A Selected Annotated Bibliography on the History of Portuguese Language Teaching in the United States

Tennessee Tech University

This bibliography includes historical studies on Portuguese teaching in the United States; descriptions of specific programs, degrees, symposia, lists of schools, faculty, and Portuguese courses; results of surveys; problems and recommendations for improvement of Portuguese teaching. I omitted some categories only tangentially related to Portuguese teaching, such as catalogs and checklists of Portuguese-language texts and materials; studies on applied linguistics, methods; Portuguese for Spanish speakers or students of Spanish; articles in newsletters (Portuguese Language Development Group [PLDG] minutes appear in issues of Hispania); studies en the Portuguese in America; studies en non-credit courses and those not under academic auspices.⁹⁷

Not included but deserving mention are studies encouraging teaching Portuguese because of Brazil's geographic, economic, and political importance; Portugal's historic and cultural roles and the strategic location of Portugal and Brazil; the millions of people who speak the language; the US-Brazil traditional friendship; Luso-Brazilian and Luso-American cultural contributions; the need for Brazilian literary and art studies in the US.⁹⁸

Richard M. Perdew began tabulating Portuguese enrollments in higher education, a project Charles T. Smith continued⁹⁹. Jacob Ornstein (1950:251) compiled and reviewed enrollment figures for 1942 to 1950. However, during the 1950s enrollments fell except at the US Naval Academy. MLA studies showed increases from 1017 students (1960) to 1307 (1961)¹⁰⁰. Richard I. Brod showed major enrollment increases in Portuguese from 1961¹⁰¹. The number of students in Portuguese classes rose from 3034 (1965) to 5065 (1970) and dropped to 4837 (1972), when schools eliminated language requirements. Nevertheless, enrollment peaked at 5072 (1974) but fell to 4954 (1977), a 2.3% decrease. Despite a 3.4% decrease (1970-80)¹⁰², enrollment rose to 5071 (1986), a 14% increase from 1983 figures and 2.4% increase from 1977.

At the grade schools, 381 students studied Portuguese in 1959-60.¹⁰³ Caroline Teague and Hans Rütman place Portuguese-language enrollments between 2700-2800 at public and parochial schools between 1963-65¹⁰⁴. Julia K. Gibson recorded 2265 enrollments at public schools (1968)¹⁰⁵, while Patricia Dandonoli reported that in California, New York, and Texas alone 309 students studied Portuguese in public high schools (1985)¹⁰⁶. Enrollment statistics for specific Portuguese/English bilingual education programs sometimes appear in reports on the history, funding, scope, and organization of programs in Providence, RI¹⁰⁷, Artesia, CA¹⁰⁸, Fall River¹⁰⁹ and Cambridge, MA.¹¹⁰

In addition, Donald D. Walsh surveyed Portuguese as a required language and found Spanish more acceptable for admission and graduate degree requirements¹¹¹. I hope that this bibliography will encourage a definitive history of Portuguese teaching in the United States.

ACSALPM: Actas do Congresso sobre a situação actual da língua portuguesa no mundo. 2 vols. Lisboa: Instituto de Cultura e Língua Portuguesa, 1987.

BPP: Building a Portuguese Program. Ed. Bobby J. Chamberlain. East Lansing: Latin American Studies Center, Michigan State University, 1979.

HTSP (1945) (1969): A Handbook on the Teaching of Spanish and Portuguese. Ed. Henry Grattan Doyle. Boston: D. C. Heath, 1945. Ed. Donald D. Walsh. Lexington: D. C. Heath, 1969.

PICLBS: Proceedings of the International Colloquium on Luso-Brazilian Studies. Washington, October 15-20, 1950. Nashville: Vanderbilt University, 1953. [See Lewis Hanke, Americas 7 (1950): 133, 211-31, for summary report].

PSLLSAB: Proceedings of the Symposium on the Languages and Literatures of Spanish America and Brazil (June 22-23, 1956). Austin: Department of Romance Languages and Institute of Latin American Studies, University of Texas, 1957.

RSSTMFL: Reports of Surveys and Studies in the Teaching of Modern Foreign Languages. New York: MLA, 1961.

1941 Anon. «The Growing Demand for Spanish and Portuguese», School and Society 53: 729-30. Mentions Juan López Morillas' summer Course at the University of Iowa and a winter session at the University of New Mexico.

Anon. «Intensive Training in Portuguese and Spanish», School and Society 53: 437. Mention a program at the University of Wyoming.

Albert R. Lopes. «The Importance of the Study of Portuguese in the United States». Hispania 24: 69-70. Gives reasons for Portuguese study, including the rich literatures of Portugal and Brazil. Emphasizes language teaching rather than literature and philology. Lists US universities which offer Portuguese.

Robert C. Smith. «Los estudios brasileños en la universidades de los Estados Unidos». RI 3: 167-74. Reviews suggestions of the Institute of Latin American Studies conference. Mentions programs at Harvard, Yale and Pennsylvania, and elementary Portuguese at 11 other US universities. Concludes that smaller universities and colleges lack interest in Portuguese.

1942 J. H. D. Allen, Jr. «Portuguese Studies in the United States». Hispania 24: 94-100. Lists some universities that offered Portuguese in 1941 and recommends updating texts.

William Berrien. «The Future of Portuguese Studies». Hispania 25: 87-93. Discusses the new MLA Portuguese group. Emphasizes cooperation among scholars and specifies the need for accurate grammar tests and neglected areas of research: syntactical and phonological studies, 16th and 19th-century Portuguese literature, and Brazilian literature from 1830.

