ABSTRACT
Before an effective language arts program can be planned for Hispanic bilingual students, several important characteristics of the students’ language and the significance of literacy to this population should be understood. This article begins with a discussion of the term bilingualism, for this ambiguous word does not indicate the many levels of linguistic ability, different dialects, or speech styles, the bilingual person may be able to use. An exploration of the functions of writing for three distinct, but related groups follows, in the second part of the article, which addresses the personal needs that literacy serves barrio youth, South American peasants and Chicano college students. The final section of the article outlines concerns which language arts curriculum planners must address as they develop teaching ideas for the Spanish speaker in the classroom.
