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The primary concern of this paper is to point out to the teacher differences between the sound features and the grammatical categories of English and Papago. In addition, some syntactic patterns are also compared, generally from the point of view of the meanings they convey; the lexical structures of the two languages have not been included. The purpose of providing the teacher with this information is to make him aware of differences between the two languages which may cause difficulty for Papagos learning English. "Suggestions for the Classroom," which follow most of the sections in the paper, contain samples of the type of materials that may be used in the class; other examples based on the same models, or similar material, may be found in the references listed in the appended bibliography. This paper is the third and final study in the Bureau of Indian Affairs'"Curriculum Bulletin Number 6," edited by Sirarpi Ohannessian and William W. Gage of the Center for Applied Linguistics. An introductory section by the editors is included. See related documents AL 002 289 and AL 002 290. (AMM)

This newsletter is third in a series of publications by the Bureau of Indian Affairs, prepared and edited by the English for Speakers of Other Languages Program of the Center for Applied Linguistics. While the first two issues (AL 001 671 and AL 001 819) were concerned with the teaching of English to elementary and kindergarten children in BIA schools, this issue focuses on the problems of intermediate and advanced secondary school students, with special emphasis on the teaching of composition and written English. The first article, "Breaking Down Your Writing Goals," by Gerald Dykstra, discusses attainable "sub-goals." The first step, or sub-goal, on the way to developing written skill in English is the corollary of simple repetition in oral work--the copying of one entire title and paragraph without error. Following steps include substitutions, transformations, reductions, expansions, completions, additions, revisions, commentary, and creations. "The Teacher's Bookshelf," by Carol J. Kreidler, describes especially selected materials for the teacher's reference and for the classroom, as well as several new and forthcoming texts. Ruth E. Wineberg's "Information Exchange" reports on developments in BIA schools (in bilingual reading, contrastive analysis, controlled composition, creative writing, reading, and English), summer workshops, and CAL activities. (AMM)

This report on the Conference on Navajo Orthography, held in Albuquerque, New Mexico on May 2-3, 1969 constitutes a summary of the discussion and decisions of a meeting which was convened by the Center for Applied Linguistics under contract with the Bureau of Indian Affairs to agree on an orthography for the Navajo language. The immediate purpose of such an orthography is its adoption for uniform use in Bureau of Indian Affairs sponsored publications for use in its school system, but the Conference hopes it would have wider acceptance. The present report covers considerations in formulating the recommendations, presents the recommended script, and discusses the purposes to be served by a Navajo writing system. Appended are a listing of various Navajo alphabets compiled by Oswald Werner, and notes by Sarah C. Gudschinsky on orthography preparation and revision. (AMM)

THIS LISTING OF SELECTED TEXTBOOKS AND BACKGROUND MATERIALS IS A REVISED VERSION OF PREVIOUS LISTS PREPARED FOR AMERICAN TEACHERS GOING OVERSEAS TO TEACH ENGLISH. THIS VERSION, WHICH ALSO TAKES INTO ACCOUNT THE TEACHER OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES IN THE UNITED STATES, PROVIDES AN INDICATION OF THE VARIETY OF APPROACHES IN THE BACKGROUND MATERIALS FOR TEACHERS AND THE TYPES OF INSTRUCTIONAL MATERIALS AVAILABLE FOR THE VARIOUS AGE AND ACHIEVEMENT LEVELS OF STUDENTS. A FEW BRITISH WORKS HAVE BEEN INCLUDED TO REPRESENT A NON-AMERICAN APPROACH. (FOR A MORE COMPREHENSIVE COVERAGE, SEE ED 014 723 "REFERENCE LIST OF MATERIALS FOR ENGLISH AS A SECOND LANGUAGE, PART I, TEXTS, READERS, DICTIONARIES, TESTS," AND ED 014 724 "REFERENCE LIST OF MATERIALS FOR ENGLISH AS A SECOND LANGUAGE, PART II, BACKGROUND MATERIALS, METHODOLOGY.") PRESENTED IN TWO MAIN SECTIONS--BACKGROUND MATERIALS IN LINGUISTICS AND METHODOLOGY, AND INSTRUCTIONAL MATERIALS--SOME OF THE ITEMS ARE SCHOOL TEXTS FOR ENGLISH GRAMMAR BASED ON THE FINDINGS OF MODERN LINGUISTICS, AND ARE INTENDED FOR STUDENTS WHO ARE NATIVE SPEAKERS OF ENGLISH. THEY ARE INCLUDED TO GIVE THE TEACHER AN INTRODUCTION TO THIS FIELD AND TO PROVIDE INFORMATION ON SOME ASPECTS OF THE LANGUAGE WHICH TRADITIONAL GRAMMARS MAY NOT COVER. A LIST OF THE PUBLISHERS AND THEIR ADDRESSES IS APPENDED. SINGLE COPIES OF "SELECTED LIST OF MATERIALS" MAY BE OBTAINED FREE (ADDITIONAL COPIES $0.25 EACH) FROM THE ENGLISH FOR SPEAKERS OF OTHER LANGUAGES PROGRAM, CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20036. (AMM)

