Bilingual instruction for the education of Mexican American children, particularly instruction in Spanish, is a problem in many parts of the country. Instructional materials developed specifically for the Spanish speaking child are not always available and a literal translation of English language materials into Spanish may be inadequate and/or inaccurate. Programs designed for the Spanish speaker and taught by a certified teacher who is bilingual are preferable. When this is not immediately possible, temporary solutions or arrangements can be implemented within schools and/or preschool centers in order to build upon the child's native language and cultural background.
Get full access to this article
View all access options for this article.
References
1.
CalzoncitN.Texans for the educational advancement of Mexican Americans: Special Education Committee Report. March 27, 1971. Mimeo.
2.
CarterT. P.School discrimination: The Mexican American case. Las Cruces: New Mexico State University, Educational Resources Information Center Clearinghouse on Rural Education and Small Schools, 1971.
3.
De AvilaE. A.Some cautionary notes on attempting to adapt I.Q. tests for use with minority children and a neopiagetian approach to intellectual assessment: Partial report of preliminary findings. Paper presented to Bay Area Bilingual Education League, San Francisco, California, 1971.
4.
MeisgierC.The doubly disadvantaged.Austin: The University of Texas, 1966.
5.
SilbermanC. E.Crisis in the classroom.New York: Random House, 1970.
6.
YarboroughR.Statement made at first session of the hearings before the special subcommittee on bilingual education. Senate Committee on Labor and Public Welfare, Washington, D.C., May 18, 1967, p. 1–2. Cited by AnderssonT. & BoyerM., Bilingual schooling in the United States: Volume one. Austin, Texas: Southwest Educational Development Laboratory, 1970. P. 6.
