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The first of 3 volumes of position papers presented at the first Native American Teacher Corps Conference (Denver, Colorado; April 26-29, 1973) presents 8 position papers and 3 addresses. The content is: (1) addresses; (2) on Indian's education; (3) culture and education; (4) theoretical construct of the ideal school system for American Indians...K-Life; (5) developing a Native American Studies Program; (6) Indian health professionals; (7) value conflicts as a cause for dropouts; (8) the role of communications in Indian life; and (9) Teacher Corps: a model for training teachers. (FF)

The second of 2 volumes of position papers presented at the first Native American Teacher Corps Conference (Denver, Colorado; April 26-29, 1973), is composed of 8 position papers. These include: Indian education: the rights of a people; education and politics; school as it relates to present and future societies; multi-cultural teacher education center at Rough Rock; the visual achievements of the 19th century Plains Indians; crisis in red and white; early childhood in Indian communities; and HEW and state responsibilities to Indian education. (KM)

The theme of this collection of papers focuses on emerging patterns of interest within the language teaching profession. The papers discuss (1) trends in language teaching, (2) FLES redefined, (3) educational objectives, (4) personal experiences of a language teacher, (5) public relations success stories, (6) the less-able student of foreign languages: heterogeneous versus homogeneous grouping, (7) student-centered learning, (8) evaluation of the less-able student, (9) culture, (10) teacher-developed materials, (11) televised Spanish programs, (12) teacher preparation, (13) college teacher supervision, (14) teaching methods, (15) guidance counselors, administrators and foreign languages, and (16) community attitudes toward language instruction. (RL)

THIS DOCUMENT IS A COLLECTION OF ARTICLES WRITTEN BY MEMBERS OF THE COLORADO INDIAN EDUCATION WORKSHOP. THE ARTICLES ARE CONCERNED WITH THE PROBLEMS OF SOCIAL, CULTURAL, MORAL, EMOTIONAL, AND INTELLECTUAL DEVELOPMENT OF BILINGUAL-BICULTURAL CHILDREN, AS A MEANINGFUL CURRICULUM IS DEVELOPED TO CORRELATE WITH THEIR SOCIAL AND CULTURAL ENVIRONMENT. THE CHILDREN CITED IN THE ARTICLES ARE--NAVAJO, APACHE, PUEBLO, COMANCHE, UTE, ESKIMO, AND SPANISH-AMERICAN. (JH)

THE FIRST SECTION OF THIS BOOK COVERS THE HISTORICAL AND CULTURAL BACKGROUND OF THE SAN CARLOS APACHE INDIANS, AS WELL AS AN HISTORICAL SKETCH OF THE DEVELOPMENT OF THEIR FORMAL EDUCATIONAL SYSTEM. THE SECOND SECTION IS DEVOTED TO THE PROBLEMS OF TEACHERS OF THE INDIAN CHILDREN IN GLOBE AND SAN CARLOS, ARIZONA. IT IS DIVIDED INTO THREE PARTS--(1) PHONICS AND LANGUAGE ARTS, (2) METHODS AND ACTIVITIES USED IN TEACHING NUMBERS IN KINDERGARTEN, AND (3) PROBLEMS IN COMMUNICATION AT THE HIGH SCHOOL LEVEL. THE THIRD AND FOURTH SECTIONS ARE CONCERNED WITH THE HEALTH CONDITIONS OF THE SAN CARLOS APACHES, COUPLED WITH A PRELIMINARY OUTLINE OF SAN CARLOS SCHOOL PROBLEMS AND PROPOSALS TO SOLVE THOSE PROBLEMS. (ES)

