidentifying Santillana Bilingual Seriesnow has an evalua- characters and places; interpreting;anation system to provide individualinstruction lyzing feelings and characters; predicting; to the Spanish-speaking child. Thesystem is in ferring etc. designed to 'follow thesequence of the reading program in order to meet thestudent's Answer Key Cards: Levels 1 and 2 needs at his/her level of total progress. The order of 24 cards are provided for thestudent's suggested for this PMS ("programmanage- use so he can check his own results in the ment system") evaluation system isas fol- CRAS. The cards contain the right lows: answeis. Mastery Level Test 1: This consislsof an PALPrzwba de aptitudparala lectural evaluation at the end of Level RRA Reading Readiness 1, testing Assessment: The phonetics, vocabulary, and comp,thension PAL evaluation system is designedto assess ard an MLT examiner's manual the student's reading-readiness skills e,plaining before deniled processes on how to administerthe he starts the -Basic ReadingProgram. The test. individualized assessment consists ofa total of 52 exercises divided into 3parts evalua- Mastery Level Test II: This ting the following skills: consists of an evaluation at the 'end of Level 2.testing vocabulary and compreher sion andan MLT Part 1 visual discrimination/similarities. examiner's manual. 16 exercises; Part 2 concept development and motor coordination, 16 c!xercises; A SELECTED BIBLIOGRAPHYON MEXI- Part 3visual discriminatAm/differences CAN AMERICAN AND NATIVEAMERI- and auditory discrimination, 20 CAN BILINGUAL EDUCATION exercises. IN THE SOUTHWEST. Stephen Cahir. RosaMontes, Each part and Brad Jeffries. Published jointlyby ERIC alsocontains anitem.analysis Clearinghouse on Languages and chart to identify which skills need Linguistics, to he rein- Center for Applied Linguisti,.:s.I bl 1 North forced and which have alreadybeen Kent Strect, Arlington. Virginia tored by the student. The examiher's 22209. and manual ERIC Clearinghouseon Rural Education and contains detailed instructionson preliminary Small Schools. New Mexico State processes, general and specific directions. University,

22 CARTEL P. 0. Box 3 AP, Las Cruces, New Mexico story books requiring average-to-advanced 88003. 1975. 296 pp. $15.96 (paperbound). reading ability in Greek. Titles are given in Number 6, CAL. ERIC/CLL Series on Lan- Greek, and the descriptions following the guages andLinguistics.English:Informa- titles are written in English. tional Resource.

These two ERIC clearinghouses have collab- orated to produce a selected bibliography S1LKMAKING IN CHINA. (Film.) Atlantis dn.wn from their mutual fields ef study. The Productions, Inc., 1252 La Granada Drive, monthly journal Resources in Education, Thousand Oaks, California 91360. S175.00 issuesJanuary 1971 through June 1974, (13 minutes; 16 mm; color; sound). English: was the source for the abstracts which are Grades 3-8. included. The bibliography "is intended to provide access to the latest research findings The entire process of silkmaking and its his- ordevelopmentsinbilingualeducation" torical importance in the People's Republic specificallyforMexicanAmericanand of China are shown in this colorful film. The American Indian students. A sociolinguistic exceptional photography highlights the iim analysis of bilingualeducationforthese portance of each step in the silkmaking pro- groupspr,2cedestiwentries, withcross- cess. This film would provide a good stimu- references to materials cited in the bibliogra- lus for class discussion concerning activities phy. Each entry includes publication date, of a different culture, scientific processes, title, author. ERIC descriptors, and abstract. and historical facts. Some sources are cited, but most documents are available in their entirety at any ERIC microfiche collection. There is a subject in- SPANISH-ENGL1SH SOUND FILMSTRIP dex. SETS. (Multimedia.) Weston Wood Studios, Weston, Connecticut 06880. 1971. The set contains: 4 films,1 tape cassette in Spanish *SELECTIVELIST OF GREEK LAN- and in English, 4 picture-cued text booklets GUAGE MATERIALS. Compiled by Anne in Spanish and 4 in English, and a 12" LP Fellowski. Distributed by the Dissemination record. $42.00 per set. Spanish and English: and Assessment Center for Bilingual Educa- K-2. tion,7703 North Lamar, Austin, Texas 78752. 1977. 6 pp. Free ,)f charge. English These sets have been designed for use in the and Greek: Informational Resource. teaching of English as a second language to Spanish-speakingchildren intheearly This is a selective list describing recent Greek grades. Each set in the series contains stories children's books and other materials de- that young children willenjoy; the film- signed for Greek as a Second Language pro- strips have animated drawings, and those grams and English-Greek bilingual programs. children who alreadyread can use their This information list was compiled by the booklets ti, follow along with the narration director of the Information Center on Chil- in English or Spanish. Althouch second-lan- dren'sCultures,aserviceof the United guage strategies are not pcovided. this ma- States Committee on UNICEF. terial will imp:Dye children's listening skills in English and expand their vocabulary in The materials are divided into four separate Spanish. The series contains 5 sets. Some sections:1) games, alphabet books, phrase sample titles from Set I are: books, and other easy books for the beginning Greek reader: 2) picture books with Milloncs de gatosillillions of eats minimal text; 3) books dealing with music. Miguel Mulligan y su pala raporAllike gymnastics. crafts, etc.; and 4) picture and illulligan and ills Steam Shore!

