A
COi-iPARISOI^I
0? SiiLiiCTEn SILLA3I
FOR THE TEAG.iIJG OP SrAJISH
11^
TH3 ELSMSHTARY SCHOOLS
GERALD H. RILEI
B. S., Kansas State Jniversity,
A
1941
REPORT
i-iASTER'S
submitted in partial fulfillment of the
requirements for
tiie
degree
MSTER OP SCIEHCE
College of Education
KAlJJSAS
STATE UiJIVERSITY
I'fenhattan,
ICansas
1966
Approved by:
I'lajor
Proxe&sor
ACOOWLEDGMEUTS
Appreciation is hereby expressed to Dr. Harlan
Trennepohl, College of Education, Kansas State
University for the consideration and guidance
given during the preparation of this report.
T
/9^^
TABLE OF COITTENTS
C,>
PAGE
INTSODUCTIOK
Tile
1
Problem
Importance of
2
tiie
Study.
2
Source of Data and Procedures Used
4
Definitions of Terms
5
Limitations of the Study
5
REVIEW OF RELATED LITERATURE
6
FLES in the United States
6
Cultural objectives
6
Lingiiistic objectives
7
Method of instruction
8
Materials
9
Vocabulary
Summary
10
10
'
SYLLABI USED TE THIS STUDY
Selection of Syllabi
11
Stated Purpose of Syllabi
11
Objectives of the Programs Presented in the Syllabi.
.
11
Teaching Methods Used in the Syllabi
¥ORD, IDIOM,
AI^D
CULTURAL ITEMS LISTS
.
13
14
16
Analysis of Composite Word and Idiom Lists
17
Analysis of Cultural Items Lists
17
PAGE
SUtlMASY,
COilCLJSIONS, AlTD RECOI-IluEI^'BATIOKS
19
Suinmary
19
Conclusions
20
Recommendations
21
23
BIBLIOGRAPHY
APPEiJDIX A.
COMPOSITE WORD LIST
25
APPEH3IX 3.
COMPOSITE- IDIOM LIST
^7
APPSilLIX C.
CULTURAL ITEMS LISTS
50
2
IiJT20DUCTI0U
The general provisions of the Ifetional Defense Act of
I95S set forth, the Congressional policy that the mastery of
foreign languages by talented young
2ien
tial to the defense of the United States
and
ii02ien is
essen-
o-^
In the last decade renewed interest has been focused
on modern foreign language programs in American schools.
But with our country's growing awareness of the importance
of foreign languages for the national interest has come the
conviction that the place to begin instruction in them is in
the elementary grades.
Foreign language programs in the elementary schools
of the United States shovx a phenomenal growth.
It is esti-
mated that now there are more than two million American
elementary school children studying a foreign language in
grades kindergarten through eight.
The programs for acquir-
ing the language^ skills vary from pilot classes offered to
selected children in one grade or one room, to city-wide
programs offered to all children and articulated from
kindergarten through the university.
Robert F. Rooming, "Foreign Languages as Weapons of
Defense," The Modern Language Journal , 46:299, IJov ember, 1962.
2
Stanley Levenson, "Preparing for FLES-The Study Group
Approach," The Modern Language Journal 46:94, February, I965,
,
The growing practice of beginning instruction in a
modern foreign language in the elementary school has created
a need for many classroom teachers to become oriented to a
whole new field of methodology and materials.
The teaching
of foreign languages in the elementary schools, referred to
as ?LES, has produced great public enthusiasm resulting in
the demand for teachers and materials rapidly increasing
each year.
In vle\J of the interest in PLES and the great demand
for teaching materials, it seemed that a study to examine
and evaluate recent materials available for Spanish teachers
in elementary schools would be of value.
THE PR0SLEI4
Statement of the problem.
It was the purpose of this
study to examine, study, and evaluate, in the light of
criteria which evolved from the review of literature, four
syllabi now being used in the PLES program in Spanish »
vras
It
hoped that this research would help teachers of PLES to
meet the needs of their students.
U-IPORTAiJCE OP THE STUDY
Although a revival of interest in teaching modern
foreign languages in the elementary schools was well under
way by 1948, it was in 1952 that the PLES program received
3
new impetus
vrhen Dr. Earl Jo McGrath,
the U<,S. Commissioner
of Education, vigorously advocated teaching foreign lang-
uages in the elementary schools.
In May, 1952, in an
address before a convention of modern language teachers in
St. Louis, Dr. McGrath stated:
Por some years I unwisely took the position that
a foreign language did not constitute an indispensable
element in a general education program. Shis position,
I am happy to say, I have reversed.
I have now seen
the light and I consider foreign languages a very im-
portant element in general education... Only through
the ability to use another language, even moderately,
can one really become conscious of the full meaning of
being a member of another nationality or cultural
group. It is in our national interest to give as many
of our citizens as possible the opportunity to gain
these cultural insights. Educators from the elementary
school to the top levels of the university system ought
to give immediate attention to this matter.
.
The enthusiastic endorsement of PLSS by Dr. McGrath,
an educator in a posixion of national prominence, greatly
encouraged the development of new programs.
With the increas-
ing emphasis on PLES, teachers are faced with the problem of
selecting materials for teaching a modern foreign language
in the elementary grades
.
Many teachers
vrho
are entering
this field have not had the opportunity to investigate xhe
materials already published.
Teachers in ?LE3 should have available studies and
evaluations of recent materials published for teaching
3
William H. Parker, The I^Iational Interest and foreign
languages, U.S. Government Printing Office, Washington D. C,
1954, p. 33 .
.
foreign languages in the grade school.
This examination of
the syllabi sho'old aid teachers in PL33 in selecting the
materials which will best meet the needs of the children engaged in the program.
SOUHCE OP DATA
The literature
AiTD
PEOCEDURSS USED
A review of related literature of all
available material at the following libraries was made:
Kansas State University, Kansas University, and Wichita
State University,
Educational
revievj-
AJir^ex
i^terial was also made available by the
of the Manhattan Public Schools.
Prom this
of literature, criteria were evolved for evaluating
four syllabi now being used in the PLES program.
Pour syllabi with recent publication dates in use in
the PLE3 program were examined.
Each syllabus was studied to
determine the stated purpose, the objectives of the program,
and the teaching method used.
An item by item check of every Spanish word, idiom, and
cultural item in the
foiir
compiled of these items.
syllabi was made.
Tabulations were
The four syllabi were compared for
similarity of size and sub;iect of vocabulary and cultural
items.
This comparison might be used hy teachers as a basis
for evaliiation of the material.
.
.
.
.
DSPIl^ITIOl-IS
Oultural Items
to animal sounds,
OP
T3HI-IS
In this study, ciatural items apply
games, riddles, verses,
rh.yi'aes
and jingles,
songs, and proverbs.
gL3S.
The initials are an abbreviation for the teach-
ing of Foreign Languages in the Elementary School.
Foreign lanp;uage
This term is herein used to refer
to the Somance and Germanic languages, mainly Spanish,
French,
and German.
Idioms
Expressions vhich are not translated word for
word from one language to another are referred to as idioms.
Syllabus
As used in this investigation, syllabus
applies to a co^orse of study or a text book.
LIMITATIONS OF THE STUDY
Although an examination of other phases in the teaching of foreign language and all the material already published would probably be of value,
this study
-ras
limited to
four syllabi now being used in the teaching of Spanish in
the elementary schools.
tives,
In the selected syllabi only objec-
teaching methods, vocabularies, and cultural items
were examined.
EEVIEIf OP RELATED LITERATURE
Understanding among the peoples of the world is one of
the great challenges of our day.
Language differences, and
the difficulties they may create, are aaong the big barriers
that block the course of understanding.
In increasing nuia-
bers the elementary schools are teaching foreign langiiages
with the purpose of raising a generation of ^jnerican citizens
who can cordraunicate with their fellow man in a language other
than their ovmo
Since 1952 the PLES movement has received public sup-
port from national leaders, educators, organizations, and
community leaders.
Mrs. Ivewton 2, Leonard, President of the
National Congress of Parents and Teachers, vrrote,
"I can
promise you this, on behalf of the largest semiprofessional
educational organization in America, parent-teacher members
will wholeheartedly support vrhatever steps should be taken to
help our children learn another language early."
PLES
m
Cultural objectives
THE UillTEL STATES
.
The principal objectives for the
teaching of a foreign language should be cultural and lin-
guistic. Gatenby stated:
Lucille Leonard (Mrs. Newton P.), "Languages for Our
Children," School Life, 35:83-34, March, 1953.
2
.
