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The purpose of this bulletin is to help teachers, supervisors, administrators, and other educators improve the English skills of culturally different youth. In an effort to gather available research and successful classroom practices, the Secondary Schools Section of the U.S. Office of Education invited a group of leaders to participate in a 3-day conference, May 31-June 2, 1962, on Improving English Skills of Culturally Different Youth in Large Cities. This bulletin consists of excerpts of the formal talks presented at the conference. The first section, A Look at the Problem, contains: (1) The Nature and Values of Culturally Different Youth (Charles J. Calitri); (2) Society, the School, and the Culturally Deprived Student (Allison Davis); and (3) The Goals for Culturally Different Youth (Lou LaBrant). The next part, Research and the Problem, includes: (1) Research and Its Implications (Marjorie Smiley); (2) Language Ability in the Elementary School: Implications of Findings Pertaining to the Culturally Disadvantaged (Walter Loban); and (3) A Research Proposal to Develop the Language Skills of Children with Poor Backgrounds (Alexander Frazier). Third, Improving Language Skills, presents: (1) A Realistic Writing Program for Culturally Diverse Youth (Don M. Wolfe); (2) Give Him a Book That Hits Him Where He Lives (Charles G. Spiegler); (3) Ways to Improve Oral Communication of Culturally Different Youth (Ruth I. Golden); and (4) Subcultural Patterns Which Affect Language and Reading Development (Donald Lloyd). The fourth section, Specific Programs, includes: (1) The Detroit Great Cities School Improvement Program in English (Clarence Wachner); (2) The Philadelphia Reading Program for Disadvantaged Youth (Rosemary Green Wilson); (3) Ways to Develop Reading Skills and Interests of Culturally Different Youth in Large Cities (Kay Ware); (4) The Houston Program for Potential Dropouts (Jozie Mock); (5) The Demonstration Guidance Project and the Teaching of English (Marion M. Scully); and (6) The Chicago Program in Language and Reading (Louise G. Daugherty). The final section, The Teacher--Qualifications and Training, contains: (1) Selection and Preparation of Teachers to Serve in Schools in Culturally Different Areas (Aleda E. Druding); and (2) Personal and Professional Qualifications for Teachers of Culturally Different Youth (Alexander M. Moore). Appended is "A Bibliography of Selected References on Culturally Different Youth" (Doris V. Gunderson). (Contains 93 footnotes.) [Best copy available has been provided.]