Annotations 23 La familia silvestre encuentra hogarlMake STEPS TO ENGLISH, BOOKS I-IV. Ooris Way for Ducklings Kernan. Webster/McGraw-Hill, 1 221 Avenue Hercules/Hercules of thc Amcricas, New York, New York 10020. 01974, 1975. Each level has the fol- These materials arc also available in other lowing components: pupil's edition (approx- languages, among them French, Ge-man, imately275pd.);$3.99(paperbound); Italian,Russian, Welsh, Turkish, Danish, teacher's edition (approximately 300 pp.): Swedish, Dutch, and Japanese. $4.17 (paperbound); workbook (approximately 125 pp.): $1.98 (paperbound); cuc cards (approximately16-2017" x 22" cards,printedon bothsides, 2 color): STEPS TO ENGLISH, BOOKS A AND B. $12.00; cassettes: $96.00. English: Grades Doris Kcrnan. Webster/McGraw-Hill,Inc., 2-6. 1221 Avenue of the Americas, New York, New York 10020. (L."1975, 1976. Teacher's Steps to English is "a program for teaching edition A (200 pp.): S2.61 (paperbound); English which is based on the most up-to- pupil's edition A (64 pp.): $2.01 (paper- date methodology in foreign-language teach- bound); teacher's edition B (286 pp.): $2.61 ing." The child learns the new language by (paperbound); pupil's tdition B (63 pp.): using it in a %variety of situations; emphasis S2.01 (paperbound). English: Grades K-2. is on action and discovery. Structurc, the most important part of each lesson, is prc- S?eps to Englishis "a program whichis sented throughoralpatternskills which based on thc most up-to-date methodology begin with vocabulary. The teacher points to in foreign-language teaching." Books A and apicture on thc card, identifies thc ncw B provide skills in understanding. speaking, word, eel usesitin a s.mtence; students and pronouncing English and serve asan model after the teacher. Qucstionsencour- introduction to the core of the scries, Books age thc students to use the new words. Dia- I through IV. Empharis in Books A and B is logues, pronunciation exercises, and rhymcs on basic language structures, "natural, func- provide additional oral work. Reading and tionalvocabulary,"and"thecontrolled writingsectionsreinforceoralactivities. presentation of sounds." Structures are pre- Tapes may be used for individual practice. sented through brief games question-answer techniques, and dramatizations outlined in The teacher's editions are annotated versions the teachcr's guide. Students' books provide of the student's texts; teaching suggcstions visualclues. VocabWary is prescnted pri- are printed in colored ink in the margins, marily in the context of other activities enabling the instructor to view both student questions, inferences, repetitions, pictures, and teccher materials without having to usc and puppets. At the beginning of each les- two separate manuals. Sometimes, hcwever, son, special notes on pronunciation discuss pages in thc teacher's edition appcar somc- particular sounds which are to bc .stressed. what crowded. Two-color drawings, black- Two dialogues, a story, and an individualized and-white photographs, and storics feature evaluation section are also included in cach people from many cultures,e.g.,Puerto lesson. In the latter pert of i.N:ook 13. reading Rico, India. Australia, and Peru. The photo- readiness and speiling activities arc provided. graphs are a particularly effecth e way of The author does not indicate how much showing people from different ethnicgroups classtime thc program requires but does and income levels. Thc author does not indi- emphasize that children learn at different cate how much class time the program re- rat^s and the teacher should plan according- quirer but ds emphasize thatchildr:m ly. Wt.rkbook illustrations fcature all ethnic learnatdifferentrate.; and thc teacher gro,.r , and some are two color. should plan accordingly.

