The author argues that a child is linguistically sophisticated by the time he starts school and that his language should be respected even if it does not fit the correct" pattern of the school. (MM)

The second language learner, in acquiring grammatical rules, must draw hypotheses about language from exposure to examples and use these hypotheses for creating further utterances. Mistakes which force the formation of new hypotheses are a natural part of this process. A sample lesson taking these factors into consideration is presented. (FWB)

Discusses experiences and activities to encourage language development in children younger than six. (BR)

This article focuses on three aspects of language instruction in early childhood education: a) educational and sociological events which prompt concern over language behavior, b) results of research of the last 10 years, and c) suggestions for curriculum and instruction. (HMD)

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

Ideas regarding the language needs of children from poverty areas and how best to meet these needs. (GB)

Discusses the relationship between psycholinguistics and the teaching of French and offers suggestions for improving teaching methods. (PM)

The aim of this collection of Noam Chomsky's writings over the past 12 years is to present the main outlines of transformational theory, using as far as possible Chomsky's own words, but arranged in such a way that a non-specialist will have no difficulty in following the text. The topics covered include syntax, phonology, semantics, and language…

Article to be continued. (DS)

Paper read at the Annual Meeting of the Modern Language Association of America, December 29, 1968, in New York, New York. (DS)

This article discusses the now established" fact that one aspect of language development in native English speakers is the increasing ability to embed larger and larger numbers of sentence consituents and considers its implications for second language acquisition. (FB)

Although stressing that continuing research by no means ensures better teaching," the author briefly discusses certain areas of research in linguistics and related fields which might prove profitable to the language teacher. (FB)

Language delayed children need systematic instruction, experience with a range of language functions, and opportunities for spontaneous speech. (DD)

Knowledge of what constitutes development toward language maturity in school-age children should enable us to make substantial improvements in the language component of the curriculum. (Author)