The controversial and complicated nature of the "N" word is examined in a multicultural classroom project. Utilizing both old and new literature, pop culture, historical lenses, and contemporary interpretations, the word proves extremely relevant in today's language arts classroom. By examining students' perceptions and experiences as well as the…

Presents a variety of social contexts for verbal interaction between adult and child and between children. Discusses the variations in interaction caused by different contexts, as well as features that are consistent across contexts. (HTH)

Considers register (factors that vary in situational contexts and produce differences in meaning intent and meaning exchange) variance with its accompanying language transactions during written language events involving children and adults. Illustrates register variance with the writing and drawing of a four-year-old and a first-grader. (HTH)

Discusses examples of peer social interaction and language play among fourth through sixth graders. Suggests that these sub-rosa skills be taken into consideration during classroom assessment of language competence and development. (HTH)

Presents the "Englishes" of children from different social backgrounds that are reflected in the forms and functions of their individual ways of communicating. Discusses implications of these language varieties for the classroom. (HTH)

Discusses a dialogue journal exchange in English with Zulu students in South Africa. Demonstrates that successful interaction and communication is based on shared interest and genuine concern for the relationship. (MM)

Reflects on studies by teacher-researchers that show how attending to children's multiple oral discourses informs teachers' understanding of learning and language development. Discusses the school as a site of discourses in contact, ways of talking, appropriating new discourses, exploring different language genres, explicit practice in discussion,…

Explores aboriginal discourse styles in a public context, their presentation of knowledge and experience through stories, and the mismatch between discourse styles of aboriginal people and what is expected in classrooms. (MM)

Outlines the Conversational Discussion Group framework, an approach to help teachers shift from traditional, teacher-led discussions to peer discussions about literature. Discusses several questions that teachers ask as they make this shift from centralized discussion structures. (SR)

Compares and contrasts the multiple voices of children engaging in "group work" in a third-grade and a fifth/sixth-grade class. Highlights developmental and contextual issues that may be important to teachers considering students' needs and interests in relation to language arts learning in groups. Presents a playlet constructed from students'…

Discusses the importance of dialogue in learning, notes that it is lacking in many educational situations, and recommends the use of written dialogue journals as a means of communication between teachers and individual students. Points out the advantages of dialogue journals for improving writing for different social purposes. (SKC)