24 CARTEL STORY TELLERSPANISH: CAPERU- in nature, which are offered by colleges and CITA ROJA/LITTLE RED RWING HOOD. universities. In Appendix B, Martin cites ma- (Multimedia.) Rex Irvine and Jonn Strejan. terials useful in the study of American In- Produced by Superscope; distributed by dian languages. Serials, bibliographies, and Publishing Services. Inc., 2021 Guadalupe, sources used in preparing the survey are Suite 31, Austin, Texas 78705. 1973. listed. General sources and materials about Book (22pp., hardbound) and cassette: particular languages are included. 1ppendix $2.49. Additional stories available. Spanish C indcates persons who are working with and English: K-2. individuallanguages or language groups. This is one in a series of famous fairy tales Most of the materialfor .,thisreport was intended especially for young children. The drawn from a questionnaire sent to 61 col- stories will be useful for language-develop- leges and universities in the United States ment skillsin both Spanish and English. and Canada. The stories are dramatized on the cassettes; the audio is well done, with music in the background. The book is beautifully illus- TECN1CAS DE LABORATORIO: UN TEX- trated. Those children who already read in TO, DE TRABAJO DE METODOS BIO- Spanish can follow the story along with the QUIMICOS. Gabrielle I. Edward and Marion tape. Other titles in the series (all available in Cimmino; translated by Sonia Casasnovas. Spanish and English) are: Cinderella, Hansel I3arron's Educational Series. ICC., 113 Cross- and Gretel, Tom Thumb, Jack and the Bean- ways Park Drive, Woodbury, New York stalk,Akddin,Rumpelstiltskin, Sleeping 11797. © 1976. 240 pp. S4.95 (paperbound). Beauty, Snow White. Pinocchio, The Ugly Spanish: Grades 9-12. Duckling, and The Ekes and the Shoetroker. This book was designed for Spanish-speaking studentsinterestedinthehealth-science A SURVEY OF THE CURRENT STUDY field.It pm vides basic information on lab- AND TEACHING OF NORTH AMERICAN oratory experiments that deal with hematol- INDIAN LANGUAGES IN THE UNITED ogy, bacteriology, arld urinalysis. Safety pro- STATES AND CANADA. Jeanette P. Mar- cedures for laboratory experiments are also tinCenter for Applied Linguistics, ERIC provided. There is a total of four units. A ta- Clearinghouse on Languages and Linguistics, ble of contents presents the laboratory-work .1611 North Kent Street. Arlington, Virginia topic for each lesson, and each lesson con- 22209. 1975. 90 pp. S4.00 (paperbound). tains basic information, detailed procedures Number 17, CAL. ERIC/CLL Series on Lan- on the materials or equipment used, and guages and Linguistics.English:informa- questionnaires to review the lesson. At the tional Resource. end of each unit, there is a glossary of terms. The book also includes diagrams. photo- The author begins with an overview of the graphs, drawings, and a bibliography. study of North American Indian languages. In historical perspective shc outlines the contributions of several generations of linguists A) TEPOZTLAN AND B) TEPOZTLAN IN and then describes the two most important TRANSITION.(Film.)Coproducedby current trends: university and college pro- Marie; Miller. B.F.A. Eduzational Media, grams and bilingual education in elementary Distributor; Division of CBS. Inc., 2211 and secondary schools. Michigan Avenue, Santa Mon:-..a. California 90904. 01976. A) S420 (16 mm; color; Three appendixes form the bulk of the re- sound: 27 min.); B) $20 (16 mm; color; port. Appendix A lists American Indian lan- sound; 23min.).English:Grades 3-12; guage courses, both practical and academic Adult.

25 Annotations These two films present actualscenes of a 2001 SPANISH ANDENGLISH IDIOMS/ small village located six milesfrom Cucrna 2001 MODISMOS LSPANOLES EIN- vaca,,The narrative starts withsome histori- GLESES. Eugene Savaiano cal background dealing with and Lynn W. pre-Columbian Winget. Barron's Educational and colonial times. The filmrshow the tradi- Series, Inc., tional ways of life of the 113 Crossways ParkDrive, Woodbury, New people of Te- York 11797.ci)1976. 560 pp. $4.95 poztlan, pointing out, forinstance, that they (paper- still observe the religiois bound). English and Spanish:Informational festivities of the Resource, old days and the oldways of planting and harvesting. We are alw shownfuneral rites, This is a completely bilingual carnival parades with dancesdating from book of com- colonial times, jaripeos monly used Spanish andEnglish. idioms es- (rodeos), the Day of pecially designed for those the Dead celebration,market scenes, and "who deal closely with Spanish speakers."It would also beuse- local architecture. Thepeople's way of life ful for travelers and is presented sympatheticallyand with under- students of either the standing. The photography English or Spanish language.Approximately is beautiful, and 2500 Spanish and 2500 the film is enriched withthe strains of native English idiomsare music. included, all alphabeticallyarranged accord ing to the key word of theidiomatic phrase. A wide variety of phrases hasbeen included, phrasesthatcontainidioms known not only to Mexican TO FORM A MOREPERFECT UNION: Americans but also to Mexi- JUSTICE FOR AMERICAN cans, Spaniards, Puerto Ricans,Cubans, and WOMEN. Na- South Americans. In tional Commissionon the Observance of In- addition to the idioms. this book presents, inboth languages, useful ternational Women's Year.Superintendent of Documents, U.S. reference listsfor irregular Englishverbs, Government Printing abbleviations. and weights Office, Washington, D.C.20402. 1976. 382 and measures. pp. $5.20 (paperbound). English: Spanish and English indexesfarther cnhance College; this book's usefulnessas a language refer- informational Resource. enCC.

Although tins publicationis designed primarily to address women's THE USE OFVERNACULAR LAN- issues, some sec- GUAGES IN tions are relevant to bilingualmulticultural EDUCATIONLANGUAGE education. A chapter entitled MEDIUM IN EARLYSCHOOL YEARS "Double Bur- FOR MINORITY dens" deals with theproblem of "women LANGUAGE GROUPS. confront[ingi Patricia Lee Engle.Center for Applied Lin- age or race discriminationas guistics. 1611 North Kent well as sex bias." Thecommission is offi- Street, Arlington. cially urging state Virginia 22209. 1975.33 pp. 52.50 (paper- educational departments bound). This is the third to meet the "bilingual-vocationalneeds" of hook in the Bilin- gual Education Seriesentitled Papers in Ap- minority women. Dr.Annie D. Wauneka.a member of the Navajo plied Linguistics (setof 4 for $9.95).En- Tribal Council, is glish: Informational featured in an interviewon Indian problems. Resource. She speaks about issues critical to the Ameri- This is a study on research can Indian: economics, education,nutrition, centering around housing. A section two frequently askedquestions: (1) Will entitled "What You ch'ild learn to read Should Know About Women" more rapidly in hissec- provides sta- ond laaguagc if he is first tistics on employment,os:cupations. income. taught to read in his primary language?(2) Will and education of sianAmerican. American the child Indian, and "Spanish-origin achieve greater generalknowledge of other wom,n. su ect-matter areas in his secondlanguage