Charles R. D. Miller. «The Place of Portuguese in American Education». Education 62: 351-53. Traces Portuguese, underscoring the role of World War II in changing Americans' view of Portugal and Brazil. Favors teaching Brazilian Portuguese.

Jacob Ornstein. «Problems in the Teaching of Portuguese». MLJ 26: 512-16. Sets 1925 as the year Portuguese appeared in the college curriculum. Laments that only traditional grammar translations were available in early 1940s. Applies direct-method techniques to Portuguese and identifies other problems: whether to use peninsular or Brazilian pronunciation [Ornstein, Hispania 24 (1941): 406-08; Luria 28: 184-861 and disregard for grammatical forms (e. g. personal infinitive, future subjunctive).

1943 Anon. «The Teaching of Portuguese Spreads to the Secondary School». School and Society 58: 467-68. Credits the Good Neighbor Policy with furthering Portuguese study. Columbia University's enrollment increased

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124%; University of Minnesota introduced Portuguese and Horace Mann-Lincoln School of Teachers gave an intensive Portuguese course (1943). Several New York schools offered Portuguese, a language accepted for admission to some colleges and universities, especially in the Northeast.

Henry Grattan Doyle. «Progress in the Teaching of Spanish and Portuguese». Harvard Educational Review, 13: 335-41. Teachers of Spanish and AATS will introduce Portuguese into high school and college curricula. Good Neighbor Policy and interest in Brazil will further Portuguese study.

José Padín. «Latin American Literature in North American Schools». Harvard Educational Review 13: 323-34. Insists that Hispanic and Luso-Brazilian literatures are taught at universities for commercial and political reasons. Peninsular literary study in the vernacular must be a prerequisite for Latin American and Brazilian literature. Good English translations of books about Latin American life can be used in elementary schools.

M.A. Zeitlin. «O Ensino do Portugêus nos Estados Unidos». Modern Language Forum 28:39-40. Describes American Council of Learned Societies' summer institute at University of Vermont: 27 undergraduates took part in a general intensive course and 17 in an advanced course for teachers. Lists faculty, lectures, texts, materials, teaching aids, and aims of the program.

1944 Raul d'Eça, and Henry Grattan Doyle. «Portuguese Language Textbooks». Latin America in School and College Teaching Materials. Washington: American Council on Education: 316-28. Analyzes US interest in the Portuguese language, spoken and written differences, problems teachers encounter, and grammars and readers. Suggests word frequency lists, emphasis on Brazilian Portuguese, and the study of modern Brazilian works.

Emil L. Jordan. «Brazil: Foreign Area Studies in College Portuguese». MLJ 28: 277-79: Recommends 2 years of Spanish for students desiring a reading knowledge of Portuguese. The key to second and third-year Portuguese courses should be Brazil and liberal arts interest in Portugal. Describes a Luso-Brazilian cultural course, «Foreign Area Studies», at Rutgers University.

1945 Manoel Cardozo. «Portuguese in the School Curriculum». Catholic Education Review, 43: 280-85. Laments that the Good Neighbor Policy focused exclusively on Brazil. Suggests that Portuguese be studied, especially in areas with Portuguese communities; students take Portuguese and Spanish in high school; colleges and universities award degrees in Spanish-Portuguese.

Henry Grattan Doyle. «A Look at the Future». HTSP: 228-43. Encourages language study and cultural traditions of Spanish and Portuguese-speaking countries. Although the Conferences on the Teaching of Spanish and Portuguese improved the status of these languages, he cautions that they placed undue stress on Army teaching methods and on using these languages solely for business purposes. Encourages teacher training and courses on language-teaching methods and Hispanic and Luso-Brazilian culture.

Eddie Ruth Hutton. «Popular Interest in the Study of Spanish and Portuguese». HTSP: 3-19. Reports that civil and professional organizations, women's clubs, institutes of higher learning, churches and government agencies offer to adults Spanish and Portuguese, Inter-American history, culture, economics, and foreign relations. Gives examples of each group's contributions.

Madaline Wallis Nichols. «The History of Spanish and Portuguese Teaching in the United States». HTSP: 99-146. Traces Portuguese teaching from Pietro Bachi (1931) at Harvard. Presents enrollment figures (1944). Laments poor teacher training in Portuguese and mentions contributions of learned societies and private organizations to language teaching.

_____. «The Preparation of Teachers of Spanish and Portuguese». HTSP: 147-61. Suggests teachers avail themselves of the Modern Language Methodology Quotient Test, summer programs here and abroad, exchange programs between US and Latin America, and studies en foreign language skills and foreign civilization.

Robert C. Smith. «A Pioneer Teacher: Father Peter Babad and His Portuguese Grammar» Hispania 28: 330-63. Gives a biography of the teacher of the first documented US college Portuguese course (St. Mary's Seminary, Baltimore, 1816), who wrote first Portuguese grammar published in US. Includes the sources of his grammar text, its twelfth grammar dialog, and Mariano Cubí y Soler's Spanish sequel (Baltimore: F. Lucas, 1822).

1946 Marjorie C. Johnson. «Federal Assistance for Teaching Spanish and Portuguese». Hispania 29: 19-26. Cites special programs, studies abroad, teacher education projects, information and materials exchanges.

1947 Sturgis E. Leavitt. «Spanish and Portuguese in Years Ahead». Hispania 30: 15-19. Reviews state of foreign language teaching (1946). Encourages the recruitment of students; new teaching methods; contacts between teachers and business executives interested in Latin America; increased study of Spain, Portugal, and Latin America; tolerance of other languages and literatures; faith in the humanities.

