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This paper questions whether the same theoretical model of educational policy decisions can be used for bilingual as well as bidialectal education. Three basic policies are discussed, first in applications for second language learning and then in the field of teaching a second dialect. Generally speaking, the same theoretical models are applicable to both educational problems with variation in administrative units between the two levels. (VM)

The Edison Project is an ESEA Title VIII dropout prevention program for 250 tenth grade students who were identified as potential dropouts on the basis of previous attendance, grades, and grade level retention. Some of the problems that affect student attendance have been found to be gangs, money, race, and relevance of education. The project was formed so as to ameliorate these problems. Career development and community awareness were to be integral parts of the curricula that were to be developed. Self-contained classrooms and home contacts were specified as means of personalizing education. Work-stipend positions, which involved 15 hours of work each week, were available and paid from the project budget. Remedial math, remedial reading, health care, and food services were also provided. The instructional and career development goals met with little success. The dropout rate was 21.3 percent while the average daily attendance was 78.1 percent. Other tenth graders in the high school had corresponding rates of 33.1 and 61.8 percent. Pretest-posttest gains were seven months in reading and two months in arithmetic. (Author/JM)

The process of national integration does not necessarily require monolingualism. The western, post-Versailles, intellectual heritage prompts contemporary sociologists to assume that cultural and linguistic differences automatically tend toward demands for nation formation and language recognition. Countries like India prove otherwise. Not all language differences that exist are noted, let alone ideologized. Conscious and even ideologized language differences need not be divisive. In the new nations of Africa and Asia, diglossia is extremely widespread and each language has its own functionally exlusive domain. Most new nations of Africa and Asia are not yet ethnic nations, which tends to reinforce diglossia conditions. African languages have rarely become symbolic of the quest for nationhood. Diglossia could easily remain a way of life for new nations. (VM)

Computerized spelling drills were used to study conditions of massed and distributed practice with each of 29 fifth-grade subjects participating in both conditions. In the distributed practice, two sets of three words each were presented once every other day over a period of 6 days. The drill on six other sets of words was massed so that all practice for that set occurred on the same day. The probability of a correct response for words in the massed condition proved higher than that for the distributed condition during the learning sessions, but on retention tests (given 10 and 20 days later) the words learned under distributed practice were better remembered. Thus, massed repetitions appear to be better on short term performance, but more learning occurs in the long run when repetitions of an item are well distributed. (A mathematical model of the learning process is presented.) (Author/MF)

A word problem is more difficult to solve when the minimum number of different operations to reach the correct solution is large, when it is of a different type than a problem preceding it, when the indexed complexity of its most complex sentence is great, when there are a large number of words in the problem, and when a conversion of units (as from days to weeks) is required. These variables of problem difficulty were determined to be significant in an experiment using 16 disadvantaged sixth-grade students, who were given access to a computer-based teletype. Variables that did not make a significant contribution to the regression analysis were: the "verbal-clue" variable, the "order" variable, and the "steps" variable. (MF)

Discussed are some of the problems of bilingual programs (lack of funds, personnel, and evaluated programs). Four broad categories of bilingual programs are (1) Transitional Bilingualism, in which Spanish is used in the early grades to help pupils "adjust to school" and/or "master subject matter" until their skill in English is developed; (2) Monoliterate Bilingualism, which aims to develop both languages for aural-oral skills, but is not concerned with literacy skills in the mother tongue; (3) Partial Bilingualism, which seeks fluency and literacy in both languages, but generally restricts literacy in the mother tongue to subjects related to the ethnic group and its heritage; and (4) Full Bilingualism, which aims to develop all skills in both languages in all domains. (The author feels that a fully balanced bilingual speech community may be a theoretical impossibility.) Vitally needed are (1) a survey establishing language and varieties employed by both parents and children, by societal domain of function; (2) a rough estimate of the relative performance level in each language, by societal domain; (3) an indication of community and school staff attitudes toward the existing languages and varieties and toward their present allocation to domains; and (4) an indication of community and school staff attitudes toward changing the existing language situation. (AMM)

This manual is intended to provide general guidelines and assistance to staff participating in the organization and development of a New Careers Program in a community. These activities are supported through contract with the Bureau of Work Programs, U.S. Department of Labor, as part of the New Careers Program, Section 123(a)(4) of the Economic Opportunity Act of 1964 as amended (Scheuer Amendment). The program is structured around the development of new jobs, training, employment, and career development at the nonprofessional levels in public services: health, public education, social service, law enforcement and public safety, child care, and community development. The manual includes: (1) an outline or checklist of steps and components to be followed in proposal and program development, (2) a narrative discussing in greater detail several of the key items listed in the outline, (3) a brief description of a job development model being used in a community mental health center, (4) a sample proposal which was developed by an urban community under the auspices of the New Careers Program, and (5) a selected bibliography of available references. (PS)

This two-volume collection of studies attempts to measure and describe the sociolinguistic norms of a Puerto Rican bilingual community. The target population of 43l individuals in a single neighborhood in Jersey City identify with the large Puerto Rican community of the greater New York area. The individual studies, all written to be understood independently, are grouped into background studies and sociologically, psychologically, and linguistically oriented sections. Some interviews and census studies are included. Alternative measures of bilingualism are discussed in a concluding section, and additional papers, instruments, and code sheets are contained in theoretical addenda and appendixes. (AF)