26 CARTEL if he is taught these subjects first in his na- arc very much like repetition drills on the tive language? The answers to these ques- consonants in, p, s,I,.1)1, t,and d in the tionsare sought through a survey of the middle and beginning positions. There are relevantliterature. The two teaching ap- some exercises to complee at the end of the proaches nom4y used-the direct-method book. Witlt its laige drawings and easy-to- and the native-Unguage approaches-are de- read print,it may be used with beginning scribed and compared to one another. Areas readers in a bilingual setting. of disagreement between the two approaches are considered, and a number of suggestions The book was first published as two separate are given for future research strategy. readers by the Dissemination and Assess- ment Center for Bilingual Education under the title Chula Vista Readers. VIVA:A LOOK AT THE HISPANIC AMERICANS. Domingo Nick Reyes. DNR and Associates Press, 4330 Cedarlake Court, YO TENGO UN CUERPO SAM/ (Multi- Mexandria, Virginia 22309.'D. 1976. 52. pp. media.)SchoolDays,Inc.,2020 West $1.00 (paperbound). English: informational McNabRoad.FortLauderdale,Florida Resource. 33309. 1975. 30 coloring books (48 pp.

each); 1 tapecassette; parent-teacher This booklet is designed to provide informa- guide (27 pp.); $46.00. Spanish: K-2. tion about the Hispanic American people and their contributions to United States life This health ilrogram is especially designed and history. The historical period covered for Spanish-speaking children in the early dates from 8000 -0.C. to 1975 A.D., w!tich elementary grades anti focuses on nutrition. includes the pre-Hispanic period, the Ilis- respiration, growth, awareness of the senses, panic era, and the modern llispanic Ameri- and other health topics. The first instruc- can period. Topics are presented briefly yet tional kit concerns muscles and bones; a tape clearly. Over 200 photographs and drawings cassette presents a musical lesson with lively highlight the text. music and verses. The guide presents objectives, strategies, a possible schedule, and sug- Preceding an overview that addresses itself gestions for supplementary activities. This to population, income. education, and em- program enables childrentolearn about ployment of Hispanic Americans is a photo- health and have fun while doing so. graphic essay of Hispanic men and women who have served or are serving in the Un:ted States Air Force. The experiences of the flis- YOURHOSPITALV!SIT COLORING panic Americans as presented in this booklet BOOK. Physicians Art Service. Inc.. 343-13 contribute to the general knowledge avail- Serramonte Plaza Office Center. Daly City, able concerning the rich heritage of this California 940!5. (E.s 1974. 32 pp. Unit cost: group of people. $0.39. Minimum order of 200: $78.00. Pa- perbound. English and Spanish: Grades 1-4.

YA LO LEO. Barron's Educational Series. Bilingual teachers teaching elementary stu- Inc., 113 Crossways Park Drive, Woodbury. dents may find this coloring book suitable New York 11797. ,D1976. 66 pp. $1.95 suppkmentary material for a unit on health (paperbound). Spanish: Grade 1. education. The authors also suggest that this book be used by parents and health profes- Fao ko is a reader divided into two units. sionals to acquaint the child with medical -Mt* fämilia" and "Mis tios y Dido,- each terminology, instruments, and procedures. withvarious lessons intendedasstories. The illustrations are large cartoon drawings These stories are three or ft- ur lines long and captioned in both English and Spanish. Also

Annotations 27 Included is a physical-examination maze for In 1539 a Spanish friar, Marcos, came t3 the the student to complete; it presents the nor- Zuni villages, thinking he was near the Seven mal order of hospital procedures a patient Cities of Gold. For the next three hundred must follow: visit to the doctor's office, arriv- years, the Spanish and the Zuni often en- al at the huTital, lab tests, hospital admin- counterJd each other, sometimes violently. istration, ward greeting, induction, X rays, The Spanish introduced sheep and cattle, blood pressure and temperature, recovery and inthe early nineteenth century the room, all well, and checked out. The back Zunis began to practice the trades of jewelry cover is a Certificate of Bravery which the and blacksmithing. child (and his physician) may fill out should he be a patient at a hospital. After the Treaty uf Guadalupe Hidalgo, more and mole Anglo-American trappers Another booklet, The Lope Rugs. or, vene- and traders crossed Zuni lands.In1879 real diseases, is in the planning fur future dis-. Frank Hamilton Cushing, the first of several tribution. Physicians Art Service, Inc., is a anthropologists to study the Zunis, arrived physician-owned company. at the pueblo. Two outstanding governors led the Zunis during the nineteenth century. Lai-iu-ah-tsai-lu signed several treaties with THE ZUNIS: EXPERIENCES AND DE- the Americans and was in ch trge of supply- SCRIPTIONS. The Pueblo of Zuni. Zuni ing corn to American troop ;. He was suc- Learning Center. The Pueblo of Zuni. Box ceeded by his son Ba:lawaluliwa, who was 339, Zuni, New Mexico 37327. 1973. 28 governor when the Zuni Reservation was pp. $1.25 (paperbound). English: General formed in 1877. Interest. The twentieth century has brought Many "This small book isdesigned for usein changes. In the 1950s electricity was intro- schools and for those who would like to duced to the pueblo, and cars became com- know a little ot the history of the Zuni." monplace. Ranching has taken the place of The Zunis were p:obably an outgtc,wth of more traditional farming. The jewelry indus- ancient cultures such as the Anasazi and the try iF a multimillion-dollar enterprise and the Mogollon. From the late 1300s to the early economic mainstay of the tribe. The Zunis: 1500s, they spent most of their time farm- Experiences and Descriptions,illustrated ing and conducting the religious and govern- with maps and photographs, provides an in- mental affairs of the pueblo; occasionally troductory look at the Zunis and suggests Navajos or Apaches would attack the Zuni. several topics for further study.

