Teachers attending summer institutes were asked to react to different varieties of English and Spanish. The teachers participating in the ESL and Applied Sociolinguistics Institutes evaluated four varieties of English: (a) standard American English, (b) Hispanicized English, (c) ungrammatical English, and (d) English/Spanish code alternation. The teachers participating in the Bilingual Institute judged four varieties of Spanish: (a) standard Mexican Spanish, (b) local Spanish, (c) ungrammatical Spanish, and (d) English/Spanish code alternation. All three groups of teachers rated each variety in terms of its appropriateness for the classroom, degree of correctness, and the speaker's academic potential. The teachers ranked the English and Spanish varieties on a standard continuum. Teachers from the Bilingual Institute differentiated among the four Spanish varieties, while teachers in the ESL and Applied Sociolinguistics Institutes did not judge code switching less favorably than ungrammatical English. Some of the notions that teachers held about Spanish varieties were influenced by Spanish proficiency, ethnicity, and birthplace. Knowledge about language use in bilingual contexts did influence the teachers' level of tolerance toward marked English varieties, suggesting that some attitudes toward nonstandard speech styles are influenced by cognitive and motivational considerations.

The role of ESL in bilingual education has frequently been misunderstood, sometimes because of nonpedagogical issues and sometimes as a result of our inadequate understanding of how second language development can best be achieved in bilingual classrooms. This article reviews recent research in two separate areas, bilingual education and ESL, in an attempt to arrive at some generalizations about what characterizes effective bilingual and ESL instruction. The bilingual education research literature is finding support for an "integrative approach" to second language development, with classroom applications focusing on grouping strategies that allow children to receive appropriate input in the second language. These findings complement current views on ESL teaching that stress proficiency in speaking and writing as outcome goals and that conceptualize instruction in terms of developing communicative competence. Given the essential interrelatedness between second language development and other curricular goals, the conventional conceptualization of ESL as an isolated element within bilingual programs is challenged. Implications for bilingual teacher preparation, where ESL and content-area instruction are often dealt with separately, are also examined.

A follow-up survey of 71 graduates from a Title VH Bilingual Education training project was conducted during the fifth year of operation. Issues addressed by the survey include level of implementation of bilingual methodology, perceived areas of strength and weakness, and attitudes toward bilingual education. Findings generally support the effect of the emphasis placed by the project on extra-curricular training activities, such as participation in field experiences, cultural events, and special sem inars. Perceived areas of weakness included math and science methods. Overall, extrainees maintained strong positive attitudes toward bilingual education despite a certain amount of adversity encountered in the field.

With increased emphasis on integration of language and content‐area instruction, the roles of bilingual and ESL teachers are becoming increasingly interrelated—a situation that calls for development of common training experiences in the preparation of ESL and bilingual personnel. This article describes a teacher training course designed to meet both the differing language proficiency needs of bilingual and ESL teachers, as well as the common needs of teachers learning to implement content‐based strategies for teaching language. Specifically, (a) ESL specialists receive an immersion experience in Spanish, (b) bilingual specialists are provided opportunities to enhance their proficiency in academic Spanish, and (c) both ESL and bilingual specialists receive intensive simulated classroom experiences in small‐group, content‐based instruction following a cooperative learning approach. A rationale for following an integrated approach in the preparation of language educators for limited English proficient (LEP) children is presented, and data collected from participants in the course are discussed in relation to the potential effectiveness of this type of teacher training format as a vehicle for attaining important teacher preparation goals.

Peru and the United States provide two radically different settings for bilingual education, yet the sociolinguistic contexts within which programmes for minority groups function offer some interesting parallels. Two specific cases (Puno and Texas) are described, then a comparison is made of their respective contextual features. Despite surface similarities, a close examination of the philosophical orientation behind the two programmes reveals an important difference in terms of the extent to which it is understood that educational programmes should reflect broad community goals, as opposed to being concerned only with the fostering of improved achievement outcomes for individual students from the target group.