This monograph contains papers presented at a symposium on the values, goals and career concepts of youth. The first article discusses cognitive personality theory which maintains that all behavior is a judgmental process carried out upon stimuli which impinge upon the organism. Major issues in general behavior theory are presented followed by a discussion of how these issues might be regarded within a cognitive theory approach. The second paper brings to bear some of the recent conceptions and findings from the area of person perception to the understanding of perception of self with attention focused on ways in which such ideas can be relevant to the work of college counselors. The next paper deals with the application of some social learning concepts to an analysis of some salient problems in our society. It is concerned with the following four areas in which our society has built into it serious culture conflicts: education, occupation, and recreation; love and marriage; friendship and social acceptance; and morality. The last article presents an overview of student personnel services in Georgia's Area Vocational Technical Schools. (RSM)

The papers in this volume, read at the second national TESOL (Teaching English to Speakers of Other Languages) conference, are grouped by general subject as follows: (1) TESOL as a Professional Field--C.H. Prator, J.M. Cowan, T.W. Russell, J.E. Alatis; (2) Reports on Special Programs--H. Thompson, A.D. Nance, D. Pantell, P. Rojas, R.F. Robinett, B.E. Robinson, E. Ott, S. Hill, M. Finocchiaro; (3) Some Key Concepts and Current Concerns--W.F. Twaddell, R. Lado, V.F. Allen, B.W. Robinett, C.W. Kreidler, P. Strevens, J.D. Bowen, R.B. Lees, M. Joos, A.L. Becker, J.A. Fishman; and (4) Materials and Aids: Their Preparation and Use--K. Croft, F.C. Johnson, S. Ohannessian. The Conference Program is appended. See AL 002 208 for Series I and AL 002 064 for Series III. Papers from TESOL Conferences held after 1966 have appeared in the "TESOL Quarterly" as separate articles, not in series form. (AMM)

This paper offers some theoretical proposals for a radical re-thinking of educational theory. Rather than offering concrete methods for reform, it seeks to point out the general direction for change if education is to strive toward the liberation of man. The relationship of man to history, culture, and knowledge is considered, as is the role of the school and the university in the educational scheme. (VM)

The introductory statement to the plenary session of the Ninth World Congress of the International Political Science Association announces the first of two major themes, politics between economy and culture. This theme is described as investigating the culture-economy dialectic at all levels of politics -- global, territorial, national, community, and individual. The statement describes several models and analytical tools related to the disciplines at the two polar ends of the dialectic: economics and linguistics. The papers presented within this theme are on the following topics: Economic Models for Political Analysis: Markets, Elections, Public Goods; The Cultural Analysis of Political Action: Codes, Meanings, Styles; Models of Policy: Social, Economic, Cultural; Center vs. Periphery: Economic, Culture and Ideological Dimensions of Territorial Conflict; Economic Class and Cultural Identity; The Politics of Linguistic Conflict; Religion as a Factor in Identity-Building; Economy and Culture in the Politics of Nation-Building; The Politics of Regional Integration; Economic Interdependencies and Cultural Entrenchments; The Political Roles of Violence; and the Political Economy of Mass Communications. Instructions for ordering conference materials are included. (Author/KSM)

Collected here are ten unpublished work papers from a 1962 Seminar in Seattle, held for the purpose of evaluating the interdisciplinary needs of the doctoral candidate who is receiving special training to organize the teaching of foreign languages in schools and universities. Authors are Dwight L. Bolinger (linguistics), John B. Carroll (programed instruction), Jacqueline E. de La Harpe (teaching literature), Charles A. Ferguson (linguistics), Ronald Hilton (culture), Wallace E. Lambert (psychology), Morris E. Opler (cultural anthropology), Irving J. Saltzman (psychology), Stanley M. Sapon (programed instruction), Henry Lee Smith (culture). Included also are six short reports which summarize and interpret discussion at the seminar. (KM)

This conference report is comprised of 23 papers which represent the Third National Conference of the Tri-University Project in which faculty members from more than 60 institutions work with the staffs of three universities (New York University and the Universities of Nebraska and Washington) to determine how elementary school teachers ought to be trained. The papers deal with the general lack of knowledge about children in our culture and the too frequent failure to reach them, the reasons for the failure of higher education to encourage competent teaching, the results of cooperation between the disciplines and education, possible influences that higher education might have on public schools, the effect of more adequate professional training in clinical schools, and the problem of training teachers to allow children to think and to imagine. In addition, the report contains the recommendations of the Conference concerning the recruitment and training of better teachers. (JS)