28 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.

Media: Print, tapes.

Components: Teacher's guide for LliciOn en espafiol Readers, set of five Cassettes, set of five Complete 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 children to whom English is a second language and for children who are learning Spanish as a second language."

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 in Spanish. The language used is understood by Spanish speakers worldwide.

Language level: Primary; intermediate. The analysts feel that students must have experience in the language far beyond the beginner's level. In some cases. such as the description of places where plants live, the language is advanced. Overall, the language used in the material may 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' intent 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 curiosity toward 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 plant growth;

Analyses 31 2) classify inforrna;lon into groupings; 3) gather data from which theycan make thoughtful generalizations.

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

To help children discriminate between livingand nonliving things and between plants and animals To help children identify the environmentalneeds of different kinds of plants To help cPdren identify the differentkinds of plants we use for food

Bilingual/bicultural activities are also given withspecific objectives for each activity. Again, the objectives are not stated in measurableterms. One or more of the readerscan be used for these activities. Examples of theseobjectives are:

To help children extend their Spanish-Englishvocabulary of plant life To help children develop communicationskills through picture reading To help children recognize the biculturalcharacter of their American heritage Scope: The scope is broad. The topics are clearly stated and well covered. The main topicsas they are presented in each bookare as follows:

Muchas plantas introduces children to thevariety of r:ant *life and to thecommon prop- erties plants share as living things. Los lugares donde riven las plantas helps childrenexplore the places where plants live and discover how they adapt to their habitat. Las plantas v cOmo crecen introduces childrento the functions of plant parts and to the, v;:ried ways plants grow. Las plantas y sus semillas helps children discoverand observe the variety ofways seeds differ in size, shape. color, and dispersal. Las plantas que necesitamos helps childrendeepen their awareness of themany ways we use plants in our daily lives.

Every topic, or reader, is accompanied by a recording which presents a reading of thetext content of the reader on one side and enrichmentmaterial on the opposite side. Theen- richment material covers the theme of the bookin greater depth.

It is not necessary for all the materialto be covered in order for the childrento have a satisfactory experience. Supplementarymaterial is suggested for the bilingual/bicultural activities.

Sequenc.,_: The developers suggest thatthe teacher may use the books inany sequeace shc chooses or may follow the sequence suggestedin the teacher's guide. The beginning activities are related to science concepts; the activities which followare designed to help children deepen theirawareness of their cultural heritage. The route is linear as determined by the teacher. There are opportunities for branchingin the Bilingual/Bicultural Activities sectionin the teacher's guide. Thereare opportunities for recycling at any point in the readersor the recordings.

32 CARTEL Methodology: The teaching/learning methodology is described in theteacher's guide in the form of suggested activities for eachrreader. The methodology is clearly stated and easy to follow. The approach is primarily diScussion, discovery, and group experience. Sequenced instructions for implementation are given for each activity. There are three suggested activities for each book. The activities call for the use of readers and/or the enrichment recordings. Teaching strategies are teacher directed. All students are to respond and perform tasks at the same time. There is provision for recycling by having the children use the skills they are learning over and over.

The recordings present the text content of each book on one side and enrichment activities on the opposite side. The recording of the text is conducive to thedevelopment of comprehension and interpretation skills. The students may read along in their books as their reading skills increase. The enrichment activities, on the second side of the recording, develop the theme of the book in greater depth.

Evaluation: There is no specific :valuation design provided. The teacher may, of course, determine 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 readers are hardbound and colorfully illustrated. The teacher's guide is soft cover with noillustra- 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 sound and pronunciation is good. Summary statement: The intent of th,!, producti.e., to direct the child's curiosity toward scientific 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 in measurable terms, thus making them teacher objectives rather than learner objectives.

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

Correlation is consistent among the teacher's guide, the readers, and the recordings. The approach 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 language 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 effective if the teacher forms small groups according to mastery of the language and of subject matter.

.4nalyses 33 Although evaluation is left entirelyto the teacher, uating differentcognitive, the text that the teacher psychomotor, and providesopportunities for be very affectiveoutcomes. This, eval- imaginative andcreative. of course,requires This courseof study has for third grade. been state-adopted in Texas asa supplementary readingprogram

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.

