Abstract

ABSTRACT These two curriculum demonstration projects on bilingual readiness in the earliest school years contain many similarities. Both were formed on the thesis that young children can and will learn a second language readily and that the urban classroom mixture of Spanish-speaking, Englih-speakingt gand Nero-dialect speaking children can be capitalized on to further bilingual and intercultural development of all groups. The objectives of the projects were to (1) foster bilingual development in children at a prime readiness age (4 to 8), (2) promote positive attitudes among native English speaker toward the language and culture of other groups, and (3) enhance the self-concept and pride n heritage of chil Bilingualspeaking Spanishnwhile teachivthem Engliish. In, both studies a Specialist met with classes rf Kindergarten and 1st grade children 15 to 20 minutes per day. Both English and Spanish were used during these periods. Much of curriculum activity involved listening to stories,