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Dialect analysis should follow the procedure for analysis of a new language: collection of a corpus of words, stories, and sentences and identifying structural features of phonology, morphology, syntax, and lexicon. Contrastive analysis between standard English and the native language is used and the ethnic dialect of English is described and compared with standard English. Variation study of the Mexican-American dialect is important to identify grammatical errors that can be corrected. Constrastive analysis explains and predicts first-language interference from maximal to minimal as the second language is learned. Error analysis compiles deviations caused by language interference, dialect differences, lack of knowledge of grammar, etc., and provides a teaching tool. Language acquisition and probably second language learning follows set stages and the types of errors appropriate to each stage are in a well-defined series. The notion of irreversible solidarity states that when E3, E2, and E1 are grammar rules of descending difficulty, if E3 is learned and used correctly by an individual, then E2 and E1 will be also. The rules are learned in order from simple to complex. Knowledge and understanding of language acquisition and error patterns are powerful diagnostic tools for the teacher of English. (CHK)

This is a report of an advisory conference of a National Science Foundation project. The project was initiated to provide a guide to available instructional materials and resources for teachers who want to expand their knowledge of subject matter, teacher methods, or the interplay between mathematics and other disciplines. The main thrust of the project has been to develop materials for teachers of mathematically uninvolved students, with emphasis on performance levels equivalent to grades six through nine. The purpose of this conference was to receive reactions and recommendations from a broad spectrum of people, including directors and staff members of previous curriculum projects, supervisory level personnel from various cities, practicing teachers, mathematicians, scientists, and educators. Conference plans included five initial working groups on: content, applications, diagnosis and evaluation, didactics, and teacher utilization. This report includes an initial position paper on each topic, along with subsequent recommendations. Also included are recommendations made by secondary working groups established during the conference on the topics: organization and staffing policy, format and style, problem solving, calculators, and computers. (This conference report does not include, however, the actual guide to instructional materials and resources.) (Author/CR)