THE TWO COURSES, COMMUNITY DEVELOPMENT IN INDIAN EDUCATION AND EDUCATION OF THE INDIAN ADULT, WERE OFFERED FOR THE SECOND TIME DURING THE SUMMER OF 1963 AT ARIZONA STATE UNIVERSITY. THIS DOCUMENT IS A RESULT OF THE COMPILATION OF 32 PAPERS PREPARED BY THE STUDENTS FROM THESE 2 CLASSES. THESE PAPERS PERTAIN TO VARIOUS SUCCESSFUL COMMUNITY DEVELOPMENT PROGRAMS ON INDIAN RESERVATIONS IN THE SOUTHWEST AND TO UNIQUE INDIAN ADULT EDUCATION APPROACHES. BIBLIOGRAPHICAL REFERENCE SECTIONS ACCOMPANY SOME OF THE PAPERS. (ES)

THIS COLLECTION OF PAPERS HAS BEEN PREPARED TO HELP THE TEACHER UNDERSTAND THE PROBLEMS RELATED TO THE CHILD'S DEVELOPMENT OF CULTURE AND PERSONALITY. IT IS ASSUMED THAT KNOWLEDGE OF THE SOCIO-CULTURAL MILIEU ADDED TO KNOWLEDGE OF THE BIO-PSYCHOLOGICAL WILL ENHANCE THE EFFECTIVENESS OF TEACHERS. THE PAPERS INCLUDED ARE TITLED AS FOLLOWS--(1) AMERICAN CULTURE, (2) MEXICAN POPULATION IN SOUTHWESTERN UNITED STATES, (3) THE SOCIAL HISTORY OF SPANISH-SPEAKING PEOPLE IN SOUTHWESTERN UNITED STATES SINCE 1846, (4) THE SPANISH-SPEAKING PEOPLE OF THE SOUTHWEST, (5) CULTURE PATTERNS OF THE SPANISH SPEAKING COMMUNITY, (6) MANANA IS TODAY, (7) LANGUAGE BARRIERS IN INTERCULTURAL RELATIONS, (8) SPANISH, MEXICAN, NATIVE - THE PROBLEMS OF NOMENCLATURE, AND (9) CULTURAL FACTORS IN PUBLIC HEALTH. (ES)

The traditional ways of American Indian life and the more contemporary life styles are described in this paper. The conflicts which currently exist between the Native American subcultures and the mass culture are described in terms of "culture clash". It is noted that the traditional values of Native American societies were deeply rooted in their religious beliefs. The harmonious blending of the individual and the group with the forces of nature in the traditional Indian way is in conflict with the mass culture. Other areas in which this conflict occurs include tribal government, the concept of power, the social environment, and justice. The influences of the American Indian Movement and the Bureau of Indian Affairs on various areas of this conflict are described. (PS)

A study to investigate the significance of teacher decisions concerning the social and physical dimensions of the Open Classroom was conducted. Preliminary observation reviewed teacher goals and decisions for the Open Classroom. This research is based upon Hall's theory of culture reflecting the communication model. There are five basic structural components in the theoretical model of decision making: (1) the period of decisions, (2) the locus of activity, (3) the interactive phenomenon involving the above activity, (4) the composite of decisions forming a pattern, and (5) the consequences of the decisions. The point is made that the levels or criteria of decision making directly affect the structural components of the teacher decisions and that the levels or criteria of decision making are represented by the policy goals, technical goals, and the institutional goals of the curriculum. The preliminary phase of the research included observing and recording classroom phenomena in the naturalistic situation. Goals centered around the essence of the educational philosophy in the open-concept classroom and learning routine order and providing several options for children. It was found that the teacher is faced with four basic questions concerning the decision for use of Group Meetings: Why it is necessary to have a meeting; What it is for; How the process will be selected; and When would be the most effective time to use the particular Group Meetings. (Author/CK)

