Describes a technique for getting students acquainted which involves having them coin words based on each other's first names. (DD)

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)

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)

Presents a perspective on the system of language levels and logical operations that effective language users employ. Offers a rational for teaching this language system. Suggests activities for "moving language around" to help students develop concepts about language structures. (RL)

Examines children's attraction to rhythm and rhyme of nursery rhymes and how these factors affect literacy. Discusses the connection between rhyme and reading and spelling acquisition. (HTH)

Language arts games are described that combine mathematical experiences and language development.

Of the various theories about how to treat black dialects, the approach by way of appreciating dialect differences is now in favor. (JH)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Presents evidence revealing the complexity of young children's language understandings with regard to spelling patterns, parts of speech, and vocabulary; points out that teachers must build upon the language knowledge that children bring to school. (GT)

Describes a program for introducing nonstandard speakers to standard English syntactic patterns that involves three steps: (1) introducing the new pattern, (2) providing practice, and (3) manipulating the new pattern. (JL)

Presents research on the situational dimension of linguistic power in social context and the relevance of this research within culturally pluralistic educational contexts. Offers suggestions for class activities that can engage standard and nonstandard speakers of English as well as those who do not speak English. (SRT)