A brief, personal account which gives the general recommendations resulting from the seminar. (SP)

Discusses the satisfactions that children may derive from performance in the culturally important medium of language--performance that embodies their own intentions. (RB)

Discusses the role of the home and the school in remedying language problems of the culturally disadvantaged. (RB)

Discusses some of the problems of language education and concludes that during the middle school years, children are potentially very aware of language and receptive to new ways of exploring and exploiting it. More needs to be learned about this critical stage of language development. (JM)

Describes the situation in the United States, with emphasis on the bidialectical approach to speakers of Black English, and related problems in language theory and teacher training. (SP)

A synthesis of recent studies in child language which has quite significant implications for the teacher of English or any other language at every level. (Editor)

Discusses linguistic theory, especially the distinction between participant'' and spectator'' language (the use of a language vs. the study of the language.) (SP)

Explains how changes in reading theory have meant new emphases and new ways to teaching reading. (JL)

Relates some of the observations made of a kindergarten classroom over a two-year period in which teachers simulated as many conditions as possible with respect to a natural "learning-how-to-write" situation. (HOD)

Argues that the extent of a child's sense of story influences the child's prediction of syntax and comprehension. Suggests ways for teachers to encourage children to develop their sense of story. (RL)

Surveys recent research in language acquisition, emphasizing the views of M. A. K. Halliday. (RL)