This selected partially annotated bibliography of English translated materials on Chinese education since the "Cultural Revolution" is arranged as follows. Section I comprises books and pamphlets. Section II, papers and journal articles, includes "Chinese Education,""Current Scene: Developments in Mainland China,""Daily Report: People's Republic of China,""The Peking Informers,""Selections from China Mainland Magazines,""Survey of China Mainland Press," and "Union Research Service." Section III, magazines, lists "China Pictorial,""China Reconstructs," and "Peking Review." (RJ)

Despite similarities between Hindi and Urdu and mutual intelligibility, at least on the spoken level, slight grammatical differences between the two languages do exist. The treatment of gender provides an example of such differences. Explanation of the actual differences in gender usage can be based on a synchronic, linguistic level as well as on a diachronic, cultural level. First-year students learning these languages, unless well-versed in linguistics or literature, probably do not need to receive such explanations for learning purposes. Such linguistic and cultural complexities are more easily understood by second-year students who have been exposed to other exceptions in Hindi and Urdu grammar and to Indian culture in general. (VM)

The Uppsala International Seminar in Physics assists universities in developing countries in their endeavors to provide a useful and solid training of scientists at all levels (secondary, undergraduate, and postgraduate), to promote basic and applied research within the field of physics, and to demonstrate the fruitfulness of international and regional cooperation and communication. These objectives are met by providing assistance in three forms; fellowships to members of the Swedish research teams, complimentary equipment to supported research teams, the expert advice by able research leaders who make "expert missions" to the nation from which the Fellows have come. The assistance is designed for institutions, not individuals, in the developing countries. By training scientists to cultivate the research needs and priorities of their own localities and by maintaining educational and personal ties between scholars after the ten-week seminar, the program is engaged in dialogical communication instead of the traditional monological approach between the modernized country and the developing country. (EE)

The study of the history of a country must be accompanied by study of all the elements that contribute to its folklore: music, dances, legends, myths traditions, proverbs, and customs. This paper provides examples of elements within the folk tradition of Cuba that contribute to the study of history. The background of several songs, games, and dances is presented. Examples of religious stories and legends are discussed. (VM)

Motivation has been called the most important variable in foreign language learning. Of the possible motivators, that of desire for integration with the culture of speakers of the language correlates most highly with learning success. American Indian students are faced with the need to integrate to a certain extent with speakers of English. Their hopes for jobs and social advancement largely depend on their success in coping with the language and culture of the larger society. Yet many things in their life situation militate against an integrative motivation. The history of white wrongs against Indians, the prejudice that they encounter, and the increasingly militant anti-white attitude of some members of their race make integrative attitudes difficult or impossible. Tests show a positive correlation between low achievement scores, low English scores, and feelings of normlessness, meaninglessness, negative attitude toward school, and low expectations for the future. Problems that are probably more related to the culture of poverty than to ethnicity become polarized in the direction of ethnic identity. The resulting negative attitudes are directed specifically against the white culture and the effectiveness of English language learning may be impaired. Results of an attitudinal test administered to Indians are included. (Author)

An overview based upon papers presented and discussions held at the seminar is presented. The major focus is upon the theme "Auto-Video", emphasizing the assumption by the public of responsibility for its own training, education and culture. The aims are to study the pedagogical and socio-cultural aspects of video technologies and to draw up recommendations to the United Nations Educational, Scientific, and Cultural Organization which will aid its member states in developing and improving video technologies. Section I discusses video technology's importance and reviews eight experimental projects. Section II deals with problems related to new concepts, new audiences, new teachers, new producers, new documents and new systems. A brief concluding section lists some recommendations. A list of participants, a roster of working documents and a bibliography are appended. (Author/PB)