The author outlines the socio-cultural and language problems of three main types of developing nations. The first type, the "new developing nations," (sub-Saharan and East Africa) have little to draw upon in terms of a useable socio-cultural or political past. The language problems reflect emphasis on political integration, for which purposes Western languages are adopted. Successful language policy in these new nations leads to bilingualism and monolingualism. The second type, the "old developing nations," (North Africa, the Near East, and South-East Asia) have the problem of creating the new out of the old and the hallowed. Their classical standard languages usually differ substantially from the current vernaculars of the masses. The tendency is to import a Western language in toto for modernization. A suggested compromise is to use Western loan words or translation loans for lexical expansion. (This is resisted by classicists.) The "intermediate" or third type, (India and Pakistan) have strong links with great traditions and have all of the difficulties of the first two types. Like the "new" nations, they may require the more permanent utilization of a Western language for the purposes of political and economic modernization and national integration. Like the "old" nations, they may require the development and modernization of one or more indigenous traditional languages for local and regional socio-cultural modernization and integration. (AMM)

The Community Apprentice Program, developed by the Howard University Center for Youth and Community Studies, was an exploratory attempt, through combined rehabilitation, vocational education, and supervised work experience, to train disadvantaged youth as human service aides in child care, recreation, and social research. Seven boys and three girls, ranging in age from 16 to 20, who were currently unemployed and lacked education beyond high school were selected. The 12-week program consisted of three related parts: the "core group," in which members learned to analyze personal, social, and job-related problems, make decisions, and relate more effectively to others; specialty workshops and seminars; and supervised on-the-job experience. Consisting of experimentation with data gained from observation and tape recordings and attempts to develop instruments for more refined and controlled future studies, evaluation of the project focused on delineation of the characteristics of the youths who volunteered for the program, analysis of reasons for their identification and affiliation with or alienation from the program, and description and evaluation of the group process. (Also included are comments of aides, results, curriculum outlines, sample position descriptions, and a 19-item bibliography.) (SG)

This manual is intended for use by trainers of teacher aides in New Careers programs (which focus on training the unemployed and/or underemployed for entry-level placement as nonprofessionals in human service occupations). An introductory chapter considers the qualifications of the training team, qualifications of the trainee, the function and job description of the teacher aide in both elementary and secondary schools, and the need for realistic career mobility. Chapter 2 describes typical problems encountered in teacher aide training and outlines possible solutions. In Chapter 3, the organization and structure of the New Careers Training Model are explained, including the rationale for curriculum content areas, points to stress during training, articulation of program components, and program scheduling. Chapter 4 presents a basic curriculum in education, complete with suggested discussion units and activities, consisting of selected resource material for the trainer to use in enabling the teacher aide trainee to develop insight into education in general as well as his local school system. Also included are a glossary of New Careers terms, a list of audiovisual aids (and their distributors) and basic training materials, and an explication of the basic concepts of the New Careers Training Model. (SG)

This manual is an introduction to the New Careers Program, a program developed to train the unemployed and/or underemployed in entry-level skills for nonprofessional jobs in the human services ("the fields of public service in which a person-to-person relationship, crucial to the provision of services, exists between the receivers and the providers of the services," including "health, education, mental health, social services, recreation, law enforcement, corrections, rehabilitation, housing, and employment"). Included are a glossary of New Careers Program components, a general introduction to the basic concepts and principles of the New Careers Program, an explanation of the training design, descriptions of the entry training program components and the training methods, and consideration of program certification and accreditation. Also included are a 23-item bibliography, samples of weekly schedules, and a presentation of the fundamentals of the New Careers Training Model. This manual is designed to be used in conjunction with SP 002 033, SP 002 034, SP 002 037, and other related curriculum manuals on specific occupational and skill areas. (SG)

The five papers collected in this booklet present an overall view of language development from the early 1950's to the present. Joshua A. Fishman discusses language and the problems of social and national development and indicates how sociolinguistic research may illuminate these problems. Albert H. Marckwardt considers the teaching of English as a foreign language, discussing the postwar and present situations, the role of linguistics, teaching materials, and the teacher shortage. Kenneth Mildenberger discusses progress in teaching and research in both the commonly and uncommonly taught languages, considering learning theories, instructional improvement, instructional materials, professionalism, and Federal aid. Implications of the new technology for language teaching are examined by Wilbur Schramm, who discusses the present and possible future uses of accepted technological devices and examines the more controversial technological developments. Melvin F. Fox reports on Ford Foundation activities (1951-66) in support of foreign language teaching and the teaching of English as a second language at home and abroad. (AR)