Media: Print, tapes.

Components: Teacher's guide for Edición en Espaiol Readers, set of five Cassettes, set of five Complete 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 children to whom English is a second language and for children who are learning Spanish as a second language."

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 formulated by the U.S. Office of Education.

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

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

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

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

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 isa wide range of choose theone that best career opportunitiesand that someday and skills; meets their individual they can needs, likes anddislikes, aptitudes 4) discoverthat work pattern. can be its ownreward, a fascinating and integralpart of their life Objectives: Theteacher's guide for each suggests activitiesfoi each reader activity. Theobjectives, and gives specific are: as stated, arenot in measurable objectives terms. Some examples To help children becomeawarl of the variety ,/To helpchildren understand of workersin their To help that theN own community children recognize may be many jobvariations in needs that petyleshare basic needs a career area but also haveindividual Bilingual/bicultural or more of the activities are alsogiven, with readers can be specific objectivesfor each are: used for theseactivities. Some actiTity. One examples of theseobjectives . To help children expandtheir Spanish-English tivities vocabulary of To help workers and workac- children observeand compare work donein different the likenessesand differences countries of one kindof Scope: The career areas whichare addressed mulated by theU.S. Office of were selected fromthe occupational making, public Education Theareas covered clusters for- services, manufrcturing, arc: consumer and tural resources,fine arts and marketing anddistribution, home- andrecreation. humnities.construction, agribusiness andna- communictitions and transportation,health, hospitality science, environment. media, personalservices, business and offie,marine The depth to which jobvariation is covered used incovering the varies within material. Most career areas. Asurvey approach among the readers.It is not career areasare addressed is. necessary for all the several times children to havea satisfactory material to be within and experience. covered in orderfor the Supplementarymaterials are authors are recommended for given for booksand records. the bilingual/bicullural in the formof simpler One analystfeels that activities; titlesand readings on thevarious topics. supplementation isneeded Sequence. Thedevelopers chooses; she suggest that mebooks may be may also follow the used inany sequence the order in whichthey appear in teacher All learners the teacher'sguide. followa linear rcute as ties forrecycling. determined by the teacher. Thereare many opportuni- Methodology: The teaching/learning (dear andeasy to follow. methodology isdescribed in the perience. The apr roachis, primarily, teacher's guideand is discussion, discovery, and groupex-

CARTEL' The activities include sequenced instructions i..r implementation. There are three suggestea activities for each book, and most of these can for the use of the readers or the enrichment recordings. The learning approach is teacher directed. All students make ruponses and perform tasks at the same time. The author indicates that children develop learning skills by using the skills over and over again."

Side 1 of the recordings gives a reading of the text content of the book. Beginning readers will 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 the book in greater depth.

Evaluation: Since this is basically a supplementary-rzading program that also develops awareness, 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 readers are hardbound and colorfully illustrated. The illustrations dcpict people of various physical types 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 quality of sound and pronunciation is good.

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

The goals and objectives are congruent with the scope, sequence, and methodology in that they 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 there May be mare demand for workers. The readers seem to convey the idea that people choose the 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 based on the reading or on her evaluation of the answers given to the questions which appear within the content. a The scope, although congruent with the goals and objectives, is a little limited in tliat there are 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 measure and how to measure.

Analyses 37 Some of the major problems in the readers are not onlyspelling errors but guage usage. Examples of errors in spelling errors in lan- arc:sembranforsiembran; radiogralid grafia(misplaced accents are forradio- .t as bad as misp7.aced letters);earmelosfor Some exampies oferrors in language usage are: "y earamelos, etc. en bo te':should be "yenunbole"; "Cln enorme camiem estárugiendo a lo !ergo de la earretera"shouldbe "Unenorme eamion va .. ,"etc. This analyst feels that these and similar errors in languageusage can very well be due to the literal and directtranslation of English to Spanish appropriateness qf the language. with no thought to the

This course of study has beenstate-adopted in Texas for third grade. a., a supplementary readingprogram

38 CARTEL 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.

Media. Print, tapes.

Components: Student text: 56.65, five or more: S5.00 Teacher's guide: $1.50; free with 20 student editionspurchased on one order Student workbook: S2.00; five or more: $1.50 Workbook, teacher's edition: $4.50; five or more: $3.00 Unit tests: S12-00 Tapes (reel or cassette; set of eight): S110.00 Complete package (20 copies each of student text and studentworkbook, 1 teacher's guide, 1 teacher's workbook, unit tests, and setof tapes): $247.00

Subject Area: Spanish language development.

Curriculum Role: Basic.

Grade levels: 3, bilingual/bicultural program. However, the authors alsostate that "it may also be used as a first-year book for junior high and first-year high schoolstudents."

Population characteristics: The authors state that Bienvenidos wasdeveloped for "students who have had two years of previous study or as an introductory coursein Spanish."

Research and development evidence: Bienvenidos has been field-testedfor over six years .:s a continuation course for students who have had two years of previousstudy and as an introductory course in Spanish. Results sbow that students with previousstudy are more fluent, have a more ,tithentic accent. and possess a larger vocabulary. Ilowever, results also show that both groups of students do equally well in understanding andin using the grammatical concepts and in reading comprehension.