1949 Leo Pap. Portuguese-American Speech: An Outline of Speech Conditions Among Portuguese Immigrants in New England and Elsewhere in the United States. New York: King's Crown Press, 1949: 40-44. States that US Portuguese-language parishes, which defended Portuguese languages (1920s-1940s), taught on a bilingual basis; Rhode Island and New York City Catholic and Protestant churches and East coast Portuguese immigrant organizations offered Portuguese instruction to children and adults; a Portuguese-language newspaper editor instructed the first California Portuguese-language class (1900); California public schools later discontinued Portuguese (1921). Describes use of Portuguese in the elementary parochial schools of Fall River and New Bedford, where the Portuguese Educational Society (1944) helped introduce the language in the public schools, as did Portuguese-American groups in New England and California.

1950 Jacob Ornstein. «Facts, Figures, and Opinions en the Present Status of Portuguese». Hispania 33: 251-55. Reports results of questionnaires sent to 30 institutions of higher learning: 23 responded; 11 had declining enrollments (1949-50), 6 no change, and 2 an increase. Reasons for lack of interest: abandonment of Good Neighbor Policy, apathy toward foreign languages, poor quality of instruction, subordination to Spanish; lack of recognition and reward. Recommendations: publicity, especially in business; public relations efforts, scholarships, prizes, faculty and student exchanges; summer programs at US universities; increased research support. New programs in Portuguese, Vanderbilt University's Institute of Brazilian Studies and Brazilian support for colloquia are encouraging.

1951 Norman P. Sacks. «The Problem of Portuguese Enrollment». Hispania 34: 285-88. Attributes lack of

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interest to inadequate research facilities, little demand for teachers, abandonment of Good Neighbor Policy and post-World War II lack of interest in Latin America. Lists other problems: poor teacher preparation; few library collections for Luso-Brazilian studies; «newness» of Portuguese; complexity of Portuguese spelling and pronunciation; lack of career opportunities, especially in teaching. Recommends double majors, an emphasis on Hispanic culture and vocational opportunities for teachers and students, and a commitment to Portuguese studies among administrators.

1953 Henry Hare Carter. «The Development of Luso-Brazilian Studies in the United States, 1920-1950». PICLBS: 295-335. Summarizes Thomas Jefferson's 1808 words en US-Brazil friendship. Provides a checklist of publications 1920-50 (mostly by Americans). Lists 7 unpublished US dissertations, colleges and universities teaching Portuguese (includes enrollment figures).

1954 Oscar Fernández. «The Teaching of Spanish and Portuguese at the US Naval Academy». MLJ 38: 39499. Describes staff, language program, extracurricular activities, other cultural events, contributions by the embassies of Portugal and Brazil, and language preparation of the cadets.

Jacob Ornstein. «A Birdseye View of Brazilian-Portuguese Studies in the United States». Americas 10: 463-70. Mentions early contributions to Brazilian scholaship in the 1940s and the Colloquium en Luso-Brazilian Studies (Vanderbilt), which marked the culmination of Luso-Brazilian studies after 1940. Credits government, institutions, organizations, and libraries for continuing interest in future Luso-Brazilian studies.

1956 J. E. Dutra de Oliveira. «O Ensino de Portugués em Universidades Norte-americanas». MLJ 40: 223-27. Describes Luso-Brazilian programs at Vanderbilt and Tulane and the results of questionnaires sent to 85 Romance and Foreign Language departments. Identifies universities offering Portuguese, reasons students choose Portuguese, exchange programs with Latin America, Portuguese-language clubs, methods and texts. Specifies problems Brazilian consulates face in making materials available to American students (e. g., lack of money, staff, attractive maps and materials) and offers solutions to the lack of interest in Brazil: student exchange programs; exchange of news programs; scholarships for study in Brazil; Brazilian support for US colleges and universities teaching Portuguese.

1957 Francis M. Rogers. «Questionnaire on Instruction in Spanish and Portuguese». PSLLSAB: 46-50. Reports from a survey of 899 higher education institutions offering courses in Latin America (1948-49) that 24 were currently teaching Portuguese at basic and advanced levels. Mostly Americans with US university degrees and travel in Brazil taught the 310 students.

David T. Sisto (discussion among Francis M. Rogers, Fred P. Ellison, Daniel Wogan, et al). PSLLSAB: 15-22. Notes that participants insisted that students of Brazilian culture understand the Latin American and Luso-Brazilian worlds; Spanish American and world literature courses and general education should include Luso-Brazilian studies; professors should encourage Romance Language majors to minor in Portuguese; include Brazilian literature translations in English and Spanish in Latin American literature courses; increase Portuguese linguistic studies; seek support from foundations and the Embassy of Brazil.

1959 Harvey L. Johnson. «A Backward Glance at Portuguese and Brazilian Studies in the United States». Journal of Inter-American Studies 1: 477-88. Believes that Portuguese was first taught in New York City synagogues. Lists research in Portuguese language and Luso-Brazilian studies from the late 19th century to 1950s; dissertations to 1958; journals; grammars; summer programs; symposia. A questionnaire sent to over 100 schools with Luso-Brazilian programs shows declining enrollments caused by the lack of US government support; ignorance of courses available; inadequately trained teachers; subordination of Portuguese to other languages; faddish languages (e. g. Russian).