SEVENTY-SEVEN CHILDREN, AGED 4 YEARS TO 12 YEARS, 4 MONTHS AND EXEMPLIFYING ALL LEVELS OF UPPER EXTREMITY AMPUTATION (PROSTHETIC TYPE) FROM WRIST-DISARTICULATION TO SHOULDER-DISARTICULATION, WORE THE APRL-SIERRA CHILD SIZE MODEL NUMBER 1 HAND FOR APPROXIMATELY 4 MONTHS. CHILD AND PARENTS MADE FOUR CLINIC VISITS FOR INITIAL SCREENING, FITTING, 2 MONTHS POSTFITTING EVALUATION, AND FINAL EVALUATION. TWENTY-ONE CHILDREN WANTED TO WEAR THE HAND EXCLUSIVELY, 21 DESIRED IT FOR MOST ACTIVITES, SEVEN CHILDREN PREFERRED IT ABOUT EQUALLY TO A HOOK, EIGHT CHILDREN AND PARENTS DISAGREED IN PRIMARY CHOICE, 13 PREFERRED THE HOOK, AND SEVEN REJECTED THE HAND COMPLETELY. WHEN COMPARED TO THE EQUIVALENT DORRANCE NUMBER 10X HOOK, THE NUMBER 1 HAND PROVIDED LESS TOTAL FUNCTION, BUT EQUAL FUNCTION FOR NUMEROUS ACTIVITIES, AND SUPERIOR FUNCTION FOR SOME CHILDREN ON CERTAIN TASKS. THE HAND HELPED THE CHILD'S SELF CONFIDENCE, AND ACCEPTANCE BY PEERS AND TEACHERS. PRESCRIPTION OF THE HAND WAS RECOMMENDED FOR APPROPRIATE SIZE AND AMPUTATION LEVELS. THE AUTHORS SAW THE NEED TO REDUCE THE AMOUNT OF BREAKAGE OF THE HAND AND TO PROVIDE A MORE DURABLE GLOVE. A HOOK IS SUGGESTED AS A SPARE OR PLAY DEVICE WHEN PRESCRIPTION FOR THE HAND IS MADE. APPENDIXES INCLUDE DATA-GATHERING QUESTIONNAIRES AND CHART OF HAND MALFUNCTIONS. A SIX-ITEM BIBLIOGRAPHY IS INCLUDED. (MY)

A 1ST-YEAR REPORT OF AN EVALUATION STUDY OF ACTION AND DEMONSTRATION PROGRAMS FOR DELINQUENCY PREVENTION AMONG URBAN GHETTO YOUTH IS PRESENTED. THE PURPOSE OF THE STUDY WAS TO DETERMINE THE NET EFFECTIVENESS OF THE INTERVENTION EFFORTS OF WASHINGTON ACTION FOR YOUTH IN A SCHOOL DISTRICT WITH A HIGH CONCENTRATION OF LOW-INCOME NEGRO YOUTH. THE RESEARCH DESIGN INCLUDED (1) A BASE EXPECTANCY STUDY TO COLLECT DATA FOR DELINQUENCY PREDICTION, (2) IDENTIFICATION AND STUDY OF AN ADOLESCENT COHORT OF 14- TO 17-YEAR-OLDS, (3) STUDIES OF SOME OF THE COHORT FAMILIES, (4) RESEARCH ON A SAMPLE OF THE DEMONSTRATION PRESCHOOL POPULATION IN THE AREA, AND (5) AN ACCOUNTING OF THE POPULATION FOR POTENTIAL USE IN A DATA BANK. THE ORIGINAL FAMILY STUDY WAS EXPANDED INTO A SYSTEMATIC STUDY OF LOW INCOME FAMILIES, AND THE COGNITIVE DATA ON THE PRESCHOOL CHILDREN WAS USED TO STUDY THEIR LANGUAGE RESPONSES TO DIFFERENT STIMULI UNDER VARYING CONDITIONS. IT WAS HYPOTHESIZED THAT THERE WOULD BE SIGNIFICANT DIFFERENCES BETWEEN INSTITUTIONALIZED AND NONINSTITUTIONALIZED YOUTH ON SUCH FACTORS AS LOW SOCIOECONOMIC STATUS, EDUCATION, FAMILY CHARACTERISTICS, INTACT OR BROKEN HOMES, SOCIAL CLASS ASPIRATIONS, PEER GROUP BEHAVIOR, AND NEIGHBORHOOD DEVIANCY. THE VARIOUS ASPECTS OF THE STUDY ARE DISCUSSED IN DETAIL, AND MUCH OF THE RELEVANT DATA IS SUMMARIZED IN 106 TABLES. AN ABSTRACT OF THE STUDY IS INCLUDED. (NH)

