Description: I. Sociolinguistic Analyses and Perspectives.- 1: On the Notion and Implications of the Concept of Mother Tongue in Literacy Education in a Multilingual Context: The Case of Zambia.- 2: Issues and Trends in Early Bilingual Literacy in Brazil.- 3: Non-English-Language Ethnic Community Schools in the USA: Instruments of More Than Literacy and Less Than Literacy.- 4: The Development of Bilingual Literacy Skills: Experiences with Immersion Education.- 5: Ancestral Language Training and the Development of Bilingual Literacy: A Canadian Perspective.- 6: The Use of Creole as a School Medium and Decreolization in Haiti.- 7: Catalan and Castilian in School: A First Evaluation.- 8: Implications of Defining Literacy as a Major Goal of Teaching the Mother Tongue in a Multicultural Society: The Dutch Situation.- 9: Literacy Problems in Hungary.- 10: Multilingual Education in Britain: The State of the Art.- II. Psycholinguistic, Linguistic, and Educational Issues and Problems.- 11: Psychoeducational Language Awareness Assessment and Early Reading.- 12: The Development of Metalinguistic Awareness and the Acquisition of Formal Speech in Mother-Tongue Education.- 13: Evaluation of Text Reading Comprehension: Results of a Research at the End of Primary School and in Junior High School.- 14: Problems of Written Comprehension and Production in Children: A Textual-Pragmatic Study.- 15: Standard Language Acquisition by the Swiss--German Dialect-Speaking Child.- 16: Oral Reading Practice: An Institutional Constraint on the Development of Functional Literacy.- 17: The Initial Reading Scheme: Is There an Alternative?.- 18: Learning to Read and Write: The Results of an Experiment.- 19: Early Bilingual Reading: Retrospects and Prospects.- 20: Problems of Language Growth and the Preparation ofSchoolbooks in Africa.

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