for Teacher education.

This study presents an intensite comparative analysis of selected basic sentence patterns and transformations in Spanish and English manifested in the responses of SI:anish-speaking disadvantaged children selected to receive instruction in the following groups: (1) Oral-Aural Spanish with special science materials in Spanish; (2) Oral-Aural English with science in Fnglish; (?) Non-Oral-Aural in Spanish or English, but the same science materials as OAS and OAF; and (0) Ntn-Oral-Aural No-Science, which followed regular public school curriculum. To obtain these responses, at the beginning and end of the first grade, the first section of the Language-Cognition Test was given twice, in both Spanish and Fnglish. (An ancillary task of the investigaticn was to field-test the first section of this test.) The hypotheses of this study, designed to test for similarities and differences in the oral language of the fou