VARIOUS METHODS AVAILABLE FOR A PROJECTION OF OCCUPATIONAL REQUIREMENTS OF A STANDARD METROPOLITAN STATISTICAL AREA (SMSA) ARE REVIEWED, AS WELL AS THE DATA AVAILABLE TO IMPLEMENT THESE APPROACHES. TWO "NAIVE" MODELS ARE RECOMMENDED FOR USE AS BENCH MARKS AGAINST WHICH TO COMPARE MORE SOPHISTICATED APPROACHES--THE "NO CHANGE" MODEL AND A MODEL WHERE THE SMSA CHANGE IS ASSUMED TO BE THE SAME AS THE NATIONAL CHANGE. FOUR SOPHISTICATED MODELS ARE CONSIDERED--(1) THE HISTORICAL, WHERE THE SMSA IS CONSIDERED SO DIFFERENT FROM THE UNITED STATES OR OTHER SMSA'S THAT IT MUST BE TREATED AS A SEPARATE, UNIQUE ENTITY, (2) THE "IDEAL" TYPE MODEL, WHERE INDUSTRIES ARE GROUPED INTO SIGNIFICANT CATEGORIES (E.G., PRIMARY, SECONDARY, TERTIARY), (3) THE METHOD THAT STRESSES OCCUPATIONAL GROUPINGS (E.G., WHITE COLLAR, BLUE COLLAR, SERVICE, AND FARM WORKERS), AND (4) THE METHOD THAT RELATES THE SMSA TO THE NATIONAL ECONOMY. THE TWO MAIN APPLICATIONS OF OCCUPATIONAL PROJECTIONS ARE TO GUIDE EDUCATIONAL PLANNERS AND TO ADVISE ENTRANTS AND POTENTIAL ENTRANTS INTO THE LABOR MARKET. THE LONG-RUN AIM IS TO HELP RATIONALIZE THE OVERALL LABOR MARKET. THE "BEST" PROJECTIONS FOR EDUCATIONAL DECISION-MAKERS ARE THOSE THAT WOULD GROUP OCCUPATIONS BY COMMON BACKGROUND REQUIREMENTS AND THOSE THAT WOULD HELP PREPARE CURRICULUMS FOR AN AUTO MAKING AND MOBILE ECONOMY. APPENDIX I REVIEWS THE LITERATURE ON EMPLOYMENT PROJECTIONS AND THE DATA AVAILABLE FOR MAKING THESE PROJECTIONS IN THE DENVER SMSA. APPENDIX II DEVELOPS AND APPLIES A METHOD FOR OCCUPATIONAL PROJECTIONS FOR THE DENVER SMSA USING THE MATRIX TOOL. (EL)

THE FINAL STAGE OF A PROGRAM FOR ACHIEVING A BALANCE BETWEEN THE AGGREGATE SUPPLY AND DEMAND FOR LABOR IS THE DISTRIBUTION OF THE INDUSTRY EMPLOYMENT ESTIMATES INTO OCCUPATIONAL REQUIREMENTS BASED ON PROJECTIONS OF OCCUPATIONAL PATTERNS BY INDUSTRY. THIS CAN BE USED TO EVALUATE POTENTIAL AREAS OF SUBSTANTIAL SURPLUS OR SHORTAGE, AND PROVIDE THE BASIS FOR OCCUPATIONAL GUIDANCE AND DEVELOPMENT OF LONGER-RUN TRAINING PROGRAMS. THE MAIN PURPOSE OF THIS STUDY WAS TO EXPLORE METHODS TO ACCOMPLISH THESE OCCUPATIONAL PROJECTIONS FOR A SUB-AREA OF THE NATIONAL ECONOMY. THE STUDY PROVIDES A GENERAL DESCRIPTION OF HOW THE NATIONAL INPUT-OUTPUT TABLES AND OCCUPATIONAL MATRICES MIGHT THEORETICALLY BE APPLIED TO A SPECIFIC STANDARD METROPOLITAN STATISTICAL AREA (SMSA) AND DETAILS THE DATA PRESENTLY AVAILABLE FOR AN SMSA OCCUPATIONAL PROJECTION. TWO NAIVE MODELS OF OCCUPATIONAL PROJECTION WERE DEVELOPED AND EVALUATED. FOUR MORE SOPHISTICATED MODELS WERE DEVELOPED AND COMPARED TO THE NAIVE MODELS. IT WAS FOUND THAT ALL WILL AGREE ON THE ESTIMATIONS, IF THE ASSUMPTIONS ARE MADE CONSISTENT WITH ONE ANOTHER, BECAUSE THEY ARE ANALYZING THE SAME EXPERIENCE FROM FOUR DIFFERENT POINTS OF VIEW. A DETAILED DEVELOPMENT OF ONE MODEL IS DISCUSSED IN TERMS OF--(1) THE INDUSTRY-OCCUPATION MATRIX, (2) THE INDUSTRY-PRODUCTION FUNCTIONS, (3) THE OUTPUT-TIME RELATIONS, AND (4) THE INTEGRATION OF THESE PHASES INTO THE COMPLETE MODEL. (HC)

DURING THE MONTHS OF JUNE, JULY, AND AUGUST, 1967, THE STAFF MEMBERS OF THIS PROJECT CONDUCTED "INTERDISCIPLINARY DATA COLLECTION IN A PUERTO RICAN NEIGHBORHOOD IN JERSEY CITY, NEW JERSEY." APPENDED TO THIS SHORT PROGRESS REPORT ARE COPIES OF THE FINAL INSTRUMENTS USED IN THE DATA COLLECTION PROCESS, THE DATA COLLECTION SCHEDULES, INTERVIEW GUIDES, AND OTHER MEASURES DEVELOPED THUS FAR IN THE PROJECT. PLANS FOR THE NEXT PHASE OF RESEARCH ARE DISCUSSED, INCLUDING COMPLETION OF DATA COLLECTION, TRANSCRIPTION OF DATA ALREADY ON TAPE, AND READYING TRANSCRIBED DATA FOR IBM PROCESSING. FINAL REPORT PROCESSING FOR THE SECOND PHASE SHOULD TAKE PLACE BETWEEN JUNE 1968 AND AUGUST 1968. (JD)

Investigators studied two German settlements in Israel to examine the interaction of the German and Hebrew languages. A heterogeneous community used loanwords to a greater extent than the homogeneous, and German was perpetuated less successfully. (CK)

Advocates more scholarly attention to language planning processes in Israel. (PM)

