"In working with bilingual children we are apt to feel that teachers are handicapped by not knowing the mother tongue of the student. The teacher, however, is really working under a far greater handicap by not knowing the structure of the language she is trying to teach—in our case-English"

"Keep your vocabulary constant. While you are teaching vocabulary, use a constant structural pattern."

"In your school do the administrators, the teachers, and the counselors all work together to teach cultural values? If so, is this done in the classroom, by a group, or by an individual counseling session? Is there a general agreement on the cultural values which are discussed? Are they only those of the dominant Anglo culture? Are discussions of conflicts between cultural values related to school problems?"

"Are you aware of the ‘tune’ and how it is composed and ‘sung’ in English speech? Every language has its own characteristic melody. The tune of one language offers resistance to the learning of another language. Of course, there are similarities between languages, but recognition of the intonation contrasts, between the native tongue and the second language, can help both student and teacher."

"The basal readers rapidly increase in idiomatic content beginning at the third grade level. Such language is often grammatically inconsistent or illogical in meaning. The teacher needs to fully comprehend the meaning of the idiom and the situation in which it can be appropriately used. This is especially the case for teaching children of non-English backgrounds in which the idiom has no counterpart."

"Free art activity affords opportunity for expression when a new language is being learned. It provides outlets for many emotions and ideas which often cannot be verbalized."