G.M.M. «Conference on Brazil». Hispania 42: 199. [1-3 Dec 1958 at New York University]. Reviews Malcolm Batchelor's paper on teaching Portuguese at Yale, where no one enrolled in Portuguese in 1952. In 1958-59 students began taking Portuguese at Yale and at the University of Pennsylvania, where it had disappeared from the curriculum.

1961 J. Wesley Childers, et al. «Teacher Education Curricula in Modern Foreign Languages». RSSTMFL: 155-56. Reports that professors in the 3 graduate Portuguese programs taught their courses in Portuguese and that 4 states and the District of Columbia had Portuguese language teacher training institutions.

Mara Vamos, et al. «Language Learning in American Colleges and Universities: Data en Degrees, Majors, and Teaching Practices». RSSTMFL: 127-33. (P. 131): US universities awarded 3MA's and 1 PhD in Portuguese in 1959.

1963 David M. Feldman. «Some Statistics on Portuguese Courses Offered in US Colleges and Universities». Hispania 46: 785-91. Reports the results of questionnaires sent to 87 institutions (1962): 1/3 of beginning courses were based in Spanish-language prerequisite; 10 institutions used prepared audio-lingual materials and 23 used audio aides to supplement traditional texts; 50% used the lab. Concludes that small enrollments hamper the publication of needed texts and audiolingual materials and preclude second-year study. Suggests that proctors or assistants teach beginning courses to allow faculty time to expand advanced courses and that schools establish a central location for locally-produced audio-lingual materials.

1964 Donald N. Bigelow and Lyman Letgers. NDEA Language and Area Centers. A Report on the First Five Years. Washington: HEW. Gives dollar amounts of federal support for Portuguese-language and Latin American studies programs for 1959-64. Reproduces MLA figures for Portuguese enrollments (1958-62) and names 8 major universities that taught Portuguese.

Gerald M. Moser. «Contemporary Portuguese Scholarship in North America». LBR 1: 19-42. Presents a comprehensive history of Portuguese teaching in US, especially for 1946-1964. Identifies 3 stages: 1816 to 1904; 1905 to 1939 (i. e., development of courses and texts to the formation of MLA Portuguese section); 1939 to time of writing. Reviews Scholarship (1939-59) and lists its projects, publications, and work in progress. Francis M. Rogers. «Proposed Specifications for Português Moderno Textbook». Hispania 47: 823-26. Modifies PLDG's Statement of Recommendations. [See Fred P. Ellison's reply (p. 827): he objected to developing the highly specialized book, stating that PLDG had in mind a text with a «wide appeal»].

1965 Fred P. Ellison. «Fala-se português». Americas 17: 16-21. Reviews PLDG's actions to improve Portuguese-language

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in US; enrollment figures (1958-63); events and legislation that improved Portuguese-language education: corporation between US and Brazil in World War II; NDEA (1958); launch of Sputnik. Recommends the PLDG textbook project; training instructors of other languages to teach Portuguese, using television programs and tape recordings of native Portuguese speakers.

Gilbert R. Cavaco. The Teaching of Portuguese in Colleges and Universities of the United States. Fall River: B. M. C. Durfee High School. Of the 100 institutions surveyed, 45 taught Portuguese; 16 offered degrees in Portuguese; 8 awarded the MA and PhD; 31 expected to expand their programs.

Henry W. Hoge. The Status of Portuguese Language Study and Portuguese Teaching Resources. Milwaukee: Language and Area Center for Latin American Studies, U Wisconsin-Milwaukee. Reports that higher education enrollments increased from 800 to 2478 (1959-63). Reviews PLDG project recommendations, teaching resources, and needs: scientifically prepared elementary teaching materials; audio-lingual aids; more linguistic research on modern Portuguese; international coordination among specialists.

Alberto Machado da Rosa. «A cultura portuguesa nos Estados Unidos». Boletim da Academia Internacional de Cultura Portuguesa 2: 263-79. Asserts that, despite the disregard for Luso-Brazilian culture, Luso-Brazilian studies in high schools, colleges and universities affected new interest in humanism. Encourages exchange of scholars between US and Portugal. Mentions advances made by US associations, institutions, individuals, and journals and hopes that Portuguese language and Luso-Brazilian studies will encourage an understanding of cultures.

«FL Enrollments Rise». Hispania 49: 499-500. Questions the lack of Portuguese instruction in California public schools despite a Luso-American presence. Demonstrates that Portuguese is an acceptable language for the PhD at Illinois (1966), where Spanish majors were allowed to minor in Portuguese and Italian.

Robert G. Mead. «La enseñanza del español y del portugués en los Estados Unidos: anhelos y realidades». Hispania 49: 17-22. Reviews (1955-65) advances of AATSP, which must assure a place for Luso-Brazilian studies in its organization.

Norwood Andrews, Jr. Why Study Portuguese? Nashville: Phi Lambda Beta and Vanderbilt University. Stresses Portuguese language, Luso-Brazilian studies, and Brazil's role in Latin America and the world. Includes comments by politicians, industrialists, financiers, and educators on the importance of Portuguese. Lists chairs and center directors where Portuguese is taught.

1968 Laurinda C. Andrade. The Open Door. New Bedford: Reynolds-De Walt. [pt. 3, cha. 20-21). Addresses problems establishing Portuguese language in New Bedford High School. Presents laws, historical events, and publications that helped promote Portuguese and Brazilian studies in US.

