Writing is difficult for students who are learning English, as they often struggle to express what they really want to say. Writing is difficult for their teachers, too, who often struggle to respond in ways that are helpful. In this article, the authors offer an approach that looks at students' writing from a functional linguistics perspective,…

Five educational leaders--John Downing, Richard E. Hodges, Charlton Laird, Pose Lamb, and Roy C. O'Donnell--offer reflections on significant developments in research on language development during the 1970s and on their hopes for language research and instruction in the 1980s. (GT)

The real basics are not grammar and the surface features of language, but syntactic fluency, accomodation to a writing situation, and responsibility for what one has written. (DD)

Attempts to bring some clarity to an understanding of the common attitudes that this culture holds about language and grammar standards. Notes that understanding language attitudes can help language arts teachers know where they themselves stand and how they can address negative or harmful attitudes in the educational setting. (SG)

Presents the opposing viewpoints on grammar study, phonics and whole language instruction, and the role of information in English language arts. (SRT)

This annotated bibliography includes citations on language arts curriculum and teaching methods; language, grammar, and usage; talking and listening; reading; writing; and selecting books for children. (HTH)

Discusses approaches for helping upper elementary-age children learn about words through integrated study of spelling, grammar, and meaning. Describes what word study is, discusses word study in an integrated language arts unit (providing several examples), and offers reasons for including word study in a language arts program. (SR)