This paper gives a general description of the English informal schools; discusses mathematics instruction in the open school, the mechanics of reform in the British educational system, teachers' centers, the British approach to assessment, and mathematics reform in the United States; and airs some criticisms of informal education. (DT)

Eighteen issues are outlined concerning theory and measurement of attitude, and language attitude in particular, and research motivated by these issues described. (RM)

The importance of the teaching and learning of literature is expounded. (PG)

Intended to assist in the development phase of New Careers program development, this trainer's sourcebook contains: (1) descriptions of 44 entry level positions in the major human services fields, including explanations of such elements as position title, introduction and general description, position control, duties, responsibilities, and qualifications, (2) numerous outlines for creating new positions, and (3) suggestions for developing the career ladder or lattice. In addition to providing the beginning process of job development and a form of reference for salary level, the sourcebook should assist in defining a more efficient, economical, and effective training program. The occupational areas covered are: (1) health, including community institutions and mental health, (2) education, including public schools, (3) law enforcement, (4) social services, including individual and community services, (5) corrections and rehabilitation, (6) housing, and (7) employment. (Author/SB)

This text on the sociology of language, hear defines as "...a focus upon the entire gamut of topics related to the social organization of language behavior," lays the groundwork for the theoretical development of this emerging branch of linguistics. The author proposes that sociolinguists investigate everything concerned with language from the standpoint of social function rather than from other more traditional linguistic perspectives. An introduction to the text is followed by sections on: (1) the emerging science, (2) basic sociolinguistic concepts, (3) interactional sociology of language: micro and macro, (4) societal differentiation and repertoire range, (5) societal bilingualism: stable and transitional, (6) language maintenance and language shift, (7) sociocultural organization: language constraints and language reflections, (8) applied sociology of language, and (9) linguistics: the science of code description and an addendum for non-linguists. A reading list is included. (RL)

The extent to which the language planning that has been pursued in many localities and in many periods has been guided by nationalism, that is, by "...the social movements, attitudes, and ideologies which characterize the behavior of nationalities engaged in the struggle to achieve, maintain or enhance their position in the world" (Wirth 1936) is examined in this text. The study familiarizes the reader with the formations and the transformations of nationalism itself, and also examines how and why language commonly comes to be one of the ingredients in nationalist goals and programs. Two essays deal with the nature of nationalism and the impact of nationalism on language and language planning. A bibliography and index are included. (RL)

A program was proposed and initiated involving identification of potential learning disabilities (LD) in a school population of 600 4-, 5-, and 6-year-old children; and application of intervention measures for children identified. The school's diagnostic team reviewed research on existing practices, explored programs in operation throughout the country, and consulted with specialists such as a team from the Nassau County Board of Cooperative Educational Services. Program development included revising kindergarten registration procedures (such as preparing a questionnaire for parents to complete prior to registration), initiating staff inservice training, initiating a volunteer parent training program, taking inventory of materials for a resource center, and preparing a proposal for a 6-week summer pilot program to identify and remediate learning disabilities of 140 prekindergarten, kindergarten, and grade 1 children. Pilot program plans included evaluation of gross motor, fine motor, and language/communication skills; administration of tests for constructing developmental profiles and evaluating self concept; and preparation of curriculum guidelines. Some of the proposals requested and granted for the 1973-1974 year were for replacement of the guidance counselor with a LD resource consultant (3 days per week), and establishment of a small-contained class of 4- and 5-year-old children exhibiting potential learning disabilities. (Included in appendixes are items such as screening procedures in another school district, kindergarten registration procedures, a staff training session agenda, and lists of resource materials on LD.) (MC)

This is a study of cultural-linguistic self-maintenance efforts, rationales, and accomplishments of non-English speaking immigrants in America. Trend analyses, contrast of separate cultural and linguistic groups, internal comparisons, and the examination of language maintenance and language shift phenomena contribute in the major effort to reveal the current extent and status of culture and language maintenance among the ethnic and religious groups studied. A major portion concentrates on resources and institutions for formal language maintenance including size, generational structure, socio-demographic characteristics, radio broadcasts, and schools and parishes. Other chapters deal with interacting language maintenance contexts and processes, especially the ethnic family, community, and organization. Four integrative essays on Spanish, French, German, and Ukrainian facilitate a reconsideration of empirical relationships and theoretical propositions previously advanced. Appendixes discussing methodology, language maintenance and language shift as a field of inquiry, charts, tables, and a name and subject index are provided. (RL)

The purpose of this book is "to familiarize the student of linguistics with the social context of speech, and to familiarize the student of society with language as a referent and dimension of social behavior." An attempt is made at a conceptual integration of the literature of sociolinguistics (with emphasis on work published in the 1960's) so that the relationships between micro-sociolinguistics, macro-sociolinguistics and applied sociolinguistics can be made clear. The material presented thus stresses the interdependency of linguistic and societal analysis, the usefulness of methods from all of the behavioral sciences, and the need for interrelating theories and methods that have often been kept separate. Chapter headings are: "Linguistics: The Science of Code Description...And More"; "Some Basic Sociolinguistic Concepts"; "Interactional Sociolinguistics: Micro and Macro"; "Societal Differentiation and Repertoire Range"; "Societal Bilingualism: Stable and Transitional"; "Sociocultural Organization: Language Constraints and Language Reflections"; and "Applied Sociolinguistics." A bibliography containing 169 entries is appended. (FWB)

