Addresses concerns about the kind and nature of the language used in curricula that determines what meanings our children develop during their schooling experiences. (JOW)

Outlines a mode of speech that practices simplification of language through the use of short words. (MD)

Insights regarding speech acts and pragmatic presuppositions are related to a philosophy of science. (AM)

Examines the relationship among dictionaries, language, discourse, and ideology. The nature of the definition and the object of the dictionary's description are discussed. (AM)

Argues that structural and poststructural notions of language, as they form the basis of critical theory, are alien to the assumptions of communication theory. Posits that poststructuralists confuse sounds with signifiers, and separate language from intention, thus making their approach irrelevant to communication. (RDS)

Roger Brown, Diana Deutsch, Warren Benson, and Ruth Day comment on the similarities and differences between verbal language and music as forms of communication. This discussion occurred at the first session of the National Symposium on the Applications of Psychology to the Teaching and Learning of Music, Ann Arbor. (SJL)

Examines the question of whether translation is possible, relating it to the question of linguistic and cultural constraints on translation, and to the question of the relationship between language and thought. Recommendations are made for the improvement of the study of translating. (AM)

With reference to Chinese language and its unique orthography, evidence for language-related differences in manners of information processing is reviewed. These differences include visual form perception, manipulation of numbers, and memory versus manipulation and elaboration of verbal information. (Author/RH)

Examines the challenge posed by the naturalist philosophy of language--the view that the meanings of symbols are fixed by the environment. Compares the naturalist philosophy with that presented in an activist Native American essay that argues for the preservation of traditional native languages. (SRT)

The central feature of language is symbolic meaning, and the act of reading is a part of the symbolic process that characterizes human life. Meaning occurs as a result of interpretation in a context, not as a result of response or reaction. Signs have a literal meaning in a specific context, while symbols have a figurative meaning in an implicit…

Observes that the improvement of reading scores is not a legitimate educational goal, notes that reading abilities are inseparable from other modes of linguistic expression, and proposes many types of activities for teaching language in a context involving increasing knowledge of the uses of language in different subjects. (GT)