The benefits which accrue to a child who learns a
second language are at least two types, linguistic and
Objectives
cultural, insofar as these can be separated.
of a course to teach the child a second language should
be to conmunicate these benefits efficiently and with
pleasure.
All of the beliefs and behavior patterns which a group
of people living together share are their culture.
One of
the greatest and far-reaching benefits of teaching a second
language in the elementary school is the change tovrard something broader than the mono-cultural orientation.
In learn-
ing to speak the language, the pupil is learning to use the
tool that transmits the culture of those to whom the language
is native.
The primary objective is not to teach cultural
facts but to produce more cultural orientation by active
•5
participation in a different cultural pattern.
Patterns of
culture behavior center aroimd focal areas of activity, in-
cluding materials, artifacts, recreation, use of time and
space, social groups, and communication through the language.
Linguistic ob.jectives
Since the guiding principle in
the teaching of real Spanish is a situation which is natural
to the child, no simplification of the language should be in-
troduced.
The utterances are kept short and confined to the
2
E. v. Gatenby, "The JJlatural Process of Lang'oage Learning," Foreign Language Bulletin Uo . 44, iyiarch, 1956, p. 3.
Estefania D. Chavez, Mjr Bxr)eriences and Methods
Teaching Spanish (Los Angeles: Ifilliam P. Lewis Publishing
.
Co., 1940), p. 3.
5
situation.
The probleia of language learning is the acqui-
sition of speech patterns rather than vrords
.
In teaching
Spanish the emphasis should be on the greatest possible ma-
nipulation in realistic context of as much of the vocabulary
as can be readily assimilated in the time available.
Method of instruction .
In determining the method used
in teaching a foreign language,
three factors v^ere considered:
the ideals, national and local,
that prevail marking the gen-
eral trend of education; the characteristics of the individ-
ual teachers; and, the type of pupil.
The viewpoint of a nation, which has a great foreign
commerce and deals with countries speaking different languages,
toward learning and teaching language
v;-ould
be dif-
ferent from the viewpoint of a nation largely economically
self-sufficient
v;-ith
little interest in vrorld affairs.
A teacher with an assertive personality may be successful v;ith a certain method while a mild-mannered teacher
may fail with the same method.
The personality,
physique,
and training of the teacher are factors which affect the success of the method used.
Groups of students show variation
in ability due to differences in age, previous preparation,
temperament, and life plan.
4
5
Gatenby, o^. cit ., p. 6.
Lawrence A. Wilkins, A Handbook of Teaching; Spanish ,
(Chicago; Benjamin H. Sanborn and Co., 194? J, pp. 93-109.
,
In view of these factors to be considered, it would
seem bold to state that any one method yet devised is the
best method to be followed in all cases.
The audio-lingual method is the primary method used
in the PLES programs.
The successful teacher will be the one
who has received training in the audio-lingual approach.,
v/ill
present the new vrork aurally and orally and
vrill
He
follow
the sequence of language learning which is listening, speakThe teacher must realize that a
ing, reading, and writing.
language is a habit forming and not a fact subject.
He
studies national and local needs in regard to Spanish and
analyzes his own strong and wealc points as well as those of
his pupils.
The teacher then evaluates his own method which
he applies with resourcefulness and good judgment.'
Materials
After the objectives and methods have been
.
determined, the materials should be selected.
It is an ac-
cepted principle, that teaching is most effective when dealing with things that are within the range and experience of
the pupils
.
The material should be designed to revolve
around a living situation which the child can understand and
in which he can take part.
Chavez,
7
V/ilkins,
o;£.
clt
.,
Q
pp. 62-69.
op. cit ., pp. 10-18.
o
York:
°Edmond A. Meras, A language Teacher
Harper and Bros., 1962), p. 111.
's
C-uid e
(Uew
10
The topics introduced for speaking or reading must be a close
counterpart of his experiences.
They should center around
his daily activities, home, school, sports, and amusements.
Vocabulary
The vocabulary should be based upon daily
.
life situations; it should be introduced not as detached
words, but as a connected story. ^
The main objective is vo-
cabulary in ase for speaking and understanding.
A good
criterion to follow in establishing a vocabulary for a first
year course of study vfould be to group carefully the most
elemental activities of the student at a given age, and to
determine the vocabulary essential to the "living" again of
each activity in the
Simmary .
neV7
language.
In the review of related literature there
seemed to be an agreement for certain cultural and linguistic
objectives; that the method used should be the one which best
meets the situation; that the material selected should deal
with things that are within the range and experience of the
pupils; and, that the vocabulary should be based upon daily
life situations.
These critera could be used as a basis for
study and evaluation of material available for the teaching
of Spanish in the elementary school.
^ Ibid.
p. 77.
•^*^Chave2,
o£. cit .,
pp. 36-41.
SYLLABI USED IN THIS STUDY
Four syllabi now being used in the PLES program in
Spanish, were selected for examination,
study, and evaluation.
SELECTION OP SYLLABI
The four syllabi used in this study were selected for
three reasons
1.
All four of the syllabi have been used successfully
at the fourth and fifth grade levels.
2.
A recent publication date.
3.
Each syllabus was a pupil's textbook (many elemen-
tary language syllabi have only a guide for the teacher).
The syllabi were
bus:
Brady, Agnes Marie. Mi Libro de ^s^anol.
1.
Charles E. Merrill Books, Inc., 1965,
2.
New York:
Colum-
(and Editoral Staff) Primer Ourso
Brooks, Robert.
Holt Shinehart and Winston, 1964.
(Parnell and Raymond) Me Gusta
Langford, Walter M,
Boston: Allyn and Bacon, Inc., 196 1.
3.
Leer .
4.
Boston:
Munbz-Plaza, Cesar A.
D. C. Heath,
Gettin/r to Know Spanish .
196 5.
Hereafter, the syllabi will be referred to as CEM,
am,
.
AB,
and DCH.
STATED PURPOSE OP THE SYLLABI
The purposes of each of the syllabi as stated by the
authors are described in the following paragraphs.
3
:
12
The author of the OEM syllabus defined her pxirpose
as
It Is hoped that with the aid of Mi Libre and this
guide, each teacher will develop her approach to teaching
Spanish in the grades in such a way that the pupils will
learn to speak it and to enjoy it at an age when it is
natural and easy for them to learn a language
Each of
the lessons contains something about the people, history,
and culture of the countries whose language they are
learning. As a result of this learning experience, some
children may really come to know people of neighboring
lands and may help to build a world that is more peaceful
and understanding.!
..
The HRW syllabus stated;
The purpose of the course will have been fulfilled if
the pupils learn to use several hiindred authentic Spanish
sentences and phrases with an understanding of their communicative function in a number of real social situa-L.. :
tions.2
The AB syllabus stated its purpose:
The Elementary Spanish Series is an attempt to encourage
the development of an elementary Spanish program which is
meaningful and appealing to the children, and which will
introduce them, according to their departmental level, to
the Spanish language.... They can, in this way, become increaslngxy aware of the vital relationships which they
have with the peoples of other lands and promote more
effectively the good will and human understanding so necessary in our day.
The DCH syllabus briefly stressed its p\u:pose:
tion),
^Agnes Marie Brady, Mi Libro de Bspanol (Teachers Edi(Columbus:
Charles S. Merrill Books, Inc., I965) p. TGI.
2
Robert Brooks (and Editoral Staff), Primer Our so
(Teacher's Manual), (New York: Holt Rhinehart and Winston.
1964) p. xii.
3
(Boston:
Langford, Walter M., Me Gusta Leer (Teacher's Edition),
Allyn;:and-Bacion, Inc .
1961
p. iii.
.
,
) ,
13
This program alms ultimately at the ability to understand and speak Spanish fluently and with accuracy.^
;
OBJECTIVES OF THE PROGRAiMS
^
.
PEESEUTED IN THE SYLLABI
The four syllabi agreed on only one objective.
All in
some way stated that the chief goal of teaching language to
elementary school children is to converse in Spanish and to
understand the spoken language.
The GEM syllabus had conversations that were developed
in such a way that the children can use, reuse, and inter-
change the phrases that they have learned in order to fit a
great many sitiiations.
Another objective of this course of
study was to present a picture of normal, contemporary life
of Spaniards and Spanish Americans.
This objective was real-
ized by the wealth of cultural information which was incor-
porated into the Spanish lessons.
In the EBM syllabus the primary objective was the skill
of understanding and speaking the langiiage.
Varied situations
were used effectively to present conversation.
This textbook
did not state a cultural objective.
The AB course of study relied mostly on stories and
questions for teaching the children to converse in Spanish.
