Describes a technique for getting students acquainted which involves having them coin words based on each other's first names. (DD)

Indicates in poetic form the author's doubts about electronic devices that emphasize spelling drills; notes her preference for instruction based on patterns of language. (GT)

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 a perspective on the system of language levels and logical operations that effective language users employ. Offers a rational for teaching this language system. Suggests activities for "moving language around" to help students develop concepts about language structures. (RL)

Describes an informal study that yielded information about differences between good and poor sixth-grade spellers in their awareness that spelling involves prediction strategies and in their awareness of letter frequencies, pattern frequencies, and positional constraints on spelling. Outlines a few implications for spelling instruction. (GT)

Language arts games are described that combine mathematical experiences and language development.

Of the various theories about how to treat black dialects, the approach by way of appreciating dialect differences is now in favor. (JH)

Presents research on the situational dimension of linguistic power in social context and the relevance of this research within culturally pluralistic educational contexts. Offers suggestions for class activities that can engage standard and nonstandard speakers of English as well as those who do not speak English. (SRT)