In this unique collaboration, the authors bring to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. Readers learn the steps in the process, including analyzing the child's problem, teaching the child to focus…

Students have a right to use the dialect and language of their own cultural heritage. Language and dialect rights have many advantages for the user, including prestige, self-confidence, group identity, opportunity to project personality and style, appreciation and respect of cultural heritage, and self-awareness. All dialects are equal and are…

Argues in favor of introducing the informal style before the formal style in general Japanese language courses. Presents the pedagogical arguments under three headings: sociolinguistic, linguistic, and psycholinguistic. Suggests that the learning sequence should be (1) simple "futsuutai" sentences; (2) complex "futsuutai" sentences; and (3)…

Reports on a variety of ways to use the college newspaper in a remedial writing class. (MKM)

These facilitator's skill packets comprise eight separate packets on beginning social skills: (1) listening; (2) starting a conversation; (3) having a conversation; (4) asking a question; (5) saying "thank you"; (6) introducing oneself; (7) introducing other people; and (8) giving a compliment. Each packet contains the following…

Describes a four-step language experience approach activity that is an effective aid in teaching Standard English language forms to dialect speakers while maintaining the integrity of the pupil's dialect. (FL)

Urges teachers to deal with one problem at a time in students' papers when attempting to get nonstandard speakers to write standard English. (DD)

These facilitator's skill packets contain 12 units on skills needed for dealing with stress: (1) making a complaint; (2) answering a complaint; (3) sportsmanship after the game; (4) dealing with embarrassment; (5) dealing with being left out; (6) standing up for a friend; (7) responding to persuasion; (8) responding to failure; (9) dealing with…

Describes a program for introducing nonstandard speakers to standard English syntactic patterns that involves three steps: (1) introducing the new pattern, (2) providing practice, and (3) manipulating the new pattern. (JL)

Presents practical strategies for helping bilingual students understand idioms and figurative expressions in their second language. (MKM)

Students improved in writing ability when the teacher emphasized the differences between oral and written language. (RL)

In connection with a discussion of the problem of language norms, the question is posed. Should not a pragmatic approach to foreign language teaching be emancipated from a pragmatic approach to linguistics? (IFS/WGA)

Offers brief descriptions from four English teachers of activities they have successfully used with high school English students, dealing with Standard English, cliches and word choice, group vocabulary work, and the love of words. (SR)

This article discusses grammar and its place in elementary English teaching. The article's eight sections are as follows: (1) Some People Expect a Lot of Grammar; (2) Standard and Non-Standard; (3) How Do Children Learn Grammar? (4) What Can the Teacher Do? (5) What Should We Tell the Children? (6) Grammar and the Organization of Meaning in Text;…

Recounts how a teacher used herself as a model to motivate black students to speak standard English. (JL)