"English for American Indians" is a newsletter intended for teachers and other educators involved with teaching English in the educational system of the BIA (Bureau of Indian Affairs); it is also of interest to those involved in the general field of teaching English to speakers of other languages. This publication is part of the implementation of the recommendations of "The Study of the Problems of Teaching English to American Indians," July 1967, conducted by the Center for Applied Linguistics under the auspices of the BIA. (See related document ED 014 727.) The first article, "Beginning School in a Second Language," by Lois McIntosh, discusses some of the problems of the Indian child, who brings to his early school life his first six or seven years of experience and training in a different language and culture. "The Teacher's Bookshelf," by Carol J. Kreidler, presents--(1) an annotated selection of practical and readable texts which may provide a background in linguistics for the classroom teacher; (2) texts for classroom use on the elementary, secondary, and adult education level; and (3) examples of materials written specifically for particular Indian groups. The third, and final section, "Information Exchange," by Ruth E. Wineberg, describes developments in various BIA schools, BIA-sponsored projects, and relevant developments outside the BIA. (AMM)

THIS ANNOTATED BIBLIOGRAPHY IS A SELECTED LISTING OF--(1) BACKGROUND READINGS IN THE TEACHING OF ENGLISH AS A SECOND OR FOREIGN LANGUAGE, (2) TEACHERS' GUIDES AND HANDBOOKS, (3) ADULT EDUCATION COURSE MATERIALS, (4) GENERAL COURSE MATERIALS, AND (5) SPECIALIZED ENGLISH LANGUAGE TEXTS AND DICTIONARIES. THE MATERIALS INCLUDED WERE TAKEN MAINLY FROM THE LIBRARY OF THE CENTER FOR APPLIED LINGUISTICS, AND LISTS AND BIBLIOGRAPHIES PREPARED BY STATE AND CITY EDUCATION SYSTEMS. SELECTING WAS CONFINED LARGELY TO PUBLICATIONS BY AMERICAN AUTHORS AND THOSE MATERIALS BEST SUITED FOR USE IN THE UNITED STATES. THIS BIBLIOGRAPHY IS AVAILABLE ON REQUEST FROM THE ENGLISH FOR SPEAKERS OF OTHER LANGUAGES PROGRAM, CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C., 20036. SINGLE COPIES ARE FREE, ADDITIONAL COPIES ARE $0.25 EACH. (AM)

THE PURPOSE OF THE PRESENT STUDY WAS TO ASSESS THE LEARNING AND TEACHING OF ENGLISH IN ELEMENTARY AND SECONDARY BIA SCHOOLS AS WELL AS IN ADULT EDUCATION PROGRAMS AND SELECTED PUBLIC SCHOOLS ENROLLING AMERICAN INDIAN STUDENTS. THE MAIN PROBLEM AREAS STUDIED WERE--(1) ADMINISTRATIVE ASPECTS OF BOARDING AND DAY SCHOOLS, (2) THE PERFORMANCE, PREPARATION, RECRUITMENT, AND RETRAINING OF TEACHERS, (3) THE PERFORMANCE OF STUDENTS, AND (4) INSTRUCTIONAL MATERIALS. THE TWELVE-MAN STUDY GROUP WAS COMPOSED OF SPECIALISTS IN LINGUISTICS AND THE TEACHING OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES, AMERICAN INDIAN LANGUAGES, ANTHROPOLOGY, PSYCHOLOGY OF LANGUAGE LEARNING, AND OTHER RELATED AND PERTINENT FIELDS. THIS REPORT DESCRIBES THE PREPARATION AND PROCEDURES FOLLOWED IN THE SURVEY, AS WELL AS THE MAJOR AND SPECIFIC RECOMMENDATIONS PRESENTED BY THE STUDY GROUP. THE RECOMMENDATIONS INCLUDE--(1) THE INSTITUTION OF AN INDEPENDENT NATIONAL ADVISORY COUNCIL ON INDIAN EDUCATION, (2) A RE-EXAMINATION OF PATTERNS OF SCHOOLING FOR INDIAN STUDENTS, (3) SPECIAL PREPARATION, RECRUITMENT, AND RETRAINING OF PERSONNEL, AND (4) RESEARCH PROJECTS. THIS REPORT IS ALSO AVAILABLE FOR $1.25 FROM THE CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVE., N.W., WASHINGTON, D.C. 20036. (AMM)

