Proposes a language instruction process, including a diagrammatical presentation of the language process, for use with disadvantaged children as a means of expanding their use of the linguistic system and their range of linguistic experiences. (RB)

Urges classroom teachers to examine the current language research and dialect discoveries in order to teach effectively.

Assesses the importance and implications of the 'critical period' in second-language learning, which occurs when second-language learning overlaps primary language learning, ages two to thirteen. (LG)

Advocates a reworking of lexical pedagogy with reference to the instruction of techniques of expression. (Text is in French.) (AM)

An examination of current educational theory regarding the functions of language, exploring the relationship of language and thought, various views of linguistic poverty, and language use and instruction in the school. (EH)

Supports and expands upon S. P. Corder's theory that all the utterances of a language learner are well-formed and appropriate. (PMP)

The possible relevance linguistics could have for curriculum development in native language teaching is explored. The discussion focuses on three question: (1) Does the study of linguistic theory in school contribute to the development of the students' language competence? (2) Is the study of language a subject worth teaching? (3) Can linguistic…

A conversation with the author's 7-year-old son who is just beginning to learn French serves to illustrate the concept of communicative competence and its implications for second-language teaching and testing. Communicative competence is defined as the ability to engage in spontaneous, interpersonal transactions, in contrast to linguistic…

Argues that transformational grammar supplies an adequate theoretical model with explanatory power; all that is needed is that the language teacher take a long, hard look at transformational theory. (VM)

This discussion is divided into three parts: (1) [native] language acquisition versus [second] language learning, (2) successful language learning, and (3) teaching strategies (grammar-translation, direct, cognitive and cognitive habit-formation). (KM)

This book is based on a large collection of material gathered over two years (1969-71) as part of the Schools Council Project on Language Development in the Primary School. It gives priority to the discussion of student-produced materials in primary schools, and its primary aim is to select for attention the more promising ways in which language…

Prior to the development of modern sociolinguistics the immediate contribution of linguistics to society as a whole was negligible. Without the further development of sociolinguistics, the situation will not change radically. In order to arrive at a more useful system of linguistics, linguists must realize that this situation does not result…

The papers included in this publication were delivered at a conference initiated by the Centre for Information on Language Teaching in April 1971. Each of the four papers represents a distinct but related interest. The first, "The Language Barrier to Education" by B. Spolsky, examines sociological effects of differences between the language…

This paperback looks at the problem of linguistic deprivation, a problem which is compounded by the restricted opportunities for language development in the schools, even those using modern and innovative methods. Chapter one looks at the contexts at home and school where the child acquires the linguistic tools he needs, and thereby sheds light on…

Ausubel distinguishes two kinds of human learning: (1) rote learning, relevant only to a small fraction of human learning, is the mechanistic formation of discrete, isolated traces in cognitive structure, usually through a process of conditioning; (2) meaningful learning, characteristic of most human learning, is a process of "subsuming"…