Linguistic content: 'English/Spanish. English is uscd throughout forgiving instructions to the teacher. Th F! target language for the learner is Spanish. The authorS statethat they "have attempted to stay within the framework of what is referred to asWorld Standard Spanish."

.One analyst feds that some words and expressions sound a littleurrisual. An example is the greeting ",-,Cdmo andas?" which means "How do you walk?" Astudent could feasibly answer, "I walk upright with my legs and feet." A better andsimplcr greeting would be "eComo estas?"

Language level: Intermediate

39 Analyses Rationale: The author's purpose is to facilitate Spanish language development with a courseof study which "focuses first on the student, then on grammatical syntax," thus showing students how to "put the language together." Thc students gain confidence and find themselves listening because they want to learn.

Goals: Bienvemdos serves as a continuation or developmental course for students whohavt, been exposed to simple grammatical structures, vocabulary, and phonetics. The learners will acquire skills in listening, speaking. reading,and writing. They will acquire an awareness of the fact that Ianguar iS a cultural phenomenon and an awarenessof varieties in languages, patterns of usage. and concepts of appropriateness which arerealistic 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 time in 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 The Spanish for Young Americans Series. The course of study begins with an introductory unit which presents basic vocabulary, structure. and Spanish phonics. This unit is followed by 14 units, with suggestions for their implementation found hi the teacher's guide. Each unit is broken down into three sections: a ellarla which dramatically reinforces what has been learned; a section which introduces new grammatical and phonetic coi.:epts with appropriate oral and written exercises; and a lectura for oral reading, mastery of vocabulary, and grammatical review.

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

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

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

The reading seletions are short and utilize the grammar and vocabulary that has previously been introduced. Progression is usually through group activity because a large portion .of instruction is through group oral practice. Entry and exit points arc the same for all learners, and the route is linear. Branching. however, is possible through the use of a special reading section at the.back of the book. This section is included for those students who are ready for more advanced 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. The students have an opportunity to play an active role by participating in the dialogues, drills, oral practice, etc. Throughout the learning process. the students are shown how -to put the language together." They gradually :,zquire the skills w.th which to express almost anything within the

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

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

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

The workbook and the text ako have fill-in-the-blank exercises which can be used as a measure of student achievement or progress. The student is also asked. occasionally, to write original 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 pronunciation. 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 and colorful cover. Photographs are in black and white, and illustrations are in black and %%liite or green and white. Sometimes the illustrations are a little dark, making it difficult to read the 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" x I 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/lcaining Opanish.

The scope. sequence. and methodology support the goals and the implied objectives. They are all congruent within and among themselves. The progress and mastei ). procedures seem to 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 that the teacher must devote a great deal of time to preparation.

The material seems to be especially designed for U.S. learners. Some communities may react 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.

41 Analyses HABLAN LOS Nifi/OS

Title: flab tan los niiios.

Author. Dorothy SwordBishop, et. al Road, Skokie, Illinois60076. Publisher: National TextbookCompany, 8259 Niles Center

Media: Print, tapes, visuals,filmstrips.

Components: Teacher's manual:S10.00; 5 or more: S7.50 Tapes (reel or cassette; set of7): S110.00 .Language visuals (set of60): $32.50; 3 or more:$24.38 S22.50 Filmstrips (set of 2 withaccompanying cassette): Complete package: S155.00

Subject area: Spanish languagedevelopment.

Curriculum role: Basic. 4-5, teaching Spanish as aforeign language. Grade levels:I, bilingual/bicultural program: that the author states that "this courseof study presupposes Population characteristics: The In this environment,therefore, the children do not live in aSpanish-speaking community." that the effective as foreign-languageinstruction. This analyst feels course of study is language development in afirst-grade bilingual course of study isalso effective in Spanish setting where the children areSpanish speaking already. presented. However, the author states Research and developmenievidence: No specific data is devt:loped in schools in DesPlaines, Illinois (District 62), that course of study was oral, and Spanish is begunin the flfth where "the work done inthe fiist year is endrely grade." English is used for givinginstructions to the teacher. The Linguistic content: English/Spanish. worldwide, although a fewMexican expres- Spanish used is understoodby Spanish speakers sions are used.

Language level: Beginner/sip-0e. material for teaching chil- Rationale: The course of study wasdeveloped in order to provide facility, for helping the teachergive children the neces- dren to speak Spanish with some language, and them to read simple Spanishand to begin to write the sary skills to enable the language and of the peoplewho for helping the children todevelop an appreciation of speak it. and understanding children will develop skillsin speaking, listening, Coals: (Implied.) The the culture and of the peoplewho verbal Spanish. They willdevelop an appreciation of speak Spanish.

CARTEL 42 Objectives: The learner objectives are stated as objectives of the text. They are as follows:

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

Scope: Hab lanlos nifiosis the first year of an elementary language-development series entitled The Spanish for Young Americans Series. Seventy lessons comprise the work of the first year. These lessons take an audiolingual approach and consistently stress the development of 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 to talk about. Within the basic vocabulary, concepts such as noun-verb agreement, noun- adjective agreement, proper Spanish word order, and correct use of idioms are developed and 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 to give the children some appreciation of the peoples who speak Spanish."