"^Munoz-Plaza, Cesar A., Getting to Know Spanish
(Teacher's Edition), (Boston: D. C. Heath, 1965), p. Ix.
14
This syllabus contained cultural material in the sto-
ries.
The main objective of the DOR syllabus was the develop-
ment Ox the listening and speaking skills.
Dialogues centered
around everyday occurrences in the life of the elementary
school child were the core of the program.
Cultural objec-
tives were not mentioned in this course of study.
TEACHING METHOD USED IN
THE SIILABI
All of the syllabi agreed that the direct or aural-
oral method should be used in teaching Spanish to elementary
school pupils.
This method can be best explained in the
words of Estefania Chavez,
"Kever saying any Spanish so-und
that has not first been heard; never reading any Spanish word
that has not been first heard, then said; and never writing
any Spanish that has not been heard, spoken, and read. "5
All of the textbooks stressed the spoken language.
Pronunciation of Spanish sounds and words were to be learned
through imitation of the teacher, tapes, or records.
The CEM
and AB syllabi included pronunciation drills to be used by
the children.
The HRW and DCH syllabi placed great stress on learning
^Chavez, o^. cit ., p. 3I.
15
the basic structural sentences and phrases by much imitation
and repetition.
The DOH vocabulary "was limited and there was
much use of the basic words.
The
KRV/'
syllabus offered a com-
plete set of tapes which presented the basic structural patterns in a variety of voices.
The CE14 syllabus emphasized the aural-oral approach
with many varied conversations and dialogues based on daily
life situations.
The lessons also embodied much cultural
information.
Both the A3 and
GSM.
textbooks included selections for
reading after the pupils had become accustomed to the spoken
word.
WOHD, IDIOM,
ITEIiS
ML
CULTUEAL
LISTS
The composite word list contains the Spanish vrords
used in the four syllabi studied.
is included in Appendix A,
In this tabulation, which
the items are arranged alphabeti-
The abbreviations at the top stand, for Charles E.
cally.
Merrill Books Inc., Allyn and Bacon Inc., Holt, Sliinehart
and
S'finston Inc.,
and
iD.
C.
Heath and Co,
The Spanish word
is listed and an (x) in the column indicates that the word
has been used in the syllabus.
The singular and plural forms of noiAns are listed under
the singular form;
the gender and number of adjectives are
listed together under the singular masculine form; proper
nouns are omitted.
Each verb form is listed separately.
The idioms used in the vocabularies of the four sylla-
bi are inclvided in Appendix B.
They are tabulated in the
same manner and arranged alphabetically according to the main
word in the expression.
Lists of the various cultural items are presented in
Appendix
soxinds,
C.
The topics included in these lists are:
animal
games, riddles, songs, verses, rhymes and jingles,
and proverbs.
The cultural items are
listed and an
(x)
in
the column indicates that the cultural item has oeeyx included
in the syllabus.
The songs, games, and verses,
rhymes and
jingles are listed under the title or first line.
The pro-
17
verbs are recorded according to the syllabi.
All of the songs in the syllabi were presented with
the music.
The directions for playing the games were given
in the syllabi.
An asterisk
('^)
placed before a song or a
game indicates that it was included in the teacher's edition
ot teacher's manual.
ANALYSIS OP COMPOSITE WORD
AND IDIOM LISTS
The word list showed that there was a lack of agree-
ment on the topics that should be studied in elementary
school Spanish.
were only 145
In an estimated 1,898 word entries,
v^ords
there
that were used in all four syllabi, while
an additional 224 words were used in three of the four; and,
an additional 400' words were included in two of the four
syllabi.
A total of 128 idioms were used in the various syllabi,
but only ten idioms were used in all textbooks; another
thirteen idioms were included in three textbooks, and an additional thirty-four idioms were used in two of the syllabi.
ANALYSIS OP CULTURAL
ITExMS
LISTS
The cultural items lists also showed lack of agreement
on the topics that should be used in elementary Spanish.
18
Of 138 estimated cultural iteia entries in the four syllalDi,
the
CM
syllabus- included sixty-seven items,
Included forty,
the AB syllabus
the HR¥ textbook contained fifteen, and the
DCH textbook contained nineteen items.
The 138 cultiiral item entries included ti-relve animal
.
sounds,
thirty-one games, fourteen riddles, forty-one songs,
twenty-six verses, rhymes, and jingles; and, fourteen proverbs
.
Kone of the 13 8 items were used in all four syllabi
and none were used in three of the four syllabi; however,
there were three items that v;ere included in two of the fo\ir
textbooks.
one proverb.
These three cultural items were,
t^-ro
songs and
SUMMARY
,
COKCLUSIOUS,
MD
RECOl^iElJDATIOUS
•
Since Dr. Earl McGrath. vigorously advocated the teach-
ing of foreign languages in the elementary schools in his
,
address to the modern language teachers in May, 1952, many
studies have been made in the field of research under the
PLES program.
Since 1952 this movement has gained the re-
spect and support from national leaders, countless educators,
language enthusiasts, parents, and community leaders.
FLE2
has earned a place in our educational system, however the
teachers in PLES need to re-examine their program.
SUI^IMARY
The fo-or syllabi studied presented the Spanish lan-
guage at the child's level and interest.
All of the text-
books stressed the oral approach and the development of the
speaking and listening skills.
The four syllabi, however,
presented a vast difference in both the size and subject of
vocabulary to be used in the elementary school program.
The
total number of Spanish words used in each of the syllabi ex-
amined was OEM 1,304; AB 066;
ERYI
In studying these figures,
710; and DCH 322.
the purpose and objectives
of each syllabus should be considered.
linguistic objective, the
al orientation.
0EI4
In addition to the
syllabus also stressed cultur-
This textbook contained a wealth of cultur-
al information vrhich was incorporated into the Spanish lessons
20
The large vocabvilary was used in fulfilling the cultural
objective.
The AB syllabus, which also stressed the teaching
of Spanish culture, included many reading selections thereby
requiring a large vocabulary.
Both the CIM and the AB sylla-
bi contained a large number of words to be used only as read-
ing vocabulary.
The Hil¥ textbook emphasized the learning of
several hundred basic Spanish sentences and phrases by the
audio-visual-lingual method; the vocabulary was determined by
this objective.
The DCH syllabus had as its ultimate aim in-
tensive audio-visual-lingual training.
short dialogues to be memorized.
The textbook contained
The vocabulary was limited
in order to attain the goal of auditory training, visual per-
ception, and lingual ability.
coiicLusio:Ms
This was a limited study as many other aspects and
syllabi used in the teaching of Spanish in the elementary
school were not taken into consideration.
Therefore,
this
information was not presented with any implication that it is
a complete study.
However, it has been stressed that before
selecting materials for the teaching of a foreign language,the teacher should establish the linguistic and cultural ob-
jectives.
The method vrhich seemed most appropriate was the
aural approach.
However, in choosing a method, the teacher
must keep in mind the three factors to be considered:
the
21
ciirrent ideals, national and local;
the characteristics of the
individual teacher; and, the type of pupils to be taught.
In selecting materials, it would be
v;-ell
for the teach-
er to remember that the vocabulary should be based upon daily
life situations.
It is an accepted fact that teaching is
most effective when dealing with things that are within the
range and experience of the pupils.
The culture objective
should be to reduce mono-cultural orientation by active par-
ticipation in a different culture.
The variance in words
that are used should be a basis for the beginning teacher in
the PLES program for evaluation of the materials which will
best meet the needs of the pupils.
Prom the evaluation of this study, it appeared
•.
that the GEM syllabus would be most applicable in meeting
the objectives previously described.
linguistic and cultural.
Its objectives were
The linguistic objective was
stressed in the conversations presented in varied sitiiations,
making it easy to use the aural-oral approach.
The cultural
objective was realized by the wealth of cultural information
that was incorporated into the Spanish lessons.
With the
cultural material incorporated into the lesson, the pupils
could actively participate in a different culture.
RECOMMENDATIONS
In view of the fact that there was such a great dif-
ference in the size and subject of vocabulary to be used in
22
the elementary school, it is recommended that there should be
a greater coordination of elementary school Spanish programs
throughout the nation, and that a word list be established
Tor elementary school Spanish such as the Keniston list for
the college level.
Many other problems and questions face the PIES program, such as teacher supply,
-,
teacher education and training,
continuity of the foreign language programs from the elementary school through the college level.
It was hoped that the study of these fo-or syllabi
would encourage more intensive study of the issues that face
the PLES program in the United States.
a.'
Now that PLES has won
place in ^erican education, we must strive constantly to
improve and strengthen the program throughout the nation.
