A famous author, scholar, and folklorist recounts his experience with stories and storytellers. Encourages educators to cultivate for children the world of imagination, thought, and intuition. (AEA)

Contends that there are sufficient reasons that not only justify, but also make essential, that the majority of American youth continue to have some exposure to Shakespearean drama. (AEA)

Considers the stories that children read, hear, and make part of their lives. Focuses on the text with the understanding that texts live only when read by a person in a particular context. (MG)

Discussed is how strange words frequently reveal their meanings through contextual use, similarity to known vocabulary, by their sounds, or by analysis of their parts. Twelve words from the discipline of biology are analyzed using analysis of their parts. (KR)

Suggests that there is more to foreign-language teaching than the pair-work comparison of pictures or passing of messages. Effective foreign-language teaching generates an understanding of the language and its culture. (CB)

Provides a brief review of the history of New York's Workshop Center for Open Education as it relates to the science learning of young children. Describes the Center's language enriched inquiry/exploration approach to science education and explains why it is appropriate for non-dominate groups throughout the world. (JDH)

The purpose of this essay is to consider some of the practical implications of Martin Heideger's view that "Language is the house of Being," for the academic study of cultural transformation and intercultural communication. The paper describes the ontological basis of Heidegger's work, and the inquiry into Being, and contains sections on…

Reasserts, in response to a review of a book about language immersion programs, that the linguistic failure of immersion programs has major theoretical implications, focusing on the failure of immersion students to reach nativelike language proficiency and the failure to emphasize language accuracy. (two references) (CB)

The concepts of language acquisition and interlanguage as they relate to second language teaching methods are discussed. The aim of such teaching should be error-free communicative competence. Formal teaching is not enough to ensure a high level of proficiency. (CB)

Provides an annotated book list for use by elementary school teachers. Emphasizes children's involvement in word play and word games as a means to strengthen the language arts program. Specific areas covered include word play and word games, riddles, jokes, rhymes and verse, sounds and words, and word histories. (DST)

Describes the use of 10 word picture books to enrich the language experience of young children and to motivate their reading. (HOD)

Discusses the importance of childrens' services in the public library in helping to meet many of the concerns and problems in our society. (CHC)

Discusses the educational relevance of using authentic texts in second language instruction, explores their limitations as a means to cultural competence, and describes their relation to the quest for cultural understanding and communicative competence. An explanation is provided for why such materials should be used to achieve these goals. (CB)

Presents a personal account of how haiku can be used with primary students not only to explore language arts but also to share a love of the earth and its various peoples. (HTH)

Aspects of the spoken language development of the preschool and primary school child are briefly covered, with specific attention given to receptive and expressive language, semantics, syntax, memory, articulation, pragmatics, and metalanguage. Developmental norms are indicated in the areas of vocabulary development, sentence structure…