Drama and movement bring delight, happiness, increased learning into every aspect of the English program. (JH)

Suggests that children learning English as a second language will profit more from interaction in meaningful situations with native speakers of English than from separate language instruction with other nonnative learners. (DD)

Reviews several studies from the ERIC system that deal with the relationship between listening and reading skills and suggests resources for teaching listening skills. (GT)

Presents data from a literacy study of bilingual classrooms demonstrating that teachers have strong expectations and assumptions about literacy instruction, and that certain literacy methods, materials, and assumptions can also make literacy more difficult for the limited-English-speaking child. (HTH)

The development of children's oral language ability, speaking, and listening, is examined in light of recent research and its implications for language arts teachers. (HTH)

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)

Examines materials in the ERIC system related to children's early oral language and the transition from home language to the more formal language used in school. Offers activities for a classroom climate that is responsive to children's oral language development needs. (HTH)

Discusses the collaboration that developed among two classroom teachers and a university instructor while one of the teachers visited classrooms to investigate the question: How can classroom teachers promote children's language and language skills? (HTH)

Discusses materials in the ERIC system that deal with the concept of scaffolding, building on children's natural language, and ways teachers have translated the concept into instructional strategies. (HTH)

Claims that although a child-oriented classroom is organized by the teacher, the curriculum is enacted by everyone, and that dialogues in which teachers and children develop together provides the core of this enactment. (MM)