BIBLIOGRAPHY
23
BIBLIOGRAPHY
Books
Andersson, Theodore. The Teaching; of Foreign Langua.ges in
the Elementary School .
Boston: D. C. Heath, 1953.
119 pp.
Brady, Agnes Marie. Mi Llbro de Espanbl.
Columbus:
E. Merrill Books, Inc., 19^5, 126 pp.
Charles
Brooks, Robert.
(and Editoral Staff) Primer Ourso.
l\iew
York: Holt Rhinehart and ¥lnston, 1964, 12b pp.
Chavez, Estefanfa D. M^ Experiences and Methods Teaching
Spanish.
Los Angeles:
William P. Lewis Publishing Co.,
1940, 122 pp.
Langford, V^alter M.
(Parnell & Raymond). Me Gusta Leer .
Boston: Allyn and Bacon, Inc., 1961, 9^ pp.
Meras, Edmond A. A Language Teacher's Guide.
Harper and Bros., 1962, 363 pp.
Mimoz-Plaza, Cisar A.
Getting to Know Spanish .
D. C. Heath, 1965, 69 pp.
Uevr
York:
Boston:
Wilkins, Lawrence A. A Handbook of Teaching Spanish.
Chicago:
BenJ . H. Sanborn & Co., 1947, 2ti4 pp.
Bulletins
Gatenby, E. V. "The Natural Process of Language Learning"
Porelgn Language Bulletin No. 44 , March, 1956.
Keese, Elizabeth. Modern Porelgn Languages in Elementary
School
i960, U. S. Department of Health, Education,
and Welfare, Washington, L. 0.
:
Mildenberger, Kenneth W.
Status of Porelgn Language in
American Elementary Schools
U. S. Department of
1955.
Health, Education, and Welfare, Washington, L. C,
Pebruary, 1956.
•
;
:
Parker R. William. The Hatlonal Interest and Foreign Lan guages. U. S. Government Printing Office, Washington.
D. 0.,
1954, p. 83.
24
PERIODICALS
Bates, Elizabeth A., "A Report on the Status of PLES In
Texas, " Hlspanla XLVII:
122-124, March, 1965.
.
Leonard, Lucille (Mrs. Newton P.), "Languages for Our Childrem" School Life. 35:83-84, March, 1953-
Levenson, Stanley, "Preparing for PLES-The Study Group Approach, " The Modern Language Journal 46:94-96, February, 1965.
.
Roeming, Robert P., "Foreign Languages as Weapons for Defense," The Modern Language Journal 46:299-303, November, 1962.
.
Walsh, Donald D., "The P. L. Program in 1963," Publications
Moc^e^Q Language Association
LXXIX: 24-28, May, 1964.
.
APPENDIX A
^
APPENDIX A
COMPOSITE LIST OP SPANISH ifOEDS USED
lU SELECTED SYLLABI
¥ORD
a (letter)
abajo
abierto
abra
abre
abrlgo
abrll
abrir
abuelo
aca
acabar
acabarse
aciete
aceituna
acera
acerca de
acercarse
acertar
acierto
acompa^'ar
acostarse
acuestate
(se) acuesta
(te) acuestas
(me) acuesto
adelante
ademas de
adios
admlrar
y
adonde
agosto
agradable
agrlcultor
agua
aguardar
aguila
CEM
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ah
ahf
ahora
aire
al
a la
X
X
X
X
X
X
X
X
aguinaldo
CEJI
X
X
albaricoque
albergar
albricas
alcanzar
alcemos
alcoba
(me) alegro
alegre
alegrla
algo
alguien
algimo
alma
almuerzo
al^
alrededor
alto
altura
alumno
alia
alii
amabilidad
amable
amapola
amar
amarlllo
ambulancia
americano
A3
ERyJ
DCH
X
X
X
X
X
X
X
X
agu;)a
X
X
X
X
X
X
WORD
AB HRW DCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
26
WORD
CSI'I
X
ami go
amo
amor
amaranjado
anoho
and an
ando
angosto
anillo
animal
antes
antiguo
X
HRW
DCH
X
X
X
X
X
X
X
X
X
X
aSo
X
X
X
X
^
apllcacio'n
X
aprender
(se) aprende
aprlsa
X
X
X
X
tapiiratel
aqui
arbol
arco
argentine
X
X
X
.
i
X
X
X
X
X
X.
aritme'tica
armar
armario
armas
aro
arre
arriba
artista
X
X
X
X
X
X
X
X
X
•'•
'
z
z
z
X
X
as
asado
aseguro
X
aserr^n
aserrin
asl
asiento
asiste
X
X
X
X
X
X
X
X
X
X
X
asistir
asociado
asta
HR¥
AB
X
automoVil
avenida
avion
ay
ayer
ayuda
ayudo
azteca
azucar
azul
badmington
baila
bailan
baile
baja
bajada
bajan
bajo
balancearse
balboa
banco
banda
band era
bandido
banars e
bano
barato
barba
barbilla
barco
barril
bastante
DCH
X
X
X
X
X
X
'
X
X
X
X
X
autobils
/bastal
X
OEM
ateadiente
atrasado
atrevo
aun
ausente
auto
X
X
X
WORD
atencio'n
X
X
X
X
X
X
anunciar
anuncio
anzuelo
apagar
apetito
aplauden
AB
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
J
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
27
WORD
CEiyi
baste
basquetbol
AB
HRVr
DCH
X
z
basto^n
bebe
beben
beber
bebida
beisbol
belleza
bello
besado
biblioteca
bibllotecaria
blcicleta
bien
bigote
bilingue
blllete
bis
bizcocho
bianco
blusa
boca
bola
bolivar
bolo
bolslllo
bombonerfa
bombero
bonito
borrador
borrar
bos que
bote
botella
brama
braslleao
bravo
brazo
brllla
brillar
brincan
brinco
britanico
'
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
•
X
X
X
X
X
z
z
z
z
z
z
X
X
•
X
X
z
X
X
X
X
X
X
z
z
X
X
z
X
X
z
z
X
X
X
X
X
z
z
bronquitis
brusco
brutal
bueno
bunuelo
burro
busca
buscado
buscalo
buscamos
busca
bus car
busco
busquense
buzon
caballero
caballito
caballo
cabello
cabeza
cabra
cacique
cacto
cada
cae ^
cafe
X
z
WOSD
X
X
X
X
X
cafeteria
caja
cajera
calcetine
calendarlo
caliente
calor
calvo
calzada
callar
calle
cama
camara
cambia
cambiado
cambiar (de)
cambio
caminaa
OEM
AB
HH¥
DCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
.
X
X
X
X
X
X
X
X
z
X
z
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
X
X
z
z
z
X
X
X
X
X
X
X
a:
X
X
X
z
X
X
X
X
X
z
I
28
\IORD
camiiijO
camion
camisa
campana
campanarlo
campanilla
campo
canadlense
canal
cancion
candela
cansado
canta
can tan
can tar
cantara
canto
capacidad
capital
cara
caramba
caramelo
carne
care
carretera
carro
carta
cartero
casa
casi
casilla
catarro
catorce
caucho
cejas
celebran
cena
cenamos
cenas
/
ceno
censo
centavo
centjimetro
central
centro
OEM
AB
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Emi
JDCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ciento
cierto
cigarro
clnco
cincuenta
cine
cinta
circulo
ciudad
claro
clase
clima
clocar
cocina
coche
codo
coge
cog£a
cohete
cojuelo
col
cola
colecci(5n
colombiano
colc^n
X
X
X
X
cerca
cerdo
cereal
cerrada
cesta
cielo
clen.-
X
X
X
X
¥OHD
X
color
coloreado
columpio
comba
come
comedor
comer
comerciante
comes
cometa
OEM
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
AB
HRif
X
X
X
X
X
X
X
X
X
X
J30H
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
cc^mico
X
X
comida
comienza
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
^J^H^S^P^-'
29
CM
AB
X
X
X
compasl(^a
X
X
X
X
completar
oompleto
X
X
cc^mpreme
X
X
WORD
comienzan
como
como
comprar
comprara
comprar^
com:^ra
comun
con
condlcion
conejo
confiteria
confitero
confesar
conmigo
cono
conoce
conoces
conozco
conquistador
consistir
consonant
cons tan temente
constelacic^n
consulta
contar
contento
contestan
contesto
contlgo
contc^
contiene
contra
copiar
copo
convencerse
conversacic^n
corazc^n
corbata
oorcho
X
X
X
Haw
DCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
-
X
X
X
X
X
X
X
ciiando
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
cdrdoba
cornucopia
core
corro
correcto
corren
correo
correr
corta
cortar
cortes
corto
cosa
costa
cosita
crane
cree
creen
crema
creo
crespo
croquis
cruce
cruz
cruza
cruzan
cuaderno
cuadra
cuadro
cual
cualquier
X
X
X
X
V^ORD
X
cuando
cuanto
cuarenta
cuarto
cuatro
c-uatrocientos
cubano
cubierto
cuchara
cuchicheos
cuchillo
ouello
CEI4
HRW
AB
JDCH
X
X
z
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
.
