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This article presents the quantitative results of a preliminary trend study on written Spanish in the U.S. using the Spanish language press as the source of written corpus. English does impact more on U.S. Spanish than on Spanish written in monolingual Spanish countries. The degree of difference of written Spanish in Mexico, Cuba, and Puerto Rico with regard to English influence is tremendous. Taking Cuban Spanish as the reference point, Mexico has four times the English influences, whereas Puerto Rico has nine times the amount. The composite figures which make up the U.S. and monolingual norms differed by one and a half times. Spanish in the U.S. is downgraded not merely because English impacts on it much more than it does in monolingual societies, but because it is the language of a poor minority. When the ethnic community in the U.S. is in close social contact with the country of origin, the Spanish written in the U.S. closely resembles that written in the monolingual country. That is, Spanish written in Los Angeles, California and in New York is affected by English to a degree that closely resembles the impact of English on Spanish in Mexico and Puerto Rico. However, the difference between the Spanish written in Miami, Florida and that in Cuba with regard to English influence is enormous.

This article focuses on mother tongue claiming in the U.S. since 1960 in relation to trends and correlates related to the revival of ethnicity. The generational breakdown of non-English mother tongue claiming in 1970 obviously varied greatly from language to language, and its third generation was proportionately at its lowest in connection with those ethnolinguistic groups that had either relatively long or relatively short histories of post-immigrational presence in the U.S. Examinations of 1970 mother tongue claiming has resulted in findings which appear to be, on the whole, reasonable in terms of interlanguage comparisons and intervariable relationships. Non-English mother tongue claiming in 1970 was a massive affair. It is found that there was a large and virtually across the board increase in non-English mother tongue claiming from 1960 to 1970 and that this increase probably cannot be explained away as merely an artifact of wording changes in the Census. It is also found that this increase primarily occurred in the native-of-native generation and that it was greater for those languages that were most concentrated. This increase did not continue from 1970-1979, and that Spanish was primarily responsible for keeping the overall proportion of non-English mother tongue claiming on an even keel from 1970-1979.

Examines the power of the school for minority language maintenance in the U.S. School as a reward system; Language requirements of primary reward system; Independent contribution of schools to language maintenance.

Addresses problems in bilingual education in the U.S. Definitions of dialect; Impact of the massification and vernacularization of European education; Guidelines for the bilingual education teacher.

This study of ethnic community mother tongue schooling reveals a large increase in the present number of such schools in the United States and urges understanding and appreciation of these schools. The author concludes that the ethnic community mother tongue school moderates and modulates ethnic uniqueness while it channels Americanness via the community's own institutions. [ABSTRACT FROM AUTHOR]

The article discusses issues concerning racial integration in suburban areas in the U.S. An anthropologist and two social psychologists has undertaken a study in order to ferret out the precise sources of failure of integrating Negro population with older residents of the area. The researchers determined the differential perceptions, goals and expectations of the various groups concerned, whites and Negroes, both in and out of the organization which was set up to arrest the trend towards de facto segregation. The role of status orientation in housing integration failure was examined. The study as a whole was oriented towards increasing the understanding of the problems that interracial community councils must face in their attempts to maintain integrated communities.

The article focuses on issues concerning bilingual education in the United States. It is reported that a lack of funds, a lack of personnel and lack of evaluated programs are the main difficulties concerning bilingual education in the United States. The author proposes a tentative typology of bilingual education programs based on different kinds of community and school objectives. Several types of bilingual education programs make implicit assumptions about the kind of language situation that exists in a given community and about the kind of language situation that ought to exist in that community. It is suggested that the way in which a school or community goes about establishing a bilingual program will largely define the structure the program will take. That assumption underlies the suggestions here for gathering information beyond that normally available in school records and county census data as part of the process of deciding whether to establish a bilingual program and what kind of program to establish, if the first decision is affirmative.

This article discusses the admission to college and selection of applicants has probably become the most intensively explored topic in educational-psychological research in the U.S. The increased interest was a reflection of several developments. First, testing by standardized aptitude and achievement examinations sponsored by regional or national associations became an accepted part of the admission-selection process. College admission-selection studies have therefore become more interrelated with theory and research in psychometrics, the social sciences and educational psychology and philosophy.

Presents a study that analyzed the treatment of Puerto Ricans in four New York City newspapers, two published in English and two in Spanish, from March to August in 1967 as part of a study on Puerto Rican bilingualism in New York City. Comparison between the English and Spanish newspapers regarding their content references to Puerto Ricans; Focus of the references; Assessment of the saliency of the Spanish language in the Spanish press.