Fred P. Ellison. «The Teaching of Portuguese in the United States». Portugal and Brazil in Transition, ed. Raymond S. Sayers. Minneapolis: U of Minnesota. 75-88. Attributes interest in Portuguese and enrollment increases to collaboration between Brazil and US during World War II and NDEA. Examines enrollment figures (1963-65) and creation and activities of PLDG. Gives results of questionnaires sent to 275 persons (May 1966) on priorities: creation of four-year programs in higher education and college teacher-training programs; introduction of Portuguese in high schools. Concludes that cooperation of AATSP and PLDG will promote and improve Portuguese teaching.

David M. Feldman. «New Directions in the Teaching of Portuguese». ERIC. ED 019 918. [Report presented to Southern California MLA, 4 May 1968] Stresses making changes in all college texts so that high schools might be able to use them, and using audio-lingual instruction at high schools and colleges. Emphasizes studying structure for Romance Language students who choose Portuguese as a second language, analyzing similarities between Luso-Brazilian and Hispanic cultures and the unique traits of Luso-Brazilian cultures, and organizing teacher-training programs.

1969 Theodore Andersson. «Spanish and Portuguese in the Elementary School». HTSP (1969): 135-48. Having listed the few grade schools which offer Portuguese, he concludes that ethnic Portuguese speakers must establish FLES programs. Reproduces MLA Second Policy Statement on FLES to emphasize television's role in bilingual education and the relationship of bilingual schooling to FLES in Florida and Texas schools.

Margarette Sheehan de Andrade. The Expansion of Brazilian Studies and Portuguese Language Instruction in the United States. Washington: Brazilian American Cultural Institute. Begins with a history of language teaching and literary studies from 1831. Gives enrollment figures (1940-68), describes translated literary texts, and lists professors who pioneered Brazilian studies and who taught language, literature and social studies (1968).

«Bilingual Instruction in New Bedford». Boston Globe (8 Sept), rpr. Hispania 52: 112. Describes a program directed by Edmund F. Tavares, who, in Hispania 52: 489-90, made several corrections in Boston Globe report.

Gilbert R. Cavaco. The Teaching of Portuguese in the Colleges and Universities in the United States. Fall River: Author's ed. Lists scholarship sources, employment opportunities, night-School programs, elementary and high School course descriptions and enrollments, and American schools in Brazil. Includes the results of a survey sent to 320 institutions, requesting the following information: two-year Portuguese admission requirement; courses and/or degrees offered; plans to expand or continue teaching Portuguese; study abroad programs. An update of this survey appeared in 1974.

_____. «The Teaching of Portuguese in the United States». (Presented at annual AATSP meeting, Dec 1969). ERIC ED 042156. Reports that in 1969, 19 elementary schools, 14 high schools, and 160 colleges and universities taught Portuguese. Gives number of student majors and minors; examines teaching methods, needed materials, including bilingual texts; laments the lack of a Portuguese college entrance exam (CEEB).

Fred P. Ellison. «The Teaching of Portuguese in the Past Fifty Years». HTSP: 235-49. [Revision of Portuguese in the First Fifty Years of the AATSP. Hispania 50 (1967): 860-711. Takes up where Doyle left off [HTSP (1945), 228-43] by tracing interest, especially of AATSP, in teaching Portuguese. Includes pioneers of the 1920s; Portuguese in parochial schools; Brazil's importance in 1940s; contributors in 1940s; decline of Portuguese in 1950s; role of government and learned societies in the increase of Portuguese teaching in 1960s.

Fred P. Ellison and Norwood Andrews. «Portuguese in the

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High Schools». HTSP (1969): 250-64. Proves that NDEA (1958) helped the cause of Portuguese, taught only in southern New England, California and Hawaii before World War II. Also, the Vanderbilt Invitational Conference on High School Portuguese (1967) focused on building a high School Portuguese program, representative programs in 6 states, and organization and role of National Advisory Committee for High School Portuguese. The lack of Portuguese proficiency tests and difficulty identifying college programs with advanced courses hamper establishing high School programs, although resources are available: PLDG Newsletter, Phi Lambda Beta, Gulbenkian Foundation.

Julia G. Kant, «Foreign Language Registrations in Institutions of Higher Education, Fall 1968», FLA 3: 247-304. Lists schools offering Portuguese and enrollment figures for the 1960s. For schools offering Portuguese (summer, 1969), sea FLA 3: 470 -76.

Joseph P. Lawlor. «Ways and Means of Introducing Portuguese in the Secondary School». Hispania 52: 248-52. Describes Lake Forest, Illinois, program, which, in its sixth year, averaged 15 students with one or more years of Spanish. Cites these problems: finding a place for Portuguese in a crowded curriculum; hiring a qualified staff; finding teaching materials, audio-lingual materials, strong convictions to continue program, and university programs to further Portuguese and Luso-Brazilian studies; solving budgetary considerations and staff instability; competing with established language programs.

1970 Proceedings of the Vanderbilt Invitational Conference on High School Portuguese. Ed. Norwood Andrews, Jr. Nashville: Phi Lambda Beta. Includes editor's introduction; supplementary materials list; 10 seminar transcripts organized geographically. Participants minimized the lack of teaching materials and recommended tests, including a proficiency test. Appendices: literary recordings; Portuguese-language courses in New York State (1967-68); minutes of Second Meeting of High School Portuguese (Queens College, 1 March 1967). Indices: Conference participants, books mentioned in reports, organizations, social institutions, authors, materials, symposia.

Norwood Andrews, Jr. Report of the Institute in Portuguese (EPDA), June 23, 1969 to August 8, 1969. Nashville: Vanderbilt University. Describes this flexible in-service program, which developed Portuguese-language programs and organized ESL programs for monolingual Portuguese-speaking immigrant students, especially in southern New England. Contents: list of participants, reports and comments on the institute; schedule and program.