X
X
X
X
X
X
X
X
X
X
X
'
.- -.-f^:*"
J^^fTT -
30
WORD
cueata
cuentan
cueatelos
cuento
cuerda
cuerpo
cuesta
cues tan
cuida
cuidado
cuidan
cuidar
cuidas
cuido
AB
X
X
X
HR^iT
JDCH
X
X
X
X
X
X
X
X
X
c\iltivar
X
X
X
X
X
X
X
cultivo
cultural
cumpleanos
cumplir
cuna
ciirva
chaleco
chanclo
chaqueta
charrasca
cheque
chica
chicle
chlco
chicharra
chileno
chlquillo
chiva
chocolate
chdfer
chula
da
dame
dan
dando
dar
dar^
darnos
de
debajo (de)
OEM
X
X
X
X
X
X
X
X
X
X
.
,
X
X
X
X
X
X
X
X
X
X
X
-
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
deber
debes
decimal
decimos
decir
decirle
decorar
dado
defender
de'jame
X
X
X
X
X
X
X
X
X
X
X
X
\'IOKD
X
X
dejo
del
delantal
delante (de)
delicloso
demanda
demasiado
denso
dentista
dentro
dependiente
deporte
deportista
derecho
(se) desayuna
(te) desayunas
(me)- desayuno
desayimo
descompuesto
descubridor
descubrir
desde
desea
deseo
desear
desierto
desmontable
despacho
despacio
despertarse
despi^rtate
despu^s (de)
detrds (de)
despidiendose
devolver
A3
CEI-1
HRW
DCH
X
X
X
X
'
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
,
"^^^ff^'
31
WORD
di
dia
diabllto
dialogo
diccionarlo
dice
dicen
dlciembre
diciendo
dichoso
diecinueve
dieclocho
dieclsels
diecislete
diente
diez
diferencia
dlferente
diffcil
diga
dfganie
digas
digo
dlje
dljo
dile
dime
din
dlnero
dio^
dira
direcclon
dirige
dlrigir
dlrijo
disco
discusion
disfrutando
distancia
dlstlnto
distribuir
distrito
diversion
dlvertirse
OEM
AB
HRW
JDCH
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
do'nde
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
'
X
X
X
X
X
z
due'rmete
duermo
dulce
durante
durar
X
X
X
X
z
X
X
X
X
X
X
echa
echan
econdmico
edad
edificio
eh
ejemplar
ejemplo
ejercicio
EKd
DCH
z
X
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
.;
z
z
z
X
X
X
X
X
X
X
X
X
X
X
X
diiro
ea
X
X
doscientos
doy
dudo
duele
duelen
dueno
duerme
duermes
AB
z
z
diirazno
X
X
X
X
dormido
dormir
dormitorio
X
dos
.
X
X
X
X
X
divirtie'ndose
z
z
X
X
X
X
Cill'I
(me) divert!
(se) divlerten
(me) divierto
division
doblo
doce
docena
dolar
dolor
domingo
dominicano
z
z
X
X
X
X
X
X
X
X
X
X
X
\JORD
X
X
X
X
X
X
X
el
X
X
X
X
el^ctrico
X
X
X
X
X
X
'
,"
*''^w^"^
32
WOILD
elefante
ella
ellos
embajador
emblema
emocionante
empalme
emparedada
OEM
es
DCH
X
X
X
X
X
X
z
z
z
z
X
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
escriba
escribanse
escribe
escribio
escribo
escucha
escuche
escudo
escuela
X
espalda
espanol
espera
esperan
espere
esperen
esposo
espxma
esquiar
esQUina
estd
establo
estacion
estado
es tamos
estancia
estar
estas
este
esto
X
X
X
X
estc5iiiago
X
X
X
X
estornudar
X
X
estos
estoy
estrella
estudia
X
X
AB
DOH
HHif
X
.
X
X
z
z
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
z
z
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
'
X
X
X
X
X
X
X
X
X
OEM
estd;n
X
X
X
X
WORD
ese
eso
esos
.
X
X
esa
escalera
escapar
escaparate
escoges
(se) esconde
escondite
HR¥
X
X
X
X
X
empezc^
empieza
empleado
empleo
en
encantado
encender
encima (de)
encontrado
encuentran
enero
enferema
enf ermo
enXreute (de)
ensalada
ensena
enseno
entonces
entra
entrada
entran
entrar
entre
enviamos
enviar
equipage
equipo
era
eras
AB
estudian
estudiar
estudias
estudio
excelente
excepto
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
33
WORD
existir
explicar
extendido
extranjero
extremldad
fabrica
facll
facilitar
falda
falso
falta
famllia
famoso
farmacia
farol
favor
favorable
favorite
fe
f ebrero
f echa
felicidades
felicitacion
fellz
feo
fervor
ferrocarril
festejar
festive
fideos
fiebre
fiesta
figiira
fila
fin
flaco
flor
florero
flotador
f ondo
f ormado
forman
for tuna
fdsforo
OEM
AB
BBM
2CH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
foto
francos
f ran J
frase
fraternal
frente
frio
frontera
fruta
fue
fuego
fuera
fuerte
fuerza
fuiaar
X
X
X
X
fimciona
fusil
X
X
fiitbol
X
X
X
X
X
X
X
X
X
X
X
X
X
X
I'lORB
X
X
X
X
X
X
X
X
X
X
X
X
X
X
galope
gallina
gallo
gana
ganado
ganar
ganga
garaje
garganta
garra
gasollna
gasolinera
gas tar
gatito
gato
gaucho
general
generalmente
gente
geografia
girar
globo
glorioso
goblerno
golf
golfo
0EI4
AB
HRW
DCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
e
e
'
sf^vT"'
.
;:
34
GWi
¥ORJ)
HR¥
DCH
X
golpear
gordo
iiago
X
X
X
X
X
X
X
X
X
X
X
X
z
X
••
•
giiante
guapo
guardla
guard
giiiar
guitarra
gusano
(le) gusta
(les) gusta
(me) gusta
(te) gusta
(nos) gusta
(les) gustara
gusto
haber
habichuela
habla
hablar
hablas
hablan
(se) hablan
hace
hacen
haces
hacer
hacienda
haga
X
X
X
X
X
X
X
hd'roe
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
AB
X
X
X
X
X
X
X
X
X
X
X
X
X
hielo
hierba
hijo
historia
hi 20
hoc Ice y
ho gar
ho 3 a
hola
honbre
homo''n1 ma
honor
hora
horario
horizontal
X
X
X
X
X
X
horrible
hospital
hotel
hoy
huerta
hue so
huevos
humane
humilde
hxrrra
ibe'rico
idea
Haw
DOH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
homo
X
X
X
X
X
CM
he
X
X
X
X
X
X
hallar
hambre
hara
has
hasta
hay
haya
helado
henar
heno
hermano
hermoso
X
X
X
X
WORD
haganse
z
X
gor;)ea
gorra
grabar
gracias
gramo
grand
grand eza
granero
gran J a
granjero
grano
grazna
gris
grita
grupo
AB
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
'^'^^VjI??-;
35
WORD
ideal
idiona
igual
Igualmente
OEM
X
z
X
X
ilximinar
impermealDle
Importa
importante
Imposible
inca
incendio
independencia
India
indica
indigo
indio
influenza
informacion
ingl(^s
insecto
insignia
inteligencia
inteligente
intense
in-tere''s
interesante
interrvimpo
invernadera
invierno
invita
invitacion
invitar
inviW
ir
iris
irregiilar
irritado
irse
isla
izq.\aierda
Da
DCH
X
.,_
X
X
X
X
X
X
X
X
X
X
X
X
jun-to
X
jurar
justicia
kilo grama
kildmetro
la
labio
lacio
lado
ladra
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ladrc^n
X
X
X
X
X
X
X
X
X
X
X
X
X
X
lago
largo
las
las tima
X
lata
latino
lava
lavamos
lavan
( te )
lavas
(me) lavo
le
lecoi(^n
HRW
DCrl
X
jar din
jefe
dira
joven
joyerfa
juega
juegan
juegas
jueves
jugando
jugamos
jugo
juguemos
juguete
jugueteria
Julio
junio
AB
X
X
X
X
X
X
X
X
X
X
X
X
Due go
X
X
X
OEI"!