This essay examines the search for an ethnic identity as conducted by three South American writer-philosophers during three distinct historical periods. The author shows how the thinking of Sarmiento, Rodo, and Vasconcelos corresponds to each one's respective period of time and yet transcends the same to arrive at similar conclusions. Included is a list of footnotes. (SK)

This paper presents a two dimensional chart of student behavior and subject matter content for facilitating the development of the Individually Prescribed Instruction (IPI) science curriculum, or any science curriculum. Within this framework, behavioral objectives are formulated, science subject matter content is selected, student learning experiences are designed, and evaluation procedures are planned. Incorporated in the schema is a unique delineation of student behaviors with respect to the processes of scientific inquiry and these are integrated with categories of the student's cognitive behavior as it pertains to science learning. Included also in the behaviors dimension are the student's attitudes and interests and his orientation to the relationships between science and other aspects of culture. In the content dimension, the discussion includes new explications of the nature of scientific inquiry and the social aspects of science. (Author/EK)

As a part of the Final Report of the National Study of American Indian Education, this study collected data from 2,007 Indian students (from 8 to 20 years of age) who attended public, mission, and Bureau of Indian Affairs' schools from Alaska to North Carolina using self-report questionnaires dealing with the Indian self-concept. The purpose of this paper is to report the findings of this study regarding the influences of age, sex, and minority status in school upon the self-concept of the various Indian groups studied. A comparison was made between Indian and non-Indian groups in an effort to answer questions on the uniqueness of the Indian groups within the larger society. The self-esteem and self-concept data from the study indicate that the great majority of Indian youth see themselves as fairly competent persons within their own social world but can be expected to show doubts about themselves in the non-Indian world. The study also concluded that the context within which an individual judges himself is critical to attaching meaning to his so-called "self-esteem" ratings and that self-concept must be studied more extensively before it is understood. Tables of statistics and a bibliography are appended. (EL)

The distinction between the value system and the unconsciously held assumptions of a culture is clarified in this paper. The underlying structure of the sociocultural whole of a particular society leads the author to explore culture's "ground of meaning" in terms of main themes. A tentative summary of the value system of French culture is proposed under 12 of these main themes which include: (1) individualism, (2) intellectualism, (3) art of living, (4) realism, (5) "le bon sens", (6) friendship, (7) love, (8) family, (9) religion, (10) justice, (11) liberty, and (12) country. A brief classification of the assumptions most characteristic of French culture is included. [Not available in hard copy due to marginal legibility of original document.] (RL)

The French department, commonly viewed by chairmen and faculty as the conveyor of culture, is admonished to revamp its curriculum and attempt to embrace a broader, more humane understanding of the nature of culture. With the traditional, belletristic, college French curriculum having been rejected in favor of programs based on "cogency, cohesion, and conscience," the author offers his views on the interrelatedness of language, literature, and civilization, deprecating the attitude that would make language and civilization courses handmaidens to the study of literature. He urges the use of electronic media, essential to the maintenance of language skills and to the development of interest in the language. Much of the paper is devoted to description of a proposed "Institut d'Etudes Francaises," and elaborates on the type of interdisciplinary programs in French currently being offered at the University of Illinois (Urbana). A partial list of courses in "things French" for 1970-71 is contained in the appendix. (RL)

