Presents ten categories which illustrate the range of the uses of language, and discusses implications for instruction. (DD)

Defines language awareness, examines shifts in meaning which words undergo, and discusses how this topic can be applied in education. (DD)

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

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

Reviews research on the value of innovative and traditional methods of teaching language and encourages teachers to provide classroom opportunities for students to communicate and to teach language skills. (DD)

Uses materials from the ERIC system to suggest ideas for a more imaginative use of language in the classroom and provides examples of how to accomplish this. (DD)

Suggests six changes in the teaching of foreign languages in the elementary school (FLES), among them increased attention to cultural understanding and the integration of FLES into the language arts program. (DD)

Reviews research on the importance of oral language for the child and provides a framework for curriculum design based on talk purposes, talk contexts, and talk planning. (DD)

Describes how the educational museum Clarke Hall provides a stimulus to language use by involving children in the daily life of the seventeenth century. (DD)

Children seem to learn language more quickly when movement precedes language use. (JH)

Describes a series of workshops for elementary and secondary teachers which demonstrated the interrelatedness of reading to language processes. (DD)

Provides job cards for language activities in the middle grade classroom which pick up on ideas from "The Phantom Tollbooth," a children's classic by Norton Juster. (DD)

Describes 11 documents in the ERIC system which describe language activities in the context of music, drama, games, and visual stimuli. (DD)