jamah's
X
z
X
X
X
X
WORD
jab on
•X
imaginense
imagino
imita
HR¥
AB
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
-
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
36
WORD
OEM
lectura
leche
lechuga
X
X
lee
X
X
X
leer
lees
legumbre
lejos (de)
lempira
leo'n
les
le~tra
levanta
levantas
le van tan
levanto
libertad
llbertador
libra
llbre
libreria
llbro
llgero
lila
(se)
(te)
(se)
(me )
limc5n
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
linea
lista
listo
litro
lo
locutor
lodo
longitud
los
luchar
luego
lugar
luna
lunar
HR¥
DOH
X
X
X
X
X
X
X
X
llama
llaman
llamas
llamo
CEI-I
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
'
X
X
X
X
X
X
X
X
X
mam/
z
z
X
X
X
X
X
llega
llegado
llegamos
llegan
llegas
llego ^
llegue
lleguemos
lleno
llevado
llevan
llevas
llevo
llora
Ho rand
lloras
llores
llueve
lluvia
madre
madrina
maestro
magnlfico
maiz
mal
malo
X
mane jar
manguera
mano
manzana
maKana
ma pa
maquina
mar
AB
X
HRIf-
DGH
X
X
X
z
X
X
X
X
X
X
X
X
X
Have
X
X
X
X
X
X
X
X
X
lunes
luz
llano
llanta
X
X
X
X
X
X
\IORD
(se)
(se)
( te )
(me )
z
z
X
limpla
limpian
llmpias
llmpio
Undo
AB
z
z
X
X
X
X
X
z
z
z
z
X
X
X
X
X
X
z
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
rV'ilJ'r?**"-"
37
OEM
WOilD
marls cal
.
marrcTn
martes
marzo
mas
mas til
maulla
maximo
mayo
mayor
me
media
medianoche
medicina
medico
medida
medio
mediodia
medir
mejilla
mejor
mejore
.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
A3
HRW
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
DCH
X
X
X
X
X
X
memoria
menor
menos
mensajero
mentira
mercado
mercancla
merienda
mes
mesa
meter (se)
mdtrico
metro
mexlcano
ml
mide
miedo
mlembro
ml^rcoles
mles
mil
4
X
X
X
.
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
mismo
mlsterio
miz
moda
modelo
moderno
modo
(se) moja
mojado
AB
EM
X
X
momento
monarca
moneda
monetarlo
monta
montan
montas
monto
montana
montane so
monte
moreno
mortal
mostrar
motor
movimlento
muchacho
muchfslmo
mucho
muelas
muerde
muestra
muestran
LCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
mo;)ar
X
melc^n
milagro
milimetro
mineral
minuto
mio
mira
ml ran
ml rand
miras
mlro
OEM
mlr(/
X
X
X
WORD
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
'
X
-
vyr
WORD
OEM
muestras
muestro
(se) mueve
muge
mugen
mujer
mundial
mundo
mimeca
X
X
X
X
X
muric^
miislca
X
X
X
X
X
X
X
X
X
X
X
X
nac
nacer
z
X
X
X
X
X
X
z
z
r
X
X
X
nilmero
X
X
obsequio
oceaho
octavo
octubre
ocurrir
ochenta
ocho
X
X
X
z
z
X
X
-f-^'
n r>'
X
X
X
X
X
X
X
X
X
.T
AB
X
z
z
z
ociioclentos
X
oeste
oficina
X
oido
oir
ojala
ojo
X
X
X
z
X
X
X
X
X
X
ole'
X
.
olvides
olla
once
onza
operar
DCH
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ojb.
X
X
HRV/
X
nunca
z
z
z
z
z
z
z
noble
noche
nombrar
nombre
nopal
norte
norteamericano
nos
nosotros
nota
noticia
novecientos
novedades
noventa
noviembre
nublado
nuestro
nueve
nuevo
nuez
X
X
X
X
X
X
X
¥OaD
DCH
X
muy
ni
nieto
nieva
nieve
nlno
no
HR¥
X
X
X
•
nacion
nada
nadamos
nadan
nadando
nadar
nadas
nado
nadie
naranja
naranjado
nariz
narraclon
necesario
necesita
necesitan
neceslto
negocios
negro
nena
nene
nevada
nevando
nevar
AB
--.•-»
X
X
X
X
X
X
X
X
X
X
X
z
z
X
X
X
OEM
VfORD
oportuno
orden
oreja
^
organlzaclozx
original
ornamental
oro
oscuro
otono
otro
oye
paciente
padecer
padre
padrino
paga
pagina
pals
pajarlto
p^jaro
palabra
1
palo
pan
panadero
panecillos
panamericano
pantalones
pantalla
pantomlma
pailuelo
papa
papaya
papel
paperas
par
para
paraguas
paraguayo
(se) paran
(se) pararon
(se) parece
pared
parque
parte
particular
X
X
X
X
X
X
X
X
X
X
AB
HRW
X
X
X
X
X
X
X
X
LCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
¥OR]D
OEM
partido
pasa
pasado
pasan
pase
pas en
paseo
X
X
paso''
X
X
paso
pasillo
pasta
pastel
pasteleria
pastor
pastorcito
pata
patinar
patio
pa to
patria
patriotismo
pausa
pavinento
paz
pea ton
pececito
pecho
pedazo
pedir
pega
peinarse
pelea
pelfcula
pellgro
pelirro jo
pelo
pelota
pena
penfnsula
pensando
peonfa
peor ^
pequeno
(ha) perdido
perdio
AB
X
X
HR¥
DCH
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
'
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
40
WORD
perdone
perico
permiso
permites
pero
perro
persona
pertenece
peruano
pesado
pesar
pesca
peso
pez
piano
picar
plco
pide
plden
pides
pldo
pie
pledad
piel
piensa
pienso
plerdas
pierna
plloto
pimienta
pino
pinta
piSa
plSiata
OEM
pizarra
planta
plata
platano
platillo
plato
plaza
plentitud
HRW
DGH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
X
poenia
X
X
X
posesio'n
posible
postrado
postre
X
X
X
precauci(5n
X
X
preceden
precioso
prefiere
prefieres
prefiero
pre gun ta
pre gun tad
X
X
X
plumafuente
pobre
pobrecito
poco
podemos
podria
ponga
pongo
por
porque
^por que?
portal
portero
portugues
posada
posadero
(se) posa
X
X
X
X
X
X
X
OEM
pc^ngase
X
X
X
WORD
policia
polo
polio
pon
pone
ponen
X
z
z
plso
pista
pis tola
AB
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
AB
HRW
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
'
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
pregiintale
preguntan
pregunto
premio
prenda
pre para
presenta
DOH
X
X
X
X
X
X
X
X
41
WORD
presentaclon
presente
presldente
prima vera
primero
prlmo
principal
prisa
prisionero
problema
procesion
produce
profesion
profesor
pro grama
progreso
prohibido
pronto
pronuncia
protege
protejo
provincla
proximo
publica
pudo
pueblo
puede
pueden
puedes
puedo
puente
puerta
pues
pulgada
pulmonia
pun to
pupitre
pureza
purpureo
puso
.
que
quebrantar
(se) queda
qu^date
OEM
AB
HEW
DCH
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
'
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
CM
(se) quedan
(se) quema
queremos
queria
querr^s
quiere
quieren
quieres
quiero
queso
quetzal
qui en
qui e to
quince
quinientos
quino
qulnta
quinto
quise
X
X
X
X
X
X
X
X
X
X
X
X
X
X
quis.iera
X
X
X
X
X
YJORD
X
quita
radian
radio
rama
ramillete
r^pido
rayo
razc^n
real
realidad
rebuzna
recibe
recibes
recibiendo
recoge
recibi
recorre
recreo
redondo
refrigerador
regala
regalo
regalito
regana
X
X
X
X
X
AB
X
X
X
X
X
X
X
X
X
X
X
ER\'I
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
DCH
X
X
X
X
•
X
X
X
X
X
X
X
X
X
._-,<i"7r?^'
42
WORD
OEM
regular
reina
reloj
repite
replto
responde
z
X
X
X
X
X
X
X
X
X
representa
representan
reptfbllca
reservacion
resfrlado
respuesta
restaurante
revisa
revlsta
rey
rico
.
rue da
rue go
ruido
rumba
sabado
sabe
saben
z
z
.
X
X
X
X
z
•.
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
salsa
salta
saltan
saltando
saluda
saludo
Salvador
salvo
sangre
santo
sarampion
se'
X
X
X
X
X
X
X
X
X
'
z
z
z
X
X
X
z
.