Brazilian American Cultural Institute. A Survey of the Portuguese Language, Luso-Brazilian, and Latin American Area Studies in Institutions in Higher Learning in the United States. Washington: Brazilian Embassy. Contains an alphabetical listing of US colleges and universities that teach Portuguese, Luso-Brazilian or Latin American studies; list of courses and professors for each course; index of institutions and professors.

Guy J. Riccio. «The Relative Importance of Languages». MLJ 54: 25-29. Admits that despite modest increases in Portuguese-language enrollments, its ratio to Spanish enrollment is 250: 1. To remedy the imbalance administrators and counselors must train or retrain teachers in Portuguese and encourage Romance Language majors to study it. Justifies furthering study of Portuguese at the expense of often-taught languages because of the disproportion of students in Portuguese and a more than adequate number of students in other languages.

Donald D. Walsh and Carl Dellaccio. «The Preparation of the Teacher of Spanish and Portuguese: A Conference Report». Hispania 53: 972-75. Asserts that teachers need thorough and eclectic training to contrast cultures (US and target-language) and linguistic knowledge (English and target language) in order to create stimulating courses to encourage students to continue foreign languages beyond minimum requirements.

1971 Francisco Gomes de Matos. «A lingüística aplicada e o ensino do portugês como língua estrangeira». II Congresso Brasileiro de Língua e Literatura. Rio de Janeiro: Gernasa. Presents 1968 enrollment figures, J. Mattoso Cámara's contributions in the US, and 2 new Portuguese-language texts.

Nelson H. Vieira. «The Bilingual Classroom: A Clinic for Foreign Language Teaching». Hispania 54: 902-07. Describes Fox Point Elementary School program (Providence), where 200 of its 450 students enrolled in a Portuguese/English bilingual program, which emphasizes language acquisition and bicultural understanding by introducing cognitive material from Azorean or Luso-Brazilian culture. Teachers must encourage language use in all subjects and develop interesting lessons.

1973 AATSP. «Training Teachers for Bilingual Bicultural Education». Hispania 56: 762-66. Summarizes AATSP's bilingual/bicultural education philosophy and steps to implement it: recruiting native speakers for high School teaching; eliminating college entrance requirements that prevent Spanish or Portuguese speakers from pursuing a teaching career; developing language skills; acquiring knowledge of cultural heritage, second language, and linguistics, within a humanistic approach to education; developing teacher-training programs, cultural heritage curricula for bilingual programs, and literature courses featuring writers from the ethnic group of the bilingual program.

Theodore Andersson. «Diversity and Unity in Spanish and Portuguese Studies». Florida Foreign Language Reporter 2: 27-28, 54-55. [Spanish tr.]: «Unidad y diversidad en los estudios españoles y portugueses». Hispania 56: 689-90. Stresses unity among professors and the importance of bilingual education. Encourages evaluating teachers' performance; collaboration of AATSP, MLA. ACTFL to improve methods preparation and knowledge of linguistics; use of second language at home; teaching young children to read.

_____. «A importância do português». Hispania 56: 689-90. Offers a seven-point «Outline of Action» to improve teaching.

Julia Gonsalves. «Portuguese Happenings». Materiales en marcha (October): 8-10. Describes summer programs at University of California (Santa Barbara), California State University (Hayward), and Stanford University, sources of funding, applications and scholarships. Announces the Third Annual Portuguese Communities Conference (UCLA, Apr 1974).

John N. Vieira. «Grande Sucesso na Universidade com o Programa Bilingue». Materiales en marcha (Oct): 6-8. Describes a workshop (Brown University, summer 1973) attended by 40 elementary and secondary teachers. Regards exchange of ideas and bilingual materials as an important part of the program and laments a lack of Portuguese-English materials.

1974 Maria Isabel Abreu. «The P in the AATSP: Report and Recommendations of the Task Forte to Promote Portuguese

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Studies in the United States». Hispania 57: 941-47. Explains that in 1972 AATSP authorized $1,500 for a survey or for a small national conference on teaching Portuguese and established 6 categories in its Inventory of Sources and Resources for the Teaching of Portuguese: rosters of instructors and institutions teaching Portuguese; overseas study programs; materials; government and other support programs; professional organizations and job opportunities; scholarly sources and recommendations. Provides information on teaching Portuguese and Luso-Brazilian culture, advances in 1970s, and problems of students and teachers.

Theodore Andersson. «The Role of the Teacher in a Bilingual and Bicultural Community». Hispania 57: 927-32. Proves that teachers in a bilingual community must understand preschool children's learning potential; encourage them to learn Spanish or Portuguese when they enter school; respect dialects; become involved with the community. Advocates introducing reading of home language first, then adding English, and parent involvement in school and at home.

1975 Geoffrey L. Gomes. «Bilingualism Among Second and Third Generation Portuguese-Americans in California». First Symposium on the Portuguese Presence in California. San Leandro: UPEC Cultural Center. 4546. Reveals results of a survey administered to 53 Luso-Americans at Modesto Junior College and Turlock High School: 38 out of 40 would have taken high school Portuguese if it were offered, 11 out of 42 beyond the first year.

Laura Hersh Salganik. «Fox Point: The History of a Portuguese Program». Inequality in Education 19: 47-50. Describes curriculum, staff, funding, time alloted to instruction in Portuguese and English, and activities of this bilingual program. The major problem of the program in mid-1970s, failure to formally evaluate its commitment to Portuguese-language instruction and culture, may alter original goals.

