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This memorandum is the third in a series of publications which will ultimately combine to form the basis of a "Syllabus for the Training of Teachers of Standard English as a Second Dialect." Most of the culturally and economically disadvantaged are not native speakers of standard English, but speakers of a nonstandard dialect. The syllabus is intended for those who teach children from Negro and Spanish (Mexican) subcultures. This memorandum is a systematic listing and description of the salient features of English syntax along with parallels in nonstandard speech. The information concerning Negro speech is based on the literature cited in this memorandum. The description of interference with a Spanish substratum is primarily inferred from a comparison of English with Spanish structure. Teachers who are already teaching standard English as a second dialect as well as those who wish to learn how to do so will find the memorandum useful. See related document ED 030 869. (Authors/DO)

The first section of this document narrates Southern resistance to integration from 1964 to 1967, and the second relates the weakening of civil rights legislation through the influence of Southern Congressmen and other moderates in Congress. A detailed discussion of the Macon County and Jefferson County (Alabama) school desegregation decisions is presented in the Appendix. Charts are included. (KG)

In an attempt to deal with the current foreign language enrollment and learning problems created by the number of students who discontinue foreign language study after the sixth to eighth grade learning sequence, this pilot study seeks to identify, through the use of the Modern Language Aptitude Test and the Foreign Language Attitude Scale with experimental groups of eighth grade students, the extent to which aptitude and attitude contribute to the dropout problem. Described in the report are the (1) research methods employed, (2) materials and testing procedures used, and (3) results obtained. Histograms based on percentages compare group performances. Also included is an analysis of results. (AF)

This memorandum is a systematic listing and description of the salient features of English phonology and morphology, accompanied by a listing of parallel features in nonstandard dialects that account for the difficulties the speakers of nonstandard speech experience in the acquisition of standard English. The dialects considered are English as spoken in Negro subcultures and the dialect associated with a Spanish (Mexican) substratum. The information concerning Negro speech is based on various linguistic publications cited in the memorandum. The description of interference associated with a Spanish substratum is primarily inferred from a comparison of English and Spanish structure. This memorandum will be useful in training teachers of standard English as a second dialect as well as to actual practitioners in that field. The authors welcome comments, criticism, and specific suggestions concerning the language problems of speakers of nonstandard dialects and the interference with the acquisition of standard speech. A revised version is to become part of a "Syllabus for the Training of Teachers of Standard English as a Second Dialect," a project carried out within the Teaching the Disadvantaged program of the Stanford Center for Research and Development in Teaching. (Author/DO)

The purpose of this Outdoor Education Program was to develop in children a keener insight into the responsibilities of citizenship, as well as a better understanding of man's interrelationship with and dependence on nature. The program was an extension of the school curriculum to the out-of-doors and offered opportunities for developing many of the socially desirable attitudes, skills, habits, and interests needed for later life. This manual is intended as a basic source for both experienced and inexperienced outdoor personnel. Planning for the camp is discussed in terms of the organization of the outdoor education program; the schedule of activities; living in the camp community; getting acquainted with the new environment; the outdoor education routine; evaluating the outdoor education experiences; and the outdoor education teacher and counselor, which includes the classroom teacher's responsibilities in preparing the students to go to camp and suggests pre- and post-outdoor education activities for the classroom. Specific instructional units include Water and Related Uses, Rocks and Soils, Living Things of the Season, and Forestry. For each unit, material for presentation, identification charts, and suggested activities are included. (HBC)

THE AIM OF THIS TENTATIVE SYLLABUS FOR TRAINING PROGRAMS FOR TEACHERS OF SPANISH IS TO INTEGRATE MORE CLOSELY THE LANGUAGE PRACTICE, APPLIED LINGUISTICS, AND METHODS ELEMENTS OF THE TRAINING COURSE AND TO RELATE THEM DIRECTLY TO THE PRACTICE ELEMENT BY THE INTRODUCTION OF MICROTEACHING. THE FIRST PART OF THIS FOUR-PART SYLLABUS IS ON APPLIED LINGUISTICS, AND IT OUTLINES THE MAIN FACTS OF SPANISH STRUCTURE AND VOCABULARY AS WELL AS THE MAIN POINTS OF INTERFERENCE COMING FROM ENGLISH. IT IS PRIMARILY A GUIDE FOR THE PERSON RESPONSIBLE FOR TEACHER TRAINING. PART II, LANGUAGE PRACTICE, IS AN INDEX WHICH CONNECTS THE CHAPTER OUTLINE OF PART I TO A SELECTED NUMBER OF ELEMENTARY AND/OR REVIEW TEXTS AND GRAMMARS USED FOR LANGUAGE REVIEW, AND INCLUDES SOME SECONDARY SCHOOL TEXTS. PART III, THE METHODS SECTION, CALLED "PERFORMANCE CRITERIA," LISTS OBSERVABLE BEHAVIOR OF THE GOOD LANGUAGE TEACHER AND DESCRIBES BRIEFLY HOW TEACHERS CONDUCT VARIOUS CLASSROOM ACTIVITIES. THE CRITERIA CAN BE USED TO EITHER TRAIN OR EVALUATE A LANGUAGE TEACHER. THE LAST SECTION IS A SERIES OF 31 SAMPLE MICROLESSONS WHICH SHOW HOW APPLIED LINGUISTICS KNOWLEDGE OF THE LANGUAGE AND SPECIFIC PERFORMANCE CRITERIA ARE COMBINED INTO PRACTICAL APPLICATION. THE LESSONS CAN BE TAUGHT BY THE TRAINEE OR BY AN EXPERIENCED TEACHER. SEE ED 011 934 FOR THE FRENCH SYLLABUS. (AUTHOR)