X
X
seco
secretaria
secreto
sedal
segun
segundo
segura.mente
C£M
X
X
AB
X
X
seis
seiscientos
sello
s emana
senador
sella la
senor
senora
senorita
separado
septlembre
HRW
•
DCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
z
X
X
X
X
X
X
X
X
X
X
X
z
X
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
segiiro
X
X
X
z
X
X
X
X
X
X
sabes
saca
sacan
sagrado
sal
sala
salida
sale
salen
salgo
salieron
salimos
saUr
"
'
rio
riqueza
rlsa
robar
roca
rodilla
rojo
rompl
ropa
rosa
rosada
rosea
rosblf
roto
rublo
X
X
;
^
X
X
X
X
WORD
DCH
X
relampago
relatar
rincdn
HEW
'Z
X
X
Tele.oi.6n
rie
AB
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
*
43
WORD
ser^
sera
serf a
serpiente
servicio
servida
servidor
servlrle
sesenta
seteclentog
setenta
sexto
si
siempre
se si en tan
sientate
siente
siento
siesta
siete
significa
sigue
siguiente
silba
silbato
silencio
silueta
simboliza
si'mbolo
simpatico
sin
sino
sinuoso
sirena
sirve
sirvo
sistema
sobre
sobrino
sol
solamente
sc^lo
sombra
'
OEM
2:
-,
'-•-•
.;.>
X
X
AB
HS¥
X
X
X
X
X
sombrero
somos
son
sonrie
sonrlsa
sopa
sopla
sorpresa
sosiego
sota
soy
su
suave
sube
submarino
sucio
Sucre
sudamericano
suelo
suena
y
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
z
X
X
X
sudter
superficie
supongo
supuesto
sur
surtido
X
z
tal
X
X
X
X
X
X
z
X
X
X
X
X
X
z
X
X
X
.
tambi^n
tamano
tampoco
tan
tangerina
tan to
tarde
tarjeta
tata
taza
te
X
X
X
CM
X
X
X
AB
X
X
X
^
telefono
tel^grafo
televisar
HRW
DCH
X
X
X
X
z
z
X
z
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
sue no
suerte
X
X
X
X
X
X
X
X
¥OSD
DCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
44
TflORD
televlsic^n
televisor
tenprano
tenedor
tendremos
tenemos
tener
tengas
tengo
tenis
tercero
termlnar
ti
tla
tibio
tlempo
tienda
tiene
tienen
tienes
;
OEM
AB
HRW
DCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
tiemo
tierra
tin to
tlo
tira
tiran
tirar
toalla
tobillo
toca
tocadiscos
tocador
tociio
todavia
todo
toma
tomamos
toman
tomar
tomas
tomaste
tomo
tonsilitis
tonto
torcer
X
X
X
X
X
X
z
X
X
X
X
X
X
X
WORD
torero
toro
torta
tostado
total
X
X
X
X
X
X
X
.
X
x
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
•
X
X
X
traba jas
trabajo
traduce ion
trae
traer
traiga
traigo
trafico
traje
trans i to
transistor
transports
(se) trata
tratare
travieso
trece
treinta
tren
tres
tresoientos
triangulo
trineo
trompo
tronada
tronco
trueno
tu
tulipan
tumbar
tuna
turno
tus
tuso
tuvo
tuyo
ultimo
im
HRW
DOH
X
X
X
X
X
traba;]aron
X
AB
X
traba;]a
trabajar
X
X
CM
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
45
WORD
AB
OEM
HRW
DCH
WORD
OEM
z
ven
vendado
vende
vendedor
vendemos
vendes
vendo
vendras
venga
vengo
venir
venta
ventana
ventanilla
Ventura
X
X
X
AB
HRW
DCH
•
vmldad
unido
uaidn
vmlr
vmlversidad
uno
uruguaya
(se) usa
(se) usau
usado
X
X
X
X
X
X
X
,
•
X
X
X
X
X
us ted
uva
va
vaca
vacacion
vacio
vado
vajilla
valentia
vale
valor
valle
v^monos
vamos
van
vaquero
varies
vas
vaso
veces
vecina
vegetal
vela
veinte
veinte y uno
veinte y dos
veinte y tres
Veinte y cuatro
veinte y cinco
veinte y seis
veinte y siete
velita
velocidad
ve
X
X
X
X
X
X
X
X
X
X
X
X
•
veo
X
X
X
X
X
X
X
X
X
X
X
X
:
X
X
X
X
X
X
X
X
X
X
X-
X
X
X
X
X
X
X
X
X
X
X
z
z
z
z
z
z
z
X
X
z
z
ver
verano
veras
ver^s
verbo
verdad
verde
verla
verso
vertical
ves
vestido
vete
vez
via J an
viajar
viaje
viajero
victoria
vie jo
viene
vienen
viento
vi ernes
villancico
vinculo
vinieron
vino
X
X
•
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
46
WORD
Vio
violado
violeta
violin
viruelas
visita
vlsltar
visitas
visito
vista
(se) vlste
vistete
(he) visto
viva
Vive
viven
vlves
vlvlmos
vlvlr
vivo
volando
volar
volc^n
';
.
_
OEM
AB
X
X
X
HRW
X
X
•
X
X
X
y
ya
ye mo
yo
yuca
zacate
zagal
OEM
YIORD
zambomba
zapateria
zapatllla
zapato
zoaiaco
zona
X
.
X
X
X
X
X
DOE
HR¥
AB
X
X
X
XX
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
•
X
X
•
vrflibol
volumen
volver^
voltereta
vosotros
voy
voz
vuela
vuelo
vuelta
vuelve
vuelven
vuelves
vuelvo
DCH
.
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
-
X
'
X
X
X
X
X
X
X
X
.
-•?S»?«i«fl?''
APPENDIX B
1
APPENDIX B
SPANISH IDIOMS USED IH THE VOCABULARIES
OP SELECTED SYLLABI
IDIOM
al principio
ahora mismo
iCudntos anbs tienes?
el aj^o pasado
tener
^anos
todos los anbs
aqui tienes
por blen
a casa
en casa
tener dolor de cabeza
hace oalor
tener calor
camlno a la escuela
loaramba
ir al centro
Tclaro que si
de todas clases
JDe que color es?
hora de comer
clQue' hay de comer?
fcdmo noi
casa de correos
/creo que si
Jya. lo creo!
tener cuidado
I
CEM
AB
HRW
"^
s.
X
z
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
eso es
esperar que si
est^ bien
favor de + Inf.
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
z
z
I
es declr
quieres declr
de dia
todos los dias
tener dolor de dientes
entrar en
a eso de
DCH
X
X
X
X
X
X
X
X
X
X
z
X
X
X
z
X
•X
X
X
X
X
X
X
z
X
48
IDIOM
por favor
por fin
"Dor fortuna
Jiace frio
tener frio
de buena gana
tener ganas de
hacer girar
dar las gracias
con mucho gusto
de iiabla espanola
tener hambre
hay que
JQu^ hay?
hora de acostarte
j.Qu^ hora es?
IQu.^ importa?
boca de incendios
bomba de incendios
jugar a
al lado de
^Que''
la'stlma?
/
pasar lista
hay luna
hasta luego
el lunes que viene
^Oomo te llamas?
me llamo
s e llama
hasta manana
por la manana
en medio de
]o;]al^ que te mejoresl
montar a caballo
a lo menos
tener miedo
de nada
figura de nieve
esta noche
iQu^ hay de nuevo?
esta con paperas
en todas partes
<iQue pasa?
pasa
pase us ted
OEM
AB
X
X
X
X
X
X
HHW
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
z
X
X
DCH
49
IDIOM
pensar en
vamos de pesca
cana de pescar
con permiso
por eso
darse prisa
date prisa
de pronto
en punto ^
tener razon
la semana pasada
se'^al de tr^nsito
iEn qu^ puedo servirle?
me siento bien
lo siento
hay sol
tener suenb
por supuesto
a mi tambien
iQue tal?
hasta la tarde
por la tarde
hace buen tiempo
hace mal tiempo
hace mucho tiempo
2 Que' tiempo hace?
tener que
ir en trlneo
vacaciones de verano
vamos
vamos a ver
a veces
muchas veces
<iQud' no ves?
hasta la vista
a ver
de veras
verdad
es Verdad
en vez de
otra vez
hacer \in viaje
hace viento
hay viento
hacer volar
ya voy
CM
X
AB
HEW
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
DCH
APPENDIX C
APPENDIX
C
CULTURAL ITEMS
ANIMAL SOUNDS
OEM
be
brrro
clo
co-co-r£, CO, CO
cot, cot, cot
cuac
giiau
m^
miau
mu
p£o
qui-ri-rl qui
X
X
X
X
X
X
X
X
X
AB
HR¥
LCH
^''ijfl?*''"
51
CULTURAL
ITEI^S
GAME
A que hora me levanto yo?