THIS ANNOTATED REFERENCE LIST IS A COMPANION VOLUME TO "PART 1, TEXTS, READERS, DICTIONARIES, TESTS," AND FOLLOWS THE SAME FORMAT. THE FIRST SECTION, BACKGROUND MATERIALS, COVERS TEXTS IN LINGUISTICS AND THE ENGLISH LANGUAGE, BIBLIOGRAPHIES, AND PERIODICALS. THE SECOND SECTION, METHODOLOGY, COVERS LANGUAGE TEACHING IN GENERAL, PREPARATION AND ANALYSIS OF MATERIALS, PREPARATION OF TEACHERS, LANGUAGE TESTING, AND PROGRAMS IN SPECIFIC GEOGRAPHICAL AREAS. THIS BIBLIOGRAPHY IS ALSO AVAILABLE FOR $3.00 FROM THE PUBLICATIONS SECTION, CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20036. (AMM)

THIS ANNOTATED BIBLIOGRAPHY COVERS CLASSROOM MATERIALS IN THE FIELD OF ENGLISH AS A SECOND LANGUAGE PUBLISHED BETWEEN THE YEARS 1953 AND 1963. COMPREHENSIVE IN SCOPE, IT ALSO INCLUDES A FEW EARLIER "CLASSICS" IN THE FIELD. THE COMPANION VOLUME IS "PART 2, BACKGROUND MATERIALS, METHODOLOGY." THE ANNOTATIONS ARE DESCRIPTIVE RATHER THAN EVALUATIVE, AND INDICATE THE READING AUDIENCE RANGE AS WELL AS THE EDUCATIONAL LEVELS AND SPECIFIC FEATURES OF EACH VOLUME. THE FIRST SECTION COVERS GENERAL TEXT MATERIAL AVAILABLE IN THE FIELD, THE FOLLOWING TWO SECTIONS COVERING TEXT MATERIAL FOR SPECIFIC LANGUAGE BACKGROUNDS AND SPECIALIZED FIELDS. SUCCEEDING SECTIONS LIST READERS (WHICH BECAUSE OF THE NUMBER HAVE BEEN LIMITED TO AMERICAN PUBLICATIONS), DICTIONARIES, TESTS, AND EXAMINATIONS. AN AUTHOR INDEX IS APPENDED. THIS REFERENCE LIST IS ALSO AVAILABLE FOR $3.00 FROM THE PUBLICATIONS SECTION, CENTER FOR APPLIED LINGUISTICS, 1717 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C. 20036. (AMM)

This second newsletter publication of the Bureau of Indian Affairs follows the format of the first issue. (See related document AL 001 671.) The first article, "Language Drill and Young Children," is by Muriel Saville of Texas A & M University. The author's experience has convinced her that in a classroom situation, a language is not caught by mere exposure, but requires a sequential and systematic presentation of structural elements for maximum effectiveness and efficiency with students of all ages. When provisions are made for different interest levels and attention spans, language "drill" is compatible with the more informal curriculum of early childhood education. Illustrated are various types of language activities, developed specifically for teaching the contrastive sounds of English to children in kindergarten, beginner, or first grade classrooms. Carol J. Kreidler's "Teacher's Bookshelf" lists and describes selected supplementary materials for the teacher's reference, for the classroom, and for adult education work. Ruth E. Wineberg's "Information Exchange" is devoted to descriptions of new developments in BIA schools, projects and activities of particular interest to educators of American Indians, and professional meetings, institutes, and fellowships in the fields of English for speakers of other languages and bilingual education. (AMM)

This report summarizes a meeting sponsored by the Bureau of Indian Affairs and carried out by the Center for Applied Linguistics to outline a bilingual kindergarten program in which Navajo would be the main medium for kindergarten activities, with oral English introduced as a subject. The meeting was the direct outcome of the recommendations of "The Study of the Problems of Teaching English to American Indians" conducted by the CAL and sponsored by the BIA in 1967. (See ED 014 727.) Agreed on were (1) the endorsement of the concept of bilingual kindergartens for Navajo children; (2) the vital importance of involving Navajo parents and community; (3) the need for general information on bilingual education; (4) the teaching of Navajo culture in the kindergarten; and (5) the necessity for listing English structures and vocabulary items to be covered during the kindergarten year, indicating phonological, morphological, and syntactic problems of interference from Navajo. Least agreement was on how to teach English at kindergarten level (a "play" approach using songs, games, and other activities, vs. more formal instruction using linguistically structured materials). It was suggested that several models be worked out, offering alternative approaches. Recommendations concerning general policy, the bilingual curriculum, and the preparation of teachers are presented. (AMM)

This report estimates the numbers of primary and secondary school students throughout the world receiving instruction in the English language. Data is provided on the levels at which English is taught, the duration of such teaching, whether English is used as a medium of instruction, and whether other foreign languages are taught. (SW)

The author is Director of the English for Speakers of Other Languages Program at the Center for Applied Linguistics, Washington, D.C. Paper presented at the TESOL Convention, Chicago, March 1969. (FWB)