DURING THE PAST FEW YEARS INTEREST IN SOCIOLINGUISTICS, THE SYSTEMATIC STUDY OF THE RELATION OF LINGUISTIC FORMS AND SOCIAL MEANING, HAS GREATLY ACCELERATED. IN CONTRAST TO THE FIELD OF PSYCHOLINGUISTICS, MANY OF THE MAIN FIGURES IN THE DEVELOPMENT OF SOCIOLINGUISTICS ARE LINGUISTS WHO HAVE FOUND THAT SOCIAL FEATURES ARE CONTINUALLY CENTRAL TO LINGUISTIC DESCRIPTIONS. A SECOND DIFFERENCE LIES IN THE DIVERSITY OF SOCIAL SCIENTISTS (ANTHROPOLOGISTS, SOCIOLOGISTS, SOCIAL PSYCHOLOGISTS, PSYCHOTHERAPISTS) WORKING ON SUBJECTS IN THE GENERAL AREA OF SOCIOLINGUISTICS. THE AUTHOR PRESENTS IN THIS PAPER A CONCISE INTRODUCTION TO CURRENT TOPICS IN SOCIOLINGUISTICS. HER PRESENTATION IS NOT HIGHLY TECHNICAL AND IS DIRECTED TO THOSE SOCIAL SCIENTISTS WITH A GENERAL INTEREST IN THIS FIELD. MAJOR CHAPTERS ARE--(1) SOCIOLINGUISTIC RELES (ALTERNATION, SEQUENCE, CO-OCCURRENCE), (2) SPEECH VARIABLES (CHANNEL, PARALINGUISTIC FEATURES, LINGUISTIC FEATURES, SPEECH ACTS, TOPIC, AND MESSAGE, UNITS, RECORDING), (3) LINGUISTIC DIVERSITY (FUNDAMENTALS OF COMMUNICATION, COMMUNICATIVE FREQUENCY, COHESIVENESS AND LINGUISTIC DIVERSITY, IDENTITY MARKING, ATTITUDES TOWARDS SPEECH DIVERSITY, RULES FOR DIVERSITY), AND (4) SWITCHING (PERSONNEL, SITUATION, FUNCTIONS OF INTERACTION, RULES FOR SWITCHING). A 14-PAGE BIBLIOGRAPHY OF REFERENCES IS APPENDED. (JD)

THE DEVELOPMENT OF A BILINGUAL PROGRAM IN PUBLIC SCHOOLS IS A PUBLIC PRIVILEGE AND RESPONSIBILITY. THE LANGUAGE TEACHERS, SPECIALISTS, AND ADMINISTRATORS HAVE THE INITIAL RESPONSIBILITY, WITH THE SCHOOL BOARD BEING FULLY ACCOUNTABLE TO THE GENERAL PUBLIC. THE FIRST STEP IN THE PROGRAM'S DEVELOPMENT SHOULD BE THAT OF STATING GENERAL OBJECTIVES, OF WHICH THERE SHOULD BE THREE--SKILL IN TWO TONGUES, SATISFACTORY LEARNING IN ALL SUBJECTS, AND PERSONAL DEVELOPMENT. STUDENTS OF DIFFERENT LANGUAGE BACKGROUNDS SHOULD BE INTEGRATED FOR BEST RESULTS WITH BILINGUAL PROGRAMS. A SELECTED BIBLIOGRAPHY IS INCLUDED, AS WELL AS A LIST OF MATERIALS WHICH ARE IN USE OR UNDER CONSIDERATION IN THE BILINGUAL PROGRAM IN LAREDO, TEXAS. THIS PAPER WAS DELIVERED AT THE ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL OF FOREIGN LANGUAGE TEACHERS, EL PASO, TEXAS, NOVEMBER 4-5, 1966. (ES)

