Discusses the classroom teacher as role model for children acquiring language. Cites the traditional teacher-oriented format as one reason children do not imitate teachers' speech. (HTH)

Decries teachers' use of questions with the phrase "tell me," arguing that this locus of authority in the classroom interferes with children's understanding of the function of language. (HTH)

Provides a historical view of child language research, showing that investigations of child language have come full circle in their approach to gathering data. Discusses implications for teachers in encouraging children's progression to adult-like conversation. (HTH)

Classifies the different language interactions that occur in the school and home, ranging from those that give the child or learner the power to make language choices to those that control the child's use of language. (HTH)

Examines notions and examples of instruction that can inhibit language growth, arguing that reading and writing curricula can be designed so that children are provided the freedom to explore language and grow as language learners in much the same way they learned oral language. (HTH)

Discusses how young children, when given a chance in the classroom, display many and varied responses to literature. Shares, through the use of classroom experiences, how language and literature can guide the development of curriculum. (MG)

Discusses how primary school students use language as a tool for learning mathematics and develop their language abilities at the same time. Shares how students use a research approach as they investigate mathematics and use language in their speaking, listening, reading, and writing. (MG)

Claims that although a child-oriented classroom is organized by the teacher, the curriculum is enacted by everyone, and that dialogues in which teachers and children develop together provides the core of this enactment. (MM)