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A sociolinguist looks at language teaching and the need for bilingual education to help the non-English-speaking poor and to preserve diverse cultures. Bilingual education and second language instruction are seen as interdependent fields with great potential for helping each other. (SC)

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)

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)

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.

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

Paper prepared for a conference on Creole Languages and Education, University of the West Indies, July 24-28, 1972. (DD)

Does not question the fact the languages will continue to be taught; but discusses different languages, assuming varying degrees of prominence in accordance with their function. (DD)

A STRONG INFLUENCE ON THE NATURE OF ITALIAN INSTRUCTION TODAY IN THE UNITED STATES IS THE FACT THAT ITALO-AMERICANS SHOW LESS ORGANIZED INTEREST IN THEIR LANGUAGE THAN DO OTHER ETHNIC GROUPS, AS EVIDENCED BY COMPARING NEWSPAPER PUBLICATIONS IN DIFFERENT MOTHER TONGUES, RADIO LANGUAGE PROGRAMS, AND LANGUAGE MAINTENANCE ASSOCIATIONS WHERE, IN EACH CASE, OTHER LANGUAGES OUTDISTANCE PROPORTIONATELY THE SAME ACTIVITIES IN ITALIAN. MORE STUDENTS AND TEACHERS OF ITALIAN THAN THOSE OF OTHER MAJOR COMMONLY TAUGHT LANGUAGES ARE "APPROPRIATE ETHNICS" (ONE WHOSE PARENT(S) OR GRANDPARENT(S) ARE OR WERE NATIVE SPEAKERS OF THE LANGUAGE UNDER CONSIDERATION), WHO ASSOCIATE THE LANGUAGE WITH PEOPLE, FOOD, AND DAILY LIFE RATHER THAN WITH MORE ELEVATED LINGUISTIC OR LITERARY CONCEPTS. THE FUTURE OF ITALIAN SEEMS TO BE ONLY GREATER DE-ETHNIZATION, LESS FAMILIARITY ON THE PART OF THE INDIVIDUAL WITH HIS REGIONAL ITALIAN, AND FEWER STUDENTS OF THE LANGUAGE AS THEIR "ITALIANNESS" RECEDES FURTHER INTO THE BACKGROUND BECAUSE OF A HIGHER SOCIO-ECONOMIC LEVEL AND A MORE URBAN-AMERICAN WAY OF LIFE. THIS SPEECH WAS DELIVERED AT THE ANNUAL CONFERENCE OF THE AMERICAN ASSOCIATION OF TEACHERS OF ITALIAN, CHICAGO, DECEMBER 27-29, 1965. THIS ARTICLE APPEARED IN THE "FLORIDA FL REPORTER," VOLUME 4, NUMBER 3, SPRING 1966. (SS)

Argues that the substratum of non-English language and cultural patterns in the United States limits the extent to which English can effectively function as "a deep component of American experience and of American national awareness. Appears in "The Florida FL Reporter special anthology issue, "Linguistic-Cultural Differences and American Education ; reprinted from Albert H. Marckwardt, ed. "Language and Language Learning (1968). (FWB)