BILINGUAL SCHOOLING CAN BE DEFINED AS THE TEACHING OF ALL OR A FEW SUBJECTS (OVER AND ABOVE ENGLISH AND SPANISH THEMSELVES) THROUGH BOTH TONGUES, WHICH IS DISTINCTLY DIFFERENT THAN THE TEACHING OF A SECOND LANGUAGE AS AN ISOLATED SUBJECT. THE BILINGUAL SCHOOLS AT LAREDO, TEXAS, HAVE SUCCEEDED IN CREATING AN EFFECTIVE, "TWO-WAY," MIXED BILINGUAL SCHOOL SYSTEM, GIVING EQUAL TIME TO SPANISH AND ENGLISH. THE CORAL WAY SCHOOL, ANOTHER BILINGUAL SCHOOL LOCATED IN MIAMI, FLORIDA, IS ALSO "TWO-WAY," PROVIDING ABOUT EQUAL TIME FOR THE 2 LANGUAGES. HOWEVER, FROM GRADE 1 THROUGH GRADE 3, THERE IS CONSIDERABLY LESS MIXING OF THE 2 CULTURAL GROUPS. THE MOST DIFFICULT PROBLEM IN BILINGUALISM IS THAT OF GAINING FAVORABLE ADMINISTRATIVE ATTITUDE AND POLICY. BILINGUAL SCHOOLING IS PROFITABLE BECAUSE IT MAKES FOR SUPERIOR EDUCATIONAL ACHIEVEMENT AND STUDENTS CAN BEST LEARN THROUGH THEIR MOTHER TONGUE. THROUGH THIS APPROACH, BICULTURALISM CAN BE ACHIEVED, RATHER THAN THE CUTTING OF TIES FROM THE ORIGINAL CULTURE. A SUPPORTING BIBLIOGRAPHY IS INCLUDED, AND AN APPENDIX WHICH DESCRIBES A NUMBER OF BILINGUAL PROJECTS IN VARIOUS SCHOOLS. THIS PAPER WAS DELIVERED AT THE ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL OF FOREIGN LANGUAGE TEACHERS, EL PASO, TEXAS, NOVEMBER 4-5, 1966. (ES)

THE MAJOR THEME OF FIVE PAPERS OF A PANEL IS THE NEED FOR TEACHERS TO UNDERSTAND THE DIVERSE CULTURES AND VALUE SYSTEMS OF THEIR PUPILS. SISTER FRANCIS MAUREEN POINTS UP THE SENSITIVITIES AND CLOSE RELATIONSHIPS OF PUERTO RICAN CHILDREN, AND REVEREND JOSEPH FITZPATRICK REMARKS ON THE INTENSE FAMILY FEELING, NONCOMPETITIVE ATTITUDES, AND LACK OF COLOR BIAS AMONG THIS GROUP. VERA JOHN REVIEWS THE TRADITIONAL EDUCATIONAL THEORIES USED IN SCHOOLS FOR INDIANS AND MEXICAN-AMERICANS AND CRITICIZES THE STRESS IN THEM ON LEARNING ENGLISH. SHE FEELS THAT A BICULTURAL AND BILINGUAL SYSTEM WOULD BE MUCH MORE EFFECTIVE. GLORIA MATTERA'S REPORT ON MIGRANT CHILDREN STRESSES THE NEED FOR BACKGROUND INFORMATION ABOUT, AND DIRECT CONTACT WITH, THE CULTURE OF THESE PEOPLE. SHE RECOMENDS THAT LANGUAGE, VOCABULARY, AND SKILL DEVELOPMENT BE BASED ON THE PUPIL'S OWN EXPERIENCES AND THAT TEACHERS IMPROVE THE CHILD'S SELF-CONCEPT. MARCELLA WILLIAMS DISCUSSES THE NEED FOR PROGRAMS TO DEVELOP IN TEACHERS DIAGNOSTIC SKILLS AND TECHNIQUES FOR ENHANCING THE NEGRO STUDENT'S SELF-CONCEPT. GEORGE BLAIR, THE SUMMARIZER, NOTES THE SUPERFICIAL REPETITIONS OF THE OBVIOUS AND THE PLATITUDINOUS STRATEGIES WHICH THE PANEL OFFERS. HE SAYS THAT THE ISSUE OF QUALITY INTEGRATED TEACHING AND LEARNING WAS SIDESTEPPED AND THAT THE EDUCATIONAL ESTABLISHMENT APPEARS TO OPT TO PRESERVE THE "STATUS QUO." (NH)