B^isbol
'^Boat Race to Spain
^Directions to practice "ir"
^•Lod.ge-ball nine
<?])onde esta?
Estoy pensando en una capital
Estoy pensando en un deportista
Estoy pensando en una hora
*Palse accusation for ages
""Palse accusation for "gustar"
Pireman's Ladder
*Pollow the leader
*Guessing game for names
^Guessing game for telling time
Juego de los Verbos
Las muchachas brincan la cuerda
Los Partes del Ouerpo
*Pantomine of illnesses
Panuelo
*Prendas
Race track
Relay game
•''•Roclcet race
•^Team game for action words
*Team game for review of dates
*Team game for review of objects
Toll Bridge Game
Totito (little sqi;iares)
Trip to Santiago
"•^Visitors from Mexico
OEM
AB
HRW
DCH
X
X
J
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
52
CULTURAL ITEMS
RIDDLE
OEM
la camisa
el carb(5n
el cerdo
X
X
cincuenta
coche
el huevo
la lengua
una marioposa
la pina
el pl^taao
(la gallina y los huevos)
el reloj
las ti^eras
X
X
X
X
X
X
X
X
X
AB
HR¥
DCH
rv^iw-ij;*
53
CULTURAL ITEMS
SONG
A la Eueda Rueda
A las Americas
Arroz con Leche
Brinca la Tablita
Buenos Lias
Cantando Can tamos
Cantos para Pedlr y Dar Posada
*Carmen Carmela
Cielito Lindo
*Cu^nto Me Las Marinero
Llez Ninltos
Lueymes Tu
Ea, Ea, Ea
*E1 Hi jo del Conde Cabra
El Patio de mi Casa
*E1 Tortillero
El Zapatero
Pray Felipe
Fray Martfn
Himno Nacional de CMle
La Campana
*La Carbonerita
La Espanola
La Madrugada
La Nifia Que a Mi Me Qui era
La Pajara Pinta
*La Rueda de San Miguel
Las Agachadas
Las Ma'nanitas
Lerdn, Lerdn
Los Maderos de San Juan
Los Nilibs en Espana
Mad re Mia
Me Gustan Todos
Mi Gallo
Pajarillo Barranqueno
Para Que bran tar la Piiaata
Si Me Dan Pas teles
Una Tarde Presquita de Mayo
OEM
AB
HH¥
DCH
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2:
X
X
z
X
X
X
X
X
z
X
z
X
X
X
z
fSS!^?^-''
54
SONG
V^monos Pas tores
Voy a Can tar Oomo un Pez
Yo Me Voy
Om.
X
X
AB
HRlf
DOE
55
CULTUEAL ITMS
VERSES, RHYMES
AMD JINGLES
Bi-l-bi el burro no est£ aqiif
El burro rebuzna
El gallo canta
El gato maulla
El Nino de Queque
El p^jaro goreja
El pa to grazna
El toro brama
En el campo las vacas mugen
ifsta es Anita
ifsta es la senorita
Estas son muchachas
ifste es Guillermo
^stos son gatos
ifstos son muchachos
ifstos son perros
La Bandera
La gallina oloca
La pinata de esta noche
La vac a muge
Las cabras saltan
Los gatos son bonitos
Los perritos ladran
Los Sentidos
Mi Bandera Tricolor
Treinta dias trae septiembre
AB
OEI"-!
x
x
x
x
X
'
x
X
x
"
.
x
x
x
x
X
X
x
x
'
x
x
X
X
X
x-
X
x
^
HR¥
DCH
.
56
CULTURAL ITEMS
The
CEl-I
Syllabus contains the following proverbs
A buena hambre, no hay pan duro.
A mal tiempo, buena cara.
A mucho hablar, mucho errar.
De noche todos los gatos son pardos
En boca cerrada no entran moscas.
Haz blen, y no mires a quien.
Lo que se aprende en la cuna, siempre dura,
Mas hace el que qulere que el que puede.
Has vale p^jaro en mano que ciento volando.
Uo hay rosas sin espinas.
The AB Syllabus contains the following proverbs
'
V.
'"
Cuando el gato no est^, los ra tones bailan.
El que da primero da dos veces.
En la boca cerrada no entran moscas.
.:J^'
Mas vale tarde que nunca.
A COMPARISON OP
SELECTiilD
SYLLABI
POR THE TEACHING OP SPANISH IN
THE ELEMENTARY SCHOOLS
by
'.
.
GERALD M. RILEY
<,
-:
B. S., Kansas State University, 1941
AN ABSTRACT OP A MASTER'S REPORT..
submitted in partial fulfillment of the
requirements for the degree
MASTER OP SCIENCE
College of Education
KANSAS STATE UNIVERSITY
Manhattan, Kansas
^
1966
o
It was the piirpose of this study to examine, study,
and evaluate, in the light of criteria which evolved from
the review of literature, four syllabi now being used in the
Foreign Languages in the Elementary School (PLES) program in
Spanish
A review of related literature of all available material at the following libraries was made:
Kansas State
University, Kansas University, and Wichita State University.
Prom this review of literature, criteria were evolved for
evaluating four syllabi now being used in the PIES program.
Pour syllabi in use in the PLES program at the fourth
and fifth grade levels, having recent publication dates,
were examined to determine the stated purpose, the ob;]ectives
of the program, and the teaching method.
An item by item
check of every Spanish word, idiom, and cultviral item in the
four syllabi was made.
Tabulations were compiled of these
The four syllabi were compared for similarity of size
items.
and subject of vocabulary and cultural items.
were
:
bus;
The syllabi
.
1.
Brady, Agnes Marie. Mi Llbro de Espanol.
Charles B. Merrill Books, Inc., 1965*
2.
New York:
Colum-
(and Editoral Staff) Primer Curso ,
Brooks, Robert.
Holt Rhinehart and Winston, 1964.
(Parnell and Raymond) Me Gusta
Langford, Walter M.
Boston: Allyn and Bacon, Inc., 1961.
3.
Leer.
4.
Boston:
Munoz-Plaza, Cesar A.
1965.
D. C. Heath,
Getting to Know Spanish.
Hereafter, the syllabi will be referred to as OEM,
HEV^ AB, and DCH.
The composite word list showed that there was a laclc
of agreement on the topics that shoxild be studied in elemen-
tary school Spanish.
In an estimated 1,898 word entries,
there were only 145 words that were used in all four syllabi,
while an additional 224 words were used in three of the four;
and, an additional 400 words were included in two of the four
syllabi
A total of 128 idioms were used in the various syllabi, but only ten idioms were used in all textbooks; another
thirteen idioms were included in three textbooks, and an ad-
ditional thirty-four idioms were used in two of the syllabi.
The cultural items lists also showed lack of agreement
on the topics that shoiold be used in elementary Spanish.
Of
138 estimated cultural item entries in the four syllabi, the
OEM syllabus included sixty-seven items, the AB syllabus in-
cluded forty, the HRW textbook contained fifteen, and the DCH
textbook contained nineteen items.
The 138 cultural item entries included twelve animal
sounds, thirty-one games, fourteen riddles, forty-one songs,
twenty-six verses, rhymes, and j'ingles; and, fourteen proverbs.
None of the 13 8 items were used in all four syllabi
and none were used in three of the four syllabi; however.
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two of the four
there were three Items that were included in
textbooks.
These three cultural items were, two songs and
one proverb.
in both
The four syllabi presented a vast difference
elementary
size and subject of vocabulary to be used in the
school program.
The total number of Spanish words used in
each of the syllabi examined was OEM 1,304, AB 866,
EBjI
710,
and DCH 322.
In the review of literature there seemed to be an
agreement for certain cultural and linguistic objectives;
that the method used should be the one which best meets the
situation; that the material should deal with things that
that
are within the range and experience of the pupils; and,
the vocabulary should be based upon daily life situations.
Prom the evaluation of this study, it tends to show
that the OEM syllabus would be most applicable in meeting
the objectives previously described.
linguistic and cultural.
Its objectives were
The linguistic objective was
stressed in the conversations presented in varied situations,
making it easy to use the aural-oral approach.
The cultural
objective was realized by the wealth of cultural information
that was incorporated into the Spanish lessons.
With the
cultviral material incorporated into the lesson,
the pupils
could actively participate in a different culture.