This study of written language development and instruction of elementary school children found that realistic approaches are needed in teaching language usage, dialects, and registers. These approaches should include a nonrepetitive instructional system accounting for different linguistic abilities, a diagnostic evaluation of children's written…

This document is a collection of questions and topics designed to assist the elementary teacher in understanding the importance and methods of instruction of language. The major premise of the document is as follows: There can be no separation of subject matter into tight compartments because in reality all teachers are teachers of English;…

The program described in this book enables children and adults to spell 96 percent of the words they use correctly, to develop a spelling conscience and the necessary dictionary skills to enable correct spelling of the remaining 4 percent, and to provide the encouragement and practice that will lead to skill and enjoyment in manipulating language.…

Language arts programs are sometimes aimless because elementary teachers are not quite sure what is meant by the term "language arts." Often the typical language arts offering lacks a maintenance program which can reinforce learning and correct misinformation. Or, the pupils draw back when usage or mechanics are mentioned because they have…

The purpose of this study was to develop a third-year elementary French curriculum which integrated the oral-aural-visual and individualized approaches to language learning. The curriculum was based on a language arts approach which incorporated listening, speaking, reading, and writing skills. It was designed for use: (1) with students of average…

Defines culture and language, and examines their interrelationship as it applies to the inner city child. (MB)

Presents a thirteen floor theoretical model which takes the youngster from a media centered experience in the lower grades to experiences relative to the human condition in the upper grades. Reasons for employing various teaching aids and methods are discussed. (AF)

In the fall of 1971, a Spanish immersion program was initiated in kindergarten at the Linwood Howe Elementary School in Culver City, California. The original (pilot) group was in grade 2 at the time of this study, which focused on the pilot group in grade 2 and the follow-up group at grade 1. The major questions examined were: (1) Are the students…

This curriculum guide, designed for teachers of language at the elementary level, outlines major language topics and suggests related learning activities for use in the classroom. The following divisions are made: General Introduction, Introduction to Oral-Aural Communication, Oral-Aural Experiences, General Introduction to Composing, The Writing…

This publication presents four suggested language arts curriculum units designed to be used with high school students in first- or second-year Spanish classes who are native speakers of the language. The first unit, which deals with the Spanish alphabet, is meant to be used as an introduction to the Spanish language. The second and third units,…

Tinkering with the language inhibits the meeting of minds. (Editor)

To this time, language arts-reading programs established by the Bureau of Indian Affairs (BIA) totally immerse the young Indian student in a complete English environment. The real problem is not so much the type of program used, but the feelings of the teachers working with the students. Until very recently, few of the teachers in BIA schools were…

This paper describes the English-Italian bilingual education program of the Tangipahoa Parish School System in Tangipahoa, Louisiana. The program reaches approximately seven hundred students from kindergarten through third grade, and the main objectives of the program are (1) refining the native language for children of non-English speaking…

Three articles deal with primary school English instruction. W. J. Jackson examines some possible sets of objectives for a language arts program--e.g., development through language of creative and reasoning faculties, awareness of language characteristics and of writing models useful in contemporary society, achievement of expected terminal and…

This volume on elementary language programs is divided into four related parts. Part 1 discusses the sources of any effective language program: an understanding of the child's need for language, a knowledge of child development, and an awareness of the continuity essential to growth in language. Part 2 treats the main areas of the language…