Nelson H. Vieira. «Training Teachers for Bilingual/Bicultural Education». Inequality in Education 19: 43-46. Includes information on the Portuguese-English program of Providence and the Brown University Bilingual Institute.

1977 Fred P. Ellison. «The P in the AATSP: The Current Status of Portuguese». Hispania 60: 536-43. Reports on a survey: Portuguese enrollments held steady (1974-76); overseas programs increased; first-year language teaching materials improved a little; limited federal support for Portuguese continued. Admits that respondants were negative about non-governmental support for research; strength, cohesion, and communication among teachers of Portuguese; employment prospects in small or medium-sized programs. AATSP must improve the visibility of Portuguese, which some feel lacks representation.

_____. «Preserving the 'Smaller' Languages: Portuguese». ADFLB 9.2: 29-33. Reports that the influx of Portuguese immigrants (1974), bilingual education programs, and NDEA Title IV funding increased 1974 enrollments. Reviews AATSP's decisions and projects to improve Portuguese-language teaching, Task Forte results (Hispania 57 (1974): 941-47], 1974 and 1976 enrollments of established high school, large university, and small state university programs, and University of Texas enrollments for 1970- 77. Suggests language requirement revision with new approaches and materials; emphasis on Brazil, Portugal, Africa; collaboration with universities in Brazil and Portugal, departmental faculty, language departments in the College of Humanities, and other departments teaching Portuguese.

Michael Fody, III. «Building a 'Minor' Language Program from Scratch». ADFLB 8: 38-12. Describes his participation in departmental activities, freshman orientation, personal recruiting, the university newspaper, contact with advisors and parents, to create a Portuguese program at the University of West Virginia.

Patricia O'Connor. «Long Range Goals and Language Use: Results of a Student Survey». FLA 10: 137-44. Reports that 2000 lower-division students of Portuguese and Spanish at Texas believed that competence in a second language could be useful in future employment. Some valued cultural and humanistic goals derived from language study. Students enrolled in advanced courses doubted the usefulness of these languages for their future.

Ildeberto Pereira. «The Portuguese in America». Bilingual Journal 1: 3-7. Provides information on Portuguese parishes and social clubs offering Portuguese instruction. Focuses on the history of Portuguese-English bilingual education in the Northeast after 1965 and offers alternative concentrations for bilingual programs for students from the Atlantic Islands.

Proceedings of the Second National Portuguese Conference: Culture, Education, the Community. Cambridge: National Assessment and Dissemination Center for Bilingual Education. Pp. 78-81. Describes Rhode Island and New Jersey Portuguese-English bilingual programs.

1978 Maria Isabel Abreu. «O português en Georgetown e o seu desempenho em programas interdisciplinares». Hispania 61: 954-56. Examines number of students and courses, objectives, degree requirements (BA, MA, PhD), junior year in Brazil, and programs with colleges of Business Administration and Foreign Service.

Gilbert R. Cavaco. «Portuguese Studies». Options for the Teaching of Foreign Languages, Literatures, and Cultures. New York: ACTFL. 34-41. Describes a BA program at Providente College, where enrollment increased 120% (1969-74). Program includes double majors, junior year at Coimbra, and special programs.

Douglas L. Wheeler. «Portuguese Studies in the United States Today». Horizontes USA: 1-11. Discusses programs and enrollments (1942-77). Brazilian Portuguese dominated until mid-1960s when new interest in Portugal resulted from political, economic, military reasons; tourism; Portuguese immigrants in US. This interest continued during the 1974 coup, fueled by contributions of the Iberian Social Studies Association, Society for Spanish and Portuguese Historical Studies, International Conference Group on Portugal and study programs at Brown University, Southeastern Massachusetts University, University of California (Santa Barbara) and UCLA. Describes program at University of New Hampshire.

1979 Bobby J. Chamberlain. «Introduction». BPP: 1-5. Lists difficulties involved in building Portuguese programs vis-à-vis Spanish, French, and German. Summarizes AATSP's, efforts to promote Portuguese studies, and efforts addressed in papers presented at AATSP meetings in San Diego (1978) and Toronto (1979).

Fred P. Ellison. «La enseñanza del portugués en los Estados Unidos y su crisis de identidad». Hispania 61: 333-36. Reports on enrollments (1941-78): post-Sputnik era brought an increase in Portuguese courses and programs; enrollments stood firm (1974-78), with increases

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at elementary and high schools due to influx of Portuguese. Although only 4% of AATSP expressed interest in Portuguese, AATSP should grant it more attention (e.g. new Task Forte), but impetus must come from Luso-Brazilianists.

Oscar Femández. «The Odyssey of a Bandeirante in Portuguese-Brazilian Studies». BPP: 29-39. Describes how he organized Portuguese at US Naval Academy, New York University, and Iowa. Insists on the importance of extracurricular activities, professional responsibilities, financial commitment, favorable image, input from outside sources, sense of camaraderie with students, and use of every potential available.

Michael Fody, III. «Building a Portuguese Program: Two Perspectives». BPP: 12-19. Reports that at University of Southern California, he had a more sophisticated and international student body, local universities, Brazilian and Latin American clubs and organizations, and the Portuguese-American community to maintain interest in his program.

Ronald M. Harmon. «An Eclectic Approach to Portuguese Program Development». BPP: 20-28. Lists reasons why Portuguese is considered a minor language: US Universities give it a lowly status; American education and Americans lack interest in it and believe it is the language of Portugal alone. Also, few high schools teach it. Solutions: promoting, the language and the Brazil-Portugal relationship; tapping the Spanish «market»; stressing relevance to other programs.