PROGRAMMING A CURRICULUM TO MEET THE NEEDS OF MEXICAN AMERICAN YOUTH IS A DIFFICULT TASK. CENTRAL TO PROGRAMMING IS THE QUESTION OF WHETHER NEEDS AND CONTENT ARE TO BE IDENTIFIED AND DETERMINED ON THE BASIS OF ANGLO OR MEXICAN AMERICAN CRITERIA. TWO MAJOR STANCES ON THIS ISSUE HAVE DEVELOPED WHICH ARE--(1) THAT THE MEXICAN AMERICAN NEEDS TO LEARN ANGLO BEHAVIORS AS QUICKLY AS POSSIBLE AND (2) THAT THE MEXICAN AMERICAN SHOULD AND HAS THE RIGHT TO RETAIN HIS OWN CULTURE. THIS PAPER INCLUDES FIVE AREAS OF AN EDUCATIONAL PROGRAM WHICH ARE ESSENTIAL IF THE MEXICAN AMERICAN IS TO EXPERIENCE A GOOD EDUCATION. FIRST, THE LANGUAGE NEEDS OF MEXICAN AMERICANS NECESSITATE THE USE OF ENGLISH AS A SECOND LANGUAGE THROUGH THE ELEMENTARY AND SECONDARY SCHOOLS. SECONDLY, A GREAT DEAL OF EMPHASIS IS NEEDED IN THE AREA OF COGNITIVE DEVELOPMENT. THE THIRD AREA IS THAT OF PROPER AFFECTIVE DEVELOPMENT, WHICH, IF LEFT UNATTENDED, MAY BRING ABOUT GRAVE PSYCHOLOGICAL COSTS. FOURTH, THERE IS A NEED FOR THE DEVELOPMENT OF PROGRAMS WHICH WILL FOSTER BETTER INTER-GROUP RELATIONS. THE LAST AREA IS THE NEED FOR GOOD OCCUPATIONAL EDUCATION AT THE SECONDARY LEVEL. (ES)

THE ALASKAN NATIVE POPULATION NUMBERS 43,000 AND IS COMPOSED OF THREE GROUPS--INDIAN, ESKIMO, AND ALEUT. THESE PEOPLE, FOR THE MOST PART, HAVE BEEN UNABLE TO ASSUME THE RIGHTS AND RESPONSIBILITIES OF FULL CITIZENSHIP, AND CONTINUE TO BE WARDS OF THE FEDERAL GOVERNMENT. ALASKA HAS ENACTED COMPULSORY EDUCATION LAWS WHICH REQUIRE THE NATIVES TO SEND THEIR CHILDREN TO SCHOOL. UPON ARRIVAL AT SCHOOL FOR THE FIRST TIME, THESE YOUNGSTERS ARE UNABLE TO SPEAK ENGLISH AND ARE FURTHER DISADVANTAGED BY THEIR CULTURAL BACKGROUND AND VALUE SYSTEM. THIS EXTREME DISADVANTAGEMENT CAUSES 60 PERCENT OF THEM TO NEVER REACH THE 8TH GRADE, AND OF THOSE WHO DO CONTINUE IN THE SECONDARY SCHOOLS (BOARDING SCHOOLS), ANOTHER 28 PERCENT BECOME DROPOUTS. ALSO, THE NATIVE YOUNGSTERS ARE TWICE AS LIKELY TO DROP OUT OF COLLEGE AS THEIR NON-NATIVE PEERS. IN ORDER TO HELP THE NATIVE STUDENTS ADJUST TO COLLEGE LIFE, A SUMMER ORIENTATION PROGRAM WAS INITIATED DURING THE SUMMER OF 1964. THE PURPOSE OF THIS PROGRAM IS--(1) TO BROADEN THE STUDENT'S BACKGROUND OF EXPERIENCE WITHIN THE WESTERM CULTURE SO THAT HIS CONCEPTUAL KNOWLEDGE OF THE ENGLISH LANGUAGE WILL IMPROVE, AND (2) TO ENABLE THE STUDENT TO REALIZE THAT HIS THOUGHTS AND FEELINGS ARE IMPORTANT. THIS PAPER WAS DELIVERED AT THE GENERAL SESSION OF THE TESOL CONFERENCE (TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES), MARCH 17, 1966, NEW YORK CITY. (ES)