Examines such universal linguistic phenomena as simplification, overgeneralization, transfer, analysis, and convergence, and their corresponding theories regarding creolization, language acquisition, and language loss. A study of the Spanish verb system of Los Angeles bilinguals indicates that the continuous influx of new Spanish-speaking…

Describes the study of the use of /s/ vs. /h/ or O (in Spanish) in Valdivia, Chile, by speakers who differed in sex and age. No marked differences in relation to sex and age were found, indicating a relatively homogeneous community. (MLS)

An exploration of the reasons for the failure of former elementary school foreign language programs precedes the identification of issues that should be addressed to ensure the effectiveness of current and future programs. The three basic FLES program models, Foreign Language Experience (FLEX), sequential FLES, and immersion, are described. (CB)

Discusses the use of authentic materials for elementary foreign language instruction, and includes several examples of Spanish poems, songs, and games. (CB)

Interpreters working in southern Florida courts are witnessing the genesis and proliferation of a non-standard Spanish variety due to the constant interaction of Spanish and English. Interpreters' ability to interpret "Spanglish" and to deal effectively with other code-switching is essential to achieving the communicative competence…

Examines how Spanish is taught to Hispanic bilinguals. Discussion focuses on how the oral proficiency movement directly affects the teaching of native Spanish speakers. Key issues and problems stemming from the language teaching profession's attempts to apply the American Council on the Teaching of Foreign Languages/Educational Testing Service…

Analysis of four adult Quechua speakers' acquisition of clitic pronouns in Spanish revealed that educational attainment and amount of contact with monolingual Spanish speakers were positively related to native-like norms of competence in the use of object pronouns in Spanish. (CB)

Describes college-level Spanish conversation courses that also focus on content to help those teacher education students who cannot or will not take Spanish literature, civilization, or linguistic courses. (CB)

A Spanish instructor recounts his attempt to implement Krashen's Input Hypothesis in teaching elementary Spanish. His and his students' reactions to the approach helped the instructor to conclude that the hypothesis could only have a chance of succeeding at the level of absolute beginners with no prior exposure to the language. (CB)

Examines the scope of Portuguese language maintenance and ethnicity in and around Newark, New Jersey, and analyzes social and linguistic situations that demonstrate how the relatively homogeneous immigrant group responded to external stimuli (educational, media, religious, and social) regarding language, culture, and ethnicity. (CB)

Examines patterns of discrepancies in English and Spanish spelling, at the phonetic and morphological level, that result in orthographic false cognates. Twenty-two patterns are revealed at the phonetic level and 21 patterns are revealed at the morphological level (derivational affixes)--7 in prefixes and 12 in suffixes. (MLS)

Reexamines the instructional contributions of different approaches to teaching pronunciation, such as Audiolingualism and the Silent Way,and proposes a new student-centered technique for dealing with the teaching of segmental features of Brazilian Portuguese. (Author/CB)

Describes "Language Crafter," a word processor and word game generator that can be used to compose worksheets and invent word games in English, Spanish, French, and German. Bingo, crossword puzzles, word-search puzzles, and scrambled word games can help students develop and improve their foreign language vocabulary. (CB)

Summarizes current trends in second language acquisition research and suggests their implications for teaching. Five second language acquisition principles are presented, followed by a discussion of the relevant literature and a description of language teaching practices consistent with each principle. (SED)

Examines the usage of the "voseo" in Guatemalan Ladino Spanish. It is concluded that "vos" has not replaced "tu" in Guatemalan Ladino Spanish but rather has joined with "tu" and "usted" to form a tri-level second person singular address system. (SED)