Mary T. Vermette. «Teaching Portuguese in a Portuguese-American Community». BPP: 40-49. Reports that Southeastern Massachusetts University began a Portuguese major in 1965 and its Center for the Portuguese-speaking World in 1975. In 1978 it offered 29 courses decided upon from needs and interaction between the community, university, administration, and faculty. Suggests ways by which schools located in areas with a large Luso-American population can help programming and development in other schools.

Jon S. Vincent. «Brazilianist in a Wheat Field». BPP: 6-11. Stresses uniqueness of Brazilian-oriented programs. Through luck, diplomacy, and «subversion», Vincent established his program.

1980 Salazar Ferro. «Algumas Notas Relativas do Ensino Secundário e aos Estudantes Bilingues Provenientes dos Países de Língua Portuguesa». IPBE: 253-76. Examines a Portuguese-Cape Verdean/English bilingual program (1978-79) at Madison Park High School (Boston): curriculum, faculty, and counseling services. Laments lack of Cape Verdean studies, counseling for Portuguese students and good grade placement criteria.

Nelson H. Vieira. «Bilingual-Bicultural Education for Portuguese-Americans: An Overview». IPBE: 1-22. Describes the status of education in Portugal and the Azores and problems Azorean children had in US schools before 1968. Traces the history of Portuguese teaching in grade schools: Portuguese parochial schools; the Escola Oficial Portuguesa; Laurinda Andrade's contributions; struggle of Cubans to bring about the Miami project, which inspired the Fox Point bilingual program; formation of the Brown University Bilingual Institute; projects in New Bedford and Artesia (1970); Fall River Title VII bilingual project (1972); accomplishments of the Multilingual-Multicultural Resource Center (Providence); reviews new Title VII or Transitional Programs. Asserts that university programs in Luso-Brazilian studies have ignored the Portuguese community.

Frederick G. Williams. «Portuguese Bilingualism Among Azoreans in California». Hispania 63: 724-30. Lists state's Portuguese-English bilingual programs and symposia. Advocates continuing bilingual education and involvement of Portuguese educators in helping school-aged Portuguese and the community.

1981 Douglas L. Wheeler. «Portuguese Studies Today: The Challenge of a Paradox». Journal of the American Portuguese Society 15: 1-10. Lists Portuguese cultural centers, associations, journals, and programs on Portuguese studies in the USA and UK. Presents enrollment statistics for college Portuguese language instruction and Portuguese history. Enumerates negative developments (grim job market, federal cuts, taxpayers' revolt, the economy, narrow vocationalism, neo-isolationism, parochialism) that offset advances in Portuguese studies. Suggests establishing a Center for Portuguese Studies in USA (on the consortium principle) and a Center for the Study of Portugal (Lisbon); pooling resources of US and Canadian-related organizations at a central bureau to disseminate information about visitors from Portugal and Portuguese-speaking Africa and Asia, news, events, etc.

1982 Maria Isabel Abreu. «Spanish and Portuguese in Global Perspectives». Hispania 65: 58-61. Insists that to achieve communication between Brazil and US, Americans should study Luso-Brazilian culture. Those interested in Hispanic and Luso-Brazilian studies must become more active in public relations and politics to promote these 2 languages. Language instructors must adapt methodologies to present and future student needs.

1987 Maria Antonia Cowles and Doris Kirchner. Oral Proficiency for Managers: A Design for Portuguese. Ann Arbor: Language and Communication for World Business and the Professions. Describes the Portuguese segment of Joseph Lauder Institute.

Brian Head. «Factores sociais e lingüísticos no ensino do português em programas bilingues nos Estados Unidos». ACSALPM 2:771-82. Non-English speakers find themselves in three contexts (family, smaller and larger community) which affect their use of language. Therefore, he urges organizers of bilingual education programs to take into account sociolinguistic factors.

Claude L. Hulet. «O estudo do português e das literaturas portuguesa e brasileira na Universidade de California (Los Angeles)». ACSALPM 2: 783-94. Reviews entrance and degree requirements (BA to PhD); number of faculty; programs; enrollment figures (1962-82). Enrollment peaked at 239 (1970), but dropped to 135 (1972) due to Vietnam War and loss of language requirement.

1988 Frederick G. Williams. «O ensino de português nos Estados Unidos». ACSALPM 2: 751-70. Begins with role of Sephardic Jews, who brought Portuguese to New Amsterdam, and concentrates on years 1965-83. High points of the post-1970 era: establishment of Jorge de Sena Center for Portuguese Studies (Santa Barbara) and Luso-Brazilian Center at Brown; support for Portuguese from the Gulbenkian Foundation and Instituto de Língua e Cultura Portuguesa; Bilingual program at Artesia; publications of Gávea-Brown. Based on the College Catalogue Collection (1983), 26 universities offered the BA in Portuguese, 17 the MA, and 13 the PhD. The annual lists of PhD dissertations [Hispania (1968-82)] show 161 dissertations were written on Portuguese linguistics (24) and Luso-Brazilian literature (137). Appendix lists universities and specific Portuguese degrees and programs.

1989 «Portuguese Language Program Developed». Hispania 72: 578-89. Reports that University of Texas received federal and state funds to develop teaching, testing and evaluation materials to be used for intensive training for high school teachers of Spanish, who will introduce Portuguese into Texas high schools.

Hispania [Publicaciones periódicas]. Volume 75, Number 2, May 1992