The data analyzed for this report was obtained as part of an interdisciplinary project on the measurement and description of widespread and relatively stable bilingualism in a Puerto Rican neighborhood in the Greater New York City area (Fishman, Cooper, Ma, et al. 1968). The area studied by the team of linguists, psychologists, and sociolinguists included 431 Puerto Ricans living in 90 households. The psycholinguistic interviews and testing sessions were designed to elicit speech data in five different contexts forming a continuum from most formal to most informal. Four demographic factors (sex, age, education, and birthplace) were included. The general hypothesis regarding linguistic variation in Puerto Rican Spanish in this speech community was that it consists of contextual variation primarily and demographic variation only secondarily. Except for regionally related differences, the authors consider their subjects as constituting a single speech community. Their studies found that everyone in the community mastered basic Spanish phonology, even though some respondents could barely converse in Spanish. On the other hand, English proficiency was more varied. A phonological cutoff point could be established to determine English fluency, but fluency in Spanish could not be determined solely by phonological markers. (AMM)

This article is the result of interviews with 20 members of the Puerto Rican intellectual elite in New York City, including singers, poets, artists, journalists, scholars and organizational leaders. One of the chief purposes of these interviews was to discover in which group of minority group intellectuals the Puerto Ricans can be placed: those who "ideologize (and politicize) the minority culture and its linguistic, literary and festive symbols," or those who attempt to enter as quickly as possible into the mainstream of American culture. Areas covered are: Spanish-English bilingualism; attitudes towards the Spanish spoken in Puerto Rico; sensitivity to varieties and styles of American English, differences between older Puerto Rican intellectuals and younger ones, the question of what is Puerto Rican about a Puerto Rican intellectual, and conflicts between American and Puerto Rican culture. The author finds, among other things, a stable bilingual situation in which each language is fully accepted, a positive feeling with regard to the future of Puerto Ricans and their culture in New York City, and a feeling that Puerto Rican intellectuals are content to stay in New York because it provides "more stimulation, more opportunity, and more freedom than they could find on the Island." (FWB)

Most of the papers in this collection were presented at a conference on language problems of the developing nations at Airlie House, Warrenton, Virginia in November 1966. This conference was one of the several organized and sponsored by the Committee on Sociolinguistics of the Social Science Research Council in its effort to promote interdisciplinary research and training. The phenomena of the birth and rebirth of nations, peoples, and languages are not only provocative but basic to an understanding of social change, national integration, and language development. The introductory section of this volume presents papers by J.A. Fishman, J. Das Gupta, and C.A. Ferguson. Part II (Language and National Development) contains papers by J.A. Fishman, H. Kloss, D. Rustow, A. Tabouret-Keller, P. Alexandre, C.F. Gallagher, J. Das Gupta, J.J. Gumperz, B. Jernudd, A.A. Mazrui, J.N. Paden, and P.L.van den Berghe. Selections in Part III (Language Planning, Standardization, and Policy) are by R.G. Armstrong, H. Blanc, C.A. Ferguson, E. Haugen, J.V. Neustupny, E. Polome, A. Valdman, W.H. Whiteley, S.A.Wurm, and P. Zima. Part IV (Literature and Education) papers are by J. Bowers, D.H. Burns, L. Harries, R. B. Le Page, H. Passin, C.H. Prator, and J. Rubin. Part V (Integrative Summary) is by J.A. Fishman. Author and subject indexes conclude the volume. (AMM)

A GREAT NUMBER OF AMERICAN CHILDREN ARE GROWING UP IN SOCIALLY DEPRIVED SURROUNDINGS. THESE DEPRIVATIONS ARE REFLECTED IN LOWER EDUCATIONAL ACHIEVEMENT. TEACHERS SHOULD HAVE SPECIAL PREPARATION IN ORDER TO LESSEN THIS WASTE OF EDUCATIONAL POTENTIAL. PROJECT BEACON IS AN EFFORT TO INTRODUCE WITHIN THE PUBLIC SCHOOL SYSTEM A PERMANENT CORPS OF PSYCHOEDUCATIONAL SPECIALISTS WHO HAVE BEEN RIGOROUSLY TRAINED TO MEET THE EDUCATIONAL NEEDS OF SOCIALLY DISADVANTAGED CHILDREN AND THEIR PARENTS. IT IS A LONG-RANGE PROGRAM TO ATTACK THE PROBLEMS OF DELINQUENCY AND SCHOOL DROPOUTS THROUGH (1) BEHAVIORAL SCIENCE RESEARCH INTO THE RELATIONSHIP BETWEEN LEARNING AND SOCIAL DISADVANTAGE AND (2) GRADUATE LEVEL TRAINING OF PSYCHOEDUCATIONAL PERSONNEL SUCH AS PSYCHOLOGISTS, GUIDANCE SPECIALISTS, ADMINISTRATORS, AND TEACHERS WHO WORK WITH SOCIALLY DISADVANTAGED CHILDREN AND THEIR PARENTS. DISADVANTAGES INCLUDE IMPROPER LEARNING HABITS, OBSCURED VOCATIONAL AND PERSONAL GOALS, INADEQUATE PREPARATION AND MOTIVATION, AND CONDITIONS OF LIFE WHICH DISCOURAGE THE PRACTICES AND VALUE NECESSARY FOR ADJUSTMENT AND ACHIEVEMENT IN OUR SOCIETY. THE PROJECT SEEKS TO IMPROVE THE EDUCATIONAL ACHIEVEMENT LEVELS OF THESE CHILDREN, AND TO ENHANCE THE PREPARATION AND ADD NEW DIMENSIONS TO CAREER OPPORTUNITIES FOR PERSONNEL WHO WANT TO WORK WITH DISADVANTAGED CHILDREN THROUGH PUBLIC SCHOOLS. TRAINING FOR PROJECT BEACON STUDENT TEACHERS CENTERS AROUND THREE CATEGORIES--(1) HOME, COMMUNITY, AND SCHOOL ANALYSIS, (2) CHILD APPRAISAL, AND (3) PSYCHOEDUCATIONAL PROCESSES AND GUIDED DEVELOPMENT. A DESCRIPTION OF EACH CATEGORY INCLUDES THE COURSES OFFERED AND PARALLEL FIELD WORK. IN THE COMMUNITY, IN SCHOOLS, AND IN THE PSYCHOLOGICAL CENTER. THIS ARTICLE IS A REPRINT FROM "PIONEER IDEALS IN EDUCATION," SEPTEMBER 1963.