Supplemental materials are recommended and sources of additional material to help plan for 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 importance within and among the lessons. The lessons are designed to move from simple and concrete 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 of security in learning Spanish. As the children become mete proficient and begm to gain a working vi-Jcabulary, the lessons become more complex.

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

Methodology: .The teacher's manual describg the procedure or plan for each lesson; it even describes what the teacher's attitude toward the children should be. The less:ris are planned to allow for as much flexibility as possible. A separate manual describes the use of the flashcards; the tapes are divided into sections for use in drills and dialogues. The teacher'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 an active 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 beginning elementary foreign-language program." The developer's procedures for evaluation are based entirely upon observation of pupil progress. The teacher is asked to simply observe the manner in which the child participtes in the work of the class. Suggestions are given

43 Analyses . for more objective evaluation, although the objectives of the course are notstated in behavioral 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-coverbook and consists of 210 pages. Cover and text paper are of good quality. Each of the 12 sections is separated by a colored sheet.

Language visuals are packaged in an attractive and sturdy vinyl ,arrying case. The set consists 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 infull color and visually appealing. Summary statement: One analyst feels tnat the approach will be a little naive if the course of study is to be used with Spanish-speaking children.

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

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

The material seems to be especially designed for U.S. learners. This analyst feels that it can be used effectively in the intermediate grades for teaching Spanish as a second language or in 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.

Media: Print, tapes.

Components: Teacher's manual: S10.00;5 or more: $7.50 Tapes (reel or cassette; set of 6): S85.00 Ya se leer (reader): 53.25;5 or more: $2.44 Mi prinzera fonetica (workbook): $2.25; 5 or n,ore: S1.69 La prirnera fonetica (teacher's guide): S6.00; 5 or more: $4.50 Complete 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 "presupposes that the children do not live in a Spanish-speaking community"; therefOre, the program's effectiveness is in teaching Spanish as a second language. However, it has also been found to be effective in Spanish language development in a second-grade bilingual setting where the children are already Spanish speakers.

Research and development evidence: No specific data is presented. However, the author states that 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 with others."

Linguistic content: English/Spanish. English is used for giving instructions to the teacher. The author stresses that "the sound system of standard Latin American Spanish is used, and no attempt is made to call attention to varimIs dialectical or regional variations of the sound of certain letters like II, s, a, and rr.- S.,me Mexican idiomatic usagcs arc noticeable in the songs and jingles.

Language level: Intermediate.

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

Analyses' 45 Goals: (Implied.) The children will expand their skills in listening, speaking, and understanding verbal Spanish and then build vocabulary and structural concepts upon this foundation.

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

.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 thelanguage by the use of dialogues and conversation. The children will learn vocabulary and reinforce noun-adjective agreement by painting 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 for the elementary level. It is comprised of 50 complete lesson plans. It begins with a basic review of the first-year program, which stressed .the development of listening and speaking skills, and then continues to develop vocabulary based upon daily situations such as food and 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. The author 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 easy poems are written in the prsent tense for easy comprehension, and the vocabulary is correlated with the teacher's mai 'mi.

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

Sequence: Sequencing is very imp. >runt throughout the entire series. The units are designed to move from simple and concrete to more complex and abstract. Students must master skills 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 exercises which are to be directed by the teacher. Branching opportunities are provided in the closing activity of each lesson since this is an extension of the structured activities within the lesson. The route is linear with single entry and exit points for all learners.

Methodology: The teachineearning methodologyis :clearly described under the section "Notes to the Teacher" Which is found at the beginning of each unit in the teacher's manual. A great deal of review is built into each lesson. All new materials or concepts which are to be introduced are described carefully. Suggestions are given for their introduction and use in the classroom.

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

46 CARTEL The instructional setting, overall, is traditional in that the teacher leads the learners. It is left to the discretion of the teacher to continue (individually or in groups) to the next topic 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 was found that the audio material does correspond to the activi ies in the lessons within each unit.

As in the first book, an audiolingual approach continues to be used, in addition to a phonetic approach to initial reading in Spanish. The student plays an active role by participating 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 the units. 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 the objectives are being achieved.

The topics or skills which are addressed by the activities and on which students should be assessed are:1) vocabulary and language structure; 2) audiolingual practice; 3) formal reading 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 consists 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 colorful: The six magnetic-tape recordings (reel or cassette) are of good quality and average about five minutes per lesson. Pacing. Spanish pronunciation, and clarity are good.

Summary statement: The scope. sequence, and methodology of this product are congruent with the goals and objectives as implied by thc rieveloper. Evaluation is congruent orly to the 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 approach and the phonetic approach to learmng the Spanish language.

Lesson material oddresses the needs an,, interestsofyoung children in general. The vocabulary is simple and practical, n Ig it applieJhle in othc: subject areas. The development of structural concepts is orderly a.(.1 well sequenced. A 1,7:at deal of review is written :nto the activities. The components of the program are well correlated within and among themselves.

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

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

Analyses 47 _7 especially designed for U.S. learners. Ithas been state-adopted in The material seems to be in teaching Texas and New Mexico for use insecond-grade bilingual classrooms. Its use Spanish as a second language is in thefifth- and sixth-grade levels.

U.S. GOVERNMENT' l'InN TANG OFFICE 19 /7-77400

CARTEL 48