Presents a study that assessed the measurement and description of widespread and relatively stable bilingualism in a Puerto Rican neighborhood in Jersey City, New Jersey. Investigation of the existence of bilingualism in a speech community in terms of sociolinguistics norms; Examination of methodologies in the study of stable bilingualism in a contextualized manner; Discussion on the results of a field study in Jersey City.

Discusses the status and prospects of bilingualism in the U.S. as of March 1, 1965. Assessment of the status of non-English language resources in the U.S.; Implications for the preservation of bilingualism in the U.S.; Requirements for a policy of planned reinforcement of language maintenance in the U.S.

Investigates whether foreign language teachers in the U.S. had been affected by the exposure to a non-English mother tongue. Congruency of the specific language that they teach and their linguistic-ethnic background; Attitudes of foreign language teachers toward the language maintenance efforts of U.S. ethnic-linguistic groups; Interest of the teachers in utilizing the language resources of U.S. ethnic linguistic groups when offering instruction in languages.

Ethnic group schools in the United States no longer seem to require a strong immigrant- ethnic base for their pupils, teachers or parents. The schools have become organizationally protected expressions of marginal ethnicity. They provide a context in which formerly functional mother tongues become cultural "ethnic mother tongues." All available indices reveal that All Day Schools are currently far less imbedded in ethnicity and far less concerned with language maintenance than are all other types of ethnically affiliated schools. When faced by an implied conflict between language maintenance and group maintenance seine mother tongue teachers reject both in favor of a superordinate value: the church. Others reject the distinction between language maintenance and group maintenance, considering the two to be inseparable. Still others regretfully abandon language maintenance in order to concentrate on last ditch. group maintenance. The dissonance between the theoretical desirability of language maintenance and the practical impossibility of successfully attaining it is resolved by a sharper polarization with respect to future plans than current practices. The strengthening of immigrant religious organizations has proceeded at the expense of traditional ethnicity, pervasive religiosity and the natural language maintenance capacity of homes, neighborhoods and schools. [ABSTRACT FROM AUTHOR]

The article presents information about the maintenance of non-English in non-Anglo Ethnic languages in the U.S. During the first two centuries, the predominant pattern of non-English maintenance of national life in the country has been rapid adoption of English as a second language by the immigrant first generation. This period also witnessed a rapid transmission of this second language to the young as their mother tongue. This is the general pattern notwithstanding the largest immigration in modern world history culture or religion. The social mobility which is interactive, is determined by factors such as employment, ethnic diversity, and interactive requirement of employment. It is not necessary to study linguistic and ethnic diversity so long as world wide phenomenon to observe the frequency with which it is ideologized in various parts of the world.

The article attempts to take a look at ethnic identification and ethnic continuity in the U.S. in the hope that meager arsenal of commonly accepted formulations can be enriched. The erosion of ethnicity and ethnic identity experienced by most American ethnic groups takes place in the course of three generations; it involves, in other words, the immigrant fathers, their sons and their grandsons. Anyone who has the courage to codify the laws of history must include what can be designated as the principle of the third generation interest. The very attempt of some of these sons to cut loose all the ties that bound them to the ethnic community reflected their manifold involvement in it. Even instances of highly negative responses testify to the impact of ethnicity upon the attitudes and actions of the sons. On the one hand, it has been observed that most immigrant fathers desperately tried to instill in their sons their own love for and allegiance to the ethnic heritage; on the other hand, most of the sons of these immigrant fathers were found determined to forget everything-the mother tongue that left so many traces in their speech.

The article discusses bilingual education in the U.S. The disconcerting strength gathered by separatism in Canada contains a relevant lesson for the U.S. and its approach to bilingual education. No question can be aroused related to the linguistic division between French-and English-speaking Canadians, who have severely intensified their other differences. Political splinter groups within the Spanish-speaking community, and educators, are misinterpreting the goals of bilingual education in New York as a means of creating a Spanish-speaking power base. The proper use of bilingual teaching as a pedagogically sound means of easing ways of students toward full mastery of English and of making possible effective participation in the general business of learning from the very moment a non-English-speaking youngster enters school is encouraged. The purpose of such instruction must be to create English-speaking Americans with the least possible delay.

The article discusses issues concerning witnesses and testimonies in congressional hearings in the U.S., a social problem in need of social research. Congressional hearings focused general interest on the witness. A large variety of situations arose in each of which the testifying person appeared in a different light. Some social psychologists felt that it would perhaps be advisable to examine carefully the problems involved in the area of witness behavior, to take stock of what has already been done, and to outline a program of research for the future. In their preliminary thinking they became aware of the fact that similar problems concerning witness performance also exist in connection with court trials.