EDUCATORS POSSESS SPECIAL SERVICE AND INSTRUCTIONAL SKILLS WHICH, IF USED WISELY, CAN ASSIST MINORITY GROUP CHILDREN IN OVERCOMING THEIR EARLY DISADVANTAGES. EDUCATIONAL PSYCHOLOGICAL TESTS MAY HELP IF THEY ARE CAREFULLY AND INTELLIGENTLY EMPLOYED. PROFESSIONAL TRAINING AND DIAGNOSTIC SENSITIVITY ARE REQUIRED. STANDARDIZED TESTS CURRENTLY IN USE PRESENT THREE PRINCIPAL DIFFICULTIES WHEN USED WITH DISADVANTAGED MINORITY GROUPS. FIRST, THEY MAY NOT PROVIDE RELIABLE DIFFERENTIATION IN THE RANGE OF MINORITY GROUP SCORES. ALSO, MANY CHARACTERISTICS OF MINORITY GROUP CHILDREN AFFECT TEST PERFORMANCE. THE LOWER-CLASS CHILD WILL TEND TO BE LESS VERBAL, LESS SELF-CONFIDENT, LESS MOTIVATED TOWARD ACADEMIC ACHIEVEMENT, LESS COMPETITIVE INTELLECTUALLY, LESS EXPOSED TO STIMULATING MATERIALS IN THE HOME, LESS KNOWLEDGEABLE ABOUT THE WORLD, AND MORE FEARFUL OF STRANGERS THAN THE MIDDLE CLASS CHILD. THE SECOND DIFFICULTY IS THAT THE SIGNIFICANCE OF THE TESTS FOR PREDICTIVE PURPOSES MAY BE QUITE DIFFERENT FOR THE MINORITY GROUPS THAN FOR THE STANDARDIZATION AND VALIDATION GROUPS. FACTORS THAT AFFECT THE TEST SCORES BUT WHICH MAY HAVE LITTLE RELATION TO THE CRITERION, SUCH AS TEST-TAKING SKILLS, ANXIETY AND MOTIVATION, MAY IMPAIR PREDICTIVE VALIDITY. ALSO, THE CRITERIA WHICH A TEST IS PREDICTING ARE USUALLY MORE COMPLEX THAN THE TEST ITSELF. IT IS IMPORTANT TO RECOGNIZE THE INFLUENCE OF SUCH OTHER FACTORS AS PERSONALITY AND BACKGROUND, WHICH MAY BE RELATED TO CRITERION PERFORMANCE. TEST RESULTS CANNOT REVEAL THE DEGREE TO WHICH THE STATUS OF DISADVANTAGED CHILDREN MIGHT CHANGE IF ENVIRONMENTAL OPPORTUNITIES AND INCENTIVES FOR LEARNING WERE IMPROVED. GUIDANCE AND SPECIAL TRAINING ARE THEREFORE VERY IMPORTANT. TESTS LABELED "CULTURALLY UNFAIR" MAY BE VALID PREDICTORS FOR SCHOOL CRITERIA WHICH MAY BE SOCIALLY UNFAIR. MOST "CULTURE FREE" TESTS HAVE LOW PREDICTIVE VALIDITY FOR ACADEMIC WORK.

