Describes a language arts project which used students' own first names as the project theme. (DD)

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

Points out that if students are to learn to negotiate meaning, they must have opportunities to use a balanced combination of informational, expressive, and interactional language. Describes three teaching strategies which are important in nurturing a range of language in the drama classroom: questioning, reflecting, and teacher in role. (ARH)

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)