Immigrants currently make up over 12% of the U.S. population, with children of immigrants comprising more than 20% of the population. Consequently, English learners are the fastest growing group in U.S. schools today, accounting for 10.5% of the total public school student population in Pre-K through Grade 12 in 2004-2005, a 56.2% increase over…

Children should be exposed to a rich linguistic environment, but language learning tasks cannot and should not be optimally ordered. (DD)

Focuses on the narrative function to show how children can build on another speaker's turns in conversation and can build on their own utterances as they speak. Analyzes children's dialogs and narratives to highlight the primacy of the oral language arts as they are enacted in daily conversation and play. (HTH)

Outlines some of the problems children encounter while developing communicative competency. Discusses ways to assess an individual child's communicative abilities and the ways that language development research can help teachers enhance those abilities. (HTH)

Examines psychologist David R. Olson's current work on children's language development and its possible educational implications. Stresses the increasing tendency to investigate children's language development in relation to their thinking and learning rather than in isolation and to include literacy development in the oral language development…

Encourages teachers to evaluate the appropriateness of language activities in the light of the language competencies children possess. (DD)

Provides a retrospective of the research of Walter Loban. Discusses the primacy of oral language, language development, and the interrelationships between oral and written language in his research. (RS)

Shows how children's use of explicit oral language is related to success in learning to read and writing. Outlines a technique to teach the use of explicit language through dramatic play. (HTH)

The development of children's oral language ability, speaking, and listening, is examined in light of recent research and its implications for language arts teachers. (HTH)

Examines the linguistic experimentation of children in three different age groups by means of their use of word games. (HTH)

Describes a language arts project which used students' own first names as the project theme. (DD)

Recalls childhood experiences which influenced the author in becoming a writer and a teacher. Explores the symbolic power humans wield with language, which extends from a single word to a phrase to a whole story. (MG)

The conventions inherent to language are explored, and demonstrations, engagement, and sensitivity are discussed as factors present in all learning situations in which a person learns to master these complex conventions. (HTH)

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)

Describes ERIC resources that present research on children's language usage and development and that suggest activities for the promotion of language development. (ET)