PROJECT BEACON'S TRAINING PROGRAMS WERE FOR THE PREPARATION OF PRESERVICE AND INSERVICE PERSONNEL TO WORK IN SOCIALLY DISADVANTAGED COMMUNITY SCHOOLS. THOSE INVOLVED WERE TEACHERS OF REGULAR AND SPECIAL CLASSES, ADMINISTRATORS AND SUPERVISORS, GUIDANCE SPECIALISTS, THERAPEUTIC EDUCATORS, SCHOOL PSYCHOLOGISTS, AND EDUCATIONAL PSYCHOLOGISTS. THE CHARACTERISTICS AND NEEDS OF LEARNERS IN SOCIALLY AND CULTURALLY DISADVANTAGED COMMUNITIES WERE PRESENTED. INCLUDED WERE STYLES AND MODES OF PERCEPTUAL HABITUATION, UTILIZATION OF ABSTRACT SYMBOLS, AND DEGREE AND DIRECTION OF MOTIVATION. ALSO DISCUSSED WAS THE PROBLEM OF CONVENTIONAL TEACHER TRAINING PROGRAMS AS TO THEIR ADEQUACY TO PREPARE EDUCATIONAL PERSONNEL TO WORK WITH DISADVANTAGED CHILDREN. IMPLICATIONS OF CHARACTERISTICS AND NEEDS OF LEARNERS IN SOCIALLY AND CULTURALLY DISADVANTAGED COMMUNITIES INVOLVED THE AREAS OF HOME, SCHOOL, COMMUNITY ANALYSIS, CHILD APPRAISAL, AND PSYCHOEDUCATIONAL PROCESSES. INCLUDED WERE TWO ILLUSTRATIVE OUTLINES ON THE HISTORY OF EDUCATIONAL THOUGHT AND EDUCATIONAL PSYCHOLOGY IN ADDITION TO OUTLINES OF TRAINING PROGRAMS IN THE DEPARTMENTS OF CURRICULUM AND INSTRUCTION, SPECIAL EDUCATION, EDUCATIONAL PSYCHOLOGY, AND GUIDANCE. A BIBLIOGRAPHY ACCOMPANIES THE TEXT.

THIS 2D-YEAR REPORT OF AN EVALUATION STUDY OF A JUVENILE DELINQUENCY PREVENTION PROGRAM IS CONCERNED PRIMARILY WITH THE ADOLESCENT COHORT (A CORE GROUP OF 14- TO 20-YEAR-OLDS) IN A SINGLE SCHOOL DISTRICT. THE MAJOR AIMS OF THE RESEARCH WERE TO DETERMINE WHETHER INTERVENTIONS HAD REDUCED DELINQUENCY IN A SELECTED GROUP FROM THE DISTRICT, AND TO TEST SOME OF THE CURRENT THEORETICAL ASSUMPTIONS ABOUT DELINQUENCY. THE SAMPLE, INSTRUMENTS, AND DATA COLLECTION METHODS ARE OUTLINED. A SECTION ON DATA ANALYSIS DESCRIBES THE CHARACTERISTICS OF HIGH-, MEDIUM-, AND LOW-RISK GROUPS AND SOME OF THE INTERVENTION EFFORTS TO DEAL WITH THEM. THE RISK GROUPS ARE DISCUSSED IN RELATION TO THE FACTORS OF A PUTATIVE DELINQUENT SUBCULTURE, ASPIRATIONS, PERCEPTIONS OF THE OPPORTUNITY SYSTEM, AND VALUE ORIENTATION. THE SUMMARY AND DISCUSSION SECTION NOTES THAT THE HYPOTHESIS THAT WITHOUT SOME INTERVENTION THE HIGH-RISK GROUP WOULD HAVE BECOME DELINQUENT WAS BORNE OUT, AND THAT THE NEIGHBORHOOD CENTERS IN THE TARGET AREA APPEARED TO HAVE BEEN EFFECTIVE IN REDUCING JUVENILE DELINQUENCY. IT IS FELT THAT THE EXPERIENCE OF THIS PROGRAM SHOWS THAT IF INTERVENTIONS ARE TO BE MORE EFFECTIVE, THEY MUST CONCENTRATE ON THE SPECIFIC PATHOLOGY OF THE GHETTO. THE APPENDIXES CONTAINED EXCERPTS FROM AN INTERVIEW WITH A YOUNG MAN FROM THE AREA AND TWO CASE EVALUATIONS FROM EACH OF THE THREE RISK GROUPS. (NH)

ACTION FOR PROGRESS, AN OFFICE OF ECONOMIC OPPORTUNITY ANTIPOVERTY PROGRAM, CONDUCTED A DEMOGRAPHIC SURVEY OF A 6-BLOCK SLUM AREA IN NEW YORK CITY'S LOWER EAST SIDE. DATA WERE GATHERED ON HOUSING, INCOME, EMPLOYMENT, SCHOOLING, HEALTH, RECREATION, CONSUMER PRACTICES, AND COMMUNITY AFFAIRS. THE AIMS OF THE SURVEY WERE TO DELINEATE THE CHARACTERISTICS OF THE SLUM AREA. INTERVIEWERS WHO CONDUCTED THE SURVEY REFERRED THE PROBLEMS REQUIRING ACTION TO APPROPRIATE SPECIALISTS. A SERIES OF TABLES AND BRIEF DESCRIPTIONS PRESENTS DATA ON FAMILY STATUS, ETHNICITY, SOURCE OF INCOME, HOUSING AND RENTALS, EMPLOYMENT, SCHOOL COMPLETION, HOUSEHOLD SIZE, AND EXPRESSION OF INTEREST IN NEW HOUSING IN THE NEIGHBORHOOD. A SAMPLE QUESTIONNAIRE IN BOTH ENGLISH AND SPANISH IS INCLUDED IN THE DOCUMENT. (NH)

Report based upon work designed to study simultaneously the psychological, linguistic and sociological aspects of bilingual behavior. (FWB)